View stunning SlideShares in full-screen with the new iOS app!Introducing SlideShare for AndroidExplore all your favorite topics in the SlideShare appGet the SlideShare app to Save for Later — even offline
View stunning SlideShares in full-screen with the new Android app!View stunning SlideShares in full-screen with the new iOS app!
A comparative study of the effect of use of information and communication technology in varied teaching approaches on achievement and retention of students of mathematics
ALYAS QADEER TAHIR A Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in hducat.on Institute of Education and Research Gomal University D.I.Khan 2005
They note that the students suffer of the way that they study mathematic subjects, so they try to determine the best approach that is effective and appropriate for students to learn math in easy way. As a result, they compare between three approaches which are: CBI, CBL, TC
The purpose of this study was to investigate and compare the effects of use of Information and Communication Technology in Computer-Based Instruction (CBI), Computer-Based Learning (CBL) and traditional Teacher Centered (TC) approaches on achievement and retention of secondary school students of mathematics in Pakistan
There was no significant difference among score of the students taught mathematics through CBI, CBL and TC approaches on achievement. The main effects of the groups and ability did not meet the 0.05 level of significance.
However, the main effects comparison of gender was significant at 0.047. There was a significant difference among the group's retention of the students taught mathematics through CBI, CBL and TC approaches. The main effect of the ability did meet the 0.05 level of significance on delayed-posttest. The main effect comparison of groups was also significant at 0.023.
It was concluded that the use of CBL approach in teaching of mathematics at secondary level in Pakistan can be encouraged for better achievement and retention of the subject which is one of the objective of teaching of mathematics at this stage.
The participants were (159) ET specialists, administrators, and ET and learning resources centers’ (LRCs) staff representing all educational technologists who have been with the public and private Omani higher education institutions.
No significant differences between the participants' views in relation to three variables (job, qualification, and type of institution) in terms of their abilities to use instructional equipment/facilities.
No significant differences between the participants' views in regard to: the impediments of use, and evaluation of instructional technology in relation to two variables (qualification, and type of institution)