Comparative and non comparative study g

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  • 1.
    • Done by:
    • Ameera Ba-Omar
  • 2.
    • 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
    • http://prr.hec.gov.pk/Thesis/743.pdf
  • 3.
    • Perception and Performance study
  • 4.
    • 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
  • 5.
    • 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
  • 6.
    • I - To compare the effects of use of Information and Communication Technology using CBI, CBL and TC approaches on achievement of students of secondary school mathematics.
    • 2. To compare the effects of use of Information and Communication Technology using CBI, CBL and T C approaches on retention of students of secondary school mathematics.
  • 7.
    • 3. To find out more effective approach of teaching mathematics from CBI, CBL and TC approaches for the secondary schools students.
  • 8.
    • 63 students and was heterogeneous to provide representation across ability level and gender.
    • The population of the study included the students from two different schools.
    • The sample of this study was heterogeneous to provide representation across ability level and gender.
    • The 63 students selected for this study were divided into three groups separately the boys and girl's sections imo treatment group 1 and treatment 2 and reference group.
  • 9.
        • posttest and the delayed-posttest
        • The achievement and retention instruments were in the forms of the posttest.
  • 10.
    • 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.
  • 11.
    • 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.
  • 12.
    • Educational Technology
    • At Omani Higher Education Institutions
    • Presented by:
    • Dr Ali Sharaf Al Musawi
    • Dr Hamoud Nasser Al Hashmi
    • Curriculum and Teaching Methods Dept., College of Education
    • Center for Educational Technology
    • Sultan Qaboos University
    • 2004
  • 13.
    • to address the current and prospective views on educational technology (ET) in order to discover the difficulties and develop its utilization in Omani higher education.
  • 14.
    • To assess the current status of ET in order to discover the difficulties and develop its utilization in Omani higher education.
    • To determine indicators which help to formulate a future strategic plan for Omani higher education ET.
  • 15.
    • What are the current quantitative levels of technical and technological equipment/facilities?
    • 2. To what extent is the effectiveness of the current design, production and use of instructional software/equipment?
    • 3. What are the future equipment/facilities/software requirements in relation to the increase in students’ intake?
  • 16.
    • 4. To what extent are the human, financial, and training resources available at present?
    • 5. What are the needs for future human, financial, and training resources and university programs in ET field?
    • 6. To what extent are ET research funds and mechanisms available?
  • 17.
    • 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.
  • 18.
        • two questionnaires: the faculty members‘ questionnaire, and the technical/administrative staff questionnaire
        • interviews were conducted to verify some areas of the effectiveness of instructional software/equipment use
  • 19.
    • 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)
  • 20.
    • No significant differences in regard to: the frequency of use in relation to two variables (job and type of institution).
    • No significant differences between the participants' views in regard to: the frequency of use, and ability to use instructional software in relation to two variables (job and type of institution).
    • Significant differences in favor of faculty members in terms of instructional software design/production experience, and in favor of PhD holders in terms of the ability to use instructional software.