The objectives of this research were 1) to develop the application for learning place value, 2) to determine
the efficiency of developed application, 3) to compare academic achievement to compare academic achievement between pre-lesson and post-lesson of students who learned with the developed application about place value, 4) to compare academic achievement between students who learned place value by the developed application and through traditional method during post-lesson, 5) to compare retention of
academic achievement of application for learning place value after 2 weeks, and 6) to find satisfactory of student who learned the application for learning place value. The sample group selected through purposive sampling was 5 content specialists and 400 pratomsuksa 1 students. The result of the study showed the qualitative assessment of the application for learning place value that was developed had overall highest
level of efficiency ( ̅= 4.73, S.D. =0.47) of the application for learning place value. Pratomsuksa 1 students showed with overall qualitative assessment equivalent to 89.07/91.84 that was higher than anticipated as 80/80. The academic achievement between pre-lesson and post-lesson by the application for learning place value appeared an average of 31.71 in pre lesson and an average of 53.49 in post-lesson.
The comparison of the academic achievement during pre-lesson and post-lesson of when students learned place value with the developed application showed 0.5 statistical significance. The academic achievement between the students with the application for learning place value an average of 53.49 during and an average of 41.33 during post-lesson. From the compare academic achievement between students who learned place value by the developed application and through traditional method during post-lesson, the student learning with the application for learning place value had higher academic achievement than those learning in the traditional method at 0.5 statistical significance. The retention of the students learning in post-lesson with the application for learning place value after 2 weeks did not have any differences. The satisfaction of the students learning with the application for learning place value was found at the highest level in overall after lesson.
This study aimed to determine the feasibility of using a staffing information system application as a learning medium for automating staffing governance in vocational schools. The study assessed the application based on feedback from material experts, media experts, and practitioners, and found it to be very feasible for use in the learning process, scoring highly at 89.2% from material experts, 95% from media experts, and 90% from practitioners. The application was determined to be a very suitable learning medium for automation subjects in vocational school fields related to automation and office management.
Staying competitive in the IT field
is a challenge. The use of IT certification programs
involves a number of critical issues and implications
for higher educational institutions (HEIs), educators,
administrators, students, and the IT industry. Hence,
there is a compelling need to gather and share IT
certification program data to chart a comparative
analysis across HEIs that are using certification
programs. This study presents a summary of key
findings among the Bachelor of Science in Computer
Science (BSCS) students in the Lyceum of the
Philippines University Batangas’ performance and
satisfaction level in Computer Networking 1, the
first course in the four-course certification program.It
used the descriptive method of research. Respondents
of the study were the 71 BSCS second year students
who took the course during the Second Semester
of SY 2009-2010. Frequency distribution, Pearson R
and weighted mean were used for data analysis. The
performance and satisfactory level the students gave to learning performance in Computer Networking
1 addresses their learning experiences and was an
evidence of the pedagogical richness of the program
and the contribution of the Computer Networking 1
teacher. In conclusion, the course actively engaged the
students and a clear understanding of the subject were
achieved.
The document provides details of an instructional design project for a training workshop on using social networking tools for teachers. It includes an analysis of the learning context and learners, goals and objectives, task analysis, and assessment plan. The learner analysis found that most teachers are experienced computer users but novice social media users who prefer hands-on learning. The goal is for teachers to learn how to use social networking sites for educational purposes. A series of assessments include partner, group, and individual activities using Facebook over several weeks following the training.
This critical journal summarizes the development and teacher review of three mathematics edutainment games for Android. The games were developed using the ADDIE model and focus on different mathematical concepts and theories. Teachers believed the games were well-designed and could positively impact students' interest and learning outcomes. However, they suggested adjusting some contexts to match students' ages and including summaries and rewards within each level. Overall, the teachers felt the games showed promise for engaging students in learning mathematics but recommended further testing the games' effectiveness on student interest, cognitive skills, and achievement.
This document discusses a study on the use of the game-based learning platform Kahoot! in teacher education programs. 44 students and 2 teachers from different programs participated in the study. They provided their perspectives on the advantages and disadvantages of using Kahoot! in the classroom through open-ended questionnaires after experiencing Kahoot! activities. The study found that participants noted increased student involvement, participation, and promotion of learning as main benefits. However, some challenges with technology, teacher experience, and student adaptation were also identified. The document provides background on game-based learning and response systems as well as details on Kahoot! and the methodology used in the study.
The document provides details of the revised syllabus for the Bachelor of Engineering in Information Technology program at the University of Mumbai effective from the 2016-17 academic year onwards. It includes the program structure, course details, course objectives and outcomes for the third semester. The syllabus covers topics like applied mathematics, logic design, data structures, databases, communications and includes labs. It aims to incorporate latest technologies and improve employability. The revised syllabus was prepared by faculty involving industry experts and focuses on outcome-based education.
This document outlines the objectives, research questions, and significance of a study exploring the effectiveness of using computer game-based strategies for vocabulary learning among tertiary students in Malaysia. The study aims to: 1) explore the effectiveness of computer games for vocabulary learning, 2) investigate students' vocabulary learning strategies, and 3) examine student perceptions of using computer games. It poses research questions on learning strategies used, effects on performance, and student perceptions. The significance is that it could help identify effective vocabulary learning methods using computer games and autonomous learning.
Evaluation criteria for different disciplines vary from subject to subject such as Computer science,
Medicine, Management, Commerce, Art, Humanities and so on. Various evaluation criteria are being used
to measure the retention of the students’ knowledge. Some of them are in-class assignments, take home
assignments, group projects, individual projects and final examinations. When conducting lectures in
higher education institutes there can be more than one method to evaluate students to measure their
retention of knowledge. During the short period of the semester system we should be able to evaluate
students in several ways. There are practical issues when applying multiple evaluation criteria. Time
management, number of students per subject, how many lectures delivered per semester and the length of
the syllabus are the main issues.
The focus of this paper however, is on identification, finding advantages and proposing an evaluation
criterion for Computer based testing for programming subjects in higher education institutes in Sri Lanka.
Especially when evaluating hand written answers students were found to have done so many mistakes such
as programming mistakes. Therefore they lose considerable marks. Our method increases the efficiency
and the productivity of the student’s and also reduces the error rate considerably. It also has many benefits
for the lecturer. With the low number of academic members it is hard to spend more time to evaluate them
closely. A better evaluation criterion is very important for the students in this discipline because they
should stand on their own feet to survive in the industry.
This study aimed to determine the feasibility of using a staffing information system application as a learning medium for automating staffing governance in vocational schools. The study assessed the application based on feedback from material experts, media experts, and practitioners, and found it to be very feasible for use in the learning process, scoring highly at 89.2% from material experts, 95% from media experts, and 90% from practitioners. The application was determined to be a very suitable learning medium for automation subjects in vocational school fields related to automation and office management.
Staying competitive in the IT field
is a challenge. The use of IT certification programs
involves a number of critical issues and implications
for higher educational institutions (HEIs), educators,
administrators, students, and the IT industry. Hence,
there is a compelling need to gather and share IT
certification program data to chart a comparative
analysis across HEIs that are using certification
programs. This study presents a summary of key
findings among the Bachelor of Science in Computer
Science (BSCS) students in the Lyceum of the
Philippines University Batangas’ performance and
satisfaction level in Computer Networking 1, the
first course in the four-course certification program.It
used the descriptive method of research. Respondents
of the study were the 71 BSCS second year students
who took the course during the Second Semester
of SY 2009-2010. Frequency distribution, Pearson R
and weighted mean were used for data analysis. The
performance and satisfactory level the students gave to learning performance in Computer Networking
1 addresses their learning experiences and was an
evidence of the pedagogical richness of the program
and the contribution of the Computer Networking 1
teacher. In conclusion, the course actively engaged the
students and a clear understanding of the subject were
achieved.
The document provides details of an instructional design project for a training workshop on using social networking tools for teachers. It includes an analysis of the learning context and learners, goals and objectives, task analysis, and assessment plan. The learner analysis found that most teachers are experienced computer users but novice social media users who prefer hands-on learning. The goal is for teachers to learn how to use social networking sites for educational purposes. A series of assessments include partner, group, and individual activities using Facebook over several weeks following the training.
This critical journal summarizes the development and teacher review of three mathematics edutainment games for Android. The games were developed using the ADDIE model and focus on different mathematical concepts and theories. Teachers believed the games were well-designed and could positively impact students' interest and learning outcomes. However, they suggested adjusting some contexts to match students' ages and including summaries and rewards within each level. Overall, the teachers felt the games showed promise for engaging students in learning mathematics but recommended further testing the games' effectiveness on student interest, cognitive skills, and achievement.
This document discusses a study on the use of the game-based learning platform Kahoot! in teacher education programs. 44 students and 2 teachers from different programs participated in the study. They provided their perspectives on the advantages and disadvantages of using Kahoot! in the classroom through open-ended questionnaires after experiencing Kahoot! activities. The study found that participants noted increased student involvement, participation, and promotion of learning as main benefits. However, some challenges with technology, teacher experience, and student adaptation were also identified. The document provides background on game-based learning and response systems as well as details on Kahoot! and the methodology used in the study.
The document provides details of the revised syllabus for the Bachelor of Engineering in Information Technology program at the University of Mumbai effective from the 2016-17 academic year onwards. It includes the program structure, course details, course objectives and outcomes for the third semester. The syllabus covers topics like applied mathematics, logic design, data structures, databases, communications and includes labs. It aims to incorporate latest technologies and improve employability. The revised syllabus was prepared by faculty involving industry experts and focuses on outcome-based education.
This document outlines the objectives, research questions, and significance of a study exploring the effectiveness of using computer game-based strategies for vocabulary learning among tertiary students in Malaysia. The study aims to: 1) explore the effectiveness of computer games for vocabulary learning, 2) investigate students' vocabulary learning strategies, and 3) examine student perceptions of using computer games. It poses research questions on learning strategies used, effects on performance, and student perceptions. The significance is that it could help identify effective vocabulary learning methods using computer games and autonomous learning.
Evaluation criteria for different disciplines vary from subject to subject such as Computer science,
Medicine, Management, Commerce, Art, Humanities and so on. Various evaluation criteria are being used
to measure the retention of the students’ knowledge. Some of them are in-class assignments, take home
assignments, group projects, individual projects and final examinations. When conducting lectures in
higher education institutes there can be more than one method to evaluate students to measure their
retention of knowledge. During the short period of the semester system we should be able to evaluate
students in several ways. There are practical issues when applying multiple evaluation criteria. Time
management, number of students per subject, how many lectures delivered per semester and the length of
the syllabus are the main issues.
The focus of this paper however, is on identification, finding advantages and proposing an evaluation
criterion for Computer based testing for programming subjects in higher education institutes in Sri Lanka.
Especially when evaluating hand written answers students were found to have done so many mistakes such
as programming mistakes. Therefore they lose considerable marks. Our method increases the efficiency
and the productivity of the student’s and also reduces the error rate considerably. It also has many benefits
for the lecturer. With the low number of academic members it is hard to spend more time to evaluate them
closely. A better evaluation criterion is very important for the students in this discipline because they
should stand on their own feet to survive in the industry.
This document summarizes a study that compares three methods for university selection among students from different exam streams: the Common Currency Index (CCI) method, Z-score method, and average method. The study had two aims: 1) to propose the CCI method, which accounts for potential differences between exam streams and other exam factors, and 2) to compare the performance of the CCI, Z-score, and average methods using simulated student exam data. The CCI method converts marks across streams to a common scale before selecting students. Simulation results found the CCI method selected students correctly within streams and better between streams compared to the other methods. The CCI method aims to select students fairly regardless of exam stream challenges.
The document discusses a study that investigated the difficulties faced by 105 polytechnic students in Malaysia in learning fundamental programming courses. The study found that students had moderate understanding of topics like multidimensional arrays, loops, and functions. Students struggled most with understanding the abstract concepts of variable positions in memory during program execution. They also faced difficulties in understanding basic programming structures and designing programs to solve tasks. While practical lab activities helped students learn programming, a major challenge was lecturers not providing enough examples. Most students agreed that visualization tools could help facilitate learning programming by helping them understand program execution.
mRIDGE project - final presentation in evaluation of WP4 and WP5Manuel Castro
Presentation of Manuel Castro form UNED, THE MDR model - gained skills, knowledge and competences. the effectiveness and efficiency of THE mdr approach, part of the mRIDGE Erasmus Plus European Project.
Presentation during the final Workshop of the Results of the research project "mRIDGE – Using mobile technology to improve policy Reform for Inclusion of Disadvantaged Groups in Education" in Plovdiv House of Culture, promoted by the Municipality of Plovdiv and the University of Plovdiv.
http://mridge.dipseil.net/
PROJECT 562113-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD
A Study on Learning Factor Analysis – An Educational Data Mining Technique fo...iosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Selection of Learning Materials Based on Students’ Behaviors in 3DMUVLETELKOMNIKA JOURNAL
Learning in 3-dimensional virtual environments has been widely used as a complement to traditional learning. Multi User Virtual Learning Environment in 3 Dimensions (3DMUVLE) provides many benefits and can support lifelong learning. In its implementation, this learning has not supported personal learning. This study aims to build a 3DMUVLE with personalized materials based on students' models. The system development model uses the Linear Sequence model by integrating MOODLE, SLOODLE and OPENSIM. Student's model in this research is Myer Briggs Type Indicator (MBTI) and determination of type uses fuzzy logic. The results of this study are 16 types of students and each type consists of 3 levels: low, medium and high. Each level has a specific learning material. The implication of this research is the level of MBTI type so that the learning material is more specific.
This document describes a digitally automated outcomes assessment system developed by the Faculty of Engineering at the Islamic University in Madinah. The key aspects of the system include:
1. Measuring outcomes at the introductory, reinforced, and mastery levels of courses to better track student performance throughout their education.
2. Using evaluation software and a standardized course assessment report format to automate the collection of outcomes data from existing student assessments and evaluations.
3. Classifying specific performance indicators according to Bloom's three domains of learning and three levels of skills to facilitate measuring outcomes across different learning levels.
4. Designing assessments to directly measure individual performance indicators to obtain precise outcomes data for continuous improvement purposes
1. The study aimed to compare the effects of using computer-based instruction (CBI), computer-based learning (CBL), and traditional teacher-centered (TC) approaches on the achievement and retention of students learning mathematics.
2. It involved 63 students divided into the three approaches and assessed their achievement through post-tests and retention through delayed post-tests.
3. The results found that CBL approach led to better achievement and retention of mathematics compared to CBI and TC, suggesting CBL could be encouraged for teaching mathematics at the secondary level in Pakistan.
New Fuzzy Model For quality evaluation of e-Training of CNC Operatorsinventionjournals
The quality of e-learning is a very important issue, especially when production technologies are concerned. This paper introduces a new fuzzy model for e-learning quality evaluation. All uncertainties and consequent imprecision are modeled by triangular fuzzy numbers. The quality of CNC e-learning process is determined by using the fuzzy logic IF-THEN rules. The proposed method derives an aggregated satisfaction value both for the participants as well as the trainers.The authors introduce a genuine metric interval for the objective evaluation of E-learning effect. The OLS regression model estimates the magnitude and polarity of Elearning effect on participants` perception of the training quality. The predicted coefficient of E-learning effect on the overall quality of CNC training is estimated to be14.88 measurement points with a negative impact on overall satisfaction. These novel findings shed a new light on the quantitative effect of E-learning on CNC machine training and contribute to the contemporary scientific literature within the research area.The developed model is illustrated by real-life data from secondary technological schools from central Serbia
New Fuzzy Model for quality evaluation of E-Training of CNC Operatorsinventionjournals
This document proposes a new fuzzy model for evaluating the quality of e-learning training for CNC operators. It begins by discussing the importance of continuous education in production technologies like CNC. It then reviews existing literature on evaluating e-learning quality and identifies uncertainties in criteria weights and values. The document goes on to introduce assumptions of the proposed model which uses fuzzy set theory to represent uncertainties. Criteria weights are determined using fuzzy AHP based on linguistic assessments from trainers. An example application evaluates participant satisfaction with e-learning training quality. Finally, regression analysis estimates the isolated effect of e-learning on training quality perceptions.
The purpose of this study was developing and validation virtual test based multiple representations to facilitate students to understand the questions that assess students’ decision-making competence of buffer solution. This research was conducted using the method development and validation. The participants were 136 high school students who take science class. Data obtained were content validity, reliability, item difficulty index, discrimination index and readability of virtual test that has developed. This study also compared the item difficulty and readability between virtual test and paper and pencil test. The results showed that the virtual test had CVI’s value was 0.71, the Cronbach's Alpha value was 0.925 which was showed that the reliability with included in “very good” category, the item difficulty index was moderate categories and the readability of virtual test was higher than paper and pencil test. It could be concluded that the virtual test that had developed was feasible to use and could facilitate students in understanding the questions that assess students’ decision-making competence of buffer solution.
LACLOD: LEARNING ANALYTICS FOR CHILDREN’S LOGIC DEVELOPMENTijma
Learning Analytics for Children's Logic Development (LACLOD) is a web-based and mobile friendly
learning analytic platform for assessing the logic development of children age 3 to 4 years old in TASKA
PERMATA UPSI Malaysia. The platform is developed using Unity and connected through Google Analytics
(GA) plugin where it tracked the user interaction for the application. LACLOD is designed only for mobile
or tablet which is using Android. In this paper, the development of this learning analytic platform is
presented. For evaluation of this system, observation and survey have been used, to get the feedback from 2
teachers (female) and 3 children (2 female and 1 male). Based on the evaluation, it can be seen that there
are still rooms for improvement. Female children found it quit hard to understand the game but the male
children looked satisfy because he knew on how to navigate the app and he actively played the app by himself.
As for teachers, the acceptance to this kind of assessment is moderate, however they agree that this
application can better improve the children’s learning especially in logic development.
Development of an edutainment instructional model using learning object for e...Panita Wannapiroon Kmutnb
This document summarizes a research study that aimed to develop and evaluate an edutainment instructional model using learning objects in an electronic book on a tablet computer to develop students' emotional quotient. The study was conducted in two phases: model development and expert evaluation. Five experts evaluated the model and found it to have high suitability, with mean scores above 4 out of 5 for all model components, steps, and activities. The results demonstrate that the developed edutainment instructional model is valid for effective use in developing students' emotional intelligence.
This document outlines the module for Estimating, which is a core module in the Bachelor of Quantity Surveying program. The module aims to develop students' skills in estimating materials, components, and construction costs. It will cover terminology, factors that influence pricing, and different estimating methods. Students will be assessed through assignments, a group tender submission project, and a final exam that tests their ability to apply estimating concepts and calculate costs. They must also complete a portfolio demonstrating their achievement of learning outcomes.
Applicability of Extreme Programming In Educational EnvironmentCSCJournals
In order to validate the results of any XP study, the experiment's environment has to be in line with XP principles and values. XP practices must fit with the environment sitting to accomplish accurate finds and observations. This paper searches the applicability of using the Extreme Programming method in the educational environments specifically in the post-secondary school. After digging in 14 XP experiments were done in different universities and institutions, we figured out that XP is applicable in the educational environment with challenges attached. In this paper, we go deeply in investigating the difficulties that students face when adopting XP in class. Also, we highlight the important factors that affect the XP adoption in education.
The Uses of Storytelling In Simplifying the Complex Concept in ProgrammingKhairul Shafee Kalid
The use of storytelling as a teaching tool for programming courses is explored in this presentation slide. One of the purpose of using stories in teaching is that stories simplifies complex concept. This slides contains the development of a prototype that could facilitate the process of constructing stories for programming. The stories can be use by the instructor in class to demonstrate complex programming concepts.
Improving understanding of pre service teacher experience with technology int...ijma
Pre-service teachers develop technology competency during their tenure in the college classroom. These
stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology
integration. 656 pre-service education students from five universities across the United States completed a
qualitative survey aimed at identifying how they perceived technology integration throughout their teacher
education program. Three themes, corresponding to Bloom’s Revised Taxonomy, were identified; 1) preservice
teachers first identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration, and 3) overall, pre-service teachers do not evaluate and create
technology integration experiences. The results of this study are discussed thematically in relation to
Bloom’s revised taxonomy. Limitations are discussed and recommendations for future research examined
for pre-service teacher technology training.
Development of Pedagogical Blended E-Learning Model Using Cognitive Tools Bas...Jintavee Khlaisang
Khlaisang, J. (2012). Development of Pedagogical Blended E-Learning Model Using Cognitive Tools Based Upon Constructivist Approach for Knowledge Construction in Higher Education. Proceedings of the Fourth International e-Learning Conference 2012, organized by the Thailand Cyber University Project, Office of the Higher Education Commission, Bangkok, Thailand, June 14, 2012.
This instructional design project provides a plan for teaching eighth grade students how to create a 5-slide PowerPoint presentation with text, images, and action buttons. The plan includes analyzing learner needs through a survey, establishing learning objectives, and designing instructional materials and assessments. Objectives cover topics like inserting text and images, formatting text, and adding hyperlinks between slides. Students will view an instructional video, create a sample presentation, self-assess their work against a rubric, and submit their completed presentation for grading. The goal is to provide students with 21st century presentation skills that transfer to assessments in their online history course and beyond.
1) The study examines the impact of using a hypervideo application compared to slides on students' learning outcomes in an animation subject at a vocational school in Indonesia.
2) It uses a quasi-experimental design with 72 students split into a control group that used slides and a treatment group that used the hypervideo application.
3) Results showed that the hypervideo application led to significantly better learning outcomes for students on cognitive measures of understanding, analysis, and evaluation of animation concepts compared to using slides alone.
THE RESULTS OF THE BLENDED LEARNING ACTIVITIES COURSE OF INNOVATION AND INFOR...ijma
The objectives of this research were: 1 ) to find the effectiveness of the blended learning management
activity package 2) to compare the learning achievement 3) to study memory retention and 4) to study the
satisfaction with the blended learning activities. The research sample consisted of 3 0 1
st year students
enrolled in the Innovation and Information Technology for Communication and Learning course in the 2
nd
semester of the academic year 2 0 2 0 in the Major of General Science, Faculty of Education, Rajabhat
Nakhon Si Thammarat University. The research tools were: 1) a blended learning management activity
package, and 2 ) an online questionnaire on the satisfaction of the learners with the blended learning
activities. The statistics used in the data analysis were mean, S. D. and hypothesis testing using t-test
Dependent. 1) The developed efficiency was 8 0 .5 8 /8 7 .6 7 , which was the efficiency according to the
specified criteria 8 0 /8 0 . 2 ) The statistically significant comparison of the learning achievement after
receiving the learning management was higher than before the learning management at the .05 level. 3)
The study of memory retention after 2 weeks of learning management was not significantly different at the
.05 level and 4) The overall of the satisfaction blended learning activities were at the highest level.
Development of interactive multimedia learning in learning instructional designAlexander Decker
This document summarizes the development of an interactive multimedia learning product for an instructional design course. It discusses:
1) A needs assessment was conducted that found 86% of lecturers and 98% of students desired interactive learning media to make the learning process more effective.
2) The product was developed using the Borg & Gall development model combined with the Dick & Carey instructional design model. It underwent expert review, individual testing, small group testing, and field testing.
3) Evaluation results found the product was rated "good" in terms of learning materials, strategies, and media design. Revisions were made based on expert and tester feedback.
Assessment Of Individual And Collaborative E-Learning In Problem Solving Acti...Gina Rizzo
This document discusses a method for assessing individual and collaborative online learning in problem-solving activities. The method was developed by the University of Turin for an online training course. It uses a system called "Digital Mate Coins" (DMC) to provide formative assessment. DMC are earned by students for submitting problem solutions, participating in forums, and completing self-assessments. DMC are displayed to motivate students and are added to competition scores. The system was effective in increasing student engagement and collaboration, and supported learning progress. Peer assessment was also used in an advanced portion of the training course.
This document summarizes a study that compares three methods for university selection among students from different exam streams: the Common Currency Index (CCI) method, Z-score method, and average method. The study had two aims: 1) to propose the CCI method, which accounts for potential differences between exam streams and other exam factors, and 2) to compare the performance of the CCI, Z-score, and average methods using simulated student exam data. The CCI method converts marks across streams to a common scale before selecting students. Simulation results found the CCI method selected students correctly within streams and better between streams compared to the other methods. The CCI method aims to select students fairly regardless of exam stream challenges.
The document discusses a study that investigated the difficulties faced by 105 polytechnic students in Malaysia in learning fundamental programming courses. The study found that students had moderate understanding of topics like multidimensional arrays, loops, and functions. Students struggled most with understanding the abstract concepts of variable positions in memory during program execution. They also faced difficulties in understanding basic programming structures and designing programs to solve tasks. While practical lab activities helped students learn programming, a major challenge was lecturers not providing enough examples. Most students agreed that visualization tools could help facilitate learning programming by helping them understand program execution.
mRIDGE project - final presentation in evaluation of WP4 and WP5Manuel Castro
Presentation of Manuel Castro form UNED, THE MDR model - gained skills, knowledge and competences. the effectiveness and efficiency of THE mdr approach, part of the mRIDGE Erasmus Plus European Project.
Presentation during the final Workshop of the Results of the research project "mRIDGE – Using mobile technology to improve policy Reform for Inclusion of Disadvantaged Groups in Education" in Plovdiv House of Culture, promoted by the Municipality of Plovdiv and the University of Plovdiv.
http://mridge.dipseil.net/
PROJECT 562113-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD
A Study on Learning Factor Analysis – An Educational Data Mining Technique fo...iosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Selection of Learning Materials Based on Students’ Behaviors in 3DMUVLETELKOMNIKA JOURNAL
Learning in 3-dimensional virtual environments has been widely used as a complement to traditional learning. Multi User Virtual Learning Environment in 3 Dimensions (3DMUVLE) provides many benefits and can support lifelong learning. In its implementation, this learning has not supported personal learning. This study aims to build a 3DMUVLE with personalized materials based on students' models. The system development model uses the Linear Sequence model by integrating MOODLE, SLOODLE and OPENSIM. Student's model in this research is Myer Briggs Type Indicator (MBTI) and determination of type uses fuzzy logic. The results of this study are 16 types of students and each type consists of 3 levels: low, medium and high. Each level has a specific learning material. The implication of this research is the level of MBTI type so that the learning material is more specific.
This document describes a digitally automated outcomes assessment system developed by the Faculty of Engineering at the Islamic University in Madinah. The key aspects of the system include:
1. Measuring outcomes at the introductory, reinforced, and mastery levels of courses to better track student performance throughout their education.
2. Using evaluation software and a standardized course assessment report format to automate the collection of outcomes data from existing student assessments and evaluations.
3. Classifying specific performance indicators according to Bloom's three domains of learning and three levels of skills to facilitate measuring outcomes across different learning levels.
4. Designing assessments to directly measure individual performance indicators to obtain precise outcomes data for continuous improvement purposes
1. The study aimed to compare the effects of using computer-based instruction (CBI), computer-based learning (CBL), and traditional teacher-centered (TC) approaches on the achievement and retention of students learning mathematics.
2. It involved 63 students divided into the three approaches and assessed their achievement through post-tests and retention through delayed post-tests.
3. The results found that CBL approach led to better achievement and retention of mathematics compared to CBI and TC, suggesting CBL could be encouraged for teaching mathematics at the secondary level in Pakistan.
New Fuzzy Model For quality evaluation of e-Training of CNC Operatorsinventionjournals
The quality of e-learning is a very important issue, especially when production technologies are concerned. This paper introduces a new fuzzy model for e-learning quality evaluation. All uncertainties and consequent imprecision are modeled by triangular fuzzy numbers. The quality of CNC e-learning process is determined by using the fuzzy logic IF-THEN rules. The proposed method derives an aggregated satisfaction value both for the participants as well as the trainers.The authors introduce a genuine metric interval for the objective evaluation of E-learning effect. The OLS regression model estimates the magnitude and polarity of Elearning effect on participants` perception of the training quality. The predicted coefficient of E-learning effect on the overall quality of CNC training is estimated to be14.88 measurement points with a negative impact on overall satisfaction. These novel findings shed a new light on the quantitative effect of E-learning on CNC machine training and contribute to the contemporary scientific literature within the research area.The developed model is illustrated by real-life data from secondary technological schools from central Serbia
New Fuzzy Model for quality evaluation of E-Training of CNC Operatorsinventionjournals
This document proposes a new fuzzy model for evaluating the quality of e-learning training for CNC operators. It begins by discussing the importance of continuous education in production technologies like CNC. It then reviews existing literature on evaluating e-learning quality and identifies uncertainties in criteria weights and values. The document goes on to introduce assumptions of the proposed model which uses fuzzy set theory to represent uncertainties. Criteria weights are determined using fuzzy AHP based on linguistic assessments from trainers. An example application evaluates participant satisfaction with e-learning training quality. Finally, regression analysis estimates the isolated effect of e-learning on training quality perceptions.
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OVA of 98–99.6%
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DEVELOPING THE APPLICATION FOR LEARNING PLACE VALUE
1. The International Journal of Multimedia & Its Applications (IJMA) Vol.10, No.1/2/3, June 2018
DOI: 10.5121/ijma.2018.10305 53
DEVELOPING THE APPLICATION FOR LEARNING
PLACE VALUE
Rawiphon Charunphankaseam1
1
Faculty of Mass Communication Technology, Rajamangala University of Technology
Phra Nakhon, Bangkok, Thailand
ABSTRACT
The objectives of this research were 1) to develop the application for learning place value, 2) to determine
the efficiency of developed application, 3) to compare academic achievement to compare academic
achievement between pre-lesson and post-lesson of students who learned with the developed application
about place value, 4) to compare academic achievement between students who learned place value by the
developed application and through traditional method during post-lesson, 5) to compare retention of
academic achievement of application for learning place value after 2 weeks, and 6) to find satisfactory of
student who learned the application for learning place value. The sample group selected through purposive
sampling was 5 content specialists and 400 pratomsuksa 1 students. The result of the study showed the
qualitative assessment of the application for learning place value that was developed had overall highest
level of efficiency ( ̅= 4.73, S.D. =0.47) of the application for learning place value. Pratomsuksa 1
students showed with overall qualitative assessment equivalent to 89.07/91.84 that was higher than
anticipated as 80/80. The academic achievement between pre-lesson and post-lesson by the application for
learning place value appeared an average of 31.71 in pre lesson and an average of 53.49 in post-lesson.
The comparison of the academic achievement during pre-lesson and post-lesson of when students learned
place value with the developed application showed 0.5 statistical significance. The academic achievement
between the students with the application for learning place value an average of 53.49 during and an
average of 41.33 during post-lesson. From the compare academic achievement between students who
learned place value by the developed application and through traditional method during post-lesson, the
student learning with the application for learning place value had higher academic achievement than those
learning in the traditional method at 0.5 statistical significance. The retention of the students learning in
post-lesson with the application for learning place value after 2 weeks did not have any differences. The
satisfaction of the students learning with the application for learning place value was found at the highest
level in overall after lesson.
KEYWORDS
Application, Place Value
1. INTRODUCTION
Mathematics is essential and rudimentary in real-life application and further study, for example,
observation, forecasting, logics, and unexpected problem solution efficiently. To be able to do so,
it is called a mathematic proficiency. It required ones to learn from the basic to continue further
lessons in the future when it comes to mathematics. Administering teaching and learning plans
according to the central fundamental curriculum B.E. 2551 [1] started from mathematic
calculation of place value from pratomsuksa 1. Currently, assistive media for lesson revision after
a traditional class varied, for example, revision books for students, wooden number media, still
figure[2], and audio-visual media[3]. These mentioned media did not build more relationship with
students; as a result, it failed to interest students. Therefore, the development was aimed to
develop the learning tangible media about addition and subtraction in mathematics in
pratomsuksa 1 to practice place value. The digital screen showed number that was equipped with
responsive audio, was portable, weighed lightly and input by number buttons [4]. However, the
2. The International Journal of Multimedia & Its Applications (IJMA) Vol.10, No.1/2/3, June 2018
54
media could not be conveniently portable. The study thereby aimed to develop the application for
learning place value for pratomsuksa 1 students via their mobile phones in order to support or
revise descriptive lesson about place value, solved portability problems, enhanced sound track
and support ubiquitous learning. This was a pathway to develop the students’ academic
achievement of mathematic place value and interested students while enjoying learning
mathematic as a pathway to more efficiency learning media.
2. OBJECTIVES
2.1 To develop the application for learning place value.
2.2 To determine the efficiency of developed application
2.3 To compare academic achievement to compare academic achievement between pre-lesson
and post-lesson of students who learned with the developed application about place value.
2.4 To compare academic achievement between students who learned place value by the
developed application and through traditional method during post-lesson.
2.5 To compare retention of academic achievement of application for learning place value after 2
weeks.
2.6 To find satisfactory of student who learned the application for learning place value.
3. OPERATIONAL DEFINITION
Place value defined as a value determining a position of number, for example, decimal place
value such as ones digit (1 or 10o
), tens digit (10’
), hundreds digit (102
), thousands digit (103
), ten-
thousands digit (104
), hundred-thousands (105
), and millions digit (106
).
4. METHODOLOGY
4.1. Population and Sample
4.1.1 Population
4.1.1 Professors through synthesis and quality search of media divided by 2 groups.
4.1.1.1 Specialists evaluating content were specialized at in-depth interview about suitable activities
and test quality of teaching mathematics in pratomsuksa 1 with less than 10 years of working.
4.1.1.2 Technical assessment specialists completed Doctoral degree taking an academic position
of at least assistant professor in mathematics department, educational media, computation or any
related branches or anyone with at least 10 years of teaching experience.
4.1.2 Pratomsuks 1 students of semester 2017 in the central part of Thailand.
4.1.2 Sample Group
4.1.2.1 5 content assessment specialists selected through purposive sampling.
4.1.2.2 5 technical assessment specialists selected through purposive sampling.
4.1.2.3 400 pratomsuksa 1 selected through purposive sampling.
4.2 Independent Variables and Dependent Variables
4.2.1 Independent variables defined as the application for learning place value.
4.2.2 Dependent variables defined as efficiency of the application for learning place value,
academic achievement, retention of learning, and satisfaction toward the application for learning
place value.
4.3. Research Procedure
The application for learning place value was designed and developed under these 5 stages based
3. The International Journal of Multimedia & Its Applications (IJMA) Vol.10, No.1/2/3, June 2018
55
on ADDIE Model [5] as below.
4.3.1. Analysis: Documents and theory based on academic management of learning plans, purposes,
interview with mathematics teachers about various topics such as features of students, expected
behaviors of students, limitation of learning and teaching methods and study of designing and
developing application.
4.3.2 Design Phase divided into 2 parts as following
4.3.2.1 The application was designed for learning place value based on tangibility of design
construction and learning media development for pratumsuksa 1 students [6] for application and
further development. The features of the application are explained as in the figure 1.
The figure 1. Overall functions of the designed application.
From the figure 1, the first cover consisted of the title, motion cartoon character, narrative audio,
and volume on/off.
The second page consisted of number icons starting from ones digit to millions digit. When a
mouse touches on each digit icon, narrative audio of main characters turned on. As the ones digit
icon was clicked in the second page, the third page appeared consisting of randomized ones digit
numbers; for example, a question determining 5 where students had to click counting 5 times
until the system showed red number of counting times in order along with the character producing
number-count narration upon students’ clicks. When the screen showed correct result, the
character would say correct. In the case of a wrong answer, the screen showed a retry to the
students and retracted to the third page for a retry. If students clicked hundreds digit numbers in
the second page of the application, it showed in the figure 2.
The figure 2: the example of when students click on a hundreds digit icon.
4. The International Journal of Multimedia & Its Applications (IJMA) Vol.10, No.1/2/3, June 2018
From the figure 2, the question showed a randomized number for students to improve mathematic
thinking skilling. The test randomly allowed students to do starting from ones digit to millions
digits – 20 questions for each digit and 140 in total during pre
case of the question randomized 560, it showed how
The figure 3. The calculation of place
According to figure 3, the place value was calculated with the developed application
4.3.2.2 Content Design: The researcher designed the test for pre
lesson according to the learning plan, teacher guide based on the cen
curriculum B.E. 2551 [7] and designed satisfactory questionnaire that was later assessed
by 5 content specialists with appropriate content and quality of the questionnaire.
4.3.3 Development Phase: The application was developed centering i
HTML5 CCS3 based and JavaScript (jQuery Mobile Framework) conducted through the co
function of PHP and MySQL to manage the database. This later was designed by 5 technical
design and application development specialists to assess the
problems according to their comments as in the figure 4.
The figure 4: The application feature.
From the figure 4, the sample of the application feature was developed. The students could click
to previous lesson for revision or when they wished to select new numbers.
4.4.4. Implementation phase: The application was developed to test with the sample
400 students in the central part selected through purposive sampling. The phases consisted as
following.
4.4.4.1 Students doing the test during pre
4.4.4.2 Teachers teaching the application usage and students practicing
place value from the application.
4.4.4.3 Students doing the test during in
4.4.4.4 Students’ extra knowledge on the application
4.4.4.5 Students doing test at the end of academic subject
560
0 was in ones digit because counting principle did not count zero so clicking it was not
required.
6 was in tens digit allowing students to count tens digit numbers for
5 was in hundreds digit enabling students to count hundreds digit numbers for
The International Journal of Multimedia & Its Applications (IJMA) Vol.10, No.1/2/3, June 2018
From the figure 2, the question showed a randomized number for students to improve mathematic
thinking skilling. The test randomly allowed students to do starting from ones digit to millions
20 questions for each digit and 140 in total during pre and post-lesson. For example, the
case of the question randomized 560, it showed how-to-think in fourth page as in the figure 3.
The figure 3. The calculation of place value
According to figure 3, the place value was calculated with the developed application
4.3.2.2 Content Design: The researcher designed the test for pre - post lesson and during
lesson according to the learning plan, teacher guide based on the central fundamental
curriculum B.E. 2551 [7] and designed satisfactory questionnaire that was later assessed
by 5 content specialists with appropriate content and quality of the questionnaire.
Development Phase: The application was developed centering in Hybrid Apps that was
HTML5 CCS3 based and JavaScript (jQuery Mobile Framework) conducted through the co
function of PHP and MySQL to manage the database. This later was designed by 5 technical
design and application development specialists to assess the developed application and solved the
problems according to their comments as in the figure 4.
The figure 4: The application feature.
From the figure 4, the sample of the application feature was developed. The students could click
to previous lesson for revision or when they wished to select new numbers.
Implementation phase: The application was developed to test with the sample
400 students in the central part selected through purposive sampling. The phases consisted as
Students doing the test during pre-lesson
Teachers teaching the application usage and students practicing
from the application.
Students doing the test during in-class lesson
Students’ extra knowledge on the application
Students doing test at the end of academic subject
was in ones digit because counting principle did not count zero so clicking it was not
was in tens digit allowing students to count tens digit numbers for 6times equal to 60
was in hundreds digit enabling students to count hundreds digit numbers for 5
The International Journal of Multimedia & Its Applications (IJMA) Vol.10, No.1/2/3, June 2018
56
From the figure 2, the question showed a randomized number for students to improve mathematic
thinking skilling. The test randomly allowed students to do starting from ones digit to millions
lesson. For example, the
think in fourth page as in the figure 3.
According to figure 3, the place value was calculated with the developed application.
lesson and during
tral fundamental
curriculum B.E. 2551 [7] and designed satisfactory questionnaire that was later assessed
by 5 content specialists with appropriate content and quality of the questionnaire.
n Hybrid Apps that was
HTML5 CCS3 based and JavaScript (jQuery Mobile Framework) conducted through the co-
function of PHP and MySQL to manage the database. This later was designed by 5 technical
developed application and solved the
From the figure 4, the sample of the application feature was developed. The students could click
Implementation phase: The application was developed to test with the sample group being
400 students in the central part selected through purposive sampling. The phases consisted as
was in ones digit because counting principle did not count zero so clicking it was not
60.
5times
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4.4.4.6 Students completing satisfaction questionnaire
4.4.4.7 Students doing test during post-lesson test
4.4.4.8 Students doing the test to find retention value after 2 weeks of
post-lesson test.
4.4.8.9 Research instruments
1) The application for learning place value.
2) The questionnaire for the specialists to test the quality in
accordance with the standard of 5 rating scales.
3) The pre lesson test consisting of 60 items, the test during lesson
consisting of 60 questions, the pre lesson test consisting of 60 questions, and retention test
consisting 60 question – 240 questions in total.
4) Students’ satisfaction questionnaire toward the application for learning
place value that was developed by the 3 rating scale standard [8].
4.4.5. Evaluation Phase
The data were collected and analyzed to find the efficiency of the application
for learning place value, academic achievement of the students, their learning retention, and
satisfaction of the students toward the application for learning place value.
Analysis of the data to proceeded as following.
4.4.5.1 The analysis of the quality of the application for learning place value through basic
statistics such as percentage, average, and standard deviation.
4.4.5.2 The analysis of the efficacy of the application for learning place value under the standard
of 80/80 with the formula of E1/E2.
4.4.5.3 The comparative analysis of efficiency between pre-lesson and post-lesson among student
learning by the application for learning place value through basic statistic unit such as percentage,
average, standard deviation, and t-test value.
4.4.5.4 The comparative analysis of academic achievement between pre and post lesson among
students learning by the application for learning place value and those learning in the traditional
method though basic statistic unit such as percentage, average, standard deviation, and t-test
value.
4.4.5.5 The comparative analysis of learning retention after lesson by the application for learning
place value after 2 weeks through basic statistic unit such as percentage, average, and standard
deviation.
4.4.5.6 The analysis of the students’ satisfaction toward the application for learning place value
through basic statistic unit such as percentage, average, and standard deviation.
5. RESULTS
Result of the developed application for learning place value as show in table 1-table 6.
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Table 1. Result of the evaluation of appropriateness of the developed application for
learning place value.
Item S.D. Translation
1. Appropriateness of the background color and fonts. 4.80 0.44 Highest
2. Aesthetics of the page compositions. 4.60 0.54 Highest
3. Appropriateness of the animation. 4.80 0.44 Highest
4.Correctness of speech synthesizer. 4.80 0.44 Highest
5. Appropriateness of the audio feedback. 4.60 0.54 Highest
6. Media and content consistency 4.80 0.44 Highest
Total 4.73 0.47 Highest
From table 1, the qualitative assessment of the developed application for learning place value showed the
overall at the highest level ( ̅ =4.73, S.D. =0.47)
Table 2. Measuring the efficiency of the developed application for learning place value
Tests Percent
During lesson (E1) 89.07
Posttest (E2) 91.84
From table 2, the efficiency of the developed application for learning place value among
pratomsuksa 1 students had overall academic achievement equivalent to 89.07/91.84 that was
higher than anticipated as 80/80.
Table 3. comparison of academic achievement before and after lesson.
Test S N S.D. t sig
Pretest 60 400 31.71 10.69 27.75* 0.0000
Posttest 60 400 53.49 5.98
From table 3, the academic achievement between pre-lesson and post-lesson of students learning
by the application for learning place value showed an average of 31.71 before lesson and an
average of 53.49 after lesson. The academic achievement between pre-lesson and post-lesson of
students learning by developed application was compared to find that the post-lesson was higher
than the pre lesson at 0.5 statistical significance.
Table 4. comparison of academic achievement Application and lesson.
From table 4, the academic achievement of the students with the application for learning place
value was an average of 53.49 and an post-lesson average of 41.33. The comparison with the
academic achievement of students who learned place value by the developed application and
traditional method was different at 0.5 statistical significance. The academic achievement of the
students learning with the application for learning place value was higher than those learning with
the traditional method.
Test S N S.D. t sig
Application 60 400 53.49 5.98 -16.71* 1.0000
Lesson 60 400 41.33 7.77
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Table 5. Result of the learning retention of the students learning with the application for learning place
value after 2 weeks.
Test S N S.D. t sig
Pretest 60 400 53.49 5.98 1.16* 0.1246
After 2 weeks 60 400 53.53 5.97
From table 5, Learning retention of the students learning with the application for learning place
value after 2 weeks did not have any differences.
Table 6. The study of students satisfaction toward the application for learning place value was evaluated
using 3 level rating scale.[10]
Item S.D. Translation
1. The Application has clear audio sound. 2.65 0.48 high
2. The Application has pleasant colors. 2.92 0.27 high
3. The Application is enjoyable. 2.97 0.16 high
Total 2.84 0.13 high
From table 6, the result of the students’ satisfaction toward the application for learning place value
was found that the students had overall high level ( ̅=2.84, S.D. 0.13) of learning with
application for learning place value.
6. CONCLUSION
6.1 The qualitative assessment of the developed application for learning place value showed the overall
at the highest level ( ̅ =4.73, S.D. =0.47)
6.2 The efficiency of the developed application for learning place value among pratomsuksa 1
students had overall academic achievement equivalent to 89.07/91.84 that was higher than
anticipated as 80/80.
6.3 The academic achievement between pre-lesson and post-lesson of students learning by the
application for learning place value showed an average of 31.71 before lesson and an average of
53.49 after lesson. The academic achievement between pre-lesson and post-lesson of students
learning by developed application was compared to find that the post-lesson was higher than the
pre lesson at 0.5 statistical significance
6.4 The academic achievement of the students with the application for learning place value was
an average of 53.49 and an post-lesson average of 41.33. The comparison with the academic
achievement of students who learned place value by the developed application and traditional
method was different at 0.5 statistical significance. The academic achievement of the students
learning with the application for learning place value was higher than those learning with the
traditional method.
6.5 Learning retention of the students learning with the application for learning place value after 2
weeks did not have any differences.
6.6 The result of the students’ satisfaction toward the application for learning place value was
found that the students had overall high level ( ̅=2.84, S.D. 0.13) of learning with application for
learning place value.
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7. DISCUSSIONS
7.1 The overall result of qualitative assessment of the developed application for learning place
value was at the highest level ( ̅ =4.73, S.D. =0.47) due to suitable screen, colorful content
suitable for the students and its easy-to-use and stable system.
7.2 The efficiency of the developed application for learning place value in pratumsuka 1 student
mathematics showed overall result after qualitative assessment equivalent to 89.07/91.84, an average of
89.07 during lesson and an average of 91.84 after lesson. As a result, the developed application
had higher efficiency than anticipated as 80/80, meaning it could be used for efficient learning.
7.3 The academic achievement between pre-lesson and post-lesson showed that the students learning
with the developed application improved better in the post-lesson than in pre-lesson at 0.5
statistical significance due to that the developed application allowed students to practice learning
place value repeatedly and everywhere. For its mobile-supported learning application, student did
not have to stay in the class like in the traditional method. Therefore, the academic achievement
ws higher than post-lesson.
7.4 The academic achievement of pre-lesson and post-lesson revealed that students learning by
the developed application for learning place value had higher achievement than those learning in
the traditional method at 0.5 statistical significance. It was because those learning in the
traditional method by books and a standstill figure was not interested in learning as the media did
not have any interaction with them. They then could not understand and felt bored in the class.
However, it was different from the developed application based learning allowing students to
develop interaction with finger muscle and eyes [10] while practicing place values until they
finally understood and enjoyed learning.
7.5 Learning retention of the students learning with the application for learning place value after 2
weeks did not have any differences due to corresponding with conceptual of Reinforcement
theory[11], it must develop media to make students enthusiastic and funny to do more motivation
and retention in memory.
7.6 The overall satisfaction of the student toward the application for learning place value was at
the high level. The average of the satisfaction toward enjoyment was at the highest due to the
instant result of the performances to let the students to know in the developed application. Also,
there was a responsive audio to interact with them that raised their learning interests more.
8. REFERENCES
[1] Ministry of Education, (2008), Core of Fundamental Education ,B.E., 2551. Bangkok: The Agricultural
Co-operative Federation of Thailand.
[2] Asst. Prof.Isaret Pipatmongkonporn, (1992), “let’s teach students about place value.” Education
Journal (Khon Khaen University), Year 15, 3rd
vol (Sep – Dec 1992), pg. 9 -15.
[3] Jirapachara Jankaew, (2007), “The study of mathematics achievement of pratomsuksa one students
in addition and subtraction implementing place value model”, Thesis of Master of Education Program in
Curriculum and Teaching Plan in Phuket Rajabhat University.
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[5] Varin Rusmeprome, “Design and development of teaching system”. Program in Educational
Technology, Srinakharinwirot University, 1998.
[6] Rawiphon Jaroonpankaseam, (2014), “Design and development of mathematic tangible learning
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Phetchaburi Rajabhat University.
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[7] Sura Damapong, (2012), Plan of learning management and teacher guide in pratomsuksa 1
mathematic core curriculum board standard B.E., 2551, Thai Wattana Panit Publishing House.
[8] Likert, Rensis,(1967), The Method of Constructing and Attitude Scale, In Reading in Fishbeic, M (Ed.),
Attitude Theory and Measurement,New York: Wiley & Son, pp. 90-95.
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University Publisher.
[10] Lall. G.R. and Lall. B.M., (1983), Ways children learn, Illinois : Charles C. Thomas
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[11] Thomas W. Malone,(1980), What makes things fun to learn? heuristics for instructional computer
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