This paper examined gender influence in the use of Mobile Phone Short Message Service (SMS) on note-taking and comprehension of materials presented through an audio system. Two research questions and hypotheses guided the study. The design of the study was quasi-experimental non-equivalent pretest and posttest. A sample of 400 subjects was drawn from the research population of 800 using stratified simple random sampling procedure. Two instruments were used for data collection. One of the instruments was the Audio- Taped Lecture (ATL) and the second was the Test for Assessing Comprehension (TAC). These instruments designed by the researcher were subjected to validate. Reliability coefficients of 0.88 and 0.81 were obtained for ATL and TAC respectively. Data for the study were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The results of the study included that SMS style of writing improved students’ note-taking competence as well as comprehension of the notes for both the male and female students and that there was no significant difference in performance based on gender. Recommendations included that students be encouraged to use SMS writing styles for note-taking during lectures and that the use of SMS for note-taking could be tailored towards correcting gender differences in achievement.
This paper examined gender influence in the use of Mobile Phone Short Message Service (SMS) on note-taking and comprehension of materials presented through an audio system. Two research questions and hypotheses guided the study. The design of the study was quasi-experimental non-equivalent pretest and posttest. A sample of 400 subjects was drawn from the research population of 800 using stratified simple random sampling procedure. Two instruments were used for data collection. One of the instruments was the Audio- Taped Lecture (ATL) and the second was the Test for Assessing Comprehension (TAC). These instruments designed by the researcher were subjected to validate. Reliability coefficients of 0.88 and 0.81 were obtained for ATL and TAC respectively. Data for the study were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The results of the study included that SMS style of writing improved students’ note-taking competence as well as comprehension of the notes for both the male and female students and that there was no significant difference in performance based on gender. Recommendations included that students be encouraged to use SMS writing styles for note-taking during lectures and that the use of SMS for note-taking could be tailored towards correcting gender differences in achievement.
The document provides an overview of a study that aims to identify the effects of text messaging on the spelling skills of college students. It begins with an introduction on the prevalence of text messaging and smartphones. It then states the problem, objectives, and hypotheses of the study. The significance of the study and its scope and limitations are discussed. Key terms are defined. Finally, the chapter reviews related literature on previous local and foreign studies that have examined the relationship between text messaging and spelling skills.
These studies examined the effectiveness of different modes of presenting vocabulary words in multimedia programs for second language learning. Some key findings were that presenting words with pictures led to better recall than text alone, and videos were more effective than pictures. However, one study found that for children, a word-only presentation led to better retention than words paired with pictures due to higher cognitive load. Overall, the studies provide guidance for developing multimedia programs to accommodate different learning styles and abilities.
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
This document summarizes a research study that developed and tested an automatic caption filtering system to improve English listening comprehension for EFL students. The system partially hid captions to encourage attention to audio. 76 students used the system or a conventional full-caption version, and were tested on comprehension, perceptions, and eye movements. Students using the filtering system scored higher and eye tracking showed they relied more on audio, indicating the approach effectively supported listening skills development.
Tech assisted language learning tasks in an efl setting- use of hand phone re...James Cook University
Shakarami, a., Khajehei, H., & Hajhashemi, K. (2014). Tech-Assisted Language Learning Tasks in an EFL Setting: Use of Hand phone Recording Feature. International Journal of Applied Linguistics & English Literature, 3(5), 100-104. doi: 10.7575/aiac.ijalel.v.3n.5p. 100
The effectiveness of video presentation techniques on learning of grammatical...Alexander Decker
This document summarizes a study that investigated the effectiveness of using video presentation techniques to teach grammatical structures like noun phrases, adjectival phrases, and adverbial phrases to senior secondary students in Sokoto State, Nigeria. The study used an experimental design where 400 students were assigned to experimental and control groups. The experimental groups learned the grammatical structures through video lessons while the control groups used traditional teaching methods. Pre-tests and post-tests were administered to measure the impact of the different teaching techniques. The results showed that the students who learned with video presentations performed significantly better on tests of the grammatical structures compared to those who learned with traditional methods.
This study examined the effect of using audio files on improving listening comprehension of high school students in Iran. 34 students were randomly assigned to either an experimental group that listened to audio files or a control group that did not. Both groups received the same instruction otherwise. Results from a post-test showed that the experimental group that listened to audio files performed better on the listening comprehension test compared to the control group, indicating that using audio files had a positive impact on improving listening skills.
This paper examined gender influence in the use of Mobile Phone Short Message Service (SMS) on note-taking and comprehension of materials presented through an audio system. Two research questions and hypotheses guided the study. The design of the study was quasi-experimental non-equivalent pretest and posttest. A sample of 400 subjects was drawn from the research population of 800 using stratified simple random sampling procedure. Two instruments were used for data collection. One of the instruments was the Audio- Taped Lecture (ATL) and the second was the Test for Assessing Comprehension (TAC). These instruments designed by the researcher were subjected to validate. Reliability coefficients of 0.88 and 0.81 were obtained for ATL and TAC respectively. Data for the study were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The results of the study included that SMS style of writing improved students’ note-taking competence as well as comprehension of the notes for both the male and female students and that there was no significant difference in performance based on gender. Recommendations included that students be encouraged to use SMS writing styles for note-taking during lectures and that the use of SMS for note-taking could be tailored towards correcting gender differences in achievement.
The document provides an overview of a study that aims to identify the effects of text messaging on the spelling skills of college students. It begins with an introduction on the prevalence of text messaging and smartphones. It then states the problem, objectives, and hypotheses of the study. The significance of the study and its scope and limitations are discussed. Key terms are defined. Finally, the chapter reviews related literature on previous local and foreign studies that have examined the relationship between text messaging and spelling skills.
These studies examined the effectiveness of different modes of presenting vocabulary words in multimedia programs for second language learning. Some key findings were that presenting words with pictures led to better recall than text alone, and videos were more effective than pictures. However, one study found that for children, a word-only presentation led to better retention than words paired with pictures due to higher cognitive load. Overall, the studies provide guidance for developing multimedia programs to accommodate different learning styles and abilities.
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
This document summarizes a research study that developed and tested an automatic caption filtering system to improve English listening comprehension for EFL students. The system partially hid captions to encourage attention to audio. 76 students used the system or a conventional full-caption version, and were tested on comprehension, perceptions, and eye movements. Students using the filtering system scored higher and eye tracking showed they relied more on audio, indicating the approach effectively supported listening skills development.
Tech assisted language learning tasks in an efl setting- use of hand phone re...James Cook University
Shakarami, a., Khajehei, H., & Hajhashemi, K. (2014). Tech-Assisted Language Learning Tasks in an EFL Setting: Use of Hand phone Recording Feature. International Journal of Applied Linguistics & English Literature, 3(5), 100-104. doi: 10.7575/aiac.ijalel.v.3n.5p. 100
The effectiveness of video presentation techniques on learning of grammatical...Alexander Decker
This document summarizes a study that investigated the effectiveness of using video presentation techniques to teach grammatical structures like noun phrases, adjectival phrases, and adverbial phrases to senior secondary students in Sokoto State, Nigeria. The study used an experimental design where 400 students were assigned to experimental and control groups. The experimental groups learned the grammatical structures through video lessons while the control groups used traditional teaching methods. Pre-tests and post-tests were administered to measure the impact of the different teaching techniques. The results showed that the students who learned with video presentations performed significantly better on tests of the grammatical structures compared to those who learned with traditional methods.
This study examined the effect of using audio files on improving listening comprehension of high school students in Iran. 34 students were randomly assigned to either an experimental group that listened to audio files or a control group that did not. Both groups received the same instruction otherwise. Results from a post-test showed that the experimental group that listened to audio files performed better on the listening comprehension test compared to the control group, indicating that using audio files had a positive impact on improving listening skills.
This document discusses the use of mobile phone technology in English language teaching. It outlines how mobile phones can be used as part of mobile assisted language learning (MALL) to make English learning more interactive and accessible to students. The document reviews related research on MALL and describes various activities and features of mobile phones that can be harnessed for English instruction, such as voice recording, SMS, internet access, downloading materials, and using the camera. Both the advantages and limitations of MALL are discussed. The document concludes that while mobile phones have great potential to support language learning, their use also requires addressing challenges like small screens and consideration of best practices.
The document discusses a study that examined the effects of mobile-assisted vocabulary exercises on students' vocabulary acquisition. 80 students participated and were split into an experimental and control group. The experimental group completed vocabulary exercises via SMS on mobile phones, while the control group used paper-based exercises. Pre- and post-vocabulary tests found that the experimental group outperformed the control group, indicating mobile exercises helped improve vocabulary ability. A questionnaire also found students had positive attitudes toward mobile-assisted exercises overall. The results suggest using mobile phones as a learning tool can contribute to student success and increase motivation.
This document is a research paper that examines the distractibility of computer-mediated interactions in classrooms. The introduction provides background on the temptation for students to use cell phones in class despite the negative impact on learning. The literature review then summarizes previous research on this topic. Studies found that attempting instant messaging conversations slowed comprehension rates. Additionally, 92% of students reported using phones in class. The review examines how the shift from laptops to phones in class has impacted research focusing now on how frequent phone use and distractions affect learning.
The effect of an online extensive reading instructional program on jordanian ...Alexander Decker
This study investigated the effect of an Online Extensive Reading (OER) instructional program on Jordanian secondary students' English proficiency. An experimental group participated in the OER program, while a control group did not. Testing found the experimental group scored significantly higher on writing, speaking, vocabulary, reading comprehension and listening. Student opinions from a questionnaire and interview were also positive about the OER program's impact on their English proficiency. The study aimed to contribute to improving English language teaching and learning in Jordan.
This study sought to determine the potential place of Afrikaans and IsiXhosa as
indigenous languages to promote communication education in South African
Universities. This study examined the approaches and curriculum development of the
use of Afrikaans and IsiXhosa to teach journalism trainees in Rhodes and North-West
Universities. For the purpose of this study, uses and gratification theory was employed
to examine how communication and engineering instructors have adopted Afrikaans
and IsiXhosa to teach and train students in the field of engineering and journalism. The
method adopted for this study was a mixed method approach combining qualitative
content analysis, observation and interviews. Furthermore, a review of previous studies
on the adoption of Afrikaans and IsiXhosa for communication and engineering
education was examined. The result showed that many of communication and
engineering trainers believed that the use of Afrikaans for communication and
engineering education aids socio-cultural development among white South Africans.
From the findings, it was observed that the idea of integrating Afrikaans and IsiXhosa
to teach journalism was premised on promoting local identities. Interestingly, the result
This document discusses a study that examined the effect of video-based mobile learning on distance learners' academic performance in mathematics concepts. The study used a quasi-experimental design with two groups - an experimental group that received video-based mobile learning and a control group that received traditional lecture-based learning. Results showed that students in the experimental group performed better than those in the control group. Additionally, there was no significant difference in performance between male and female students in the experimental group. The study recommends wider adoption of video-based mobile learning packages and replicating this approach for other mathematics and distance learning courses.
Presentation the internet in efl teacher educationmemogreat
This is a presentation of my paper entitled, "The Internet in EFL Teacher Education: Investigating the Possibilities and Challenges in a Pre-service Teacher Education Programme
This document summarizes a research study that examined students' perceptions of integrating online activities into an English for Specific Purposes language course. A questionnaire was administered to 75 law and law/management students to gather data on their attitudes. Statistical analysis found no significant relationship between positive responses from the two student groups, but did find a significant relationship between their negative responses. Within groups, responses varied more by individual than by area of study. The study concludes that online learning elicits some resistance likely due to personal preferences rather than field of study.
Mitigating Factors, and Factors Militating against Teacher’s Utilization of I...paperpublications3
Abstract: This study highlights on the findings of a survey study which was done in some schools within one of the sub-counties in Kenya. Evidence has been collected through a literature review, teacher questionnaires and interviews. The main purpose of this study was to investigate the existing factors that support or hinder teachers from utilizing ICTs in their classrooms despite having them. This study was guided by the theory of Technology acceptance model by Davis, Bagozzi and Warshaw, (1989).The study reviewed literature on the importance of the use of ICTs in teaching and learning. Descriptive survey is the framework that guided the study. The study area is Kericho County in Kenya. Analysis of data was done thematically to exhibit the attitudes, values and views of the teachers concerning the usefulness of ICTs in teaching and also the factors that hinder utilization ICTs. Descriptive statistics was also used to analyze data from questionnaires. The literature analyzed shows that ICTs are very important in the following areas: they make the lessons more interesting, easier, more fun for teachers and their pupils, more diverse, more motivating for the pupils and more enjoyable. Additional more personal factors were improving presentation of materials, allowing greater access to computers for personal use, giving more power to the teacher in the school, giving the teacher more prestige, making the teachers' administration more efficient and providing professional support through the Internet. The findings from this study reveals that factors hindering the utilization of this precious teaching materials includes, lack of clarity in the use of this ICTs in the curriculum, time factor, incompetence among the teachers on computer skills, overreliance on traditional methods of teaching and resistance to change.
To adjust oneself in modern scientific world, and to understand an environment in which industrial technology and science play an ever more important role, man needs a solid grounding in science. The initial scientific knowledge he has given in the course of regular schooling is no longer enough. From the point of view both of knowledge and of methods, the education must continue throughout his working life. Education is a lifelong process. The growing need for scientific knowledge and training, due to the evaluation of the modern world and the rapid spread of education, has been analysed and is now widely recognized. In face of that need, it would seem logical to give emphasis on the most modern educational technologies, and in particular, to make a wide spread mass use of television techniques, internet, multimedia etc. This study investigated the impact of information and communication technology (ICT) on Achievement of Students in Chemistry at Secondary Level. For the purpose, a list of secondary school of CBSE and U.P. Board are prepared and four institutions were selected with the help of lottery method. The selected samples of four schools were randomly divided into two groups Experimental groups and Controlled groups. The required data was collected at two stages as pre-test and post test scores from the achievement test in chemistry. Data was analysed quantitatively employing statistical techniques of mean, S.D. and t-test.
Technology in the classroom: Mobile DevicesKaren Gailey
The document discusses the use of mobile devices in K-12 classrooms. It outlines the advantages such as just-in-time learning and improved student engagement. Research shows that cell phones may be better than laptops for increasing access and that mobile technology supports experiential learning. However, effective integration requires teacher training and consideration of issues like digital divides and classroom management.
This document summarizes a study that investigates ESL students' perceptions and attitudes about integrating technology into their grammar classes at the University of Sharjah. It reviews previous literature that has generally found positive student attitudes towards blended learning and no significant difference in achievement between online and face-to-face grammar instruction. The current study will examine the effectiveness of incorporating web-based grammar activities and students' perceptions of this approach, using tests, questionnaires, and interviews with 50 female intermediate ESL students at the university. The researcher hypothesizes that blended learning will improve grammar acquisition and lead to positive attitudes.
This document appears to be a thesis submitted by Nur Zaenah to the State Institute for Islamic Studies in Semarang, Indonesia in 2011. The thesis examines the use of video critics as a teaching method to improve students' ability to write analytical exposition texts. It conducted classroom action research with 38 eleventh grade students at SMA Wahid Hasyim Tersono Batang school in the 2010-2011 academic year. The study found that using video critics significantly improved students' writing scores and developed positive attitudes towards writing analytical texts.
Development of a mobile learning application to support e learning and analys...ijmnct
It should not be disregarded that e-learning applic
ations have some limitations although they provide
many
opportunities to people who have different expectat
ions and characteristics and who want to make use o
f
educational opportunities. When the limitations of
e-learning and the advantages of m-learning
applications which these limitations provide are co
nsidered together, they may serve more effective
learning contexts for individuals. In this study, a
n m-learning application was developed to assist e-
learning and it was supplied for learners who atten
d distance education to use. As a result of the stu
dy, it
was provided for learners to attend educational eve
nts without real time and place limitation in reali
ty via
using m-learning as an assistant for e-learning. Fu
rthermore, learners were provided to be informed ab
out
course cancellations, assignment deadlines, exam da
tes, the announcement by school administration
immediately, and so on. As a result of the study, l
earners’ views for this application were taken into
consideration and it was stated that m-learning app
lication was effective for learners in education at
anytime and anywhere.
This document presents a study on the relationship between multimedia enhanced language learning instruction and speaking competence among grade 9 students. It aims to determine the benefits of multimedia instruction, the overall speaking competence of students, and whether a relationship exists between multimedia instruction and speaking competence. The study also examines differences in these areas between genders. The study focuses on 75 grade 9 students at Western Mindanao State University – Integrated Laboratory School during the 2015-2016 school year. It utilizes surveys and a speaking skills test to gather data on multimedia benefits and speaking competence. The findings of the study could benefit teachers, administrators, students, and future researchers.
This research proposal aims to investigate the effect of using English documentary videos with English subtitles on students' listening comprehension abilities. The researcher plans to conduct an experiment comparing students' listening test scores after watching documentaries with and without subtitles. Previous studies have found that subtitles can help learners understand content while also improving listening and reading skills simultaneously. However, subtitles in students' native language may distract from developing English listening skills. The researcher intends to determine if English subtitles specifically can boost listening comprehension for diploma students in Malaysia compared to no subtitles. The proposal outlines the research questions, objectives, methodology, and significance of addressing this gap in knowledge about optimal listening instruction tools.
Seminar on language presentation "The effectiveness of old-fashion learning m...Adezta Jumran
The document discusses the effectiveness of old-fashioned learning techniques for learning English in the digital era. It aims to prove that old-fashioned techniques are more effective than modern digital methods. The study will experimentally compare traditional constructivist, communicative language teaching, and audio-lingual methods to technology-based learning for a class of high school students in Indonesia. Questionnaires and pre- and post-tests will assess the students' skills under both old-fashioned and digital teaching approaches. The results are hoped to provide benefits for teachers and students on the best techniques for English learning.
This document discusses three experiments on applying cognitive load theory in language classrooms. The first experiment found that subtitles or scripts helped with comprehension but not listening skills. The second experiment using eye tracking found that students read captions about 68% of the time while watching videos, but having audio, text, and images at once can overload students cognitively. Keeping cognitive load in mind, educators should consider students' different goals and reduce extraneous information when teaching languages using technology.
Welcome to the Photo Effects Cookbook forum. As the author of the book itself it’s my hope that we can build a real community here. If you’re into Photoshop and digital imaging then this is the place to be. I’ll be here to answer your questions and maybe even help you out with Photoshop when you need it.
O documento apresenta um abecedário com rimas para cada letra do alfabeto português, atribuindo um nome próprio a cada uma e descrevendo uma ação curta relacionada a esse nome.
This document discusses the use of mobile phone technology in English language teaching. It outlines how mobile phones can be used as part of mobile assisted language learning (MALL) to make English learning more interactive and accessible to students. The document reviews related research on MALL and describes various activities and features of mobile phones that can be harnessed for English instruction, such as voice recording, SMS, internet access, downloading materials, and using the camera. Both the advantages and limitations of MALL are discussed. The document concludes that while mobile phones have great potential to support language learning, their use also requires addressing challenges like small screens and consideration of best practices.
The document discusses a study that examined the effects of mobile-assisted vocabulary exercises on students' vocabulary acquisition. 80 students participated and were split into an experimental and control group. The experimental group completed vocabulary exercises via SMS on mobile phones, while the control group used paper-based exercises. Pre- and post-vocabulary tests found that the experimental group outperformed the control group, indicating mobile exercises helped improve vocabulary ability. A questionnaire also found students had positive attitudes toward mobile-assisted exercises overall. The results suggest using mobile phones as a learning tool can contribute to student success and increase motivation.
This document is a research paper that examines the distractibility of computer-mediated interactions in classrooms. The introduction provides background on the temptation for students to use cell phones in class despite the negative impact on learning. The literature review then summarizes previous research on this topic. Studies found that attempting instant messaging conversations slowed comprehension rates. Additionally, 92% of students reported using phones in class. The review examines how the shift from laptops to phones in class has impacted research focusing now on how frequent phone use and distractions affect learning.
The effect of an online extensive reading instructional program on jordanian ...Alexander Decker
This study investigated the effect of an Online Extensive Reading (OER) instructional program on Jordanian secondary students' English proficiency. An experimental group participated in the OER program, while a control group did not. Testing found the experimental group scored significantly higher on writing, speaking, vocabulary, reading comprehension and listening. Student opinions from a questionnaire and interview were also positive about the OER program's impact on their English proficiency. The study aimed to contribute to improving English language teaching and learning in Jordan.
This study sought to determine the potential place of Afrikaans and IsiXhosa as
indigenous languages to promote communication education in South African
Universities. This study examined the approaches and curriculum development of the
use of Afrikaans and IsiXhosa to teach journalism trainees in Rhodes and North-West
Universities. For the purpose of this study, uses and gratification theory was employed
to examine how communication and engineering instructors have adopted Afrikaans
and IsiXhosa to teach and train students in the field of engineering and journalism. The
method adopted for this study was a mixed method approach combining qualitative
content analysis, observation and interviews. Furthermore, a review of previous studies
on the adoption of Afrikaans and IsiXhosa for communication and engineering
education was examined. The result showed that many of communication and
engineering trainers believed that the use of Afrikaans for communication and
engineering education aids socio-cultural development among white South Africans.
From the findings, it was observed that the idea of integrating Afrikaans and IsiXhosa
to teach journalism was premised on promoting local identities. Interestingly, the result
This document discusses a study that examined the effect of video-based mobile learning on distance learners' academic performance in mathematics concepts. The study used a quasi-experimental design with two groups - an experimental group that received video-based mobile learning and a control group that received traditional lecture-based learning. Results showed that students in the experimental group performed better than those in the control group. Additionally, there was no significant difference in performance between male and female students in the experimental group. The study recommends wider adoption of video-based mobile learning packages and replicating this approach for other mathematics and distance learning courses.
Presentation the internet in efl teacher educationmemogreat
This is a presentation of my paper entitled, "The Internet in EFL Teacher Education: Investigating the Possibilities and Challenges in a Pre-service Teacher Education Programme
This document summarizes a research study that examined students' perceptions of integrating online activities into an English for Specific Purposes language course. A questionnaire was administered to 75 law and law/management students to gather data on their attitudes. Statistical analysis found no significant relationship between positive responses from the two student groups, but did find a significant relationship between their negative responses. Within groups, responses varied more by individual than by area of study. The study concludes that online learning elicits some resistance likely due to personal preferences rather than field of study.
Mitigating Factors, and Factors Militating against Teacher’s Utilization of I...paperpublications3
Abstract: This study highlights on the findings of a survey study which was done in some schools within one of the sub-counties in Kenya. Evidence has been collected through a literature review, teacher questionnaires and interviews. The main purpose of this study was to investigate the existing factors that support or hinder teachers from utilizing ICTs in their classrooms despite having them. This study was guided by the theory of Technology acceptance model by Davis, Bagozzi and Warshaw, (1989).The study reviewed literature on the importance of the use of ICTs in teaching and learning. Descriptive survey is the framework that guided the study. The study area is Kericho County in Kenya. Analysis of data was done thematically to exhibit the attitudes, values and views of the teachers concerning the usefulness of ICTs in teaching and also the factors that hinder utilization ICTs. Descriptive statistics was also used to analyze data from questionnaires. The literature analyzed shows that ICTs are very important in the following areas: they make the lessons more interesting, easier, more fun for teachers and their pupils, more diverse, more motivating for the pupils and more enjoyable. Additional more personal factors were improving presentation of materials, allowing greater access to computers for personal use, giving more power to the teacher in the school, giving the teacher more prestige, making the teachers' administration more efficient and providing professional support through the Internet. The findings from this study reveals that factors hindering the utilization of this precious teaching materials includes, lack of clarity in the use of this ICTs in the curriculum, time factor, incompetence among the teachers on computer skills, overreliance on traditional methods of teaching and resistance to change.
To adjust oneself in modern scientific world, and to understand an environment in which industrial technology and science play an ever more important role, man needs a solid grounding in science. The initial scientific knowledge he has given in the course of regular schooling is no longer enough. From the point of view both of knowledge and of methods, the education must continue throughout his working life. Education is a lifelong process. The growing need for scientific knowledge and training, due to the evaluation of the modern world and the rapid spread of education, has been analysed and is now widely recognized. In face of that need, it would seem logical to give emphasis on the most modern educational technologies, and in particular, to make a wide spread mass use of television techniques, internet, multimedia etc. This study investigated the impact of information and communication technology (ICT) on Achievement of Students in Chemistry at Secondary Level. For the purpose, a list of secondary school of CBSE and U.P. Board are prepared and four institutions were selected with the help of lottery method. The selected samples of four schools were randomly divided into two groups Experimental groups and Controlled groups. The required data was collected at two stages as pre-test and post test scores from the achievement test in chemistry. Data was analysed quantitatively employing statistical techniques of mean, S.D. and t-test.
Technology in the classroom: Mobile DevicesKaren Gailey
The document discusses the use of mobile devices in K-12 classrooms. It outlines the advantages such as just-in-time learning and improved student engagement. Research shows that cell phones may be better than laptops for increasing access and that mobile technology supports experiential learning. However, effective integration requires teacher training and consideration of issues like digital divides and classroom management.
This document summarizes a study that investigates ESL students' perceptions and attitudes about integrating technology into their grammar classes at the University of Sharjah. It reviews previous literature that has generally found positive student attitudes towards blended learning and no significant difference in achievement between online and face-to-face grammar instruction. The current study will examine the effectiveness of incorporating web-based grammar activities and students' perceptions of this approach, using tests, questionnaires, and interviews with 50 female intermediate ESL students at the university. The researcher hypothesizes that blended learning will improve grammar acquisition and lead to positive attitudes.
This document appears to be a thesis submitted by Nur Zaenah to the State Institute for Islamic Studies in Semarang, Indonesia in 2011. The thesis examines the use of video critics as a teaching method to improve students' ability to write analytical exposition texts. It conducted classroom action research with 38 eleventh grade students at SMA Wahid Hasyim Tersono Batang school in the 2010-2011 academic year. The study found that using video critics significantly improved students' writing scores and developed positive attitudes towards writing analytical texts.
Development of a mobile learning application to support e learning and analys...ijmnct
It should not be disregarded that e-learning applic
ations have some limitations although they provide
many
opportunities to people who have different expectat
ions and characteristics and who want to make use o
f
educational opportunities. When the limitations of
e-learning and the advantages of m-learning
applications which these limitations provide are co
nsidered together, they may serve more effective
learning contexts for individuals. In this study, a
n m-learning application was developed to assist e-
learning and it was supplied for learners who atten
d distance education to use. As a result of the stu
dy, it
was provided for learners to attend educational eve
nts without real time and place limitation in reali
ty via
using m-learning as an assistant for e-learning. Fu
rthermore, learners were provided to be informed ab
out
course cancellations, assignment deadlines, exam da
tes, the announcement by school administration
immediately, and so on. As a result of the study, l
earners’ views for this application were taken into
consideration and it was stated that m-learning app
lication was effective for learners in education at
anytime and anywhere.
This document presents a study on the relationship between multimedia enhanced language learning instruction and speaking competence among grade 9 students. It aims to determine the benefits of multimedia instruction, the overall speaking competence of students, and whether a relationship exists between multimedia instruction and speaking competence. The study also examines differences in these areas between genders. The study focuses on 75 grade 9 students at Western Mindanao State University – Integrated Laboratory School during the 2015-2016 school year. It utilizes surveys and a speaking skills test to gather data on multimedia benefits and speaking competence. The findings of the study could benefit teachers, administrators, students, and future researchers.
This research proposal aims to investigate the effect of using English documentary videos with English subtitles on students' listening comprehension abilities. The researcher plans to conduct an experiment comparing students' listening test scores after watching documentaries with and without subtitles. Previous studies have found that subtitles can help learners understand content while also improving listening and reading skills simultaneously. However, subtitles in students' native language may distract from developing English listening skills. The researcher intends to determine if English subtitles specifically can boost listening comprehension for diploma students in Malaysia compared to no subtitles. The proposal outlines the research questions, objectives, methodology, and significance of addressing this gap in knowledge about optimal listening instruction tools.
Seminar on language presentation "The effectiveness of old-fashion learning m...Adezta Jumran
The document discusses the effectiveness of old-fashioned learning techniques for learning English in the digital era. It aims to prove that old-fashioned techniques are more effective than modern digital methods. The study will experimentally compare traditional constructivist, communicative language teaching, and audio-lingual methods to technology-based learning for a class of high school students in Indonesia. Questionnaires and pre- and post-tests will assess the students' skills under both old-fashioned and digital teaching approaches. The results are hoped to provide benefits for teachers and students on the best techniques for English learning.
This document discusses three experiments on applying cognitive load theory in language classrooms. The first experiment found that subtitles or scripts helped with comprehension but not listening skills. The second experiment using eye tracking found that students read captions about 68% of the time while watching videos, but having audio, text, and images at once can overload students cognitively. Keeping cognitive load in mind, educators should consider students' different goals and reduce extraneous information when teaching languages using technology.
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The Effect of Listening Activities on Students' Listening Comprehensionijtsrd
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The Advantages ofUsilng Technology inSecond Lanlguage E.docxmehek4
The Advantages of
Usilng Technology 'in
Second Lanlguage Educat'ion
Techwnology lntegrat'lon 'in Foreilgn ILanguage
to a Cownstructmovist Learn'lng Approach
BY Li WANG
UNIVERSITY OF CENTRAL FLORIDA
38 T.H.E. Journal I www.thejournal.com I May 2005
ith the advent of networked comrputers and lnte:rnet technology,
computer-based instruction has been widely used in language class-
rooms throughout the United States. Computer technologies have
dramatically changed the way people gather information, conduct research
and communicate with others worldwide. Considering the tremendous startupyV
expenses, copyright issues, objectionable materials and other potential dis-
advantages of technology, much research has been conducted regarding: the
effectiveness of, and better strategies for, technology integration.Taking the
characteristics of language learning into account, 'this article helps answer two
important questions: Do we need technology in language classrooms? And
what kinds of services do comp:uter technologies provide for :these classroomrs?
Background Studies
Web-based writing instruction has proved to be an impor-
tant factor in enhancing the writing quality of low-ability
English as a foreign language (EFL) students. In a study
designed to examine the effectiveness of Web-based instruction
in the writing of freshman EFL students, Al-Jarf (2004) found
that the use of Web-based lessons as a supplement to tradi-
tional in-class writing instruction was significantly more effec-
tive than teaching which depended on the textbook alone. The
experimental group of students received online instruction in
which they posted their own threads, short paragraphs, stories
and poems on a discussion board. They also located informa-
tion from the Internet, as well as wrote paragraphs and checked
their own spelling using Microsoft Word.
In another study, Hertel (2003) describes an intercultural
e-mail exchange at the college level where U.S. students in a
beginning Spanish class and Mexican students in an interme-
diate English as a Second Language class corresponded weekly
for one semester. Survey results revealed this student-cen-
tered endeavor had the potential to
change cultural attitudes, increase _
knowledge and awareness of other The best
cultures, foster language acquisition, al anguag
as well as boost student interest and active, aur
motivation in language and cultural ronmenti
studies.
Bernhardt, Rivera and Kamil technoloe
conducted a study in 2004 to exam- interet
ine the practicality and efficiency ful tools 1
of Web-based placement testing for these apj
college-level language programs.
Qualitative analysis of the data indi- langiJag
cated that students, administrators
:wi
re
ith
' 1
and instructors benefited from the online placement tests. For
students, accessing a placement test at their convenience with-
out making an extra summer trip to campus was seen as an
incredible time-saver. At the same time, havin ...
A Review Of Advantages And Disadvantages Of Using ICT Tools In Teaching ESL R...Amanda Summers
This document discusses the advantages and disadvantages of using information and communication technology (ICT) tools in teaching English as a second language (ESL) reading and writing. Some key advantages discussed include: 1) ICT tools like blogs allow for peer feedback and interaction that can improve writing skills; 2) technologies like video authoring can motivate students and engage them in writing; 3) online education platforms enable active and collaborative learning. However, the document also notes there are some potential disadvantages to using ICT that need to be considered. In general, the document analyzes research that both supports the benefits of ICT for language learning, but also notes there are challenges to its effective integration.
Developing mobile application of interactive english pronunciation training t...Alexander Decker
- The document describes the development of a mobile application to help improve English pronunciation skills for EFL (English as a Foreign Language) students in Indonesia.
- Common pronunciation errors were identified through classroom observations and student presentations. An Android app was then developed to provide pronunciation training for difficult sounds through audio recordings of phonemes, example words, and a pronunciation test.
- The app was tested by students and revisions were made based on user feedback to refine the user experience and content. The goal was to create an engaging mobile learning tool to help students improve their pronunciation outside of the classroom.
ArticleThe Effects of Text-to-Speech on ReadingOutcomes .docxrossskuddershamus
Article
The Effects of Text-to-Speech on Reading
Outcomes for Secondary Students With
Learning Disabilities
Mary Cece Young1, Carrie Anna Courtad1, Karen H. Douglas1,
and Yun-Ching Chung1
Abstract
This study investigated the effectiveness of text-to-speech (TTS) on the outcomes of reading comprehension and oral reading
fluency (ORF) for four secondary students with learning disabilities. The researchers used a single-case A–B–A–B withdrawal
design to evaluate the effectiveness of TTS on reading outcomes. All participants scored higher on reading comprehension after
using TTS when reading instructional passages and maintained the skills for 4 weeks. Results on participants’ ORF also indicated an
increased level of words read per min at the end of each accommodation condition. Comparison of pre- and posttest achievement
on the Lexile assessment showed that two of the four participants increased their reading scores. Major findings are discussed
with implications for practice and recommendations for future research to increase the use of TTS in the classroom.
Keywords
assistive technology, learning disabilities, legislation, secondary, text-to-speech
Reading is a necessary and critical skill. The acquisition of
reading substantially impacts educational outcomes, employ-
ment success, and personal and professional growth (Strang-
man & Dalton, 2005). In the United States, roughly 6 million
secondary students are reading at a level far below their grade.
The National Assessment of Educational Progress (NAEP)
from 2017 indicated that 74% of eighth graders do not have
proficient-level reading skills even though the data showed an
overall slight increase of reading achievement since 2015.
However, it should be noted that the growth rate is with stu-
dents who were higher achieving, whereas students with dis-
abilities remained statistically the same. The NAEP reading
achievement scores for students with disabilities in 12th grade
across the nation have not increased since 2009, the earliest
available data for students with disabilities at that grade level.
In fact, the gap between 12th graders with and without disabil-
ities has increased by 3 points since 2009, indicating that those
with disabilities are continuing to fall behind their peers with-
out disabilities (U.S. Department of Education, 2015, 2009,
2017).
Students With Learning Disabilities (LDs)
Several legislative actions have focused on evidence-based
practices and inclusion of students with disabilities in the gen-
eral education curriculum; yet as indicated by NAEP results,
reading scores have not improved for many students with
disabilities over the years. These results are especially concern-
ing for students with LDs who are the highest population of
students receiving special education services at 35% (Snyder,
de Brey, & Dillow, 2016; Wanzek, Otaiba, & Petscher, 2014).
Approximately 80% of students with LD exhibit deficits in the
area of reading (Cortiella & Horowitz, 2014)..
ArticleThe Effects of Text-to-Speech on ReadingOutcomes .docxfestockton
This study investigated the effects of text-to-speech (TTS) on the reading outcomes of four high school students with learning disabilities. The researchers used a single-case experimental design to evaluate reading comprehension and oral reading fluency before, during, and after the use of TTS. All participants scored higher on reading comprehension measures when using TTS and maintained skills for 4 weeks after. Results also indicated increased words read per minute and two students increased their Lexile reading scores from pre-to-post testing. The findings provide additional evidence that TTS can improve reading outcomes for secondary students with learning disabilities.
1) The document discusses a study that investigated ESL students' attitudes towards incorporating blended learning and technology into their grammar classes.
2) A literature review found that previous research showed integrating technology can improve performance, motivation, and learning. However, more research is needed on using technology specifically for grammar instruction.
3) The author conducted a study that compared students who received direct teacher instruction to those who used computer-based grammar instruction, and found no significant difference in performance but higher student satisfaction with the blended approach.
1) The document discusses a study examining the online behavior of 275 college students in response to an online task.
2) Response times suggest students viewed the task as a chore rather than an extension of their normal online activities.
3) Completion rates also indicate most students are not yet receptive to online tasks in the classroom.
The Impact of Blogger, WebQuest, Window Movie Maker, Digital Storytelling, WL...Ghada Awada
Ghada Awada & Ghazi Ghaith
The Impact of Blogger, WebQuest, Window Movie Maker, Digital Storytelling, WLMM Journaling, Wikis and Legal Videos in University Classrooms
J. Basic. Appl. Sci. Res., 2(12)12879-12891, 2012Houman Tabar
This document summarizes a study that examined the effect of using multimedia on vocabulary learning for pre-intermediate and intermediate Iranian English language learners. The study involved 60 students who were randomly assigned to experimental and control groups. The experimental groups learned vocabulary words using a multimedia software program called Vocaboly, while the control groups learned through traditional teacher-led instruction. Pre-tests and post-tests were administered, and results showed that the experimental groups performed better on post-tests, indicating that multimedia treatment had a significant positive impact on vocabulary learning.
This document discusses the use of mobile phone technology in English language teaching. It outlines how mobile phones can be used as part of mobile assisted language learning (MALL) to make English learning more interactive and accessible to students. The document summarizes research on past uses of mobile phones in language education. It also describes features of mobile phones that are useful for language learning activities and provides examples of classroom activities that teachers can implement using mobile phones. Both the advantages and limitations of using mobile phones for language learning are discussed.
The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned into the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students’ attitudes and beliefs, though no statistically significant difference has arisen regarding the students’ interest in the course, their self-confidence in English, the role of gender in learning English and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.
A Study Of A Multimedia Web Annotation System And Its Effect On The EFL Writi...Angie Miller
The document describes a study that investigated the effects of a multimedia web annotation system called Virtual Pen (VPen) on the English writing and speaking performance of junior high school students in Taiwan. The study involved students participating in various online learning activities supported by VPen, such as adding pictures and text or audio annotations to stories. The study found that using VPen improved students' writing and speaking skills and led to better learning outcomes. It also found positive relationships between students' usage of VPen, their language performance, and perceptions of the system and activities.
This document discusses assessments teachers can use to understand emergent and beginning literacy learners. It recommends using the Metalinguistic Interview, Story Retelling Evaluation Guide, and Teacher Rating of Oral Language and Literacy to assess emergent literacy learners. For beginning literacy learners, it suggests using the Elementary Reading Attitude Survey, Oral Reading Fluency Test, and Starpoint Phonics Assessment. The document also provides examples of instructional strategies teachers can use for each level, such as audio books, writing, and reader's theater.
4. vol 11 no 1 amirah husnun_photovoice_46.60 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
3. 7 article june edition vol 9 no 1 2016 register journal iain salatigaFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
The Responses of Non-English Major Students with Visual Learning Style of Wri...idhasaeful
This research is conducted towards the students of non-English major with visual learning style and writing preference. There are 14 students, which are taken to be the respondents. Questionnaires are the instrument used to gather the data in this research. This research employs descriptive qualitative method in analyzing the data.
The result portrays that 3 major findings: (1) most of the students find it difficult to accomplish the oral English test which is natural and normal due to their preference skill in writing, (2) in spite of the difficulty of the oral English test, the majority of the students consider the test to be challenging, accommodating and satisfying (3) a large number of the students get the benefit from the effectiveness of the feedback that they get in the form of rubrics.
The document summarizes a study that examined the effects of interactive reading computer programs on reading achievement of middle school students with special needs. It reviewed previous research on this topic. The study involved randomly assigning students to either use computer reading programs or traditional reading methods for 4 weeks. Results found no significant differences in reading rates or comprehension between the two groups, though slower readers tended to benefit more from computer programs. The summary concludes the study was limited by a small sample size.
A Quantitative Inquiry into the Effects of Blended Learning on English Langua...suhailaabdulaziz
The document summarizes a study that investigated Malaysian undergraduates' perceptions of a blended learning approach used in an English for Academic Purposes course. The course utilized a new textbook with online components. A questionnaire was administered to 198 students to understand their views on the appropriateness of the materials for their language needs and proficiency levels, and ability to cater to diverse interests. The findings revealed that students viewed the materials favorably and found the textbook and activities engaging. However, slow internet connectivity was a challenge when using the online components.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Gender Dimensions in the Use of Mobile Phone SMS on Note-Taking and Comprehension of Audio-Taped Lecture Materials in Kogi State of Nigeria
1. Research Journal of Education
Vol. 1, No. 1, pp: 8-14, 2015
URL: http://arpgweb.com/?ic=journal&journal=15&info=aims
*Corresponding Author
8
Academic Research Publishing Group
Gender Dimensions in the Use of Mobile Phone SMS on Note-
Taking and Comprehension of Audio-Taped Lecture Materials in
Kogi State of Nigeria
Jacob Omede* Chief Lecturer, Department of Educational Psychology, Kogi State College of Education, P. M. B.
1033, Ankpa, Kogi State, Nigeria
Emmanuel E. Achor Professor of Science of Education, Department of Curriculum and Teaching, Benue state University,
Makurdi, Nigeria
1. Introduction
The discoveries and utilization of mobile phones have tremendously revolutionized human societies and
behaviours globally. In fact, the much talked about globalization is because of the availability of and prompt
accessibility to information. Mobile phones enable a private two-way simultaneous exchange of information between
the caller and the receiver. It plays a very significant role in the transformation of the behaviours of users as well as
the global economy. This gadget however, was a commodity whose usage was available to the privileged few until
1988, that a group of government owned public telephone bodies within the European Community announced the
digital Global System for Mobile Communications (The World book Dictionary, 1997).
Mobile phone makes use of several components or facilities that could encourage or aid school learning. For
instance, the Short Message Service (SMS) facility is being used more frequently by a growing number of mobile
phone users – especially the youths instead of speaking into the phone. Most youths use this facility probably
because it is relatively cheaper added to the fact that delivery is more efficient especially when network is either
busy or bad.
To send and read text messages as most youths or users do, require creative skills. This is because of the coding
and decoding processes that are always involved in attempts to condense information to save time and money. They
combine letters and numbers to make word sounds. For example, words and phrases such as “for you”, “function”,
‘tonight’, “I love you”, “why me”, “together” “and thank you” are creatively designed as “4u”, “4ntn”, “2nite”, “I
Luv U”, “Y me” “, “2geda” and “10q”, respectively. This facility encourages brevity and probably, creativity (word
creation) and could improve the users’ reading and writing skills as well as cognitive ability.
This style of writing, that is popularly referred to as ‘texting’ which, most youths seem to have flare for, could
be transferred into the classroom for note-taking. This is because of the established relevance of students’ notes to
their learning. Acknowledging the relevance, Bierce (2005) and Brazeau (2006) said that note taking by students is
one of the ways to actively engage them in learning, especially in higher institutions where lecture method is
predominantly used, but as noted by Water and Water (2007), the habit of note taking during lectures seemed to be
diminishing greatly among students. Students, especially those in NCE one, tend to rely more on lecturers’ handouts
and textbooks.
Abstract: This paper examined gender influence in the use of Mobile Phone Short Message Service (SMS)
on note-taking and comprehension of materials presented through an audio system. Two research questions and
hypotheses guided the study. The design of the study was quasi-experimental non-equivalent pretest and
posttest. A sample of 400 subjects was drawn from the research population of 800 using stratified simple
random sampling procedure. Two instruments were used for data collection. One of the instruments was the
Audio- Taped Lecture (ATL) and the second was the Test for Assessing Comprehension (TAC). These
instruments designed by the researcher were subjected to validate. Reliability coefficients of 0.88 and 0.81 were
obtained for ATL and TAC respectively. Data for the study were analyzed using mean, standard deviation and
analysis of covariance (ANCOVA). The results of the study included that SMS style of writing improved
students’ note-taking competence as well as comprehension of the notes for both the male and female students
and that there was no significant difference in performance based on gender. Recommendations included that
students be encouraged to use SMS writing styles for note-taking during lectures and that the use of SMS for
note-taking could be tailored towards correcting gender differences in achievement.
Keywords: Mobile phone; Short message service (SMS); Note-taking; Comprehension; Gender and note taking.
2. Research Journal of Education, 2015, 1(1): 8-14
9
Students’ notes, as Brazeau (2006) noted, are more preferable to lecturers’ notes. This is when lecturers provide
all the notes for the students to copy verbatim. This, according to Brazeau, could make students to be passive
listeners because they are not given the opportunity to develop their own strategies for organizing information in
their own cognitive perspective that is a vital element in facilitating learning. Studies, as reported by Browner (2007)
affirmed that most adults’ attention to a lecture begins to decline markedly after about 10-15 minutes and that many
students do not learn best through listening but by skillful combinations of listening and note-taking. As a result
Browner (2007)) suggested that lecturers should encourage students to take notes.
Note-taking is a skill (Boyle, 2001; Water and Water, 2007). The more it is practised the more skilful one
becomes (Browner, 2007). One of the skills for note-taking is the ability to write down important facts quickly and
accurately. It involves the jotting down of facts and ideas as a cue for reviewing, reflecting and revising
(Isangedighi, 2007). The best note takers according to Linquist et al. (2007) are often the most successful students.
Weener (2004) found out from his study that the probability of a student recalling an item on a test will be greater if
that item is present in the notes than if it is not present. This is because, note taking encourages consultations with
other study or course mates and provides records to study for examinations (Isangedighi, 2007). Similarly Boyle
(2001) noted that it allows for active engagement during lectures while according to Northedge (1997) it forces the
individual learner to think. In fact, whatever the learning situation, reading, assessments or classroom lectures,
students’ notes will help them remember and learn (Browner, 2007).
Still as important as student note is to his/her learning, many students in their first level of studies in higher
institutions of learning in Nigeria, seem to be deficient in the skill of note taking probably due to their background
orientation of copying directly from the teachers’ notes. This is one of the reasons why this study was aimed at
training the students in the skill of note taking using abbreviations, particularly, the use of SMS style of writing. This
is because teachers’ instructions to students on how they could record notes should according to Boyle (2001)
include teaching them how to record short hand or abbreviations. Abbreviations speed up note taking (Water and
Water, 2007).
Users of mobile phone Short Message Service (SMS) particularly youths create and use abbreviated words very
frequently to pass messages across to their friends and mates. These youths, particularly, those who are students in
advanced institutions of learning could be trained to transfer the skill acquired from mobile phone SMS writing
styles to note taking during lectures in large classes where teaching is predominantly lecture based.
However, note taking is not an end in itself (Bierce, 2005). It is against this background that students are further
examined in this study on comprehension test items drawn from the notes that subjects took from audio-taped
material. It is likely that a learner that listens before he writes, and not just writing anything but salient points and
then using abbreviations, is more likely to recall materials in a test better than a learner that copies verbatim and who
grapples with spelling problems. This is why the test items on comprehension attempted to measure immediate
learning gain by asking questions basically on learning recall or knowledge level.
The study further examined how training in the use of mobile phone SMS for note-taking and comprehension
could impact differently on the male and female students. This is because according to Onasanya et al. (2007),
claims of gender inequalities in education, particularly, in mathematics, science and technology exist. Similarly,
there are studies that have identified gender differences in areas such as language acquisition and cognitive abilities
(Bates et al., 1998; Halpern, 2000; Vasta et al., 1995). But with specific reference to gender usage of Information
and Communication Technologies, report from gender issues in Information and Communication Technologies for
Agriculture and Rural Development in Africa' the Caribbean and Pacific (2004) affirmed that most technological
innovations affect men and women differently. The study carried out by cell phones Company (Enpocket), on
consumers’ use of data services for mobile phone which, Sidener (2005) reported, found out that slightly more
women, 39 percent said they used text messaging, compared with 37 percent of men who use cell phones. Since this
current study examined the effect of training in the use of mobile phone SMS writing styles on note taking and
comprehension, will there be gender influence?
2. Purpose of the Study
The purpose of this study was to find out the influence of gender in the use of mobile phone SMS on note-taking
and comprehension. Specifically, the study was intended to:
1. Determine whether the use of SMS for note-taking from audio-taped lectures could be influenced
by gender.
2. Find out if there is influence of gender on students’ mean achievement scores in comprehension of
the notes taken from audio-taped lectures using SMS.
3. Research Questions
The following research questions were posed to guide investigation:
1. What gender differences exist in the mean scores of students using SMS for note-taking from audio-taped
lectures?
2. What is the influence of gender on the mean achievement scores of subjects on a test of comprehension of
the notes taken using SMS from audio-taped lectures?
3. Research Journal of Education, 2015, 1(1): 8-14
10
4. Research Hypotheses
The following null hypotheses (H0) were formulated and (tested at .05 level of significance)
H01: Students’ mean scores on note-taking using SMS from audio-taped lecture will not differ significantly
based on gender.
H02: There will be no significant gender differences in the mean achievement scores of subjects on
comprehension of notes taken from audio-taped lecture using SMS.
5. Method
This Study used the quasi experimental research design. Specifically, the pretest, posttest non-equivalent control
group design was employed. This study was carried out in Kogi State, Nigeria. The study areas were Kogi East and
Kogi Central where the two educational institutions run under the purview of Kogi State College of Education,
Ankpa and Federal College of Education, located at Okene. The population of this study was made up of 800 Nigeria
Certificate in Education (NCE) students of the two institutions aforementioned who accepted using SMS facility on
their phones regularly.The sample for this study was made up of 400 subjects drawn from the two institutions of
study through stratified simple random sampling techniques.
Two instruments, namely; Audio-taped lecture (ATL) and Test for Assessing Comprehension (TAC) were
designed by the researcher and used to gather the relevant data. ATL was used to assess students’ note taking
competence while TAC, assessed students’ achievement on comprehension of the content items of the notes taken
from audio-taped lecture.
Model answers were prepared separately for scoring the two instruments. The first instrument, which was
Audio-Taped Lecture, had a Model Note (ATLMS), as its marking scheme. Audio-Taped Lecture Marking Scheme
(ATLMS) served as the researcher’s standard for note-taking on this particular learning content. Any good note
taken by students was expected to include features or salient points on this model note. That is, students’ notes in
this lesson were to be compared with ATLMS which, was the researchers’ standard for scoring them on note taking
task. For each sentence, information or responses correctly noted, the subject was awarded 2 marks. If the 50
responses or information were correctly noted, the subject would score 100 percent.
For the researcher to assess subjects on comprehension he used the second instrument (TAC). This instrument
was made up of 20 short answer demanding objective responses. Each question correctly answered was scored 5
marks.
These two instruments were face validated by three experts from the department of Educational Foundations,
university of Nigeria, Nsukka. Using test-retest method, thirty equivalents NCE one students of Alhikima College of
Education, Ankpa (a privately owned College of Education, established in 2006) were trial-tested on the instrument
and the reliability co-efficient of (ATL) was obtained as 0.88. The second instrument (TAC) had reliability co-
efficient of 0.81. In addition to the trial testing of these instruments, ATL was again, subjected to inter-scorer
reliability using the scripts of this same group of 30 students at the pre-testing stage and a reliability coefficient of
0.94 was obtained when another lecturer in Kogi State College of Education, Ankpa, re-marked the scripts.
After the administration of a pretest, the researcher used three weeks with six contact (hour) periods to train
subjects on the concept and features of SMS and how they could be used for note-taking. The data for this study
were subjected to analyse using mean, standard deviation, and ANCOVA.
6. Results
The result of this study is presented in line with the research questions raised and the hypotheses formulated.
6.1. Research Question 1
What gender differences exist in the mean scores of students using SMS for note-taking from audio-taped
lectures?
Data that answered this question is shown on Table 1
Table-1. Pretest and posttest mean scores of male and female students on note-taking.
Group Number Pretest
-
X SD
Posttest
_
X SD
Mean Gain
Males 250 48.89 16.36 64.13 14.20 15.24
Females 150 49.77 16.33 64.74 14.93 14.97
Table 1 shows that at the pretest and posttest, the female subjects were better slightly in note-taking with
mean achievement scores of 49.77 and 64.74 respectively than their male counterparts whose pretest and posttest
mean achievement scores were 48.89 and 64.13 respectively. Both the males and female subjects evidently improved
sufficiently in their note-taking efforts at the administration of the posttest instrument with mean gain of 15.24 and
14.97 respectively.
4. Research Journal of Education, 2015, 1(1): 8-14
11
Figure-1. Bar graph of pretest, posttest and mean gain of students on a test of comprehension of the notes taken
using SMS from audio-taped lectures
H01: Students’ mean scores on note-taking using SMS from audio-taped lecture will not differ significantly based on
gender.
Result of the analysis done on this variable is shown on Table 2.
Table-2. Analysis of covariance for the male and female subjects’ means scores in note-taking task
Source Type111 sum of
squares
df Mean square F Sig.
Corrected Model
Intercept
PreNT Score
Sex
Error
Total
Corrected total
51860.803a
41490.205
51284.460
314.968
106131.907
1894326.000
157992.710
2
1
1
1
397
400
399
25930.401
41490.205
51284.460
314.968
267.335
96.996
155.199
191.836
1.178
.000
.000
.000
.278
a. R squared =. 328 (Adjusted R Squared =. 325)
Table 2 reveals that the stated null hypothesis of no significant influence of gender on subjects mean scores on note-
taking task is accepted because the value of significance of f = 0.278 is greater than the alpha level or value of 0.05.
What this implies is that gender differential is not a significant factor to consider in note-taking.
6.2. Research question 2
What is the influence of gender on the mean achievement scores of subjects on a test of comprehension of the
notes taken using SMS from audio-taped lectures?
The answer to this question is shown on Table 3.
Table-3. Males and Females pretest and posttest mean scores on comprehension.
Group Number Pretest
-
X SD
Posttest
_
X SD
Mean Gain
Males 250 36.73 14.93 54.59 14.07 17.86
Females 150 36.54 14.58 54.28 10.86 17.74
Table 3 and Figure 1 reveals that at both the pretest and posttest administrations of test instrument on
comprehension, the males proved to be slightly better in their mean performance scores of 36.73 and 54.59
respectively over those of the female subjects whose pretest and posttest mean scores were 36.54 and 54.28
respectively. The mean gains were 17.86 for male and 17.74 for females. In this comprehension task, both the males
and female subjects showed drastic improvement in their posttest mean performance scores,but the standard
deviation scores showed that the improvement was better and more spread for the female subjects than the male
0
10
20
30
40
50
60
70
Male Female
48.9 49.8
64.1 64.7
15.2 15
Pre Test
Post Test
Mean Gain
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subjects. There was a reduction from 14.58 to 10.86 for the female subjects while for the males, it reduced to 14.07
from 14.93.
Figure-2. Bar graph of pretest, posttest and mean gain of students on a test of comprehension of the notes taken
using SMS from audio-taped lectures
H02: There will be no significant gender differences in the mean achievement scores of subjects on comprehension
of notes taken from audio-taped lectures using SMS.
The data analyzed for this variable is shown on Table 4.
Table-4. Analysis of covariance for the male and female subjects’ means scores in comprehension
Source Type111 sum of
squares
Df Mean square F Sig.
Corrected Model
Intercept
PreC Score
Sex
Error
Total
Corrected total
26493.522a
77392.499
26075.264
404.146
155272.476
1453135.000
181765.998
2
1
1
1
397
400
399
13246.761
77392.499
26075.264
404.146
391.115
33.869
197.877
66.669
1.033
.000
.000
.000
.310
a. R squared =. 146 (Adjusted R Squared =. 141)
As with hypothesis 1, hypothesis 2 of no significant effect in the mean achievement scores of gender on a test of
comprehension is equally accepted because the alpha level of 0.05 is less than the value of significance of ‘F’ which
was 0.310. This therefore, means that gender does not differently affect students’ mean achievement scores in
comprehension.
7. Discussion
Tables 1 and 2 reported the mean achievement scores of students in note-taking and also the result of the test of
significance that was performed based on gender using analysis of covariance. Specifically, the evidence on Table 1
showed that there was drastic improvement in note-taking skills after the subjects were trained to use SMS writing
styles for both sexes. The mean achievement score of the female subjects was however, slightly higher than those of
their male counterparts on a task that required note-taking during lectures at both the pretest and posttest
administrations of this instrument. What this implies is that the female subjects slightly proved to be better note-
takers than their male counterparts. This study is in agreement with the study carried out by cell phone content
company reported by Sidener (2005) that slightly more women, 39% said they used text messaging compared with
37% of men who use the cell phones. Similarly, Virpi et al. (2004) in their own study equally found out that female
subjects used overt study strategies particularly, note-taking more often than the male subjects. This shows that
several of these female students may be good listeners and organizers. These attributes are typical of most married
women and particularly those who are mothers.
0
10
20
30
40
50
60
70
Male Female
48.9 49.8
64.1 64.7
15.2 15
Pre Test
Post Test
Mean Gain
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These apart, writing text messages require patience and also are relatively more economical than voice calls.
Women seem to show patience as mothers and wives than men and they are likely to be more careful and prudent
with the family finance.
An assessment of the note-taking task by subjects especially those of the experimental group, after their training,
revealed that the female subjects used SMS more than their male counterparts and they were equally found to be
more consistent in using a designed code for a particular word throughout the number of times that such words
appeared in the notes. This finding equally agrees with the study of Borae and Joohan (2008) that women use text
messaging more frequently than men and that men use voice call slightly more than women. The frequent use of
SMS by the females more than the males may be responsible for the slight performance of the female subjects when
they saw the opportunity to use this for note-taking. However, a test of significance that was carried out revealed that
this difference was not significant just like the study of Smoreda and Thomas (2000) that was not able to find
significant gender differences in the use of SMS and claimed that young people, whether men or women, use SMS to
the same extent. But in note taking strategy, Virpi et al. (2004) however, found a significant gender associated
differences in favor of females. This probably may happen due to their high organizational abilities.
The data analyzed on gender influence in comprehension presented on Tables 3 and 4 revealed that the male
subjects were slightly better in their mean achievement scores on test of comprehension of materials in their notes at
both the pretest and posttest administrations of this instrument with mean scores of 36.73 and 54.59 against 36.54
and 54.28 mean achievement scores for the female counterparts. The result of this study is in agreement with the
studies of other researchers in science and science related courses (Mau and Lynn, 2000; Mshelia and Wamdeo,
2002).
A test of significance of the differences in the mean scores of subjects like the earlier studies of Omwirhiren
(2005) and Afuwape and Oludipe (2008), found that the gender-associated differences were not significant. In fact,
Hedges and Norwell (1995) reported in their study that an analysis of mental test scores from six studies which used
national probability samples provided evidence that although average sex differences have been generally small and
stable over time, the test scores of males consistently have larger variance.
What this implies is that the superiority of men over women and that of women over men in some subjects is
thinning out seriously. This probably could be the result of women empowerment campaigns and other women
awareness related programs and the confidence and exemplary performance of some women in positions of
authorities in Nigeria that could be impacting positively on the achievement of women of this age. In fact, a careful
look at the scores of subjects at both the pretest and posttest administrations of the two instruments namely-note-
taking and comprehension showed very insignificant differences that under any serious mathematical computation
could be ignored and treated as irrelevant. The finding of this study goes further to strengthen some existing research
discoveries that gender gap is narrowing and that existing gender differences may be more cultural than in ability or
intelligence.
8. Conclusion
The study looked at gender usage of mobile phone SMS for note-taking in the classrooms. This study was
carried out as one of the ways to encourage note-taking during lectures especially as note-taking habit is dying down
among students of higher institutions of learning. The findings revealed that students were better note-takers after
they were trained to use the SMS styles for note-taking. The result of the study equally showed that subjects
performed well on a test of comprehension that assessed their knowledge of the notes taken with the SMS styles of
writing. In the use of SMS for note-taking as well as the assessment of comprehension of the notes, gender
differences were not relevant and significant.
9. Recommendations
The following recommendations are suggested based on the findings of this study.
1. The study revealed that the use of mobile phone SMS style of writing speed up note-taking. It is therefore,
recommended that strategic note taking skill should be taught to students as a subject just like ‘writing’ is
taught and included in the school curriculum. Students should be made aware to take this course in their
first year as part of their general study courses.
2. In teaching note-taking, it is recommended that students of both sexes should be exposed to this strategy of
using SMS style of writing without discrimination, as the results of the study have not shown any
significant difference in their mean achievement scores due to gender. The use of SMS writing style lends
itself to universal use. It is not gender discriminatory.
3. Lecturers are to deliberately encourage their students to take notes by pacing their lectures, cue students
when important points are made and also go round, especially in small classes to make sure that students
take notes during their lectures.
4. The pretest scores of students on note-taking showed that subjects were generally not very good in note-
taking during lectures. Therefore, it is recommended that school administrators should make rules that will
de-emphasize reliance on lecturers’ handouts and textbooks and enhance students’ notes instead.
7. Research Journal of Education, 2015, 1(1): 8-14
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