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1.
Songyut Akkakoson 《Journal of Research in Reading》2013,36(4):422-450
This study investigates the relationship between strategic reading instruction, the process of learning second language‐based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16 weeks, 82 students were taught using a strategies‐based approach (experimental cohort), whereas another 82 students were taught using a traditional, teacher‐centred approach (control cohort). A pre‐test/post‐test research design was employed, and a portfolio approach was used to investigate the experimental cohort students' process of learning reading strategies. The results showed that the experimental cohort outperformed the control cohort in the post‐course standardised English test. The higher‐level reading proficiency learners in the experimental cohort were also found to be better than their low‐level peers at learning to use second language‐based reading strategies effectively. Implications are discussed for alternative instructional practice of reading in English as a foreign language (EFL). 相似文献
2.
Human Relationships Education is a very important part of primary school student‐teacher education. All primary school children need sound guidance and enhanced knowledge about puberty, growing up successfully, and feeling competent and confident in themselves. An interactive multimedia CD‐ROM was designed and developed for some Australian university student‐teachers in the final fourth year of their Bachelor of Education (Primary School), and addresses the Human Relationships Education curriculum. This paper analyses some of the pedagogies used in this pastoral care learning as examples of a Constructivist approach to designing multimedia interactivities based on Anderson and Krathwohl's learning framework. Such an approach may be useful for other educational designers to improve student‐teacher involvement in their pastoral care learning, to provide pedagogical variation and to use interactive multimedia, thus enhancing learning outcomes for student‐teachers and, in turn, their primary school students. 相似文献
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An investigation was undertaken to study the composite effect of a package of certain curricular strategies on some cognitive and non‐cognitive characteristics of rural primary school students. The present article lists the results pertaining to one variable, i.e. study habits. The sample consisted of three groups of class V students. One group was taught using the package programme while the other two were given instruction through their regular teachers found to teach without the effective use of selected curricular strategies. The results indicated that the experimental group exhibited a significantly increased level of study habits in comparison to control group I and control group II while the two control groups exhibited an equal level of study habits. Further, the experimental and control group I exhibited a significantly increased level of study habits at the end of the academic session as compared to the beginning of the session whereas there was no significant change in the level of study habits of control group II. 相似文献
5.
Sally Robinson-Kooi Lorraine S Hammond 《Australian Journal of Learning Difficulties》2020,25(1):83-108
ABSTRACTDaily contextualised sentence dictation was used for Year 2 students to practise, and the teacher to assess, taught spelling concepts, capital letters and full stop usage in an Explicit Instruction (EI) intervention. Conducted in a mainstream setting, it supported all students learning to spell, including those with a learning difficulty (LD) and an English Learner (LL). Results showed that students who received EI in spelling and punctuation constructs followed by sentence dictation did significantly better than comparison students who continued with their usual spelling programme. Randomly selected intervention students deemed below average (BA), average (A), and above average (AA) spellers by their teachers were interviewed post-intervention to ascertain their feelings and opinions on the dictation components of the intervention. The positive findings presented here provide a body of contemporary research that supports using EI and incorporating contextualised sentence dictation to improve students’ understanding and practice of spelling and punctuation concepts. 相似文献
6.
Mona Grieser Orlando Hernández Khulood Tubaishat Julie Sanchack Brian Southwell 《The Journal of environmental education》2013,44(2):37-45
Abstract An evaluation was conducted to measure the impact of a curriculum implementation through the Jordan Water Conservation Education Project funded by USAID. This study examined the effect of recommending water conservation at the household level and the impact of using interactive teaching methods to promote conservation behaviors among students and their families. The evaluation used a postintervention design with random selection of participants. Comparisons were made among 671 students (424 experimental, 247 control) belonging to high school eco-clubs in central Jordan. Most students were girls in rural settings. The experimental group consisted of students whose teachers implemented an interactive curriculum and promoted household water-conservation behaviors. Teachers of students in the control group did not participate in the curriculum implementation, but those students were exposed to lectures about biodiversity issues. The results indicate that students who were exposed to the new curriculum demonstrated a higher level of knowledge about water conservation and performed recommended behaviors more often than students in the control group. 相似文献
7.
A problem for educators and the developers of interactive multimedia is the apparent incongruity between the demands of authentic assessment and the deliverables of computer‐based assessment. Lecturers wishing to use interactive multimedia are commonly limited to assessment using multiple choice tests which are easily marked by the computer.
This article describes seven defining characteristics of authentic assessment which have been operationalized in a learning environment employing interactive multimedia. The article describes the multimedia program and its implementation with a class of pre‐service teachers. The implication of these findings for educational practice are that authentic assessment can be used within interactive multimedia learning environments, albeit not totally contained within the software itself. The qualitative study reported here showed that students responded favourably to the elements of authentic assessment; that they had a good understanding of the content of the interactive multimedia program; and that the assessment was corroborated by observation of teaching strategies used by the students in their teaching practice. 相似文献
8.
For decades traditional methods of testing have been criticized for saying relatively little reliably about students’ ability as well as causing anxiety, which can negatively affect students’ recall of learned information. The reform movement with its innovative approaches focusing on learner-centered education perceives assessment as an interactive feedback mechanism, which must provide for active, collaborative reflection by both teacher and students. This means that students must be active participants in designing assessment tasks and be given responsibility for using assessment data to monitor and improve their own learning (Valencia, 1990, p. 339). Focusing on alternative methods of assessment proposed by the opponents of traditional ones, the present study aimed at investigating the impact of cooperative test construction on Iranian EFL (English as a Foreign Language) students’ achievement as well as their attitudes towards such tests. The participants in this study were second- grade high school students (equivalent to Grade 11 in US senior high school) who were assigned to experimental and control groups based on their scores on a standardized retired version of Nelson test. Both groups received the same schedule of instruction for sixteen weeks. The students in the experimental group experienced cooperative test construction while the students in the control group did not have any role in the construction of their tests. The findings revealed statistically significant difference between grammatical knowledge of the students who cooperatively made their own test items and that of those who were tested traditionally. Furthermore, the students’ reactions to cooperative test construction were overwhelmingly positive. 相似文献
9.
Victor W. Mbarika Chetan S. Sankar P. K. Raju 《Decision Sciences Journal of Innovative Education》2003,1(2):225-257
Studies have shown that it is difficult for people to deal with multicriteria decision‐making situations. Information technology tools such as decision‐support systems and expert systems have been developed in order to help them in such situations. Another tool that has been identified as helping managers understand complex engineering decision‐making situations is multimedia instructional materials. This research investigates the perceptions of business versus engineering students on improvement of their higher‐level cognitive skills when they participated in a multimedia‐based case study that used an expert system to model a complex engineering and technical problem. Two groups of students, business and engineering, participated in an experiment, where they analyzed the case study and made their recommendations. Two questionnaires measured their perceptions on the improvements achieved on different constructs. A structural equations model was developed in order to test the research hypotheses with business students being the experimental group and the engineering students as a control group. The major findings are no significant relationship between student major and higher‐order cognitive skills improvement, business students perceived more higher‐order skills improvement compared to engineering students, both groups perceived an improvement in learning‐driven factor, and business students valued learning‐driven factors more compared to engineering students. These results show that multimedia instructional materials were perceived to be very useful in making multicriteria engineering and technical decisions. 相似文献
10.
Lynne E. Houtz 《科学教学研究杂志》1995,32(6):629-648
This sequential methodologic elaboration study investigated differences between the middle school and the junior high instructional strategies and the effects on adolescent attitude toward science in school and science achievement. Subjects of the quantitative phase were 570 seventh- and eighth-grade students in one school in an urban school district in the midwest United States during a transition year from junior high to middle school. Germann's Attitude toward Science in School Assessment and the school district's Benchmark Exams were employed to measure student pre- and posttest attitude and achievement. Variations within grade level, gender, race, general ability, and socioeconomic group were evaluated. Results of split plots revealed no significant differences in science attitude between the experimental middle school group and the junior high control group at this phase. However, there was significant improvement in attitude in both seventh-grade populations, but no change in attitude in either eighth-grade population. No significant differences in attitude were found between males and females, Caucasian students and students of color, or students of different ability or socioeconomic groups. Significant increases in science achievement were revealed in the seventh-grade junior high control group, the eighth-grade middle school, and the eighth-grade junior high, but not in the seventh-grade middle school. No significant differences in achievement were found between males and females. Caucasians scored significantly higher in achievement than students of color. Average and high ability students scored significantly higher pretest to posttest, but low ability students did not. High ability students scored significantly higher than both average and low ability groups. There was significant improvement in science achievement for students in the sufficient socioeconomic status group, but not in the low socioeconomic status group. These results were discussed with the five science teachers, the principal, and a university consultant in the setting, who were the informants of the qualitative elaboration phase of the study. Ethnographic methods uncovered themes explaining differences and similarities within the two instructional strategies. Teachers' feelings and stages of concern were identified. The results are discussed in terms of effectively implementing changes in instructional strategies and assessing science achievement of early adolescents. 相似文献
11.
Abstract This study investigated the effect of satellite‐delivered instruction on student achievement and attitude in a high school anatomy and physiology course. The experimental group included students from seven high schools enrolled in the satellite‐delivered course. The control group consisted of students from seven high schools in which classroom teachers provided instruction. An experimental versus control matched‐pair design was used in the study. Two hypotheses were tested using the t test for dependent samples. The findings show that there was no significant difference between the experimental group and control group in attitude toward anatomy and physiology. However, on the achievement test, the mean post‐test score of the experimental group was significantly higher than that of the control group. 相似文献
12.
Han‐Chin Liu I‐Hsien Su 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):598-607
Multimedia learning environments such as computer simulations are widely accepted as tools for supporting science learning. Although the design of multimedia learning environments can be domain specific, few studies have focused on the use of computer simulations for learning residential electrical wiring. This study aimed to determine whether students using computer simulations learned better than traditional classroom learners in the domain of residential wiring. A quasi‐experiment was implemented with 169 high school students. The simulation group participated in a series of computer simulations, whereas the control group received lectures and demonstrations from an instructor. Students' cognitive load as elevated by multimedia leaning tasks was compared with that of students learning using traditional methods. The simulation group learned significantly better and reported higher cognitive load than did the control group. Moreover, the simulation group managed cognitive resources more efficiently on transfer of learning than did the control group. Having more opportunities to interact with a simulation‐based learning environment could result in higher cognitive load. The higher cognitive load seemed to result in better performance on the achievement test and, therefore, the learners' mental effort was possibly invested mainly in meaning making in the virtual learning environments. Discussion of the results, instruments and research design, as well as suggestions for future studies are provided. 相似文献
13.
Daesang Kim Dong‐Joong Kim 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):62-70
The objective of this study was to investigate the effects of three different screen sizes (small, medium and large) and two types of multimedia instruction (text only and text with pictorial annotation) on vocabulary learning. One hundred thirty‐five Korean middle school students learning English as a foreign language were randomly distributed into six groups and were given a pretest, a self‐study multimedia instruction, a posttest and a retention test online. The pretest, posttest and retention test were identical and included 30 vocabulary questions. Results show that the large screen multimedia instruction helped the students to learn English vocabulary more effectively than the small screen instruction as demonstrated on both the posttest and retention test. However, there was little difference in vocabulary learning between the text‐only and text‐with‐pictorial annotation instructions. Although visual perception can be influenced by each learner's expectations and knowledge, using a smaller screen for instruction causes more challenges for learners to perceive and comprehend vocabulary learning. 相似文献
14.
Learning Microbiology with Computer Simulations: students’ academic achievement by method and gender
Tenth grade students studied the topic of ‘The growth curve of microorganisms’, which included a computer‐assisted learning (CAL) simulation episode. The CAL episode enabled students to simulate experiments which investigated the simultaneous impact of three independent variables upon the growth curve of microorganisms (temperature, nutrient concentration and the initial number of individuals from which to start a population growth). Two classes (n = 82 students) formed the experimental group and were instructed in a combination of classroom‐laboratory work with CAL. The control group included three classes (n = 99 students) who were taught the topic in the classroom‐laboratory work setting only. Five teachers taught the five classes, three periods weekly and the study lasted 4 weeks. The students’ previous knowledge in the topic to be learned and their academic achievement were assessed with pre‐ and post‐tests, respectively. The data for each lest were treated with a two‐way analysis of variance. The results showed that the two study groups did not differ in their previous knowledge and no significant differences were found by gender within and between the groups. The post‐test results on academic achievement indicated that students in the experimental group achieved significantly higher means scores than the control group. No significant gender differences on academic achievement were found within each group. The results affirm that: (a) computer simulations, in which three variables are manipulated simultaneously in one experiment, can be integrated as short episodes in the existing biology curricula; (b) high school students can perform computer simulations which require the skills of simultaneous manipulations of three variables in one experiment, problem solving and decision making; (c) girls and boys in the experimental group exhibited these skills at a similar academic level of achievement. 相似文献
15.
Yehudit J. Dori 《科学教学研究杂志》2003,40(1):34-52
Matriculation 2000 was a 5‐year project aimed at moving from the nationwide traditional examination system in Israel to a school‐based alternative embedded assessment. Encompassing 22 high schools from various communities in the country, the Project aimed at fostering deep understanding, higher‐order thinking skills, and students' engagement in learning through alternative teaching and embedded assessment methods. This article describes research conducted during the fifth year of the Project at 2 experimental and 2 control schools. The research objective was to investigate students' learning outcomes in chemistry and biology in the Matriculation 2000 Project. The assumption was that alternative embedded assessment has some effect on students' performance. The experimental students scored significantly higher than their control group peers on low‐level assignments and more so on assignments that required higher‐order thinking skills. The findings indicate that given adequate support and teachers' consent and collaboration, schools can transfer from nationwide or statewide standardized testing to school‐based alter‐native embedded assessment. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 34–52, 2003 相似文献
16.
Owing to the popularity of tablet computers and smart phones, e-books have become an important medium for both formal and informal learning. However, conventional e-books are mainly designed to provide information in the form of multimedia, implying that students spend most of their time memorizing and comprehending what they read from e-books, while seldom engaging in higher order thinking. In this study, a problem-posing framework is proposed for developing an interactive e-book for guiding students to observe and pose questions. An experiment on an elementary school natural science course was conducted to demonstrate the effectiveness of the proposed approach. The participants were 46 fourth-grade students. From the experimental results, it was found that the problem-posing-guiding interactive e-book can significantly improve the students’ learning achievements, critical thinking tendency, and deep motive. It was also found that the proposed approach did not increase the students’ cognitive load owing to the provision of proper supports during the problem-posing process, which has generally been identified as a challenging task. 相似文献
17.
In this study we examined the benefits of computer programs designed to supplement regular reading instruction in an urban public school system. The programs provide systematic exercises for mastering word‐attack strategies. Our findings indicate that first graders who participated in the programs made significant reading gains over the school year. Their post‐test scores were slightly (but not significantly) greater than the post‐test scores of control children who received regular reading instruction without the programs. When analyses were restricted to low‐performing children eligible for Title I services, significantly higher post‐test scores were obtained by the treatment group compared to the control group. At post‐test Title I children in the treatment group performed at levels similar to non‐Title I students. 相似文献
18.
Researchers have pointed out that interactive e-books have rich content and interactive features which can promote students’ learning interest. However, researchers have also indicated the need to integrate effective learning supports or tools to help students organize what they have learned so as to increase their learning performance, in particular, for abstract and complex learning content such as that in law courses. In this study, a concept-mapping-based interactive e-book learning mode was proposed. To understand the learning effects, a quasi-experimental design was used to compare the learning achievement and motivation of the students learning with the proposed approach (experimental group) and those learning with conventional interactive e-books (control group) in a junior high school fundamental law course. Meanwhile, the learning achievement and motivation of the students with different learning styles were also explored. The experimental results showed that the proposed approach significantly improved the students’ learning achievement, especially for the active-style students; moreover, it was found that the lead-in of concept mapping did not affect the students’ learning motivation. Factors that might affect the students’ learning achievement and motivation with the concept-mapping-based interactive e-book approach are discussed accordingly. 相似文献
19.
The main purpose of this study was to assess the effects of doodling on the learning performance of high school female students in Tehran. The design of this research was a pre‐test–post‐test with a control group. A group of 169 junior high school 12–13 year‐old students was chosen for this study. After being taught a section of the Natural Science course, the students were asked to answer questions related to the lessons. After that, their grades were used as the pre‐test scores. The post‐test was carried out after the devised treatment. During ten sessions of the same course and teacher, the students were each given a blank sheet of paper and were asked for doodling if they felt like doing it. After each session, a couple of relevant written questions were asked to evaluate how well students had learned the lessons. The experiment and control group both consisted of 27 randomly selected students; participants in the experiment group were doodlers and those in the control group did not doodle. To evaluate the doodling effect a t‐test analysis was performed. Comparison of the grades showed that the experiment group outperformed the control group significantly. 相似文献
20.
Ian Putt Lyn Henderson William Patching 《Educational technology research and development : ETR & D》1996,44(4):7-22
This paper reports data obtained on practicing teachers' thinking as they interacted with a professional development interactive
multimedia (IMM) courseware package. The data were obtained from 11 participating teachers via stimulated-recall interviews.
Two types of thinking are detailed and discussed. The first type is those mediating processes engaged in by teachers during
study sessions that related to the academic and professional content of the IMM package. The second type is those evaluative
thoughts reported by teachers that related to instructional design aspects of the IMM courseware. The latter data were used
to develop a classification system that provides a conceptualization of the major components, as perceived by the participating
teachers, that relate to instructional design.
He has been involved in teaching mathematics education courses at a distance via printed text to inservice teachers and through
interactive multimedia (IMM) courseware to Aboriginal and Torres Strait Islander teacher education students in their home
communities. His current research interests focus on tertiary students' thinking while studying from IMM materials and their
usage patterns of IMM courseware. He also supervises post graduate students in the area of teaching problem solving in upper
primary and lower secondary school.
Her fields of teaching and research interests concern the cultural contextualization of instructional design of interactive
multimedia (IMM) and the World Wide Web (WWW). Other research interests focus on the mental models, thinking processes, and
teaching-learning strategies used by teachers and learners when interacting with electronic databases, IMM, and the WWW.
His areas of expertise are special education and distance education. His current research interests with respect to interactive
multimedia (IMM) focus on tertiary students' thinking while studying with IMM materials and their usage patterns of IMM courseware.
He is also involved in a number of school curriculum and systemic evaluations. 相似文献