Volume 7, Issue 1, January 2016

ABSTRACT

Mathematical reasoning involves comprehending mathematical information and concepts in a logical way and forming conclusions and generalizations based on this comprehension. Computer-based learning has been incorporated into classrooms across the country, and specific aspects of technology need to be studied to determine how programs are influencing student reasoning and learning. This article explores how one aspect of computer-based learning, electronic support tools (ESTs), influences students’ mathematical reasoning over the course of an online supplemental mathematics program, the Math Learning Companion (MLC). Students in Grades 3, 4, and 5 (N = 31) from two private schools participated in MLC, and their reasoning was assessed before and after participating in the program. EST use was measured by using frequency counts for each tool. Results describe students’ tool use and reflect an overall change in their reasoning over the course of the intervention, indicating that students use ESTs as needed to individualize the learning program. Students specifically used ESTs as needed to improve their mathematical reasoning, their correctness of response, and their mathematical explanations of their answers over the course of the intervention.

Keywords: Mathematical reasoning, Computer-based instruction, Electronic support tools, Mathematics education

ABSTRACT

The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.

Keywords: Computer-assisted instruction, Tutorial, Simulation, Gender, Intrinsic motivation, Extrinsic motivation

ABSTRACT

Smartphones are increasingly becoming an ordinary part of our daily lives. With their remarkable capacity, applications used in these devices are extremely varied. In terms of language teaching, the use of these applications has opened new windows of opportunity, innovatively shaping the way instructors teach and students learn. This 4 week-long study aimed to investigate the effectiveness of a mobile application on teaching 40 figurative idioms from the Michigan Corpus of Academic Spoken English (MICASE) corpus compared to traditional activities. Quasi-experimental research design with pretest and posttest was employed to determine the differences between the scores of the control (n=25) and the experimental group (n=25) formed with convenience sampling. Results indicate that participants in the experimental group performed significantly better in the posttest, demonstrating the effectiveness of the mobile application used in this study on learning idioms. The study also provides recommendations towards the use of mobile applications in teaching vocabulary.

Keywords: English language teaching, Figurative idioms, Mobile learning, Mobile applications, Vocabulary teaching

ABSTRACT

The purpose of this study was to describe instances of pedagogical practices of teachers using ICTs and the enhancements of practices using traditional methods, to more fundamental changes in their approach to teaching. Using a mixed method, the research examined the impact of increased education level on the ICT use competence perception and the influence of ICT knowledge level and skills on the adoption of blended learning contents. Four schools were used for this study; two picked out of 50 that are enhanced with ICT infrastructures while the other two were picked from schools without enough ICT infrastructures. Three research questions guided the study. Data collection included teachers, schools inspection officers, curriculum development experts, teacher trainees and policy makers’ interviews, questionnaires, classroom observations, and document reviews. Data analysis concentrated on the central questions of the study. The results suggested that teachers’ education level couldn’t determine their ICT knowledge level. Either, the ICT knowledge level has influences on the decision to use blended learning. Barriers to ICT use in education were revealed as: internal -more of personal attitudes and perceptions about a technology, and external -lack of availability and accessibility to the relevant resources (hardware and software), lack of framework that address integration of ICTs in teaching and learning and unreliable Internet connection. Resulting from the results, this study suggests a goal oriented teacher training framework which should address a complex integration of technology, content, pedagogy, school infrastructures, and the overall objectives of the education systems as trivial of ICT use determining factors.

Keywords: Blended learning, Teachers’ ICT knowledge, Teachers’ ICT use, Teachers’ ICT competence, ICT in education

ABSTRACT

The purpose of the study was to investigate the views of learners experienced in the Distance Learning Platform (DLP), which was prepared according to an online course design model. The participants of the study were 19 learners who took the programming languages course (via the DLP for 14 weeks). Before the application, the preparation of the DLP took nearly 500 hours. A pilot study was performed with the learners during the summer school. The design of the DLP was improved through the views of those learners. The data were obtained through face-to-face interviews with the learners. The following themes emerged from analysis of the data: factors in preferring the DLP, general characteristics of the DLP, the effectiveness of the DLP, and expansion of the DLP. These themes are further analyzed on the basis of “Diffusion of Innovations” and “Uses and Gratifications” theories. As a result of the interviews conducted with the learners, it was found that the learners had positive opinions about the DLP as it (1) offers flexibility, (2) contains elements enhancing their motivation, (3) enables the learners to communicate easily with the instructor, (4) provides the learners with instant feedback, and (5) enables them to access to the course materials easily.

Keywords: Distance education, Online learning, Instructional design model, Programming language, Learner views, Course evaluation

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