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Effects of computer-aided and blended teaching strategies on students’ achievement in civic education
concepts
in mountain learning ecologies
Ige, Olugbenga Adedayo ; Hlalele, Dipane Joseph
Education and information technologies, 2017-11, Vol.22 (6), p.2693-2709
[同儕審閱期刊]
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題名:
Effects of computer-aided and blended teaching strategies on students’ achievement in civic education
concepts
in mountain learning ecologies
著者:
Ige, Olugbenga Adedayo
;
Hlalele, Dipane Joseph
主題:
Academic Ability
;
Academic Achievement
;
Blended Learning
;
CAI
;
Citizenship education
;
Civics
;
Comparative Analysis
;
Computer Appl. in Social and Behavioral Sciences
;
Computer Assisted Instruction
;
Computer Science
;
Computers and Education
;
Concept Formation
;
Control Groups
;
Developing countries
;
Education
;
Educational Strategies
;
Educational Technology
;
Equipment and supplies
;
Experimental Groups
;
Factor Analysis
;
Foreign Countries
;
Geographic Regions
;
Geography
;
High schools
;
Information Systems
Applications
(incl.Internet)
;
Learning strategies
;
Mountain
ecology
;
Outcomes of Education
;
Pretests Posttests
;
Quasiexperimental Design
;
Rural Areas
;
School enrollment
;
Secondary School Students
;
Study and teaching
;
Teaching
;
Teaching Methods
;
Tests
;
User Interfaces and Human Computer Interaction
所屬期刊:
Education and information technologies, 2017-11, Vol.22 (6), p.2693-2709
描述:
The need to enhance students’ learning outcomes has become integral in secondary schools in developing countries due to increased students enrollment. Research has shown that the strategies utilized in teaching secondary school students have significant influence on their learning outcomes. At present in Nigeria, public secondary schools have not been deploying learning technologies to teach students despite the surge in enrollment. This study, therefore, determined the effects of computer-aided and blended teaching strategies on students’ achievement in civic education
concepts
in mountain learning ecologies. The study adopted the pretest-posttest, control group, quasi-experimental design using 3 × 2 × 3 factorial matrix. Seventy-eight students from six intact classes in secondary schools in Ondo State were selected for the study and randomly assigned to experimental and control groups. Five instruments used were: Students’ Knowledge of Civic Education Test ( r = 0.78), Academic Ability Test ( r = 0.72), Online and Blended Teaching Instructional Guides for experimental groups, Conventional Lecture Method Guide for the control group and Teaching Strategies Evaluation Sheet. One hypothesis was tested at 0.05 level of significance. Data was subjected to Analysis of Covariance, Estimated Marginal Means, and Scheffe’s Pairwise Comparison. There was a significant effect of treatment on students’ achievement in Civic Education concepts (F (2; 61) = 4.93, p < 0.05; η 2 = .14). The students exposed to Computer-aided teaching programme had higher adjusted achievement mean score ( x ¯ = 27.86), than the blended instructional strategy group ( x ¯ = 23.06), and the control group ( x ¯ = 18.69). It was, therefore, recommended that teachers in secondary schools in mountainous locations should explore the benefits of teaching with Information and Communication Technology based strategies in civic education classrooms.
出版者:
New York: Springer US
語言:
英文
識別號:
ISSN: 1360-2357
EISSN: 1573-7608
DOI: 10.1007/s10639-017-9598-x
資源來源:
Education Database
SpringerLink Journals AutoHoldings
Education Collection
ERIC
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