Improving secondary school learning outcomes through customized computer‐based supplementary instruction: A randomized evaluation of Mindspark

2016 ◽  
Author(s):  
Karthik Muralidharan ◽  
Alejandro Ganimian ◽  
Abhijeet Singh
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Supplementary Instruction ◽  
Randomized Evaluation ◽  
Computer Based ◽  
School Learning

scholarly journals EDUTAINMENT WITH COMPUTER GAME AS A CHEMISTRY LEARNING MEDIA

2019 ◽  
Vol 8 (2) ◽  
pp. 1684
Author(s):  
Achmad Lutfi ◽  
Suyono Suyono ◽  
Erman Erman ◽  
Rusly Hidayah
Keyword(s):  
High Schools ◽  
Learning Outcomes ◽  
Computer Game ◽  
Learning Activities ◽  
Chemistry Learning ◽  
Before And After ◽  
Computer Based

Abstract. The research aims to get answers to whether chemistry learning with computer-based games as learning media can create fun learning (edutainment). The study was conducted on students in three high schools in chemistry learning according to plan, during the learning activities were observed by students, before and after learning the learning outcomes tests and student questionnaires were conducted. The results showed that learning activities were 90.4% to 92.0% as expected, 90% to 100% of students stated that learning was fun with games as learning media, and learning outcomes had achieved 93% to 100% classical completeness. These results indicate that the use of computer-propelled games as chemical learning media can create chemical learning that pleases students and can be used by teachers as an alternative to edutainment chemistry learning

The effectiveness of methods for providing written feedback through a computer-based assessment for learning: a systematic review

CADMO ◽  
2011 ◽  
pp. 21-38
Author(s):  
Fabienne M. van der Kleij ◽  
Caroline F. Timmers ◽  
Theo J.H.M. Eggen
Keyword(s):  
Learning Outcomes ◽  
Lower Order ◽  
Assessment For Learning ◽  
Future Research ◽  
Written Feedback ◽  
High Quality Research ◽  
Computer Based ◽  
Higher Order Learning ◽  
Effects Of Feedback ◽  
Knowledge Of Correct Response

This study reviews literature regarding the effectiveness of different methods for providing written feedback through a computer-based assessment for learning. In analysing the results, a distinction is made between lower-order and higherorder learning. What little high-quality research is available suggests that students could benefit from knowledge of correct response (KCR) to obtain lower-order learning outcomes. As well, elaborated feedback (EF) seems beneficial for gaining both lower-order and higher-order learning outcomes. Furthermore, this study shows that a number of variables should be taken into account when investigating the effects of feedback on learning outcomes. Implications for future research are discussed.

The Distinction Learning Style in Learning Outcomes of the Secondary School Learner

2018 ◽  
Author(s):  
Kanakarn Phanniphong ◽  
Pratya Nuankaew ◽  
Direk Teeraputon ◽  
Wongpanya Nuankaew ◽  
Passakorn Tanasirathum ◽  
...  
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Learning Style

scholarly journals The Effect of Three Instructional Elements on Achievement in Computer-Based Mathematics Instructions of Senior Secondary School Students in Nigeria

2017 ◽  
Vol 6 (2) ◽  
pp. 9-15
Author(s):  
Tayo Omoniyi ◽  
Gisanrin Gbenga
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Compact Disc ◽  
School Students ◽  
Senior Secondary School ◽  
Full Version ◽  
Computer Based ◽  
Senior Secondary

Abstract This study investigated the effect of three instructional elements on achievement in computer-based mathematics instructions. The subjects were senior secondary school students who used four versions of computer-based instructions developed on compact disc to learn about volume of solid shapes. The four versions of the programme were (1) a full version that had the three instructional elements (2) a version without objective (3) a version without practice (4) a version without examples. Results indicated that the full package, which included objective, practice and examples, had significant effect on students′ achievement in the computer-based mathematics instructions. Furthermore, of the three elements, practice, had the most effect on the learners′ achievement. Implications of the findings on development of computer-based instructions are also discussed.

Call at the crossroads

1996 ◽  
Vol 19 (2) ◽  
pp. 27-36 ◽  
Author(s):  
Jack L. Burston
Keyword(s):  
Educational Technology ◽  
Language Learning ◽  
Learning Outcomes ◽  
Language Teaching ◽  
Theoretical Base ◽  
Theory Construction ◽  
Research Methodologies ◽  
Linguistic Data ◽  
Computer Based ◽  
The Right

CALL has been promoted for nearly 30 years essentially on the basis, not of fact, but of the myth, that it demonstrably produces positive language learning outcomes. In reality, there is no reliable evidence to support such claims. If the effectiveness of CALL is to move beyond the stage of myth to that of demonstrably “certified” fact, development in the field needs a clear theoretical base from which to operate. SLA theory can provide insights and help ensure that we are at least asking the right questions. Likewise, it has reliable research methodologies available to properly frame hypotheses and evaluate the results of CALL efforts. No less so, however, SLA theory very much needs the kind of “hard” language learning input which CALL can deliver. Collaboration in the design of CALL programmes offers a valuable means of eliciting linguistic data essential to the testing of SLA hypotheses. Even more importantly for SLA theory construction, the ability of computer-based programmes to unobtrusively track the behaviour of learners, offers a unique “window of observation” on the processes underlying observed performance. Despite much promise, and nearly three decades of efforts by CALL enthusiasts, effective exploitation of educational technology in language teaching remains to be achieved.

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