I= A COMPARATIVE STUDY OF THE EFFECT OF USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN VARIED TEACHING APPROACHES ON ACHIEVEMENT AND RETENTION OF STUDENTS OF MATHEMATICS
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Title of Thesis
A COMPARATIVE STUDY OF THE EFFECT OF USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN VARIED TEACHING APPROACHES ON ACHIEVEMENT AND RETENTION OF STUDENTS OF MATHEMATICS

Author(s)
Alyas Qadeer Tahir
Institute/University/Department Details
Institute Of Education And Research/ Gomal University, D.I Khan
Session
2005
Subject
Education
Number of Pages
281
Keywords (Extracted from title, table of contents and abstract of thesis)
information and communication technology, teaching approaches, students, secondary school, computer based instruction(cbi), computer based learning (cbl), teacher centered (tc), educational program of gifted youth (epgy), mathematics

Abstract
The purposed of this study was to compare and determine the more effective approach by used of information and communication technology (ICT) on achievement and retention of secondary school students of mathematics in Pakistan. The three approaches used for this study were, the computer based instruction(CBI), computer Based learning (CBL), and the teacher centered TC) approach. The research design was the post test-only control group design. Seventeen research questions were put in the study. Sample of the study were 63 students and was heterogeneous to provide representation across ability level and gender. The achievement and retention instruments were in the form of researchers, made posttedst and the delayed-posttest. The CBI and CBL boys and girls students (taught separately) were grouped as treatment group. The same topic of mathematics, “Concept of Matrices” was taught to all three groups. The CBI groups were taught through software-Educational Program of Gifted Youth (EPGY), developed by Stanford University of, USA. These groups were also supported by lectures, drill and practice and self-assessment opportunities. The CBL groups used the EPGY software and in addition they made sue of all possible resources of information and communication technology; internet, e-mail, chatting and on-line help. The TC groups were taught through traditional teaching techniques. Two-way analysis of Covariance (ANCOVA) procedure form SPSS program was adapted for the analysis of data of the study. Significant levels of all research hypothesis tested in this study were at the 0.05 levels. There was no significant difference among score of the students taught mathematics through CBI, CBL and TC approaches on achievement. The main effect of the groups and ability did not meet the 0.05 level of significance. Difference among the group’s retention of the students taught mathematics through CBI, CBL and TC approaches. The main effect of the ability did meet the 0.05 level of significance on delayed-posttest. The mian effect comparison of groups was also significant at 0.023. However, the main effect for group reach statistical significance on delayed-posttest. Post-hoc comparison using the Tukey HSD test indicated that the means score of delayed-posttest for the CBL group was significantly different from the TC group. The CBI group did not differ significantly from either of the CBL or TC groups. It was found that the CBL group had significantly scored higher in achieving as well as retaining the content of mathematics taught to them during the experiment. The blow average students retained significantly more than the average and above average students. The girls students overall scored considerably higher than the boys in delayed-posttest. It was concluded that the use of CBL approach in teaching of mathematics at secondary level in Pakistan can be encouraged for better achievement and retention of the subject which is one of the objective of teaching of mathematics at this stage.

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1880.56 KB
S. No. Chapter Title of the Chapters Page Size (KB)
1 0 Contents
102.67 KB
2 1 Introduction 1
164.74 KB
  1.1 Information And Communication Technology 5
  1.2 Statements Of Problem 8
  1.3 Rationale 8
  1.4 Significance Of The Study 9
  1.5 Objectives Of The Study 12
  1.6 Assumptions 12
  1.7 Delimitations 13
  1.8 Research Questions 14
  1.9 Methodology 16
  1.10 Data Analysis 20
  1.11 Definition Of Terms 21
3 2 Review Of Literature 22
801.19 KB
  2.1 The Mathematics Education 22
  2.2 Theories Supporting Use Of Information And Communication Technology In Education 30
  2.3 Uses Of Computer Software In Education 41
  2.4 Taxonomy Of Educational Uses Of The Computer Problems With Using Computer Effectively In The Classrooms Differentiation Among The Terms Cai , Cbi And Cbl 63
  2.5 Computer Based Learning ( Cbl ) 76
  2.6 Research On Used Of Information And Communication Technology In Teaching 78
  2.7 The Epgy 110
4 3 Methodology And Procedure 124
147.35 KB
  3.1 Methodology 124
  3.2 Instruments 134
  3.3 Procedure 138
5 4 Analysis And Interpretation Of Data 144
386.15 KB
6 5 Summary, Finding , Conclusions, Discussion And Recommendations 197
212.76 KB
  5.1 Summary 197
  5.2 Findings 203
  5.3 Conclusions 208
  5.4 Discussion 211
  5.5 Recommendations 220
7 6 References 223
398 KB
  6.1 Appendices 249