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Home > 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

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

Thesis Info

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External Link

Author

Tahir, Alyas Qadeer

Program

PhD

Institute

Gomal University

City

Dera Ismail Khan

Province

KPK

Country

Pakistan

Thesis Completing Year

2005

Thesis Completion Status

Completed

Subject

Education

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/3126/1/743.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676724403973

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The purpose of this study was to compare and delennine the more effective approach by use of Infonnation and Communication Technology (lCT) on achievement and retention of secondary school students of mathematics in Pakistan. The three approaches used fOf this study were, the Computer Based Instruction (CBl). Computer Bascd Learning (CBL). and Teacher Centered (TC) approach. The research design was the posttesl-only control group design. Seventeen research questions were put in the study. Sample of the study were 63 students alld was heterogeneous to provide representation aeross ability level and gender. The achievement and retention instruments were in the IQnn of researcher''s made posHest and the delayed-postlest. The CRI and COL boys and girls studems (taught separately) were grouped as treatment groups whereas the TC boys and girls students were grouped as reference group. The same topic 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, 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 use of all possible resources of information and communication technology; internet, c-mail, chaHing and on-line help. The TC groups were taught through traditional teaching techniques. Two-way analysis of Covariance (ANCQVA) procedure from SPSS program wa~ 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 oflhe students taught mathematics through CBI, CBL and xiv approaches on achievement. The main effects of the groups and ability did no! meet the 0.05 level of significance. However, the main effects comparison of gender was slgnmcruliat 0.047. There was a significant difference among the group''s retention of the students taught mathematics through eBJ, eBL and approaches. The main effect of the ability did meet the 0.05 level of significance on delayed-postlest. The main effect comparison of groups was also significant at 0.023. However, the main effect for group reach statistical significance on delayed-post test. Post-hoc comparison using the Tukey HSD test indicated that the means score of delayed- posUcst for the CBL group was significantly different from the TC group, The CBI group did not differ significantly from either of the eBL or TC groups, It was found that the CBL group had significantly scored higher in achieving as well as in retaining the content of mathematics taught to them during the experiment. The below 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 CSL approach in leaching of mathematics at secondary level in Pakistan can be encouraged for beller achievement and retention of the subject which is one of the objective of teaching or mathematics at this stage,
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صوفی محمد اصغر سائیں

صوفی محمد اصغر سائیں
(آنحضور قبلہ صوفی محمد اصغر سائیں جہلم والوں نے زمیندارہ ہوٹل میں قیام فرمایا۔ علیم الدین مالک ہوٹل عقیدت مند ہوا ۔ اس نظم میں ان کاذکر بھی آیا ہے۔ )
مینوں دسیا مہک بازاراں دی اج سوہنے پھیرا پایا اے
پئی قسمت جاگ بیماراں دی دُکھیاں نیں شُکر منایا اے

پیاں دسدیاں عجب بہاراں نیں جتھے محفلاں لائیاں یاراں نیں
اوتھے بنیاں ہن گلزاراں نیں جتھے یار نے قدم ٹکایا اے

کیوں ستا بھاگ غریباں دا تھیا بوہا بند نصیباں دا
کولوں لنگھیا یار غریباں دا، نہیں قدم رنجہ فرمایا اے

ایہہ بھاگ علیم الدین دا اے پیا قدم جاں گوشہ نشین دا اے
وجا ڈنکا دین مبین دا اے، تھیا ہر جا نور سوایا اے

جتھوں کدھرے سوہنا لنگھ جاوے پا نظر کرم دی رنگ جاوے
اوہ خیر دعاواں منگ جاوے سوہنے دکھیاں دا دکھ ونڈایا اے

سائیںؔ عشق دی کھیڈ انوکھی اے، چھک دل نوں پیندی چوکھی اے
سُن! دید دی منزل اوکھی اے ، ساہنوں ہجر نے مار مکایا اے

Evolution of Balāghah and Majāz in Arabic Rhetoric and the Need for its Innovation

Previous literature reveals diverse aspects of Balāghah (Arabic Rhetoric) and Majāz (figurative language), but very scanty literature exists on the evolution of both Balāghah and Majāz in Arabic language. This paper attempts to take an exhaustive review the existing literature in order to find out the stages and the factors which helped in the evolution of Balāghah and Majāz. The review reveals that the factors for development of Balāghah in Arabic language and rhetoric are figures of profane literature and their modification, evolution from oral tradition to written tradition, doctrine of ᾽I‛cjāz, doctrine of laḥn and Greek literature. The review also revealed the gradual evolution of Majāz through various stages which culminated in the works of Al-Jurjāni (d.471). The paper argues that Arabic rhetoric has remained stagnant since Al-Jurjāni, and it needs innovation in light of modern linguistic theories. This paper is a modest contribution to the literature on Arabic rhetoric and Majāz which may help the researchers working on Arabic rhetoric and metaphor, but it would recommend further research of classical and modern literature in order to achieve more insights on the evolution and development of Arabic rhetoric

Comparative Effects of Teachers' Transformational and Transactional Leadership Styles on Students' Academic Achievement

The study intended to compare the effectiveness of teachers’ transformational and transactional leadership styles on students’ academic achievement. The objectives of the study were: to compare public and private sector college teachers' transformational leadership style; to evaluate public and private sector college teachers’ transactional leadership style; to explore gender wise differences in public and private sector college teachers' views about their leadership styles; to measure gender wise differences in students’ views of public and private sector college about their teachers’ leadership styles; to compare relationship between teachers’ leadership styles and students’ academic achievement; to calculate gender wise differences in academic achievement of students in public and private sector. The population of the study was college teachers and students of 12th grade from public and private colleges registered and affiliated with Federal Board of Intermediate and Secondary Education Islamabad. Total 36 null hypotheses were developed. The major findings inferred from the data analysis were: there was found significant gender difference in the opinion of teachers about teachers’ transformational leadership style, male and female teachers did not show any difference of opinion about teachers’ transactional leadership styles, male and female students gave different opinion about their teachers’ transactional leadership style, students from moderate ability groups were found more concerned about their teachers’ leadership styles; the transformational and the transactional leadership styles than low and high ability groups, positive relationship was found between teachers’ transformational and transactional leadership styles with students’ academic achievement. The major recommendations of the study were: There is a need to design a complete course for teachers’ training in leadership and this course may be included in teacher training programs. Effects of teachers’ leadership styles may be investigated with reference to self-actualization of students. The teachers’ training program for in-service college teachers may be designed for development of traits of leadership and for this purpose the model proposed by the researcher may be used for designing teachers’ leadership training course.