Volume 3 - Issue 3

July 2015

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A Framework for Mobile Learning for the enhancement of Learning in Higher Education

Kadar Abdillahi Zoraini Abass
Pages: 1-9

As mobile learning becomes increasingly pervasive, many higher education institutions have embarked on a number of mobile learning initiatives to support their traditional learning modes. This study proposes a framework for mobile learning for the enhancement of learning in higher education. This framework for mobile learning is based on the research conducted on the second year course entitled “Internet Technology,” taught to second year students in the Department of Mathematics and Computer Science at the University of Djibouti. While the entire gamut of mobile technologies and academic applications needs to be considered, special emphasis and focus is provided to Short Message Services (SMS) and popular social network sites such as Facebook, which is widely used for recreation. This paper highlights how mobile learning using SMS and Facebook can be designed to enhance student learning in order to help achieve learning outcomes.

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Assessment of Utilization of Internet Facilities Among Pre-Service Teachers in University of Ilorin, Nigeria

Oyeronke olufunmilola OGUNLADE Oluwafunmilayo Faith FAGBOLA Amos Akindele OGUNLADE Abdulganiyu Alasela AMOSA
Pages: 10-19

The use of the Internet can further equip teachers by providing them with the latest information on their discipline. The purpose of technology in teacher training is to provide pre-service teachers with the capability of integrating computer technologies into curriculum and instructional activities.This study therefore assessed the internet facilities among pre-service teachers in the University of Ilorin in Nigeria. The use of internet facilities based on gender was also examined. The instrument used was a questionnaire. All pre-service teachers in the Faculty of Education, University of Ilorin were the population for the study. Some 150 students in 400 level were randomly sampled (89 males, 61 females). Frequency counts and percentage were used to answer three research questions while the independent t-test statistic was used to test the hypothesis. The results show that: 80% of the respondents had a positive attitude toward the use of internet facilities, 62% agreed that males were more internet literate; and there was no significant difference between male and female in the use of internet facilities. Based on the findings, it was recommended that training should be emphasized for pre-service teachers, female pre-service teachers should be encouraged to be part of change and pre-service teachers should learn to balance their time.

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Effectiveness of Computer-Assisted Stad Cooperative Learning Strategy on Physics Problem Solving, Achievement

Amosa Isiaka GAMBARI Mudasiru Olalere YUSUF
Pages: 20-34

This study investigated the effectiveness of computer-assisted Students’ Team Achievement Division (STAD) cooperative learning strategy on physics problem solving on students’ achievement and retention. It also examined if the performance of the students would vary with gender. Purposive sampling technique was used to select two senior secondary schools year two physics students (SS II). The schools were assigned into computer-assisted STAD and Individualized Computer Instruction (ICI) groups. 84 students from two intact classes participated in the study. Computer-Assisted Learning Package (CALP) on physics and Physics Achievement Test (PAT) were used as treatment and test instruments respectively. Analysis of Covariance and Scheffe test were used for data analysis. Findings indicated that students taught physics with computer-supported STAD performed and better than their counterparts in ICI group. In addition, they had better retention than those in ICI group. However, gender has no influence on students’ performance. Based on the findings, it was recommended among others that physics teacher should be encouraged to use computer-assisted cooperative instructional to enhance students’ performance.

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The Effect of using Teams Games Tournaments (TGT) Technique for Learning Mathematics in Bangladesh

Abdus Salam Anwar Hossain Shahidur Rahman
Pages: 35-45

Games-based learning has captured the interest of educationalists and industrialists who seek to reveal the characteristics of computer games as they are perceived by some to be a potentially effective approach for teaching and learning. Despite this interest in using games-based learning, there is a dearth of studies context of gaming and education in third world countries. This study investigated the effects of game playing on performance and attitudes of students towards mathematics of Grade VIII. The study was undergone by implementing TGT technique for the experimental group and typical lecture-based approach for the control group. A same achievement test was employed as in both pretest and post test, an inventory of attitudes towards mathematics were applied for the pretest and post test on TGT experimental and control group, an attitude scale on computer games was employed for the TGT experimental group, a semi-structured interview for teacher and an FGD guideline for students were applied to serving the purpose of research objectives. After three-weeks of intervention, it had been found out that TGT experimental group students had achieved a significant learning outcome than lecture based control group students. Attitude towards mathematics were differed to a certain positive extent on TGT experimental group. On the basis of findings of this study, some recommendations were made to overcome the barriers of integrating web-based game playing in a classroom.

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The Relationship Between Utilization of Computer Games and Spatial Abilities Among High School Students

Vahid Motamedi Razeyah Mohagheghyan Yaghoubi
Pages: 46-51

This study aimed at investigating the relationship between computer game use and spatial abilities among high school students. The sample consisted of 300 high school male students selected through multi-stage cluster sampling. Data gathering tools consisted of a researcher made questionnaire (to collect information on computer game usage) and the Newton and Bristol spatial ability questionnaire with reliability value of .85. Data were analyzed using Pearson’s correlation coefficient. Results showed that there was a meaningful relationship between the use of computer games and spatial ability (r = .59 and p = 00.00), there was a meaningful relationship between the use of computer games and the spatial perceived ability (r = .60 and p = .00), there was a meaningful relationship between the use of computer games and mental rotation ability (r = .48 and p = .00) and there was a meaningful relationship between computer game use and spatial visualization ability (r = .48 and p = .00). In general, the findings showed there was a positive and a significant relationship between the use of computer games and spatial abilities in students.

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The Malaysian Online Journal of Educational Technology (MOJET) highlights the current issues in educational technology. MOJET is an international, professional referred journal in the interdisciplinary fields sponsored by Faculty of Education, University of Malaya. This journal serves as a platform for presenting and discussing the emerging issues on educational technology for readers who share common interests in understanding the developments of the integration of technology in education. The journal is committed to providing access to quality researches raging from original research, theoretical articles and concept papers in educational technology. In order to produce high quality journal, extensive effort has been put in selecting valuable researches that contribute to the journal. I would like to take this opportunity to express my appreciation to editorial board, reviewers and researchers for their valuable contributions to make this journal a reality.

Professor Dr. Saedah Siraj