Volume 8 - Issue 2

April 2020

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Gamifying the 9 Events of Instruction with Different Interactive Response Systems: The Views of Social Sciences Teacher Candidates

Ekmel Çetin Ebru Solmaz
Pages: 1-15

Gagne’s theory posits that learning is achieved through interaction of various internal and external factors. If so, the use of supportive technology to provide these factors’ interaction may increase expected performance, especially in theoretical courses, and place learning at a higher level. As supportive technology, gamification-based computer or mobile applications can be used in Gagne’s nine instructional steps. Therefore, 23 teacher candidates in the Department of Social Sciences Education evaluated the use of gamification-based interactive response system (IRS) tools with the scope of Gagne’s learning theory. For 3 weeks, teacher candidates were taught how to use Kahoot, Plickers, Socrative, Quizlet, and FlipQuiz tools in question-answer activities. Teacher candidates prepared materials or questions about predetermined topics for the IRS tools, and then chosen teacher candidates demonstrated to others how to use each tool. According to findings, Kahoot and Plickers can best be used in gaining attention, assessing performance, and enhancing retention and transfer, Socrative and Quizlet in gaining attention and presenting the content and FlipQuiz in gaining attention, providing learning guidance, and assessing performance. Also, teacher candidates determined some limitations of each tool. Finally, results were discussed and some recommendations for future research were stated at the end of the study.

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Interaction Analysis of FAIMER Mentor-Learner Web Online Collaborative Learning Session

Zayapragassarazan Zayabalaradjane Thomas V Chacko
Pages: 12-27

This report presents the compilation of interaction analysis of a month long online discussion that supplemented regular FAIMER fellowship programme for health professional teachers. Online discussion forums are considered as an effective means and if conducted using appropriate protocols and activities will help learners to share and gain knowledge from each other. Research on interaction analysis stresses the need for proper protocols to evaluate online discussion for meaningful learning. For preparing this report Henri’s (1992) model for interaction analysis of computer-mediated communication was used for the qualitative analysis of electronic discourse that held as part of FAIMER programme among the 2015 and 2016 FAIMER fellows. The key domains examined for reporting are electronic interaction, social cues, cognitive skills and depth of information processing and metacognitive skills and knowledge. Transcript of interaction analysis of 454 mails posted for the entire month revealed most of the interactions were linear and some are of branching type. The social cues used during this computer mediated communication gave recognition to the moderators. Around 60% of participants’ information were at the surface level, 25% were at an in-depth level of information processing, and nearly 15% were of both surface and deep information processing. The metacognitive activities identified by Henri, such as planning, self-awareness, and evaluation were also witnessed in this online discussion making the discussion forum learner-centered. The outcomes of this maiden attempt on the interaction analysis supports the assumption of online discussion forums as an important component of online courses, and the need for usable protocols for analyzing the effectiveness of online discussions as a form of computer-mediated communication. Thus, the FAIMER online discussion forum that was created for collaborative learning on the topic “Giving Feedback” fulfils the criteria proposed in Henri’s protocol for evaluating meaningful collaborative learning through online discussions. Online discussions if conducted following appropriate protocols will have greatest potential on the impact of learning and can serve as easy and effective means of capacity building of health professional educators.

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Investigation of the Relationship between Pre-service Teachers’ Perceptions of Education and Support for ICT and ICT Competencies

Şemseddin Gündüz
Pages: 28-42

The aim of this study is to determine pre-service teachers’ perceptions of education and support for ICT and ICT competencies, and to find out the relationship between these two variables. The research was conducted on 420 pre-service teachers studying in the faculty of education at a state university in Turkey in 2019. Within the scope of the research, a questionnaire was applied to obtain the perception of pre-service teachers about education and support for ICT, ICT competencies and a variety of demographic information. According to the data obtained from the study, it was observed that the perception of pre-service teachers about education and support for ICT was lower than the medium level. Although male pre-service teacher' perceptions of education and support for ICT were higher than female pre-service teachers, there was no significant difference between male and female pre-service teacher' ICT competencies. Even though the ICT competencies of pre-service teachers in the 3rd grade were higher than those in the 4th grade, it is seen that the perceptions of pre-service teachers about education and support for ICT do not differ in terms of grade level variable. It can be said that ICT competencies of pre-service teachers studying in Mathematics and Science Education programmes are higher than those studying in Pre-school Education programme. As a result of the correlation analysis carried out, it was found that there was a positive and moderate relationship between pre-service teacher’s perception of education and support for ICT and ICT competencies. It was concluded that the perceptions of education and support for ICT was a significant predictor of ICT competency and that the themes of education and support perceptions for ICT explained 30% of ICT competency.

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Students Solve Mathematics Word Problems in Animated Cartoons

Pages: 43-57

The purpose of this study was to investigate if there are any differences in word problem solving skills of fourth grade students using animated-cartoon story vs. text-only story vs. non-story. For this purpose, word problems-embedded animated cartoon stories were created on computers and the same stories were written in text format on paper. The word problems used in these stories were presented without stories. A quantitative research method was employed in this study. In an experimental design, a total of 76 fourth graders solved mathematics word problems in a pretest and then in one of three conditions: Animated-cartoon story (n =24), text-only story (n =26), and non-story (n =26). Upon completion of the experiment, students solved mathematics word problems in a posttest. A one-way ANOVA was conducted to reveal the differences between groups’ gain scores from pretest to posttest. Results showed a significant improvement and difference in favor of animated-cartoon story group. This study implies that animated cartoons, when designed as mathematical stories based on anchored instruction framework can support and upgrade students’ mathematics problem-solving performances.

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The Effect of Dynamic Geometry Software Geometer's Sketchpad on Students’ Achievement in Topic Circle among Form Two Students

Nanteni Ganesan Leong Kwan Eu
Pages: 58-68

This aim of this study is to identify the effectiveness of the use of Geometer’s Sketchpad (GSP) in the teaching of circle among Form Two students. The quasi-experimental study was to investigate the following two aspects, namely the effective use of software GSP and a survey instrument was used to elicit students’ perception on the use of GSP. About 82 students from two classes selected at random were divided into a treatment group and control group. The results showed that students exposed to the use of GSP obtained significantly better mean test scores compared to the control group. The results of this study indicate that using GSP in teaching and learning of the circle properties have a positive impact on students. Analysis of the questionnaire responses indicated a positive overall perception of using Geometer's Sketchpad in learning about the circle.

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