Effects of computer-based teaching on secondary school students.

1983 ◽  
Vol 75 (1) ◽  
pp. 19-26 ◽  
Author(s):  
James A. Kulik ◽  
Robert L. Bangert ◽  
George W. Williams
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Computer Based

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.

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

2018 ◽  
Vol 4 (1) ◽  
pp. 164-172
Author(s):  
Tayo Omoniyi ◽  
Gisanrin Gbenga
Keyword(s):  
Secondary School ◽  
Mathematics Instruction ◽  
Secondary School Students ◽  
Compact Disc ◽  
School Students ◽  
Senior Secondary School ◽  
Full Version ◽  
Computer Based ◽  
Based Instruction ◽  
Senior Secondary

This study investigated the effect of three instructional elements on achievement in computer-based mathematics instruction. The subjects were senior secondary school students who used four versions of computer-based instruction developed on compact disc to learn about the 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 objectives (3) a version without practice (4) a version without examples. The results indicated that the full package, which included objectives, practice and examples, had a significant effect on students’ achievement in the computer-based mathematics instruction. 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.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

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