scholarly journals Assessment of information and communication technology (ICT) competence and literacy skills among undergraduates as a determinant factor of academic achievement

2018 ◽  
Vol 13 (15) ◽  
pp. 582-589 ◽  
Author(s):  
J. C. Nwosu ◽  
H. C. John ◽  
A. A. Izang ◽  
O. J. Akorede
Keyword(s):  
Academic Achievement ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Literacy Skills ◽  
Ict Competence ◽  
Information And Communication ◽  
Determinant Factor

scholarly journals Effects of Information and Communication Technology (ICT) on Students’ Academic Achievement and Retention in Chemistry at Secondary Level

2017 ◽  
Vol 4 (1) ◽  
pp. 73 ◽  
Author(s):  
Ishtiaq Hussain ◽  
Qaiser Suleman ◽  
Muhammad Naseer-ud-Din ◽  
Farhan Shafique
Keyword(s):  
Academic Achievement ◽  
Statistical Analysis ◽  
Standard Deviation ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Secondary Level ◽  
Pretest Score ◽  
Teaching Chemistry ◽  
9Th Grade ◽  
Information And Communication

<p>The current paper investigated the effects of information and communication technology on the students’ academic achievement and retention in chemistry. Fifty students of 9th grade were selected randomly from Kohsar Public School and College Latamber Karak. The students were grouped into equivalent groups based on pretest score. In order to collect data, pretest posttest equivalent groups design was used. Mean, standard deviation and independent samples t-test were applied through SPSS for data analysis. Based on statistical analysis, it came to light that information and communication technology positively affects students’ academic achievement and retention and ICT was found more compelling, effective and valuable in teaching of chemistry when contrasted with conventional techniques of teaching. It is recommended that information and communication technology should be used in teaching chemistry for enhancing students’ academic achievement at secondary level.</p>

scholarly journals Influence of the internet on the academic achievement of Senior High School students in the Cape Coast Metropolis of Ghana

2018 ◽  
Vol 6 (08) ◽  
Author(s):  
Joana Duker ◽  
Ebenezer Appah Bonney ◽  
Maria-Goretti Dunyo Adibi
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
High School Students ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Senior High School ◽  
Mixed Method Research ◽  
Cape Coast ◽  
Information And Communication

To many, the emergence of Information and Communication Technology (ICT) has done more harm than good to the youth particularly adolescent students. Hence, this study sought to investigate the influence of Information and Communication Technology (ICT) on the academic achievement of students of Holy Child Senior High School in Cape Coast. It specifically examined how ICT improves the academic achievement of students, other uses to which students put ICT/internet facility, its effects on their moral behaviour, and how it can be regulated among students. It also tested relationship between the students’ use of computer and their academic performance at 5% significance level. The study design was the Mixed Method Research type with a population consisting of 70 teachers, 1010 students, their parents and internet café operators in the Metropolis. A sample size of 300 was determined for the study comprising 200 students, 50 teachers and 45 parents randomly selected, while five internet café operators in the Metropolis were purposively chosen. The study recorded a 91.3% retrieval rate. Questionnaires and interview schedules were designed to solicit information from the respondents. The SPSS was used to analysis the data gathered. The study confirms that ICT/internet has a positive influence on the academic performance of students. It is recommended that students should be allowed and encouraged to use ICT/internet strictly for only academic purposes.

scholarly journals Investigating the Integration Level of Information and Communication Technology (ICT) in the English Language Teaching

2018 ◽  
Vol 2 (3) ◽  
pp. 259-274
Author(s):  
Rija Dwiono ◽  
Dewi Rochsantiningsih ◽  
Suparno Suparno
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Computer Application ◽  
Analysis Tool ◽  
Teacher Competence ◽  
Ict Competence ◽  
Information And Communication

Information and Communication Technology (ICT) is perceived as a part of the core of education in this 21st century-learning. Experts have explored the integration of pedagogical ICT in teaching and learning recently. But none of them explored the teacher’s competence to integrate pedagogical ICT as they assess the extent to which ICT integrated by the teacher in teaching. This research aims to investigate the teacher competence levels to use ICT and the extent to which the ICT integrated by the teacher in English language teaching. Classroom observation and interview were used as data collecting technique to reach the objectives. To produce an in-depth description, this case study focuses on the description of the individual teacher as the target of the investigation. Teacher’s ICT competence levels were classified using professional framework rank ICT competence level (UNESCO, 2011). While SAMR model was used as the data analysis tool to determine the extent to which ICT integrated by the teacher in the English language teaching. The results of this research indicate that the teacher's competence to use ICT was still beginner. It means that the teacher is dominant with the use of basic features of presentation, word processor software such as powerpoint and Microsoft word and other digital resources. It is also reported that teacher’s ICT integration level with the domination at the substitution level and augmentation level. These findings reflect the ability of the teacher in integrating ICT in teaching. The teacher is considered only be able to use basic function in a limited number of computer application with only little change and improvement.

scholarly journals IDENTIFIKASI PEMBEKALAN KETERAMPILAN ABAD 21 PADA ASPEK LITERASI TEKNOLOGI INFORMASI DAN KOMUNIKASI SISWA SMA NEGERI BENGKULU DALAM MATA PELAJARAN FISIKA

2021 ◽  
Vol 4 (2) ◽  
pp. 93-102
Author(s):  
Annisatul Jannah ◽  
Afrizal Mayub ◽  
Dedy Hamdani
Keyword(s):  
High School ◽  
High School Students ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Literacy Skills ◽  
Technology Literacy ◽  
School Students ◽  
Descriptive Research ◽  
Information And Communication

ABSTRAK Tujuan dari penelitian ini adalah untuk (1) Mendeskripsikan pem bekalan keterampilan abad 21 pada aspek keterampilan LTIK yang telah di berikan pada siswa menurut persepsi guru SMA kota Bengkulu dalam mata pelajaran fisika. (2) Mendeskripsikan pembekalan keterampilan abad 21 pada aspek keterampilan LTIK yang telah dilakukan guru  menurut persepsi siswa SMA kota Bengkulu dalam mata pelajaran fisika. (3) Mendeskripsikan penguasaan keterampilan abad 21 pada aspek keterampilan LTIK yang dimiliki siswa menurut persepsi dirinya sendiri siswa SMA kota Bengkulu dalam mata pelajaran fisika. (4) Mendeskripsikan keterampilan abad 21 pada aspek keterampilan LTIK siswa menurut persepsi teman sebaya SMA kota Bengkulu dalam mata pelajaran fisika. Jenis yang penelitian ini adalah Descriptive Research. Sampel penelitian ini berjumlah 90 siswa dan 3 guru fisika dari 3 SMA yang berbeda di Kota Bengkulu. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah kuesioner, wawancara dan observasi. Berdasarkan analisis data diperoleh pembekalan dan penguasaan keterampilan abad 21 pada aspek literasi teknologi informasi dan komunikasi siswa SMA Negeri Kota Bengkulu dalam mata pelajaran fisika menurut persepsi guru, dirinya sendiri dan teman sebaya berada pada kategori baik. Hasil yang diperoleh dapat dijadikan sebagai need assessment bagi penelitian RND (Reasearch And Development) seperti pengembangan media pembelajaran, modul pembelajaran model pembelajaran.Kata Kunci: pembekalan, keterampilan abad 21, keterampilan literasi teknologi informasi dan komunikasi, pelajaran fisika, descriptive reasearch ABSTRACT This reasearch has aimed to (1) to describe debriefing of  century skills on aspects of LTIK skills that have been given to students according to the perceptions of Bengkulu city high school teachers in physics subjects. (2) to describe debriefing of  century skills on aspects of LTIK skills that have been carried out by teachers according to the perceptions of Bengkulu city high school students in physics subjects. (3) describe the provision of 21st century skills in aspects of information and communication technology literacy skills possessed by students according to their own perception of bengkulu high school students in physics subjects. (4) describe the provision of  century skills in aspects of LTIK skills that students have according to their own perceptions of high school students in Bengkulu City in physics. The type of research that this is Descriptive Research. The study sample was 90 students and 3 physics teachers from 3 high schools in the city of Bengkulu. Data collection techniques used in this study are questionnaires, interviews and observations. Based on data analysis, it was obtained and mastery by providing of 21st century skills in the aspects of information and communication technology literacy for Bengkulu city high school students in physics according to teacher perceptions, themselves and their peers were in a good category. The results obtained can be used as a need assessment for RND (Reasearch And Development) research such as learning media development, learning model learning modules.Keywords: debriefing,  century skills, information and communication technology literacy skills, physics subjects, descriptive reasearch.

scholarly journals The Impact of Integrating Flipped Learning and Information and Communication Technology on the Secondary School Students’ Academic Achievement and Their Attitudes Towards It

2020 ◽  
Vol 13 (2) ◽  
pp. 1
Author(s):  
Wael I. Seitan ◽  
Aseel O. Ajlouni ◽  
Nayel D. A. Al-Shara’h
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Control Group ◽  
Flipped Learning ◽  
School Students ◽  
Information And Communication ◽  
The Impact ◽  
Experimental Group

The purpose of the study was to investigate the impact of integrating flipped learning and information and communication technology on secondary school students’ academic achievement and attitudes. The study was based on a quasi-experimental approach where the sample of the study consisted of 40 students from Mashrek International School in Amman, Jordan, who were randomly assigned into either an experimental group (20 students) or control group (20 students). An academic achievement test was used with both groups as a pre-test and post-test, and an attitude scale was implemented only on the experimental group. The validity and reliability of the study were ensured. The findings revealed the effectiveness of the flipped learning approach, statically significant differences were found between the experimental and control group in terms of the students’ academic achievement. As for the experimental group the students’ attitudes towards peers, teacher, environment and learning process were positive.

ICT Implementation and Practices

2015 ◽  
Vol 11 (2) ◽  
pp. 1-13 ◽  
Author(s):  
Charles Buabeng-Andoh
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Quantitative Method ◽  
Smart Phones ◽  
Point Scale ◽  
Public And Private ◽  
Ict Implementation ◽  
Ict Competence ◽  
Information And Communication ◽  
Crucial Part

The purpose of this study was to investigate students' pedagogical use of Information and Communication Technology (ICT) and the soft and hard factors that influence their use. The participants were 3380 randomly selected students from 24 public and private schools. A quantitative method was used in this study with Likert five-point scale questionnaires to collect data. The study revealed that students' pedagogical use of ICT was low. Most students reported that they were competent in the use of smart phones for educational purposes. The study found that soft and hard factors are interrelated and play a crucial part in students' pedagogical use of ICT. It was interesting to note that ICT competence, access to computers, and the programs students were enrolled in had impact on the results.

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