compartive aand non-compartive studies examples
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Post on 28-Nov-2014
DESCRIPTIONThis presenation summerize two studies: a compartive and a non-compartive studies. The compartive study is about comparing online vocabulary games with face to face instruction. However, the non-comartive study evaluates the introduction of the interactive whiteboards (IWB) from pupils perspectives.
- 1. Done by: Hiba AL-Gulandani Tamadher AL-Zaabi
- Title of the study:
- (Online vocabulary games as a tool for teaching and learning English vocabulary)
- (Florence & Alvin, 2006).
- This study aims to compare between activity based instruction and online vocabulary computer games in students' learning and retention.
- It is also aims to evaluate the design and effectiveness of vocabulary online games from students view.
- The subjects in this study were 100 freshmen majoring in engineering in the Hong Kong University of Science and Technology.
- Post-test : After week 46 lessons, the post-test was administered week 9 in order to see the results of a subjects retention of words.
- Survey questionnaire: After conducting the post-test, questionnaires were given to the subjects in the experimental group in order to evaluate the online resources in terms of their design and effectiveness in helping them learn vocabulary.
- Interviews: Five randomly chosen subjects from the experimental group were invited to attend a group interview so as to elicit a more in-depth understanding of their opinions of and attitudes towards the online learning games.
- The results show that for the pre-test the difference in the mean scores between the groups was not significant. However, in the post-test the value there is a significant difference between the mean scores obtained by the two groups.
- As result from the survey and interview students show positive view toward the game like enjoyable, attractive and enhance interest of learning vocabulary.
- Study Title:
- The visual helps me understand the complicated things: pupil views of teaching and learning with interactive whiteboards
- Authors: Kate Wall, Steve Higgins and Heather Smith
- Problem of the study:
- Evaluating the implementation of the IWBs in six Local Education Authorities (LEAs) dispersed throughout England.
- Purpose of the Study:
- - Gather information on the pupils perspective of IWB use
- and the resulting teaching and learning process.
- - Gather information on the pupils views on learning and
- the impact of IWBs on meta-cognition.
- Participant: Eighty pupils 46 boys and 34 girls from 12 schools in each LEA
- Instrument: interviews were conducted to gather information using templates designed to stimulate talk about learning. These templates use speech bubbles to support discussion and role play in citizenship and values education.
- The IWB is considered as an effective tool from students' perspectives, where students' participation is vital for learning process making it easier.
- The IWB offers high degree of interactivity and students engagement.
- Using the IWB, the presentation of information can be done in different modes through colour and movement. This strengthen positive students view toward using IWB in that it motivates and reinforces students' concentration and attention
- Florence W. M. & Alvin C. M. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International , Vol. 43, No. 3, September 2006, pp. 233249.Availabe at: www.informaworld.com/index/755293045.pdf
- Wall, Higgins & Smith. (2005). "The visual helps me understand the complicated things: pupil views of teaching and learning with interactive whiteboards". British Journal of Educational Technology Vol 36 No 5 2005, 851867. Retrieved 20 January 2009. Available at http://www3.interscience.wiley.com/cgi-bin/fulltext/118683426/PDFSTART
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