The Effects of Information and Communication Technology Based Approach and Laboratory Training Model of Teaching on Achievement and Retention in Chemistry

Year 2011, Volume: 2 Issue: 3, 213 - 237, 01.09.2011

Alireza Badeleh G. Sheela

Abstract

The purpose of the present study was to investigate the effectiveness of the Information and Communication Technology (ICT) based approach and the Laboratory Training Model of Teaching (LTM) chemistry. It strived to determine whether the ICT or the LTM would be more effective with respect to the male and female students’ overall as well as component-based achievement in chemistry and their retention of learning. The sample of the study consisted of 120 seventh standard students from two English-medium elementary schools in Mysore city, India. Four homogenous groups were formed randomly for the study and the effects of independent variables were tested under experimental conditions. The Test of Higher Mental Ability in Science (THMAS) was used to determine the homogeneity of the participants. After one month, the delayed posttest for achievement in chemistry was administered to determine the retention level of the students. The statistical techniques used to analyze the data were the independent sample t-test and two-way analysis of variance (ANOVA). The findings indicated that as far as the overall achievement in chemistry, component-based achievement, and retention of knowledge, comprehension, application, and skills are concerned, the ICT-based method of teaching chemistry was more effective than the LTM of teaching. The effects of gender varied according to comparisons.

Keywords

Information and communication technology, Laboratory training model of teaching, Achievement in chemistry, Retention of learning

References

• Adey, P., Shayer, M., & Yates, C. (1995). Thinking science (Second edition). Surrey, UK: Nelson.
• Aslan, Z. & Dogdu, S. (1993). Egitim teknolojisi uygulamalari ve egitim araclari [Educational technology applications and educational instruments]. Ankara: Tekisik Ofset.
• Blaylock, T. H. (2005). The impact of computer-based primary education. Journal of Education, 125(3), 373-384.
• Hake, R. R. (1992). Socratic pedagogy in the introductory physics lab. Physics Teacher, 30, 546-552.
• Hayes, M. & Whitebread, D. (2006). ICT in the early years. Milton Keynes: Open University Press.
• Ivgen, R. (1997). Biyoloji araştirmaları rehberi [Biological research guide]. Istanbul: Milli Egitim Basimevi.
• Kaptan, F. (1999). Fen bilgisi ogretimi [Teaching science]. Istanbul: Milli Egitim Basimevi.
• Lawson, A. E. (1995). Science teaching and the development of thinking. Belmont, CA: Wadsworth.
• Lemke, C, (1999). Professional competency continuum: Professional skills for the digital age classroom. Santa Monica, CA: Milken Exchange on Educational Technology.
• Moog, R. & Farrell, J. (1996). Chemistry: A guided inquiry. New York: John Wiley and Sons.
• Poulter, T. & Basford, J. (2003). Using ICT in foundation stage teaching. Glasgow: Bell and Bain.
• Sansanwal, D. N. & Joshi. A. (1989). Manual for test of higher mental ability in science (THMAS). Agra: National Psychological Corporation.
• Shabani, D. B. (2002). Increasing social initiations in children with autism: Effects of a tactile prompt. Journal of Applied Behavior Analysis, 35, 79-83.
• Tinio, L. V, (2003). ICT in education. E-ASEAN Task Force, VNDP-APDIP.
• Twinning, P. (2002). Conceptualising computer use in education: Introducing the computer practice framework (CPF). British Educational Research Journal, 28(1), 95-110.
• Ya'acob, A., Mohd Nor, N. F., & Azman, H. (2005). Implementation of the Malaysian Smart schools: An investigation of teaching-learning practices and teacher-student readiness. Internet Journal of e- Language Learning & Teaching, 2(2), 16-25.
• Correspondence: Alireza Badeleh, Visiting Instructor, Department of Studies in Humanities, Islamic Azad University, Sari, Mazandaran, Iran