Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students' Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies

Olugbenga Adedayo Ige

EN

Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students' Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies

Öz

Robust teaching strategies are needed in rural learning ecologies to deepen students’ attainment of Information and Communication Technology concepts in social studies due to the demands of the information age. Accordingly, this study utilized a quasi-experimental design to compare the effects of three instructional strategies on the conventional lecture method. 167 students participated in the study for ten weeks. Results affirm that concept-mapping instructional strategy is the most appropriate strategy to teach ICT concepts in rural learning ecologies. It was also observed that the treatment in this study was sensitive to gender and academic abilities.

Anahtar Kelimeler

Ayrıntılar

Birincil Dil

İngilizce

Konular

-

Bölüm

Araştırma Makalesi

Yazarlar

Olugbenga Adedayo Ige Bu kişi benim

Yayımlanma Tarihi

1 Mart 2019

Gönderilme Tarihi

12 Mayıs 2014

Kabul Tarihi

-

Yayımlandığı Sayı

Yıl 2019 Cilt: 10 Sayı: 1

IZ

https://izlik.org/JA27RD35YP

Kaynak Göster

RIS / Bibtex

APA

Ige, O. A. (2019). Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students’ Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies. Journal of Social Studies Education Research, 10(1), 301-322. https://izlik.org/JA27RD35YP

AMA

1.Ige OA. Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students’ Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies. JSSER. 2019;10(1):301-322. https://izlik.org/JA27RD35YP

Chicago

Ige, Olugbenga Adedayo. 2019. “Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students’ Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies”. Journal of Social Studies Education Research 10 (1): 301-22. https://izlik.org/JA27RD35YP.

EndNote

Ige OA (01 Mart 2019) Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students’ Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies. Journal of Social Studies Education Research 10 1 301–322.

IEEE

[1]O. A. Ige, “Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students’ Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies”, JSSER, c. 10, sy 1, ss. 301–322, Mar. 2019, [çevrimiçi]. Erişim adresi: https://izlik.org/JA27RD35YP

ISNAD

Ige, Olugbenga Adedayo. “Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students’ Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies”. Journal of Social Studies Education Research 10/1 (01 Mart 2019): 301-322. https://izlik.org/JA27RD35YP.

JAMA

1.Ige OA. Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students’ Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies. JSSER. 2019;10:301–322.

MLA

Ige, Olugbenga Adedayo. “Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students’ Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies”. Journal of Social Studies Education Research, c. 10, sy 1, Mart 2019, ss. 301-22, https://izlik.org/JA27RD35YP.

Vancouver

1.Olugbenga Adedayo Ige. Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students’ Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies. JSSER [Internet]. 01 Mart 2019;10(1):301-22. Erişim adresi: https://izlik.org/JA27RD35YP