scholarly journals IMPACT OF COMPUTER - BASED CONCEPT MAPPING ON DEVELOPING READING PERFORMANCE OF EFL SECONDARY SCHOOL STUDENTS

2016 ◽  
Vol 8 (4) ◽  
pp. 447-486
Keyword(s):  
Secondary School ◽  
Concept Mapping ◽  
Secondary School Students ◽  
Reading Performance ◽  
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.

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 Effectiveness of Concept Mapping Strategy on Understanding and Retention among Secondary School Students

2015 ◽  
Vol 14 (1) ◽  
pp. 15
Author(s):  
Ramyasmruthi S Talanki
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Concept Mapping ◽  
Secondary School Students ◽  
Concept Maps ◽  
Concept Map ◽  
Secondary Student ◽  
School Students ◽  
Mapping Strategy ◽  
Spss Software

Concept mapping is a tool used for representing knowledge in an organized format. It consists of concepts that are encircled and a connecting line with linking words or phrases represents the relationships between the different sub-concepts. Joseph D. Novak developed the concept maps in the 1970s. Mendia et al., 2008 have used this tool that promotes meaningful learning in math with secondary school students. Sharma, 2014 has used this tool for student’s achievement and concept retention for higher secondary student. This paper is regarding effectiveness of concept maps in concept retention among secondary school students. It is an action research conducted with ten students. The concept map was prepared using software called as Cmap. The institute that has developed this software is Institute for Human and Machine Cognition. The concept of structure of DNA was taken to teach the students using concept map. A pretest, posttest, and delayed test were conducted to observe the students understanding and retention of the concept. The results were analyzed using SPSS software. It was observed that the understanding and retention of the concept among the students was visible after using the concept mapping strategy

scholarly journals Reading Performance Profile of Children with Dyslexia in Primary and Secondary School Students

2017 ◽  
Vol 7 (1) ◽  
pp. 80 ◽  
Author(s):  
Emine Balci ◽  
Aybala Cayir
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Reading Performance ◽  
Letter Recognition ◽  
School Students ◽  
Reading Processes ◽  
Phonological Coding ◽  
Fluent Reading ◽  
Primary And Secondary School ◽  
Dyslexic Students

The purpose of the present research was to provide information to the community about the reading subskill profiles of children with dyslexia in primary and secondary school students. 175 children (aged 7-15 yrs) were examined on a varied set of phonological coding, spelling and fluent reading tasks. For this purpose, students’ fluent reading were determined using The Informal Reading Inventory. The student’s letter recognition and phonetics were measured by the alphabet test. The syllable test was used to measure the learner’s ability to read syllables. Results have shown that most of the dyslexic students have the spelling problem (35%) and fluent reading problem (51%). The proportion of students who can only learn letters (5%) and students who never learn to read (7%) is very small. Results revealed that dyslexic students do not have any significant problems in the phonological coding process but these students at each grade level have problems especially in spelling and fluent reading processes.

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