A framework for evaluating the effectiveness of instructional materials

Chinien, Chris

doi:10.1002/pfi.4160330307

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…This study focused only on achievement and attitudes. Further research should also include the amount of time students spend studying outside of class when the different teaching methods are used (Chinien & Boutin, 1994).…”

Section: Journal Of Agricultural Educationmentioning

confidence: 99%

The Effects of World Wide Web Instruction and Traditional Instruction and Learning Styles on Achievement and Changes in Student Attitudes in a Technical Writing in an Agricommunication Course

Day¹,

Raven²,

Newman³

1998

JAE

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The purpose of this experimental study was to determine the effects of types of instruction and learning styles in a three-credit hour, technical writing in an agricommunication course on their achievement and attitudes towards writing, learning about writing, computers and the Internet. The two methods of instruction were traditional instruction without a laboratory and World Wide Web instruction with a laboratory. Two applications questions on the midterm examination and the major class project were used to measure students' achievement. To measure the attitudes of the students, a semantic differenctial instrument was developed. The Group Embedded Figures Test (GEFT) was used to determine preferred learning styles. Significant differences were found to exist between type of instruction for both achievement and attitudes. WWW-dependent instruction was significantly higher for group means on achievement. The WWW-dependent class also had a higher mean gain for attitude toward writing. No significant difference was found between learning style groups on achievement and attitudes. There was no significant interaction effect between type of instruction and learning style on achievement or attitudes.

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Section: Journal Of Agricultural Educationmentioning

confidence: 99%

The Effects of World Wide Web Instruction and Traditional Instruction and Learning Styles on Achievement and Changes in Student Attitudes in a Technical Writing in an Agricommunication Course

Day¹,

Raven²,

Newman³

1998

JAE

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“…Türkiye'de sosyal bilgiler ders kitapları yazılı metin ve görseller içermektedirler (Doğan, 2007;Kaymakçı, 2013). Ancak öğretmenler öğrencilerin derse katılımını, motivasyonunu ve başarısını arttıracak farklı öğretim materyallerine ihtiyaç duymaktadırlar (Chinien ve Boutin, 1994;McNeil, Lizotte, Krajcik ve Marx, 2006).…”

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Comic Books Use in Social Studies Lesson: Texas History

İlhan

Oruç

2019

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Çizgi romanlar sadece bir okuma metni değil aynı zamanda çeşitli dersler için faydalı bir eğitsel kaynaktır. Buna dayalı olarak çalışmanın amacı çizgi roman kullanımının ortaokul öğrencilerinin sosyal bilgiler dersindeki başarı ve motivasyonlarını incelemektir. Yarı-deneysel araştırma modelinin kullanıldığı çalışmada 19 öğrenci deney grubunda, 20 öğrenci ise kontrol grubunda yer almıştır. Veriler başarı testi ve motivasyon ölçeği kullanılarak toplanmıştır. 2015-2016 yılı eğitim döneminde yapılan çalışma üç hafta sürmüştür. Elde edilen bulgulardan çıkan sonuçlara göre çizgi romanların kullanıldığı grup, geleneksel yaklaşım ile öğretim yapılan gruba göre daha yüksek başarı elde etmiş ve motivasyonlarının daha çok arttığı belirlenmiştir.

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“…Achievement: Several studies [15] have demonstrated that the quality of instructional material can help to significantly improve students' achievement on post-tests. Two indicators of instructional material effectiveness are used with respect to achievement.…”

Section: Qualitymentioning

confidence: 99%

“…A third dimension of instructional material effectiveness is the student's attitude toward the material [15]. Research conducted by Wager [18] indicates that effective instructional materials generate more positive student attitudes.…”

Section: Attitudementioning

confidence: 99%

Framework for Strengthening Research in ICT-Mediated Learning

Chinien¹,

Boutin²

2005 6th International Conference on Information Technology Based Higher Education and Training

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ICT-mediated learning appears to hold great promise for achieving the goal of education for all such as, reducing the long-existing disparity between North and South, reducing poverty and promoting social inclusion. However, the integration of ICTs in education requires considerable investment in time and resources. Consequently, when planning to integrate ICT in education and training policy makers should be able to use evidence-based information for making sound decisions. In spite of the critical importance of sound research to guide policy and practice, it appears that there is a lack of valid and reliable evidence-based information in the field of learning technology. Many studies conducted during the past 70 years have failed to establish a significant difference in effectiveness between learning technology and traditional methods. While these findings tend to suggest that learning technology does not considerably improve learning, the fundamental question that remains unanswered is: "were the researchers assessing the effectiveness of ICTs or were they simply assessing the effectiveness of instructional treatments that were initially less than perfect? If the instructional treatment is weak or flawed it may lead the researcher to reach false conclusions. This purpose of this paper is to propose a framework for establishing, a priori, the effectiveness of ICT-mediated instructional treatments used in educational research.

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A framework for evaluating the effectiveness of instructional materials

Cited by 7 publications

References 6 publications

The Effects of World Wide Web Instruction and Traditional Instruction and Learning Styles on Achievement and Changes in Student Attitudes in a Technical Writing in an Agricommunication Course

The Effects of World Wide Web Instruction and Traditional Instruction and Learning Styles on Achievement and Changes in Student Attitudes in a Technical Writing in an Agricommunication Course

Comic Books Use in Social Studies Lesson: Texas History

Framework for Strengthening Research in ICT-Mediated Learning

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