Effects of Audio-visual Social Media Resources-supported Instruction on Learning Outcomes in Reading

Olagbaju, Oladotun Opeoluwa; Popoola, Adeolu Gabriel

doi:10.46328/ijte.v3i2.26

Cited by 28 publications

(19 citation statements)

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“…There is growing and convincing evidence that engaging in creative arts activities can promote improvements in perceived physical and mental health, social functioning and wellbeing in long-term conditions (Franklin, 2017;Fincher, 1991;Grewal, et al, 2019;Huss et al, 2015;Kaimal& Arslanbek, 2020;Kara, 2020b;Keefer & Haj-Broussard, 2020;Olagbaju & Popoola, 2020;Secker et al, 2017). It is sometimes argued that the richness of the personal visual imagination of people relates to the ability to create artistic / creative images (Pérez-Fabello & Campos, 2007;Yilmaz & Argun, 2018).…”

Section: Introductionmentioning

confidence: 99%

Scale of Visual Creativity in Art: A Study on Scale Development and Construct Validity

Akca

Kavak

2021

IJonSES

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Although visual creativity in art affects all variables of the learning and teaching process, no measurement tool has been found in the Turkish literature regarding the level of students’ visual creativity in art. In this study, a measurement tool was developed to measure visual creativity levels of primary school students in art and evidence regarding the construct validity and reliability of the scale was determined. The research was carried out with 381 primary school students in the 1st and 4th grades of primary school. 48.5% (185) of the students are female and 51.5% (196) of them are male. The scale, whose content validity was provided by expert opinions and literature review, was one-dimensional and had high construct validity based on confirmatory and exploratory factor analyzes. In addition, it was found that the Scale of Visual Creativity in Art had correlation with the perceived visual creativity scale and the scale developed had high criterion validity. Exploratory and confirmatory factor analysis results showed that the scale is structurally one-dimensional and had a high validity. The Cronbach Alpha reliability coefficient of the one-dimensional form of the scale is .95. In addition, results of item-total correlations of the scale were tested and discussed.

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Section: Introductionmentioning

confidence: 99%

Scale of Visual Creativity in Art: A Study on Scale Development and Construct Validity

Akca

Kavak

2021

IJonSES

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“…Therefore, students who focus on specific tasks, such as reading frequently to practice or focusing on frequent words, will eventually develop high reading comprehension. Moreover, many studies (Chang & Millett, 2014;Olagbaju & Popoola, 2020;Rezaee, Farahian, & Mansooji, 2019;Webb & Chang, 2012) have revealed that using technology, such as audio-visual aids, will support reading comprehension and fluency. Thus, this study seeks to uncover the effects of using video and audio technology to support and improve students' reading comprehension and fluency.…”

Section: Context Of the Problemmentioning

confidence: 99%

The Effect of Video- and Audio-Assisted Reading on Saudi EFL Learners’ Reading Fluency and Comprehension

Mahmud

2022

WJEL

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To be successful, students must have excellent reading abilities, as reading is the most important skill for achieving high levels of learning and personal development. This study aims to investigate the effectiveness of using audio-visual aids to develop reading fluency and comprehension among English language students of the University of Jeddah. This quantitative research employed a quasi-experimental method. Data were collected from a reading comprehension test and a reading fluency test, measuring students’ word count per minute. Participants were divided into four groups, two each (a control group and experimental group) of men and women students. The men and women experimental groups comprised 26 students each, while the control groups comprised 24 and 28 students, respectively. The experimental groups watched videos to activate their thinking before reading the passage, and then read comprehension passages. Contrarily, the control groups were taught conventionally. Two achievement tests were used as pre-test and post-test to determine the improvement in the experimental groups. Independent- and paired samples t-tests were performed to compare the results of the two groups, which showed that the experimental groups outperformed the control groups in reading comprehension and reading fluency (p < .05). This study also investigated the differences between men and women regarding reading fluency and reading comprehension; the results did not show any differences between them (p > 0.05). These positive results shows that video and audio are effective for students in developing and supporting their reading fluency and comprehension. Therefore, it could be integrated and combined with traditional textbooks as supporting material to enhance reading skills among English language students.

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“…Moreover, social media is defined more clearly as "a group of Internet-based applications that build on the ideological and technological foundation of Web 2.0 and allow creation and exchange of user-generated contents (Zgheib and Dabbagh, 2020). Mobile devices and social media provide students with opportunities to access resources, learning materials, and course content and to interact with tutors and peers (Greenhow and Lewin, 2016;Olagbaju and Popoola, 2020). Anderson and Jiang (2018) report that 95% of teenagers have access to a mobile device; furthermore, 45% state that they are "constantly online."…”

Section: Introductionmentioning

confidence: 99%

An Exploratory Interview Study About Student Perceptions of Using Social Media to Facilitate Their Undergraduate Studies

Fuchs

2022

Front. Educ.

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The true power of social media lies in its ability to enable users to connect and share information with anyone around the globe. The use of social media in education helps students get more useful information and connect with learning groups and other educational systems that make education convenient. The purpose of this exploratory interview study is to identify how undergraduate students use social media to support their studies. Moreover, the study examines student perceptions concerning the benefits and limitations of using social media for educational purposes. The empirical data for this study was generated through a series of semi-structured interviews with undergraduate students (n = 27) and analyzed thematically. Three themes emerged through the thematic analysis: (1) perceived usage of social media, (2) invasion of privacy, and (3) the approachable teacher. The results of the study offer practical implications for educators and policymakers about incorporating social media in their curricula.

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Effects of Audio-visual Social Media Resources-supported Instruction on Learning Outcomes in Reading

Cited by 28 publications

References 0 publications

Scale of Visual Creativity in Art: A Study on Scale Development and Construct Validity

Scale of Visual Creativity in Art: A Study on Scale Development and Construct Validity

The Effect of Video- and Audio-Assisted Reading on Saudi EFL Learners’ Reading Fluency and Comprehension

An Exploratory Interview Study About Student Perceptions of Using Social Media to Facilitate Their Undergraduate Studies

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