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

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 ICTbased method of teaching chemistry was more effective than the LTM of teaching. The effects of gender varied according to comparisons.

Effects of Information and Communication Technology (ICT) on Students’ Academic Achievement and Retention in Chemistry at Secondary Level

“…Carrillo, Onofa and Ponce (2010) carried out an experimental study on information technology and students' achievement and they found that ICT has a positive effect on the achievement scores in mathematics test, but failed to increase achievement scores in language test. Badeleh and Sheela (2011) inferred that generally to study chemistry, component based achievement, retention of learning and comprehension, ICT was more successful than the laboratory training model of teaching.…”

Enhancing 6th Grade Students’ Learning in Social Studies through Technology Based Teaching Approach

“…Research suggests that use of ICT as an instructional strategy increases academic achievement of learners (Badeleh & Sheela, 2011;Coates, Humphrey, Kane & Vachris, 2004;Ziden, Ismail, Spian, & Kumutha, 2011). Thus, the 21st century teaching and learning demands new strategies that could enhance three domains; cognitive, effective and psychomotor in the learners.…”

How Does Collaborative 3D Screen-Based Computer Simulation Training Influence Diagnostic Skills of Radiographic Images and Peer Communication?

“…One possible explanation for the differences in proficiency development that arise between SIM and CON group is that the 3D-computer simulation training can be regarded as an activity that enables the students to, not practically hands-on but virtually, experience a specific concept (cf. the laboratory training model described by Badeleh & Sheela, 2011). The aim for the SIM group to position an object requires manipulation and observation that captures students' attention and guides them toward relevant areas.…”