The effect of ICT-based criterion-referenced instruction on student achievement in certain reasoning skills (Record no. 20012)

MARC details
000 -LEADER
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Hamzeh, Dima
Miscellaneous information Master, تعليم علوم الحياة
245 14 - TITLE STATEMENT
Title The effect of ICT-based criterion-referenced instruction on student achievement in certain reasoning skills
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 98 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Science education research proved that the conventional lecture-oriented instruction fails to produce higher order biology learning (Kumar & Zayapragassarazan, 2012). Consequently, requests for reform in science teaching methods favoring student-centered learning pedagogy increased (Michael, 2006). This action research was performed in March, 2014, in a school (school X) in the Aley region on grade ten students (N-13). Its purpose is to study the effect of ICT-based criterion-referenced instruction on students’ achievement in certain science reasoning skills: table analysis, graph analysis and hypothesis formulation. It also aims to determine if this method increases boys and girls achievement equally in these reasoning skills. This action research comprised a pre-test, a two-hour treatment, and a post-test. Findings proved the significant effect of ICT-based criterion-referenced instruction on increasing students’ achievement in several science reasoning skills: graph analysis and hypothesis formulation on students of grade ten in school X. Results showed that ICT-based criterion-referenced instruction increased the achievement of girls but did not increase the boys’ achievement in the applied intervention.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Capacités élevées de réflexions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element High Order Thinking Skills
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching Methods Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المهارات العليا في التفكير
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم تحصيل الطلبة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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