The effect of ICT-based criterion-referenced instruction on student achievement in certain reasoning skills
- Beirut Université Libanaise - Faculté de Pédagogie - Deanship 2014
- 98 pages
النوع : Mémoire
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.
Capacités élevées de réflexions High Order Thinking Skills Méthodes d’enseignement L’accomplissement des étudiants Teaching Methods Students achievement المهارات العليا في التفكير طرق التعليم تحصيل الطلبة