THE IMPACT OF TECHNOLOGY-ENABLED ACTIVE LEARNING ON STUDENT PERFORMANCE, GENDER AND ACHIEVEMENT LEVEL

Ruey Shieh

2010

Abstract

Technology Enabled Active Learning (TEAL) is an innovative pedagogical method emphasizing active, interactive learning. It is implemented in a technology-rich, multimedia studio. The National Chung Cheng University (CCU) is the first university in Taiwan to use the TEAL studio to teach science courses. The purpose of this study is to assess the impact of TEAL on student learning at CCU, including the influence on genders and achievement levels. A quasi-experimental research was designed to conduct this study. Data sources consist of a pre-test, a post-test, and a survey. The preliminary results indicate that (1) the experimental (TEAL) students significantly outperformed the control (traditional classroom) students, (2) the experimental male students outperformed their counterpart male students, (3) the learning gain achieved by the experimental female students was more significant than that of their counterpart female students, and (4) the experimental low-achieving students achieved the highest learning gain among the different achievement-level groups. Narrowing the learning gap between different achievement levels of students through the use of this technology-enhanced learning approach appears promising. Nonetheless, continuing to improve the teaching innovation is necessary, particularly in terms of more effectively integrating technology-enabled features into teaching.

References

  1. Bailey, R.C., 1971. Self-concept differences in low and high achieving students. Journal of Clinical Psychology, 27(2), 188-191.
  2. Beichner, R., Bernold, L., Burniston, E., Dail, P., Felder, R., Gastineau, J., Gjersten, M., & Risley, J., 1999. Case study of the physics components of an integrated curriculum. American Journal of Physics, 67, S16-S24.
  3. Beatty, I. D., & Gerace, W.J. (2009). Technologyenhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology. Journal of Science Education and Technology, 18,146-162.
  4. Beatty, I.D., Leonard, W.J., Gerace, W.J., & Dufresne, R.J. (2006). Question driven instruction: Teaching science (well) with an audience response system. In D. A. Banks (Eds.), Audience Response Systems in Higher Education: Applications and Cases, (pp. 96-115). Hershey, PA: Idea Group.
  5. Dori, Y. J. & Belcher, J., 2005. How does technologyenabled active learning affect undergraduate students' understanding of electromagnetism concepts? The Journal of the Learning Sciences, 14(2), 243-279.
  6. Duschl, R. A. & Hamilton, R. J., 1998. Conceptual change in science and in the learning of science. In Fraser, B. J. & Tobin, K.J. (Eds.), International Handbook of Science Education (pp. 1047-1065). Dordrecht, The Netherlands: Kluwer Academic.
  7. Dusick, D. M., 1998. The learning effectiveness of educational technology: What does that really mean? Educational Technology Review, 10, 10-12.
  8. Freeland, S. (1983). NAEP report. Education Digest, 48(8), 65.
  9. Hake, R.R., 1998. Interactive-engagement versus traditional methods: A six-thousand- students-survey of mechanics test data for introductory physics course. American Journal of Physics, 66, 67-74.
  10. Hestenes, D. & Halloun, I. (1995). Interpreting the Force Concept Inventory. The Physics Teacher, 33, 502-506.
  11. Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force Concept Inventory. The Physics Teacher, 30, 141-158.
  12. Hodgson, B. (2000). Women in science - or are they? Physics Education, 35(6), 451-53.
  13. Jonassen, D., Carr, C., & Yueh, H.P., 1998. Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24-32.
  14. Kitchenham, A., 2002. Vive la difference: Gender, motivation and achievement. School Libraries in Canada, 22(2), 34-37.
  15. Kozma, R. B., 1994. Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7-19.
  16. Lau, K. L., Chan, D.W., 2001. Motivational characteristics of under-achievers in Hong Kong. Educational Psychology: An International Journal of Experimental Educational Psychology, 21(4), 417-30.
  17. Lorenzo, M., Crouch, C.H., & Mazur, E., 2006. Reducing the gender gap in the physics classroom. American Journal of Physics, 74(2), 118-122.
  18. Martin, D. M., 1985. Relationship of motivational differences of male and female community college students to academic achievement (Abstract, Masters Thesis, University of Missouri- Kansas City). (ED262856).
  19. Martin, M. O, Mullis, I.V., Gonzales, E.J., O'Connor, K.M., Chrostowski, S.J., Gregory, K.D. et al., 1999. Science Benchmarking Report: TIMSS 1999 - Eight grade, achievement for U.S. states and districts in an international context. IEA The Third International Mathematics and Science Study, MA: Boston College.
  20. Roth, W- M. (1996). Teacher Questioning in an open-inquiry learning environment: Interactions of context, content, and student responses. Journal of Research in Science Teaching, 33(7), 709-736.
  21. She, H. C., 1998. Gender and grade level differences in Taiwan students' stereotypes of science and scientists. Research in Science and Technological Education, 16(2), 125-135.
  22. Strike, K. A. & Posner, G. J., 1985. A conceptual change views of learning and understanding. In L.H.T. West & A.L. Pines (Eds.), Cognitive Structure and Conceptual Change, New York: Academic Press.
Download


Paper Citation


in Harvard Style

Shieh R. (2010). THE IMPACT OF TECHNOLOGY-ENABLED ACTIVE LEARNING ON STUDENT PERFORMANCE, GENDER AND ACHIEVEMENT LEVEL . In Proceedings of the 2nd International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-674-024-5, pages 420-425. DOI: 10.5220/0002783504200425


in Bibtex Style

@conference{csedu10,
author={Ruey Shieh},
title={THE IMPACT OF TECHNOLOGY-ENABLED ACTIVE LEARNING ON STUDENT PERFORMANCE, GENDER AND ACHIEVEMENT LEVEL},
booktitle={Proceedings of the 2nd International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2010},
pages={420-425},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0002783504200425},
isbn={978-989-674-024-5},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 2nd International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - THE IMPACT OF TECHNOLOGY-ENABLED ACTIVE LEARNING ON STUDENT PERFORMANCE, GENDER AND ACHIEVEMENT LEVEL
SN - 978-989-674-024-5
AU - Shieh R.
PY - 2010
SP - 420
EP - 425
DO - 10.5220/0002783504200425