THE EFFECTIVENESS OF POWERPOINT MEDIATED EARLY ELEMENTARY SCIENCE MODULES FOR INDEPENDENT LEARNING

http://dx.doi.org/10.31703/grr.2019(IV-III).38      10.31703/grr.2019(IV-III).38      Published : Sep 3
Authored by : HabibaAzhar , AfifaKhanam , UzmaQuraishi

38 Pages : 337-347

References

  • Ali, S. (2018, February 1). The Education Crisis. Daily Times, p.8
  • Ally, M. (2019). Competency profile of the digital and online teacher in future education. International Review of Research in Open and Distributed Learning, 20(2).
  • Al-Sudais, T. A. (2019). The Impact of Flipped Classroom Approach on College Students' Academic Achievement and Motivation. Journal of Education/Al Mejlh Altrbwyh, 33(132).
  • Beldagli, B., & Adiguzel, T. (2010). Illustrating an ideal adaptive e-learning: A conceptual framework. ProcediaSocial and Behavioral Sciences, 2(2), 5755-5761.
  • Bognar, B., Sablić, M., & Å kugor, A. (2019). Flipped learning and online discussion in higher education teaching. In Didactics of smart pedagogy (pp. 371-392). Springer, Cham.
  • Bouffard, S. (2019). What does personalized learning mean? Experts weigh in. The Learning Professional, 40(4), 28-31.
  • Cernev, T., & Fenner, R. (2020). The importance of achieving foundational Sustainable Development Goals in reducing global risk. Futures, 115, 102492.
  • Chen, Y. C., Lu, Y. L., & Lien, C. J. (2019). Learning environments with different levels of technological engagement: a comparison of game-based, video-based, and traditional instruction on students' learning. Interactive Learning Environments, 1-17.
  • Cummings, C., & Saunders, K. J. (2019). Using PowerPoint 2016 to create individualized matching to sample sessions. Behavior Analysis in Practice, 12(2), 483-490.
  • Elsendoorn, B. (1998). Information Technology and deaf pupils, Issues in Deaf Education, 143-153.
  • Estacio, E. V., Whittle, R., & Protheroe, J. (2019). The digital divide: Examining socio-demographic factors associated with health literacy, access and use of internet to seek health information. Journal of health psychology, 24(12), 1668-1675.
  • Eyupoglu, T. F., & Nietfeld, J. L. (2019). Intrinsic Motivation in Game-Based Learning Environments. In GameBased Assessment Revisited (pp. 85-102). Springer, Cham.
  • Feng, J. Y., Chang, Y. T., Chang, H. Y., Erdley, W. S., Lin, C. H., & Chang, Y. J. (2013). Systematic review of effectiveness of situated e-learning on medical and nursing education. Worldviews on Evidence-Based Nursing, 10(3), 174-183.
  • Garton, S., & Copland, F. (Eds.). (2019). The Routledge Handbook of Teaching English to Young Learners. Routledge.
  • Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), 8-25. https://doi.org/10125/44667
  • Goldberg, B., Brawner, K., Sottilare, R., Tarr, R., Billings, D. R., & Malone, N. (2012). Use of evidence-based strategies to enhance the extensibility of adaptive tutoring technologies. In The Interservice/Industry Training, Simulation & Education Conference (I/ITSEC) (Vol. 2012, No. 1). National Training Systems Association.
  • Gordani, Y., & Khajavi, Y. (2020). The impacts of multi-modal PowerPoint presentation on the EFL students' content knowledge attainment and retention over time. Education and Information Technologies, 25(1), 403-417.
  • He, S., & Zhang, Z. (2019, June). The Relationship between Junior Students' Self-regulation of Time Management and Academic Performance: the Mediating Effect of Independent Learning. In 2nd International Seminar on Education Research and Social Science (ISERSS 2019). Atlantis Press.
  • Herting, D. C., Pros, R. C., & Tarrida, A. C. (2019). Patterns of PowerPoint Use in Higher Education: a Comparison between the Natural, Medical, and Social Sciences. Innovative Higher Education, 1-16.
  • Hung, C. Y., Sun, J. C. Y., & Liu, J. Y. (2019). Effects of flipped classrooms integrated with MOOCs and gamebased learning on the learning motivation and outcomes of students from different backgrounds. Interactive Learning Environments, 27(8), 1028-1046.
  • Johnson, E. K. (2019). Waves: scaffolding self-regulated learning to teach science in a whole-body educational game. Journal of Science Education and Technology, 28(2), 133-151.
  • Kankaanranta, M., Koivula, M., Laakso, M. L., & Mustola, M. (2017). Digital games in early childhood: Broadening definitions of learning, literacy, and play. In Serious games and edutainment applications (pp. 349-367). Springer, Cham.
  • Kay, R. (2019, June). Elementary School Students' Perceptions of Using Student Response Systems. In EdMedia Innovate Learning(pp. 204-208). Association for the Advancement of Computing in Education (AACE).
  • Knapp, T. R. & Schafer, D. (2009). From Gain Score t to ANCOVA F (and vice versa). Practical Assessment, Research and Evaluation. 14(6), 1-7.
  • Kumar, S., Kumar, N., & Vivekadhish, S. (2016). Millennium development goals (MDGS) to sustainable development goals (SDGS): Addressing unfinished agenda and strengthening sustainable development and partnership. Indian Journal of Community Medicine: Official Publication of Indian Association of Preventive & Social Medicine, 41(1), 1.
  • Kumari, M. M. (2020). Educational Technology: Advanced Way of Learning. Supporting Teaching Learning At School, Lucknow, India, Bookrivers.
  • Lee, J., & Park, O. (2008). Adaptive instructional systems. In J. M. Spector, M. D. Merill, J. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research for educational communications and technology(pp. 469-484). New York: Routledge, Taylor & Francis Group.
  • Liu, D., Wei, Q., Wang, D., Yang, X., & Li, H. (2017). Adaptive dynamic programming with applications in optimal control. Berlin: Springer International Publishing.
  • Liu, R., Relan, A., & Napolitano, J. (2020). The Efficiency of Online
  • Mason R., a. D. H. (1998). PowerPoint in the Classroom. Educational Technology (September-October) 45-48.
  • Mödritscher, F., Garcia-Barrios, V. M., & Gütl, C. (2004). The past, the present and the future of adaptive elearning. In Proceedings of ICL 2004.
  • Moore, D. M., J. K. Burton, and R. J. Myers. (Ed.) (1996). Multiple-Channel Communication: The Theoretical and Research Foundations of Multimedia. New York.
  • Paivio, A. (Ed.) (1986). Mental representation: A dual coding approach. (Oxford University Press ed.). New York.
  • Rohr, S. L. (2019). Business Students' Perception on the Use of PowerPoint®. Journal for Excellence in Business & Education, 6(1).
  • Ross, B., Chase, A. M., Robbie, D., Oates, G., & Absalom, Y. (2018). Adaptive quizzes to increase motivation, engagement and learning outcomes in a first year accounting unit. International Journal of Educational Technology in Higher Education, 15(1), 30.
  • Rouhani, P. (2019). The Role of Time in Self-Directed Personalized Learning Environments: An Exploratory Analysis (Doctoral dissertation).
  • Ryan, R. M., & Rigby, C. S. (2020). 6 Motivational Foundations of Game-Based Learning. Handbook of GameBased Learning, 153.
  • Schmid, R., & Petko, D. (2019). Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students?. Computers & Education, 136, 75-86.
  • Shah, K., Ahmad, N., & Khan, N. (2019). Analysis of National Education Policies: Issues and Challenges in Pakistan and Development of Science Education. Strength for Today and Bright Hope for Tomorrow Volume 19: 11 November 2019 ISSN 1930-2940, 77.
  • Sharif, A., Afshan, S., & Qureshi, M. A. (2019). Acceptance of learning management system in university students: an integrating framework of modified UTAUT2 and TTF theories. International Journal of Technology Enhanced Learning, 11(2), 201-229.
  • Skinner, B. F. (1959). A case history in scientific method. Psychology: A study of a Science, 2, 359-379.
  • South, J. (2017). Reimagining the role of technology in education; National Education Technology Plan Update. Washington, DC. Office of Educational Technology.
  • Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers & Education, 63, 43-51. https://doi.org/10.1016/j.compedu.2012.11.019
  • Tang, Y., & Hare, R. (2019, November). Adaptive Narrative Game for Personalized Learning. In 2019 IEEE International Conference on Service Operations and Logistics, and Informatics (SOLI) (pp. 175-180). IEEE.
  • Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189-1209.
  • Ülger, B. B., & Irving, K. E. (2019). The Effect of Science Lesson Modules on Gifted Students: The CGA Case. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi, 2(1), 17-24.
  • United Nations Development Programme (2015). Sustainable Development Goals. New York, NY 10017, USA.
  • Uzun, A. M., & Kilis, S. (2019). Impressions of Pre-Service Teachers about Use of PowerPoint Slides by Their Instructors and Its Effects on Their Learning. International Journal of Contemporary Educational Research, 6(1), 40-52.
  • Walkington, C., & Bernacki, M. L. (2019). Personalizing algebra to students' individual interests in an intelligent tutoring system: Moderators of impact. International Journal of Artificial Intelligence in Education, 29(1), 58-88.
  • Wang, A. I., Sætre, R., Rydland, T., & Dahl, Y. (2019, October). Evaluation of Interactive and Gamified Approaches for Teaching ICT Theory: A Study of PowerPoint, Sembly, and Kahoot!. In European Conference on Games Based Learning (pp. 784-XXIV). Academic Conferences International Limited.
  • Westlin, J., Day, E. A., & Hughes, M. G. (2019). Learner-Controlled Practice Difficulty and Task Exploration in an Active-Learning Gaming Environment. Simulation & Gaming, 50(6), 812-831.
  • Wetheridge, L. (2016). Girls' and women's literacy with a lifelong learning perspective: issues, trends and implications for the Sustainable Development Goals.
  • Worku, K. G. (2019). Assessing the use of powerpoint in a classroom setting and its effectiveness. International Journal of Education and Management Studies, 9(3), 187-192.

References

  • Ali, S. (2018, February 1). The Education Crisis. Daily Times, p.8
  • Ally, M. (2019). Competency profile of the digital and online teacher in future education. International Review of Research in Open and Distributed Learning, 20(2).
  • Al-Sudais, T. A. (2019). The Impact of Flipped Classroom Approach on College Students' Academic Achievement and Motivation. Journal of Education/Al Mejlh Altrbwyh, 33(132).
  • Beldagli, B., & Adiguzel, T. (2010). Illustrating an ideal adaptive e-learning: A conceptual framework. ProcediaSocial and Behavioral Sciences, 2(2), 5755-5761.
  • Bognar, B., Sablić, M., & Å kugor, A. (2019). Flipped learning and online discussion in higher education teaching. In Didactics of smart pedagogy (pp. 371-392). Springer, Cham.
  • Bouffard, S. (2019). What does personalized learning mean? Experts weigh in. The Learning Professional, 40(4), 28-31.
  • Cernev, T., & Fenner, R. (2020). The importance of achieving foundational Sustainable Development Goals in reducing global risk. Futures, 115, 102492.
  • Chen, Y. C., Lu, Y. L., & Lien, C. J. (2019). Learning environments with different levels of technological engagement: a comparison of game-based, video-based, and traditional instruction on students' learning. Interactive Learning Environments, 1-17.
  • Cummings, C., & Saunders, K. J. (2019). Using PowerPoint 2016 to create individualized matching to sample sessions. Behavior Analysis in Practice, 12(2), 483-490.
  • Elsendoorn, B. (1998). Information Technology and deaf pupils, Issues in Deaf Education, 143-153.
  • Estacio, E. V., Whittle, R., & Protheroe, J. (2019). The digital divide: Examining socio-demographic factors associated with health literacy, access and use of internet to seek health information. Journal of health psychology, 24(12), 1668-1675.
  • Eyupoglu, T. F., & Nietfeld, J. L. (2019). Intrinsic Motivation in Game-Based Learning Environments. In GameBased Assessment Revisited (pp. 85-102). Springer, Cham.
  • Feng, J. Y., Chang, Y. T., Chang, H. Y., Erdley, W. S., Lin, C. H., & Chang, Y. J. (2013). Systematic review of effectiveness of situated e-learning on medical and nursing education. Worldviews on Evidence-Based Nursing, 10(3), 174-183.
  • Garton, S., & Copland, F. (Eds.). (2019). The Routledge Handbook of Teaching English to Young Learners. Routledge.
  • Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), 8-25. https://doi.org/10125/44667
  • Goldberg, B., Brawner, K., Sottilare, R., Tarr, R., Billings, D. R., & Malone, N. (2012). Use of evidence-based strategies to enhance the extensibility of adaptive tutoring technologies. In The Interservice/Industry Training, Simulation & Education Conference (I/ITSEC) (Vol. 2012, No. 1). National Training Systems Association.
  • Gordani, Y., & Khajavi, Y. (2020). The impacts of multi-modal PowerPoint presentation on the EFL students' content knowledge attainment and retention over time. Education and Information Technologies, 25(1), 403-417.
  • He, S., & Zhang, Z. (2019, June). The Relationship between Junior Students' Self-regulation of Time Management and Academic Performance: the Mediating Effect of Independent Learning. In 2nd International Seminar on Education Research and Social Science (ISERSS 2019). Atlantis Press.
  • Herting, D. C., Pros, R. C., & Tarrida, A. C. (2019). Patterns of PowerPoint Use in Higher Education: a Comparison between the Natural, Medical, and Social Sciences. Innovative Higher Education, 1-16.
  • Hung, C. Y., Sun, J. C. Y., & Liu, J. Y. (2019). Effects of flipped classrooms integrated with MOOCs and gamebased learning on the learning motivation and outcomes of students from different backgrounds. Interactive Learning Environments, 27(8), 1028-1046.
  • Johnson, E. K. (2019). Waves: scaffolding self-regulated learning to teach science in a whole-body educational game. Journal of Science Education and Technology, 28(2), 133-151.
  • Kankaanranta, M., Koivula, M., Laakso, M. L., & Mustola, M. (2017). Digital games in early childhood: Broadening definitions of learning, literacy, and play. In Serious games and edutainment applications (pp. 349-367). Springer, Cham.
  • Kay, R. (2019, June). Elementary School Students' Perceptions of Using Student Response Systems. In EdMedia Innovate Learning(pp. 204-208). Association for the Advancement of Computing in Education (AACE).
  • Knapp, T. R. & Schafer, D. (2009). From Gain Score t to ANCOVA F (and vice versa). Practical Assessment, Research and Evaluation. 14(6), 1-7.
  • Kumar, S., Kumar, N., & Vivekadhish, S. (2016). Millennium development goals (MDGS) to sustainable development goals (SDGS): Addressing unfinished agenda and strengthening sustainable development and partnership. Indian Journal of Community Medicine: Official Publication of Indian Association of Preventive & Social Medicine, 41(1), 1.
  • Kumari, M. M. (2020). Educational Technology: Advanced Way of Learning. Supporting Teaching Learning At School, Lucknow, India, Bookrivers.
  • Lee, J., & Park, O. (2008). Adaptive instructional systems. In J. M. Spector, M. D. Merill, J. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research for educational communications and technology(pp. 469-484). New York: Routledge, Taylor & Francis Group.
  • Liu, D., Wei, Q., Wang, D., Yang, X., & Li, H. (2017). Adaptive dynamic programming with applications in optimal control. Berlin: Springer International Publishing.
  • Liu, R., Relan, A., & Napolitano, J. (2020). The Efficiency of Online
  • Mason R., a. D. H. (1998). PowerPoint in the Classroom. Educational Technology (September-October) 45-48.
  • Mödritscher, F., Garcia-Barrios, V. M., & Gütl, C. (2004). The past, the present and the future of adaptive elearning. In Proceedings of ICL 2004.
  • Moore, D. M., J. K. Burton, and R. J. Myers. (Ed.) (1996). Multiple-Channel Communication: The Theoretical and Research Foundations of Multimedia. New York.
  • Paivio, A. (Ed.) (1986). Mental representation: A dual coding approach. (Oxford University Press ed.). New York.
  • Rohr, S. L. (2019). Business Students' Perception on the Use of PowerPoint®. Journal for Excellence in Business & Education, 6(1).
  • Ross, B., Chase, A. M., Robbie, D., Oates, G., & Absalom, Y. (2018). Adaptive quizzes to increase motivation, engagement and learning outcomes in a first year accounting unit. International Journal of Educational Technology in Higher Education, 15(1), 30.
  • Rouhani, P. (2019). The Role of Time in Self-Directed Personalized Learning Environments: An Exploratory Analysis (Doctoral dissertation).
  • Ryan, R. M., & Rigby, C. S. (2020). 6 Motivational Foundations of Game-Based Learning. Handbook of GameBased Learning, 153.
  • Schmid, R., & Petko, D. (2019). Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students?. Computers & Education, 136, 75-86.
  • Shah, K., Ahmad, N., & Khan, N. (2019). Analysis of National Education Policies: Issues and Challenges in Pakistan and Development of Science Education. Strength for Today and Bright Hope for Tomorrow Volume 19: 11 November 2019 ISSN 1930-2940, 77.
  • Sharif, A., Afshan, S., & Qureshi, M. A. (2019). Acceptance of learning management system in university students: an integrating framework of modified UTAUT2 and TTF theories. International Journal of Technology Enhanced Learning, 11(2), 201-229.
  • Skinner, B. F. (1959). A case history in scientific method. Psychology: A study of a Science, 2, 359-379.
  • South, J. (2017). Reimagining the role of technology in education; National Education Technology Plan Update. Washington, DC. Office of Educational Technology.
  • Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers & Education, 63, 43-51. https://doi.org/10.1016/j.compedu.2012.11.019
  • Tang, Y., & Hare, R. (2019, November). Adaptive Narrative Game for Personalized Learning. In 2019 IEEE International Conference on Service Operations and Logistics, and Informatics (SOLI) (pp. 175-180). IEEE.
  • Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189-1209.
  • Ülger, B. B., & Irving, K. E. (2019). The Effect of Science Lesson Modules on Gifted Students: The CGA Case. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi, 2(1), 17-24.
  • United Nations Development Programme (2015). Sustainable Development Goals. New York, NY 10017, USA.
  • Uzun, A. M., & Kilis, S. (2019). Impressions of Pre-Service Teachers about Use of PowerPoint Slides by Their Instructors and Its Effects on Their Learning. International Journal of Contemporary Educational Research, 6(1), 40-52.
  • Walkington, C., & Bernacki, M. L. (2019). Personalizing algebra to students' individual interests in an intelligent tutoring system: Moderators of impact. International Journal of Artificial Intelligence in Education, 29(1), 58-88.
  • Wang, A. I., Sætre, R., Rydland, T., & Dahl, Y. (2019, October). Evaluation of Interactive and Gamified Approaches for Teaching ICT Theory: A Study of PowerPoint, Sembly, and Kahoot!. In European Conference on Games Based Learning (pp. 784-XXIV). Academic Conferences International Limited.
  • Westlin, J., Day, E. A., & Hughes, M. G. (2019). Learner-Controlled Practice Difficulty and Task Exploration in an Active-Learning Gaming Environment. Simulation & Gaming, 50(6), 812-831.
  • Wetheridge, L. (2016). Girls' and women's literacy with a lifelong learning perspective: issues, trends and implications for the Sustainable Development Goals.
  • Worku, K. G. (2019). Assessing the use of powerpoint in a classroom setting and its effectiveness. International Journal of Education and Management Studies, 9(3), 187-192.

Cite this article

APA

    APA : Azhar, H., Khanam, A., & Quraishi, U. (2019). The Effectiveness of PowerPoint Mediated Early Elementary Science Modules for Independent Learning. Global Regional Review, IV(III), 337-347 . https://doi.org/10.31703/grr.2019(IV-III).38

CHICAGO

    CHICAGO : Azhar, Habiba, Afifa Khanam, and Uzma Quraishi. 2019. "The Effectiveness of PowerPoint Mediated Early Elementary Science Modules for Independent Learning." Global Regional Review, IV (III): 337-347 doi: 10.31703/grr.2019(IV-III).38

HARVARD

    HARVARD : AZHAR, H., KHANAM, A. & QURAISHI, U. 2019. The Effectiveness of PowerPoint Mediated Early Elementary Science Modules for Independent Learning. Global Regional Review, IV, 337-347 .

MHRA

    MHRA : Azhar, Habiba, Afifa Khanam, and Uzma Quraishi. 2019. "The Effectiveness of PowerPoint Mediated Early Elementary Science Modules for Independent Learning." Global Regional Review, IV: 337-347

MLA

    MLA : Azhar, Habiba, Afifa Khanam, and Uzma Quraishi. "The Effectiveness of PowerPoint Mediated Early Elementary Science Modules for Independent Learning." Global Regional Review, IV.III (2019): 337-347 Print.

OXFORD

    OXFORD : Azhar, Habiba, Khanam, Afifa, and Quraishi, Uzma (2019), "The Effectiveness of PowerPoint Mediated Early Elementary Science Modules for Independent Learning", Global Regional Review, IV (III), 337-347

TURABIAN

    TURABIAN : Azhar, Habiba, Afifa Khanam, and Uzma Quraishi. "The Effectiveness of PowerPoint Mediated Early Elementary Science Modules for Independent Learning." Global Regional Review IV, no. III (2019): 337-347 . https://doi.org/10.31703/grr.2019(IV-III).38