Pedagogy-Based-Technology and Chemistry Students' Performance in Higher Institutions: A Case of Debre Berhan University

Autor/inn/en	Demissie, Tesfaye; Ochonogor, Chukunoye E.; Engida, Temechegn
Titel	Pedagogy-Based-Technology and Chemistry Students' Performance in Higher Institutions: A Case of Debre Berhan University
Quelle	(2011), S.602-611 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Foreign Countries; Developing Nations; Computer Assisted Instruction; Computer Simulation; Computer Software Evaluation; Technology Integration; Video Technology; Animation; Quasiexperimental Design; Content Analysis; College Instruction; Instructional Effectiveness; Science Instruction; Case Studies; Pretests Posttests; Chemistry; Program Effectiveness; Electronic Learning; College Students; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Softwareanalyse; Inhaltsanalyse; Hochschullehre; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Chemie; Collegestudent; Äthiopien
Abstract	Many students have difficulty in learning abstract and complex lessons of chemistry. This study investigated how students develop their understandings of abstract and complex lessons in chemistry with the aid of visualizing tools: animation, simulation and video that allow them to build clear concepts. Animation, simulation and video enable learning by doing and provide opportunity to explore the abstract and complex lessons of chemistry. They also enable to present information in more dynamic, compelling and interactive way with engaging environment. The study applied animation, simulation and video supporting, on student-centered learning activities, in electrochemistry for second year students organized with state of art technology flash and micro media player and evaluated for its effectiveness. A particular focus of this investigation was to what extent the uses of animation, simulation and video influenced student-centered learning. Pre- and post- tests were administrated on the target group and concurrent embedded mixed case study design was employed. Total quality of the developed package was evaluated by administrating a separate schedule containing open and closed ended question. The comments and ratings obtained in the learners' insights provided the basis for the learning impact of the study. The result obtained from the experiment and responses of the schedule showed that technology integrated with appropriate pedagogy improves the performance of students. (Contains 7 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10