Literaturnachweis - Detailanzeige
Autor/inn/en | Jena, Ananta Kumar; Bhattacharjee, Satarupa; Langthasa, Pimily |
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Titel | Effects of Multimedia on Knowledge, Understanding, Skills, Practice and Confidence in Environmental Sustainability: A Non-Equivalent Pre-Test-Post-Test, Quasi Experimental Design |
Quelle | In: Journal of Educational Technology, 12 (2015) 3, S.37-47 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0973-0559 |
Schlagwörter | Multimedia Instruction; Instructional Effectiveness; Environmental Education; Sustainability; Quasiexperimental Design; Pretests Posttests; Secondary School Students; College Students; Community; Statistical Analysis; Program Effectiveness; Qualitative Research; Foreign Countries; India |
Abstract | The study aimed to evaluate the outcomes of the local community members, secondary school students, and the university students participated in the multimedia programme with reference to knowledge, understanding, skills, practice, and confidence in environmental sustainability. About two hundred students participated in this multimedia programme. The present study was a Non-equivalent Pretest-posttest Quasi Experimental Design used both qualitative and quantitative techniques to analyze the data, and draw the conclusion for its broad generalization. Audio, Video and audio-video on environment and environmental sustainability was developed and played in the teaching of environmental sustainability. Before programme and after programme, all the feedbacks and achievement test score were analyzed and interpreted by using t test, ANOVA and Scheff multiple comparison techniques. It was resulted that local community members, secondary school students, and the university students performed better after the participation in the Multimedia in Environmental Awareness programme. So, there existed a significant effect of multimedia programme on the awareness of environmental sustainability. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |