Effectiveness of Video Podcast in Learning Psychology among Bachelor of Education Students

Autor/in	Thiyagu, K.
Titel	Effectiveness of Video Podcast in Learning Psychology among Bachelor of Education Students
Quelle	In: Journal on School Educational Technology, 10 (2014) 1, S.36-43 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Video Technology; Foreign Countries; Handheld Devices; Undergraduate Students; Experimental Groups; Pretests Posttests; Control Groups; Scores; Comparative Analysis; Teaching Methods; Technology Uses in Education; Psychology; Hypothesis Testing; Statistical Analysis; India + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Psychologie; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Indien
Abstract	Most people believe that our schools and colleges are failing to teach kids and youngsters the 21st century skills which they will need in order to succeed in the future (Berger, Edward. 2007). Communication technology, particularly real time and collaborative online communities, represents an enormous draw for teenagers. Doctors no longer use 19th century practices on their patients; likewise educators have a duty to incorporate modern technology into the classroom (Palitha, Chiara. 2007). The present study tries to find out the Effectiveness of Video Podcast in Learning Psychology among Bachelor of Education Trainees. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 48 Bachelor of Education students from Dr. Sivanthi Aditanar College of Education, Tiruchendur, Tuticorin District for the study. According to the scoring of pre-test, 24 students were chosen as Control Group and 24 students were chosen as Experimental Group. Finally the investigator concludes that, (a) 37.5% of the control group students have low level, 58.3% of them have moderate level and 4.2% of them have high level of the gain scores. Among the experimental group students 8.3% of them have low level, 58.3% of them have moderate level and, 33.3% of them have high level of the gain scores. (b) There is a significant difference between control and experimental group students in their gain scores which is the experimental group student is better than the control group students in their gain scores. (c) There is significant difference between control and experimental group students in their gain scores for attainment of the knowledge and understanding objectives which is, the experimental group is better than the control group in attainment of their knowledge and understanding objectives. There is no significant difference between the gain scores of control and experimental group students in attainment of application objectives. (d) There is no significant difference between control group and experimental group students in their pre-test scores. There is significant difference between control and experimental group students in post-test mean scores. According to the "t-test" result the experimental group is better than the control group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01