Research Article
Lea Dela Cruz Kabigting
EUR J INTERACT MULTIMED ED, Volume 2, Issue 2, Article No: e02108
ABSTRACT
This study was conducted to evaluate the effects of computer simulations and conventional teaching in Physics concept learning on high school students.
The descriptive-experimental design was used in this study. The teacher-made test and evaluation questionnaire were used for gathering data. The data gathered were statistically treated and analyzed using SPSS software.
Findings of the study revealed that there were 40 or 50% male student respondents and 40 or 50% female. The pre-test score of the experimental and control groups did not differ significantly, while pre-test and posttest of the experimental and control groups were found to be significantly different. The evaluation of the teachers and students on lecture with computer simulation and conventional lecture methods did not differ significantly in terms of effectiveness/appropriateness, students’ participation/interaction, influence on cognitive skills and influence on content knowledge. There was a significant relationship between the sex and performance of the student respondents who were exposed to lecture with computer simulation method while the performance of the male and female student respondents exposed in conventional lecture method did not differ.
Based on the findings of this research, the use of computer simulation as instructional material in teaching Physics is recommended. This may be used to improve the performance of the students. It may be tried in other schools and respondents. Further studies may be undertaken in other Science subjects to establish the validity of the effectiveness of Lecture with Computer Simulation in teaching-learning process. Developers of instructional materials may improvise other teaching aids that may suit the needs and interest of the students.
Keywords: computer simulation, physics, teaching method
Research Article
Dirgha Raj Joshi, Roshan Chitrakar, Shashidhar Belbase, Bishnu Khanal
EUR J INTERACT MULTIMED ED, Volume 2, Issue 1, Article No: e02107
ABSTRACT
This study aimed to investigate ICT competency of mathematics teachers at secondary schools of Nepal. A cross-sectional survey design was deployed among 336 secondary school teachers of Nepal. The data was analyzed by Mann Whitney U, Kruskal Wallis H, and multiple linear regression. Result showed that teachers’ ICT competency level was found to be proficient in the fundamental concept of computers and the use of Internet. In contrast, it was found to be developing-level in software and hardware. Statistically significant results were found in competencies with respect to age, type of school, culture, and district. Additionally, own laptop, Internet use, work experience, knowledge of software and hardware were significant predictors for ICT competency of teachers. The overall findings clarify that ICT enhancement programs are needed for mathematics teachers at secondary schools in Nepal.
Keywords: ICT competency, mathematics teaching, SAMR models, TPCK, software, Nepal
Research Article
Karen Joy Brillo Talidong, Cathy Mae Dabi Toquero
EUR J INTERACT MULTIMED ED, Volume 2, Issue 1, Article No: e02104
ABSTRACT
COVID-19 affected not only the lifestyle and socioeconomic conditions of the people worldwide but also the governing affairs of the process of education. To limit the transmission of COVID-19 in the educational sector, teachers worldwide immediately diverted from face-to-face education to a virtual-based education. This abrupt paradigm shift in education posits a challenge to the teachers who are accustomed to the conventional settings as they embark to emergency online teaching classes. Although distance education is a normalcy in many of the institutions globally, it is still new to the context of the Philippine teachers. In this account, an empirical study on the experiences of the Philippine teachers in Xi’an, China was explored to examine the benefits, challenges, and process in the implementation of emergency online education. Results revealed that emergency online teaching fosters benefits to the teachers and learners during this emergency situation. However, the teachers experience challenges dealing with technical issues, lack of instructional design, and other factors which disrupt emergency online education. This article offers positive and negative standpoints of the application of emergency online teaching to address the unprecedented educational issues brought by the pandemic.
Keywords: COVID-19, emergency remote teaching, emergency online education, distance education, online teaching, teachers
Research Article
Mohammad Abed Latif Mohammad Smadi, Arumugam Raman
EUR J INTERACT MULTIMED ED, Volume 1, Issue 1, Article No: e02004
ABSTRACT
The purpose of this qualitative research study was to examine the time factor influencing technology integration in social studies teaching in a Jordanian school. The case study method was chosen because the research questions sought to explore time factor influencing technology integration in teaching. In Jordan, little research qualitative empirical research has investigated the level of the time of technology has been carried out for educational purposes. Therefore, this paper intends to identify the importance of the time factor of teachers in technology integration in teaching. These data were analysed using a thematic analysis approach, semi-structured interview interviews and observation were used as instruments to collect data. Five social studies teachers participated in this study. Findings showed that all of the teachers have mentioned that the time was one of the most important factors that affected the technology integration in their teaching. Where most of the responses indicated that, the time was a major obstacle in front of their technology integration. Furthermore, I found out through my classroom observations that the time was an obstacle for all teachers.
Keywords: time, influence, technology, integration, teaching, social studies