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Effects of inquiry based learning using digital technologies on secondary two students' attitude towards science and information and communication technologies
Author
Tan, Sze Ghee
Supervisor
Yap, Kueh Chin
Abstract
The main objective of this study is to investigate the effect of ICT based lessons conducted via an inquiry based learning approach using Tablet PC rather than pen and paper for mind mapping on both male and female students’ attitude towards science and information and communication technologies (ICT) as well as their academic performance.
The research involved two validated test instruments, “Attitude to Science” (Pell, 2002a) and “Attitude to ICT” (Pell, 2002b) from University of Cambridge School of Education Research Tools was used with permission to discover students’ attitude towards science and ICT. The academic performance of students was operationalized as their cumulative assignment results obtained in the ICT based lessons.
This study used a quasi – experimental design with 2 non equivalent groups of secondary 2 Express and 2 non equivalent groups of secondary 2 Normal Academic students. A total of 80 Express and 83 Normal Academic students participated in this study. These students were not exposed to the use of Tablet PC and the effect of using an additional ICT tool in an inquiry based learning environment on students’ attitude towards science, ICT and academic performance was investigated using independent t-test on gain scores and standardised mean difference effect size. Open ended survey was then conducted at the end of the project to gain richer information.
For the Express students, male students showed statistically significant improvements in attitude towards science experiment, overall science attitude and academic performance compared to the male students in the control group when Tablet PC rather than pen and paper was used for mind mapping. The male students also showed statistically significant improvements in attitude towards science experiment compared to the female students both genders used Tablet PC for mind mapping. Whereas, female students showed statistically significant better academic performance compared to the male students regardless of the tools used for mind mapping.
For the Normal Academic students, gender- related differences were not found and both gender showed statistically significantly better attitude towards computing enjoyment compared to the control group when Tablet PC rather than pen and paper was used for mind mapping. However, the male students using pen and paper for mind mapping showed significantly worse academic performance compared to the female students as well as the male students who used Tablet PC for mind mapping.
The implication for this study showed that a good selection of software used in lesson combined with sufficient training on the use of ICT tools such as Tablet PC in an inquiry based learning environment might be able to improve students’ attitude towards science and ICT. This study also suggested that the use of new technology such as Tablet PC for mind mapping seemed to enhance male students’ academic performance as they were more engaged and motivated in their learning. However, further study needs to be done to verify these findings. The data also suggested that differentiated learning task with varying level of difficulty should be designed to cater to different ability groups using appropriate pedagogical approaches for enhanced learning experiences for the students.
The research involved two validated test instruments, “Attitude to Science” (Pell, 2002a) and “Attitude to ICT” (Pell, 2002b) from University of Cambridge School of Education Research Tools was used with permission to discover students’ attitude towards science and ICT. The academic performance of students was operationalized as their cumulative assignment results obtained in the ICT based lessons.
This study used a quasi – experimental design with 2 non equivalent groups of secondary 2 Express and 2 non equivalent groups of secondary 2 Normal Academic students. A total of 80 Express and 83 Normal Academic students participated in this study. These students were not exposed to the use of Tablet PC and the effect of using an additional ICT tool in an inquiry based learning environment on students’ attitude towards science, ICT and academic performance was investigated using independent t-test on gain scores and standardised mean difference effect size. Open ended survey was then conducted at the end of the project to gain richer information.
For the Express students, male students showed statistically significant improvements in attitude towards science experiment, overall science attitude and academic performance compared to the male students in the control group when Tablet PC rather than pen and paper was used for mind mapping. The male students also showed statistically significant improvements in attitude towards science experiment compared to the female students both genders used Tablet PC for mind mapping. Whereas, female students showed statistically significant better academic performance compared to the male students regardless of the tools used for mind mapping.
For the Normal Academic students, gender- related differences were not found and both gender showed statistically significantly better attitude towards computing enjoyment compared to the control group when Tablet PC rather than pen and paper was used for mind mapping. However, the male students using pen and paper for mind mapping showed significantly worse academic performance compared to the female students as well as the male students who used Tablet PC for mind mapping.
The implication for this study showed that a good selection of software used in lesson combined with sufficient training on the use of ICT tools such as Tablet PC in an inquiry based learning environment might be able to improve students’ attitude towards science and ICT. This study also suggested that the use of new technology such as Tablet PC for mind mapping seemed to enhance male students’ academic performance as they were more engaged and motivated in their learning. However, further study needs to be done to verify these findings. The data also suggested that differentiated learning task with varying level of difficulty should be designed to cater to different ability groups using appropriate pedagogical approaches for enhanced learning experiences for the students.
Date Issued
2009
Call Number
LB1028.5 Tan
Date Submitted
2009