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Yıl 2015, Cilt 1, Sayı 1, 37 - 41, 18.04.2015
https://doi.org/10.18768/ijaedu.91320

Öz

Kaynakça

  • Brewer, D., Augustine, C., Zellman, G., Ryan, G., Goldman, C., Stasz, C., & Constant, L. (2007). Education for a new era: Design and implementation K-12 Education reform in Qatar. Pittsburgh, PA: Rand Corporation.
  • Salend, S. J., & Gajria, M. (1995). Increasing the assignment completion rates of students with mild disabilities. Remedial and Special Education, Vol. 16, No. 5, 271–279.
  • Bryan, T., Burstein, K., & Bryan, J. (2001). Students with learning disabilities: Assignment problems and promising practices. Educational Psychologist, Vol. 36, p.167–180.
  • Silva, A., Henriques, E. & Carvalho, A. (2009). Creativity enhancement in a product development course through entrepreneurship learning and intellectual property awareness. European Journal of Engineering Education, Vol. Vol. 34, No. 1, p. 63–75. Kukulska-Hulme, A. (2007). Mobile usability in educational contexts: What have we learnt? International Review of Research in Open and Distance Learning, Vol. 8, No.2.
  • Ching, D., Shuler, C., Lewis, A., & Levine, M. H. (2009). Harnessing the potential of mobile technologies for children and learning. In A. Druin (Ed.), Mobile technology for children: Designing for interaction and learning, (pp.23-42). Amsterdam: Morgan Kaufmann Publishers.
  • Jonassen, D. H., Carr, C., & Yueh, H. P., (1998, March). Computers as mind tools for engaging learners in critical thinking, TechTrends, Vol. 43, No. 2, 24-32.
  • Timmermann, P. (2010) Is my iPad in my backpack? published by Journal of Digital research & publishing. Retrieved on August 13, 2013 http://www.artichokewebdesign.com/ARIN6912/PDFs/Pilar_Timmerman_Digital_Education.pdf
  • Baldi, S., Jin, Y., Skemer, M., Green, P.J., & Herget, D. (2007). Highlights From PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context (NCES 2008–016). National Center for

Using Reminder Prompts and Feedback Through Mobile Devices and Its Effects on Assignment Return Rates and Achievement in Mathematics

Yıl 2015, Cilt 1, Sayı 1, 37 - 41, 18.04.2015
https://doi.org/10.18768/ijaedu.91320

Öz

This study determined whether mobile assignment prompts has improved student assignment rate-of-return and achievement in secondary school mathematics. Two groups were matched on achievements level and placed, in an experimental- high frequency mobile assignment prompt; and a second control group; receiving assignment in a traditional manner (in-class handouts). The second phase both groups received the frequent reminders and feedback on the assignment. The control and experimental groups were matched based on equal achievement and hence were randomly assigned either in the control or experimental groups. The findings showed that students in the experimental group who had a longer period of frequent assignment prompts with feedback, scored higher than those in the control group that had increased rate-of-return and higher math achievement scores. We underline the importance of classroom strategies in the improvement of student learning practices by engaging teacher and students with appropriate technologies. The strategies suggested in this study could be implemented in teacher daily school repertoire and could be generalizable to all schools in Qatar.

Kaynakça

  • Brewer, D., Augustine, C., Zellman, G., Ryan, G., Goldman, C., Stasz, C., & Constant, L. (2007). Education for a new era: Design and implementation K-12 Education reform in Qatar. Pittsburgh, PA: Rand Corporation.
  • Salend, S. J., & Gajria, M. (1995). Increasing the assignment completion rates of students with mild disabilities. Remedial and Special Education, Vol. 16, No. 5, 271–279.
  • Bryan, T., Burstein, K., & Bryan, J. (2001). Students with learning disabilities: Assignment problems and promising practices. Educational Psychologist, Vol. 36, p.167–180.
  • Silva, A., Henriques, E. & Carvalho, A. (2009). Creativity enhancement in a product development course through entrepreneurship learning and intellectual property awareness. European Journal of Engineering Education, Vol. Vol. 34, No. 1, p. 63–75. Kukulska-Hulme, A. (2007). Mobile usability in educational contexts: What have we learnt? International Review of Research in Open and Distance Learning, Vol. 8, No.2.
  • Ching, D., Shuler, C., Lewis, A., & Levine, M. H. (2009). Harnessing the potential of mobile technologies for children and learning. In A. Druin (Ed.), Mobile technology for children: Designing for interaction and learning, (pp.23-42). Amsterdam: Morgan Kaufmann Publishers.
  • Jonassen, D. H., Carr, C., & Yueh, H. P., (1998, March). Computers as mind tools for engaging learners in critical thinking, TechTrends, Vol. 43, No. 2, 24-32.
  • Timmermann, P. (2010) Is my iPad in my backpack? published by Journal of Digital research & publishing. Retrieved on August 13, 2013 http://www.artichokewebdesign.com/ARIN6912/PDFs/Pilar_Timmerman_Digital_Education.pdf
  • Baldi, S., Jin, Y., Skemer, M., Green, P.J., & Herget, D. (2007). Highlights From PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context (NCES 2008–016). National Center for

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Makaleler
Yazarlar

Ramzi NASSER Bu kişi benim


Nassra AL-BANAİ Bu kişi benim


Khalid SAHYOOD Bu kişi benim

Yayımlanma Tarihi 18 Nisan 2015
Başvuru Tarihi 28 Mart 2015
Kabul Tarihi
Yayınlandığı Sayı Yıl 2015, Cilt 1, Sayı 1

Kaynak Göster

EndNote %0 International E-Journal of Advances in Education Using Reminder Prompts and Feedback Through Mobile Devices and Its Effects on Assignment Return Rates and Achievement in Mathematics %A Ramzi Nasser , Nassra Al-banai , Khalid Sahyood %T Using Reminder Prompts and Feedback Through Mobile Devices and Its Effects on Assignment Return Rates and Achievement in Mathematics %D 2015 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 1 %N 1 %R doi: 10.18768/ijaedu.91320 %U 10.18768/ijaedu.91320

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