![]() The findings of the study indicated that Facebook is perceived as an effective teaching means in terms of both delivery and pedagogy in an Immersion English course. The analysis of the data was done qualitatively. Data for the study was collected via a teacher’s teaching journal followed by a recorded interview conducted with ten students in the pre-intermediate level at the Limkokwing English Centre. The study aims to investigate the effectiveness of Facebook as a language teaching tool in Immersion English courses and examine the role of Facebook in new learning spaces and with today’s learners. In this study, the adoption of Facebook as an additional tool in teaching communicative English skills to prepare international students from non-English speaking countries for tertiary education in Malaysia is discussed based on the Leapfrog Principle. A detailed activity log was kept during the development process and this revealed that the module was developed over the equivalent of 24 hours, costed at £57 per hour approximately £1400 for a Level Four module.īlended learning focuses on combining a specific percentage of online curriculum and instruction in a face-to-face setting. By utilising a well-established pedagogic method, and available web based material, costs have been kept down. This paper utilises data from a case study of developing a web based distance learning module. Wildly varying costs have been cited, anecdotally, including costs in excess of seven figures where there has been a broadcast main stream television series accompanying the course. Whilst the delivery costs can be assessed on an activity-by-activity basis the initial development costs are more speculative. ![]() Further cost advantages also occur with greater outreach of such courses to a wider pool of students who would not otherwise be able to engage in traditional face-to-face courses. Removing costs incurred in fixed assets, particularly accommodation costs dramatically lowers the overall costs and the costs per unit, of such on-line courses. The delivery of courses by on-line distance learning offers clear cost advantages when compared to traditional face-to-face tuition. Given the improved scores in the daily monitored formative test and the improvement in the mean, level of proficiency (PL) and mean percentage score (MPS) in the posttest, and with p-value of 0.0000066, using 0.05 as alpha, indicators unveiled that the use of the Interactive Science Word Wall as intervention achieved the goal of improving the level of performance in Science of select Grade 6 slow learners. After the intervention, the treatment group showed great improvement in the posttest after analyzing the data arrived in using the t-Test: Two Sample Assuming Equal Variances. They were also allowed to manipulate the materials posted on the Interactive Science Word Wall anytime they like. The treatment group was required to print and display different Science vocabulary on the Science Word Wall with corresponding pictures, objects, Mother Tongue translation and sentence patterns. ![]() ![]() The intervention was applied in the application phase of the daily lesson. Daily lesson had the same pattern - motivation, draw question, hypothesis, inference, experiment, comparison and abstraction, verification and conclusion. The researcher established some pattern to remember the different Science concepts during the intervention phase of the study. Science concepts and the related words were listed from the simple to complex. The Science concepts and the corresponding vocabulary words for assessment were taken from the prescribed Science textbooks and other related references. Throughout the conduct of the action research, the Interactive Science Word Wall was used as the intervention for the treatment group while the control group embraced the traditional teaching strategies. The researcher used the Quasi-experimental method, specifically the Comparison Group Pre-test-Posttest Design. Assessments were given to the groups- pre-test and posttest. The study was conducted in 20 days (August 19-September 16) and covered Unit III-Materials in Our Environment. The treatment group had 36 pupils from Grade 6-M and the control group had 36 pupils from Grade 6-L. In this study, there were 72 intermediate grade pupil-participants. The purpose of this action research was to prove the effects of the Interactive Science Word Wall as the tool to improve the performance level of select slow-learners in Science. Abstract Teaching Science concepts to pupils with slow comprehension skill requires that teachers find the most simple but effective strategies to achieve the goal.
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