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- Title
The learning effectiveness of integrating e-books into elementary school science and technology classes.
- Authors
Wen, Jia-Rong; Chuang, Ming Kuang; Kuo, Sheng-Huang
- Abstract
Developments in technological tools happen every day. Developments in the publication of e-Books and production of e-readers also are happening daily. Currently, young people who live in highly technological areas are exposed to books not only through an adult's reading, but also by independently accessing e-Books which are available on the internet or on CD-ROMs. These multimedia tools usually provide assistance in oral reading, written text, oral discourse, music, sound effects, and animations1. The main purpose of this study was to investigate the influence of integrating e-Books into elementary school science and technology classes on students' learning effectiveness. This study employed nonequivalent group pre-test/post-test quasi-experimental design which consisted of conducting learning activities for 20 minutes a period, three periods a week, for a total of six weeks. In this study, there were 60 elementary sixth-grade students who were equally divided into an experimental group and a control group. The experiment design applied an e-Book Learning method for the experimental group and a Paper-Based Learning method for the control group, respectively. The instruments of this study consisted of three scales: (1) learning motivation scale, (2) learning attitude scale, and (3) learning effectiveness scale. After the experimental instruction, the data were analysed using seven different statistical methods: a Pearson correlation analysis, canonical correlation analysis, one-way MANCOVA, one-way MANOVA, one-way ANCOVA, path analysis, t-test, and paired t-test. These statistical methods enabled us to reach four conclusions: (1) There was no significant difference in learning effectiveness of e-Books integrated instruction between students of different sexes; (2) There was significant correlation between learning motivation and learning effectiveness of science and technology domain for the experimental group students; (3) There was significant correlation between learning attitudes and learning effectiveness in the science and technology domain for the experimental group students; (4) The experimental group students had a positive attitude toward e-Books integrated instruction. They thought the use of e-Books could enhance learning effectiveness and improve learning motivation.
- Subjects
SCIENCE education (Elementary) -- Aids &; devices; TECHNOLOGY education (Elementary); ELECTRONIC books; EDUCATIONAL technology; STUDENT attitudes; MULTIMEDIA systems in education
- Publication
International Journal of Humanities & Arts Computing: A Journal of Digital Humanities, 2012, Vol 6, Issue 1/2, p224
- ISSN
1753-8548
- Publication type
Article
- DOI
10.3366/ijhac.2012.0051