ERIC Number: EJ967006
Record Type: Journal
Publication Date: 2012-Sep
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0360-1315
EISSN: N/A
Courseware Development Model (CDM): The Effects of CDM on Primary School Pre-Service Teachers' Achievements and Attitudes
Efendioglu, Akin
Computers & Education, v59 n2 p687-700 Sep 2012
The main purpose of this study is to design a "Courseware Development Model" (CDM) and investigate its effects on pre-service teachers' academic achievements in the field of geography and attitudes toward computer-based education (ATCBE). The CDM consisted of three components: content (C), learning theory, namely, meaningful learning (ML), and multimedia (M). The CDM is designed to show the synthesis of the C and M components under ML. In this study, an experimental design including pre-test and post-test groups is used to define the efficiency of the CDM. There are 31 pre-service teachers in the control group, 28 pre-service teachers in the meaningful learning theory group-ML, and 30 pre-service teachers in GTC group that uses geography teaching courseware-GTC based on the CDM. The results of the analysis indicate that the courseware is quite effective, improving pre-service teachers' academic achievements as well as their ATCBE scores. The results also suggest that the new model has an appropriate structure for courseware design. (Contains 7 tables and 4 figures.)
Descriptors: Learning Theories, Control Groups, Geography, Computer Assisted Instruction, Courseware, Models, Preservice Teacher Education, Preservice Teachers, Student Teacher Attitudes, Multimedia Materials, Computer System Design, Efficiency, Pretests Posttests, Experimental Groups, Achievement Gains
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A