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ERIC Number: EJ854639
Record Type: Journal
Publication Date: 2009-Dec
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
Assessment of the Effectiveness of the Educational Environment Supported by Computer Aided Presentations at Primary School Level
Kose, Erdogan
Computers & Education, v53 n4 p1355-1362 Dec 2009
The objective of this study is to assess the effectiveness of the educational environment supported by computer aided presentations at primary school. The effectiveness of the environment has been evaluated in terms of students' learning and remembering what they have learnt. In the study, we have compared experimental group and control group in terms of learning and recalling what has been learned regarding the effect which computer aided learning environment imposes. Data have been collected through the control grouped pretest-final test model. During the experiment, we have prepared an achievement test, which explains behaviors the students should acquire. According to the findings obtained, a computer aided educational environment has been observed to be more effective than that of conventional education in terms of learning. However, in terms of the permanence of what has been learned, no meaningful difference between the educational environment supported by computer aided presentations and that of conventional education has come out. According to the results of the follow-up tests performed, even though students in the test group have forgotten more of what they have learnt, it has been concluded that students in both groups have forgotten on the same level. Consequently, it has been observed that though the educational environment supported by computer aided presentations has positive contributions to learning activity, it does not have effects on the permanence of what has been learnt. (Contains 10 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A