Zabihollah Allahi; Esmail Zareii Zavaraki; Parviz Sharifi-Daramadi; Dariush Noroozi; Ali Delavar
Abstract
Abstract This study aimed to examine the effectiveness of mobile-assisted instruction on learning, achievement motivation and cooperation of students with visual impairment in English language courses. This was a quasi-experimental study implemented on high school female students (grade 2) with visual ...
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Abstract This study aimed to examine the effectiveness of mobile-assisted instruction on learning, achievement motivation and cooperation of students with visual impairment in English language courses. This was a quasi-experimental study implemented on high school female students (grade 2) with visual impairment in Iran. The sample consisted of 52 students with visual impairment (26 in experimental group and 26 in control group) who voluntarily took the test. In the experimental group, in addition to regular classroom instructions, classroom activities were done using the students' mobile-phones, while the control group was only offered the classic method. To collect data, Abdekhodaee Achievement Motivation Questionnaire, the Researcher-Made Cooperation Questionnaire, and the Researcher-Made English Test were used. To analyze data, covariance analysis was used. The findings revealed that mobile-assisted instruction had a positive impact on increasing learning, achievement motivation and the cooperation of students with visual impairment in English language courses. So, the three hypotheses were confirmed. Therefore, it is concluded that mobile-phones can be utilized to help students with visual impairment in English language courses. This study was done in Iran for the first time, so the results can be a road-map for instructional designers, educational technology students, special education experts and teachers to use mobile-phones purposefully in education.
saeed mosapour; fateme amiri
Volume 4, Issue 14 , January 2014, , Pages 83-103
Esmail Zaraii Zavaraki; Farzaneh Gharibi
Volume 2, Issue 5 , April 2012, , Pages 1-20
Abstract
Objective: The aim of this research was to examine the impact of instructional multimedia on learning and retention of mathematics of fourth grade educable mentally retarded girl students of elementary schools in the Arak city.
Method: The quasi-experimental research method has been used. The statistical ...
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Objective: The aim of this research was to examine the impact of instructional multimedia on learning and retention of mathematics of fourth grade educable mentally retarded girl students of elementary schools in the Arak city.
Method: The quasi-experimental research method has been used. The statistical population include all fourth grade educable mentally retarded students of elementary schools in the Arak city and the sample included all the statistical population , that were randomly assigned into an experimental and a control group. While the experimental group received three training sessions with a researcher made instructional multimedia software, the control group was trained with the conventional method without using the multimedia. In order to study the probable resulting changes, first, a pre-test was applied on both groups. After running the test, the experimental group was exposed to the independent variable. Both groups underwent the post test, and a second post test was performed to measure the retention after a two weeks time.
Results: The statistical analysis was descriptive and inferential statistics. Findings showed that learning and retention rates of students in the experimental group as compared with the control group were significantly increased.
Conclusion and recommendations: Overall, the results of the research show the excellence of learning and retention rates of students who had received training through multimedia software. Based on the results, it can be recommended that instructional multimedia can be useful in teaching and learning of mathematics for this group of students.