Enhancing Children\u27s Achievement in Basic Science using Library Electronic Books: A Case of Simple Repeated Evaluation

The 21st century classrooms demand a lot from both the teachers and the learners due to the technological developments and demands in teaching and learning. These days, most parents buy their children (smart/android phones, tablets, or laptops without knowing the educational benefits of these gadgets in accessing online learning materials. The 21st century technology has made the use of e-books very beneficial to the teaming population of learners who have access to the internet, but it is worrisome that there is a dearth of research on such issues in the Nigerian context. Thus, this research examined the effect of library electronic books on children\u27s academic achievement in Basic Science. This research was conducted within the quantitative research approach using simple repeated measures design. A sample of 45 class three pupils purposively sampled from three primary schools in Igbo-Eze North Local Government Education Authority participated in the study. Basic Science Achievement Test, which was properly validated, and trial-tested (α = 0.79) was used for data collection. Data collected were analysed using mix-design repeated measures analysis of variance. It was revealed that library electronic books had a significant effect on children’s achievement in Basic Science. Thus, it was recommended that primary school children should be exposed to the use of the library electronic books for the proper improvement of their academic achievement

Effet comparé de l'exposition à la lecture parent-enfant avec un livre traditionnel ou un livre numérique enrichi sur la littéracie émergente au préscolaire

Les bénéfices de la lecture à un jeune âge sur la littéracie émergente ont été bien documentés, mais le médium du livre change avec l’avènement de la technologie et bien qu’il semble y avoir des avantages à l’exposition aux livres numériques enrichis, encore peu d’études les ont étudiés en les comparant avec ceux des livres traditionnels. Dans cette étude, 97 enfants âgés entre 2.5 et 5 ans ont été appariés sur la base de l’âge et du sexe et assignés durant 4 semaines soit 1) au groupe exposé aux livres traditionnels, 2) au groupe exposé aux livres numériques enrichis ou 3) au groupe contrôle sans exposition. Les livres numériques étaient enrichis d’effets sonores, d’animations, de jeux et de questions à poser aux parents afin d’inciter à la lecture dialogique. Les participants étaient évalués sur leurs capacités en vocabulaire (vocabulaire général et mots cibles des livres utilisés), en conscience phonologique et en connaissance des lettres avant et après la période d’exposition. Des ANOVA à mesures répétées de type 2 x 3 pour comparer les groupes ont été effectuées. Les résultats montrent un effet bénéfique de la lecture sur le vocabulaire et la somme des mots cibles lorsque les enfants étaient exposés aux livres. Les tailles d’effet étaient toutefois plus grandes pour le groupe exposé aux livres traditionnels. Aucune différence entre les groupes n’a été trouvée pour la conscience phonologique et la connaissance des lettres. Ces résultats suggèrent donc que la lecture est bénéfique pour l’acquisition du vocabulaire et les mots cibles présents dans les histoires et que cette acquisition est plus importante avec l’exposition aux livres traditionnels. Il est donc important d’être prudent lors du choix d’un format de livre ainsi que de son contenu

Teachers’ and Education Leaders’ Perspectives on Using Technology to Develop Vocabulary Among Kindergarten English Learners

AbstractResearch has shown that technology-mediated interventions in education can increase students’ understanding of academic vocabulary. However, it is not known how teachers provide opportunities for kindergarten English learners (ELs) to learn vocabulary using technology, and school leaders support teachers in this endeavor. The purpose of this basic qualitative study was to understand teachers\u27 and school leaders’ perspectives on opportunities for kindergarten ELs to use technology to develop vocabulary in an urban school in the southwest United States. The theoretical framework for this study was based on Cummins’s theory of basic interpersonal communication skills and cognitive academic language proficiency. Using purposeful sampling, 14 participants, who were kindergarten teachers, principals, assistant principals, and English language development coordinators in the southwest United States, participated in semistructured interviews and focus groups via Zoom. Data were analyzed using Braun and Clarke’s six-step thematic coding. Findings indicated that teachers implement five kinds of technology. Results also show that technology integration and educational leaders’ support are directly linked to ELs’ academic success. Recommendations included using a different study design, a larger sample size, and different student population. The results of this study may have implications for positive social change by helping education leaders and teachers understand the need for technology integration in instruction and its impact on ELs’ academic success, preparation for civic life, and competing successfully in the workforce in the 21st century

Teachers’ and Education Leaders’ Perspectives on Using Technology to Develop Vocabulary Among Kindergarten English Learners

AbstractResearch has shown that technology-mediated interventions in education can increase students’ understanding of academic vocabulary. However, it is not known how teachers provide opportunities for kindergarten English learners (ELs) to learn vocabulary using technology, and school leaders support teachers in this endeavor. The purpose of this basic qualitative study was to understand teachers\u27 and school leaders’ perspectives on opportunities for kindergarten ELs to use technology to develop vocabulary in an urban school in the southwest United States. The theoretical framework for this study was based on Cummins’s theory of basic interpersonal communication skills and cognitive academic language proficiency. Using purposeful sampling, 14 participants, who were kindergarten teachers, principals, assistant principals, and English language development coordinators in the southwest United States, participated in semistructured interviews and focus groups via Zoom. Data were analyzed using Braun and Clarke’s six-step thematic coding. Findings indicated that teachers implement five kinds of technology. Results also show that technology integration and educational leaders’ support are directly linked to ELs’ academic success. Recommendations included using a different study design, a larger sample size, and different student population. The results of this study may have implications for positive social change by helping education leaders and teachers understand the need for technology integration in instruction and its impact on ELs’ academic success, preparation for civic life, and competing successfully in the workforce in the 21st century