YouTube Videos as Supplementary Materials to Enhance Computer Troubleshooting and Repair Techniques for Senior High School Students in the Philippines

This study aimed to improve learners' academic performance in Computer Troubleshooting and Repair Techniques at Lal-lo National High School by using YouTube videos with teacher-made learning activity sheets as supplementary materials. The study employed a quasi-experimental design, particularly a one-group pretest and post-test design, in which the intervention was administered to the same participants. The result proved that the learners gained a higher mean on their post-test result than their pretest, indicating a significant difference between the pretest and post-test scores. Moreover, the intervention greatly affected the student's academic performance, particularly on the competency in Computer Troubleshooting and Repair Techniques. YouTube videos can help visual learners and students better understand a subject. These videos can catch students' imagination, especially when face-to-face learning is discouraged owing to the epidemic. The intervention material may be adapted by ICT, TLE teachers, and other disciplines

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

Artificial Intelligence-Enabled Intelligent Assistant for Personalized and Adaptive Learning in Higher Education

This paper presents a novel framework, Artificial Intelligence-Enabled Intelligent Assistant (AIIA), for personalized and adaptive learning in higher education. The AIIA system leverages advanced AI and Natural Language Processing (NLP) techniques to create an interactive and engaging learning platform. This platform is engineered to reduce cognitive load on learners by providing easy access to information, facilitating knowledge assessment, and delivering personalized learning support tailored to individual needs and learning styles. The AIIA's capabilities include understanding and responding to student inquiries, generating quizzes and flashcards, and offering personalized learning pathways. The research findings have the potential to significantly impact the design, implementation, and evaluation of AI-enabled Virtual Teaching Assistants (VTAs) in higher education, informing the development of innovative educational tools that can enhance student learning outcomes, engagement, and satisfaction. The paper presents the methodology, system architecture, intelligent services, and integration with Learning Management Systems (LMSs) while discussing the challenges, limitations, and future directions for the development of AI-enabled intelligent assistants in education.Comment: 29 pages, 10 figures, 9659 word

A Comparison of the Aptitude and Attitude of College Students Toward Social and Technical Computer Technology

The purpose of this study was to investigate college students\u27 technical and social technology competencies based upon their attitudes toward computers and their perception of technical computer knowledge. The participants for this investigation were college undergraduates majoring in apparel merchandising and design and other related and non-related majors at the University of Arkansas. The research model selected for use in this study was the survey design method. There were a total of 1270 students responding to the survey with 1052 usable surveys remaining after cleaning the data for missing entries. This constituted an 83% response rate. The findings included significant effects of social aptitude by age and major, and technical aptitude by major. Males had significantly higher perceptions of technical aptitude, and both social and technical attitude toward computer technology than females. Whites had significantly higher perceptions of social aptitude toward computer technology than Nonwhites. Class standing had no significant effect on college student\u27s perceptions of either aptitude or attitude in social or technical computer technology. There were strong correlations between social aptitude and technical aptitude and social attitude and technical attitude. Colleges and universities as well as industry are taking advantage of social technology not only for recruitment but in the classroom and on the job as well. A strong relationship between social and technical aptitude and social and technical attitude would tend to indicate that students are ready for this type of interaction

Grade 9 Learners' Engagement and Performance in Flipped Mathematics Classroom

The study's main objective determined the effectiveness of the Flipped Mathematics Classroom in the Academic Performance and Level of Engagement of the Grade 9 students in Rizal High School. A Quasi-experimental method of research that applied two groups pre-test and post-test. Triangulation was utilized to validate support and prove that it was consistent during data collection. Findings in the study revealed that at the start of the study, both students had no statistical difference in Academic Performance and Level of Engagement. After the implementation of Flipped Mathematics Classrooms, the Flipped Group showed a significant difference in terms of Academic Performance and Level of Engagement compared to the Non-Flipped Group. These findings imply that the implementation of Flipped Mathematics Classroom in the Flipped Group showed a high correlation between their Academic performance and Level of Engagements. This present study recommends implementing Flipped Mathematics Classroom to improve the students' Academic Performance and Level of Engagement in learning. A proposed teachers’ capability enhancement training on Flipped Classroom was also designed. To further the research, a development of a learning systems can be explored, especially for students who live in rural areas with unstable to poor Internet connectivity

Investigating cognitive holding power and equity in the flipped classroom

In recent years, the flipped classroom has been proposed as an alternative paradigm of teaching, and has been demonstrated to improve the students' knowledge and skills, engagement, and self-efficacy. At the same time, as the number of students seeking higher education is growing and the needs of these students are rapidly evolving, it has become necessary to improve their cognitive holding power and enhance equity among them. The goal of this study is to investigate the impact of the flipped classroom on improving the students' cognitive holding power and enhancing equity. For this study, the flipped classroom was implemented for teaching undergraduate university students' course "An Introduction to Instructional Technology". In the class, whiteboard and Smartboard were used to discuss and clarify ambiguous ideas related to the topic and to present the model answers for the tasks. Outside the class, video files and Google applications (Word, PPT, Drive) were used for delivering learning materials. WhatsApp was used for communication and Google form was used for designing learning activities and assessment. The results of the study indicate: (1) to some extent flipped classroom can be a solution for improving students' cognitive holding power, especially in performing learning tasks and following teacher' instructions. (2) Equity among the students can be enhanced in the flipped classroom. These findings have implications for using the flipped classroom in managing the diversity of university students through enhancing equity among them and improving their abilitie

A Technologically Based Model Program Including Reading Writing and Communication Skills for Rural Minority Students in the Lower Yakima Valley in the State of Washington

The purpose of this project was to design and develop a technologically based model program including reading writing and communication skills for rural minority students in the Lower Yakima Valley in the State of Washington. To accomplish this purpose, a review of current literature and research was conducted. Additionally, information and materials developed in conjunction with the Bridges - A Web Project for Kids, at Central Washington University, was studied, analyzed and incorporated into the project

Improving Business IT learning outcomes using Cognitive Load Optimization – a case study in Chinese Graduate studies

This study aims to assess the effectiveness of implementing cognitive load optimization in the instruction of STEM subjects within graduate studies, focusing on the perspective of Chinese students. The primary objective is to scrutinize the influence of this approach on both the student's learning performance and engagement levels. Additionally, this research endeavors to evaluate several key factors, including students' expectations regarding their efforts, the inspiration drawn from lecturers, the conducive learning environment, the anticipation of their performance, their personal innovative thinking, and the perceived relative benefits of this teaching method. By integrating cognitive load optimization strategies into the teaching of STEM disciplines to graduate students, the study seeks to augment their learning performance and enhance their engagement in the subject matter. Particularly, in disciplines like business studies, specialized streams such as IT management may necessitate comprehension of intricate STEM concepts like cybersecurity. Often, business students lack a technical background, resulting in their instruction being reliant on rote memorization of technical information. However, this superficial learning approach often leaves students with an inadequate grasp of the technologies, limiting their applicability in real-world scenarios. To address this challenge, Cognitive Load Optimization (CLO) methodology is employed, converting intricate technical knowledge into easily assimilated mental schemas. These schemas offer the most efficient cognitive pathways for learning, minimizing cognitive load. They serve as the foundation for instructional design and teaching, providing students with structured frameworks for understanding complex concepts. Implementing CLO has demonstrated significant enhancements in learning outcomes, even when dealing with demanding remote and online learning modalities. In this study, a cohort of Chinese graduate students engaged in remote learning were instructed in an IT unit using CLO principles. Their learning experiences were evaluated across six parameters, yielding remarkably high results for five parameters and a high result for the remaining parameter. These findings underscore the potential of cognitive load optimization in enhancing the learning experiences of students, particularly in challenging learning environments