The deployment of ICT facilities in teaching and learning in Higher Education: a mixed method study of its impact on lecturers and students

This study employed mixed method consisting qualitative and quantitative procedures to examine the impact of ICT in teaching and learning at a University in Nigeria.The survey data were drawn from 593 respondents (students and lecturers) and was analyzed using linear regression.For the qualitative part, one-on-one and focus group interviews were conducted among 7students and 8lecturers to seek their varying opinion on ICT impact on teaching and learning.Lecture-room observations were conducted across 3classes to see how ICT is integrated.These multiple means findings were triangulated, compared and contrasted to validate the study. Predictors of ICT impact were found to be perception, integration, motivation and challenges. The qualitative interview and observation findings generated 4 similar themes as the quantitative result which was conceptualized as a model that serves as a framework for researchers on impact assessment

TOWARDS REALIZING MALAYSIA’S SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) INITIATIVES: PROFILING STUDENTS’ CONCEPTUAL UNDERSTANDING OF “OPERATIONS ON INTEGERS”

Previous studies have shown that students have difficulties and misconceptions in dealing with many areas of mathematics including in various topics of the number system such as integers. Students’ difficulty with the concept of integers causes them to struggle in solving mathematical problems, especially those involving the four basic operations. This study aims to diagnose students’ errors in the operations of integers, subsequent to validating the Errors Identification Integers Test (EIIT) which can identify the types of misconceptions that students possess in dealing with the operations of integers. The EIIT which consists of multiple-choice questions involving different combinations of positive and negative numbers was adapted to suit the Malaysian context. This study also determines whether there is any difference in terms of errors which may have been committed among students from rural and urban schools as well as gender. The population of this study is all Form One students from selected public schools in Peninsular Malaysia. A total of eight schools were involved in the data collection as samples. Cluster sampling was employed in order to ensure that the selected schools represented the population. The Rasch Model was used to improve and validate the instrument used in this study. In addition, teachers’ and students’ interviews were conducted to find and confirm the misconceptions of the operations of integers. Carelessness, poor knowledge, inability to assimilate concepts and surface understanding were identified as the types of misconceptions in this study. Meanwhile, this study found that parenthesis misapprehension, poor mathematical language, calculator hooking, superficial understanding and external limitation were the causes that led to the misconceptions. From the diagnostics test, it was determined that there was a significant difference between students’ performance in different areas (rural and urban) and gender

The deployment of ICT facilities in teaching and learning in Higher Education: a mixed method study of its impact on lecturers and students = A implantação de instalações de tic no ensino e aprendizagem no ensino superior: um estudo de método misto de seu impacto sobre professores e alunos

This study employed mixed method consisting qualitative and quantitative procedures to exa- mine the impact of ICT in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and was analyzed using linear regression. For the qualitative part, one-on-one and focus group interviews were conducted among 7 students and 8 lecturers to seek their varying opinion on ICT impact on teaching and learning. Lecture-room observations were conducted across 3classes to see how ICT is integrated. These multiple means findings were triangulated, compared and contrasted to validate the study. Predictors of ICT impact were found to be perception, integration, motivation and challenges. The qualitative interview and observation findings generated 4 similar themes as the quantitative result which was conceptualized as a model that serves as a framework for researchers on impact assessment

THE RELATIONSHIP BETWEEN TEACHERS’ MASTERY EXPERIENCE AND TEACHER SELF-EFFICACY: A META-REGRESSION OF CROSS-SECTIONAL STUDIES

Purpose -The objective of the meta-analysis was first to substantiate the magnitude of the effect size (ES) of the relationship between mastery experience and teacher self-efficacy. Second, the meta-analysis was also aimed to search for the research characteristics that moderate the mastery experience-teacher efficacy relationship. Methodology - A total of 26 original studies, involving 10,752 teachers was included in the meta-analysis. To identify the moderators, the study applied meta-regression procedure. Findings - The results supported the expectation that mastery experience positively influences teacher self-efficacy. Collectively sample charactistic, self-efficacy measure and work culture impacted the variability of the effects size

Learning Assessment

This chapter discusses learning assessment practices among academicians in Malaysian higher education institutions