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Using Multivariate Statistics

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Qualitative research for education: An introduction to theories and methods

A catalogue record for this book is available from the British Library ISBN 0 521 82347 1 hardback ISBN 0 521 53032 6 paperback Contents List of tables page vii Preface to the second edition ix Preface to the first edition xii 1 Why a global language? 1 What is a global language? 3 What makes a global language? 7 Why do we need a global language? 11 What are the dangers of a global language? 14 Could anything stop a global language? 25 A critical era 27 2 Why English? The historical context 29 Origins 30 America 31 Canada 36 The Caribbean 39 Australia and New Zealand 40 South Africa 43 South Asia 46 Former colonial Africa 49 Southeast Asia and the South Pacific 54 A world view 59 v Contents

English as a global language

The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N?=?3081) in the category of games, 29 studies (N?=?2553) in the category of games, and 27 studies (N?=?2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that the study came from K-12 or higher education settings, used experimental or quasi-experimental research designs, and used a learning outcome measure to evaluate the effects of the virtual reality-based instruction.Results suggest games (FEM?=?0.77; REM?=?0.51), simulations (FEM?=?0.38; REM?=?0.41), and virtual worlds (FEM?=?0.36; REM?=?0.41) were effective in improving learning outcome gains. The homogeneity analysis of the effect sizes was statistically significant, indicating that the studies were different from each other. Therefore, we conducted moderator analysis using 13 variables used to code the studies. Key findings included that: games show higher learning gains than simulations and virtual worlds. For simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks. Students performance is enhanced when they conduct the game play individually than in a group. In addition, we found an inverse relationship between number of treatment sessions learning gains for games.With regards to the virtual world, we found that if students were repeatedly measured it deteriorates their learning outcome gains. We discuss results to highlight the importance of considering instructional design principles when designing virtual reality-based instruction. A comprehensive review of virtual reality-based instruction research.Analysis of the moderation effects of design features in a virtual environment.Using an advance statistical technique of meta-analysis to study the effects.Virtual reality environment is effective for teaching in K-12 and higher education.Results can be used by instructional designers to design the virtual environments.

Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education

The conditions of learning

This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interviews and document analysis). The content validity of the items was established through expert and preservice teacher reviews. The survey was then validated through two rounds of exploratory factor analysis (EFA), the first with 174 preservice EFL teachers and the second with 204 preservice EFL teachers. The results of the first round indicated a five-factor structure: technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth factor tha...

Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language

A comparison was made of hypermedia learning environments and traditional instruction in terms of contribution to declarative, procedural, and conditional knowledge acquisition and retention in a specific subject area through a pretest-posttest control-group design. Thirty-nine 9th-grade biology students were assigned to experimental (hypermedia learning environment) and control (traditional instruction) groups through a matched-pair technique. Both groups were given pre-, post-, and retention tests. Posttest results indicated no significant difference between control and experimental groups in acquisition of declarative, conditional, and procedural knowledge. However, retention test results showed that the experimental group retained all three types of knowledge significantly better than did the control group.

Comparison of Hypermedia Learning and Traditional Instruction on Knowledge Acquisition and Retention

Development of a community of inquiry in online and blended learning contexts

For many reasons the use of computer-assisted assessment (CAA) is increasing. Although computer-based examinations increase in use, research is lacking about students’ perceptions of online assessment in general and of categorized fields of online assessment systems. The aim of the study was to investigate students’ perceptions of the use of CAA and to investigate the potential for using student feedback in the validation of assessment. To determine the students’ perceptions of online assessment, an examination Web site was developed and implemented as part of the assessment of Masaustu Yayincilik (Desktop Publishing), a course given by the Department of Computer Science at Kocaeli University, Turkey. The study was descriptive, using a paper-based survey and interviews for data collection. Participants were third-year students enrolled in the course. Descriptive analysis of the questionnaire and interview data showed that the most prominent features of the online assessment system were immediate feedback, randomized question order, item analysis of the questions, and obtaining the scores immediately after the exam. Participants reported the effectiveness of the online assessment system. Although there is much room for improvement in online assessment systems in the near future, such systems are accepted by computer-friendly youth. 

L’utilisation de l’evaluation assistee par ordinateur est en hausse pour plusieurs raisons. Bien que l’emploi d’examens par ordinateur soit en croissance, la re- cherche fait defaut sur la perception qu’ont les etudiants de ces derniers et des categories de systemes d’evaluation en ligne. Le but de l’etude etait d’examiner comment les etudiants percoivent l’evaluation assistee par ordinateur et d’evaluer comment les reactions des etudiants peuvent guider la recherche a ce chapitre. Afin de determiner les perceptions des etudiants a propos des evaluations en ligne, un site Web d’examens a ete concu dans le cadre de l’evaluation du cours Masaustu Yayincilik (Publication assistee par ordinateur), donne par le departement des sciences informatiques a Kocaeli University en Turquie. L’etude, de nature descriptive, utilisait un questionnaire papier ainsi que des entrevues pour recueillir les donnees. Les participants etaient des etudiants de 3e annee inscrits a ce cours. Une analyse descriptive des questionnaires et des donnees recoltees en entrevue a revele que les caracteristiques dominantes du systeme d’evaluation en ligne etaient la retroaction immediate, la repartition aleatoire des questions, l’analyse de chaque element des questions et l’obtention immediate du resultat de l’examen. Les participants ont note l’efficacite du systeme d’evaluation en ligne. Meme s’il y a amplement place a amelioration des systemes d’evaluation en ligne, on remarque que ces derniers sont tout de meme deja acceptes par les jeunes de la generation informatique.

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Students' Perceptions of Online Assessment: A Case Study

Although the determination of university students' attitudes towards computer programming is a significant issue, the issue has been rarely studied. The purpose of this study was to develop an attitude scale assessing university students' attitudes towards computer programming. In the first phase, the scale was administered to 522 university students. Explanatory factor analysis yielded three dimensions: affection, cognition, and behavior. In the second phase, final version of the 18 item-scale was administered to 553 university students. Results of confirmatory factor analysis provided evidence for the factorial structure of the scale. The Cronbach alpha coefficients ranged from 0.80 to 0.90. Psychometric properties of Computer Programming Attitude Scale (CPAS) suggest that it is a valid and reliable instrument for measuring university students' attitudes towards computer programming. © 2015 Wiley Periodicals, Inc. Comput. Appl. Eng. Educ. Comput Appl Eng Educ 23:667–672, 2015; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21639

M. Yasar Ozden

Papers

Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language

Comparison of Hypermedia Learning and Traditional Instruction on Knowledge Acquisition and Retention

Development of a community of inquiry in online and blended learning contexts

Students' Perceptions of Online Assessment: A Case Study

Development of computer programming attitude scale for university students