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Francisco Perlas Dumanig et al. 3.6 Test of difference in the posttest results of the experimental and the control groups Table 6 shows the comparison of the posttest results of the experimental and control groups. The level of significance is set at 5 percent and the hypothesis is directional towards the performance of the experimental group. Table 6: Comparison of posttests scores of the experimental group and control groups Subject Experimental Group Control Group Mean 29.49 27.53 SD 2.53 3.06 Computed t-value 4.17 Tabular tvalue (.05) 1.67 Decision Reject Ho Interpretation Significant From the table, it is seen that the computed value exceeds the tabular value. Therefore the null hypothesis is rejected hence, the experimental group performs better than the control group in the posttest. This means that the use of computer assisted instructional devices in teaching reading is seen to be effective as compared to the traditional approach of teaching reading. CAI improves the reading comprehension skills of students. We would however like to emphasise that this does not mean discarding the traditional approach in teaching reading. The traditional or conventional approach in teaching reading is still effective but the use of computer is seen to be more effective since students showed improvement after they were exposed to the treatment. The use of computer mediated instruction still shows an impact on students’ reading comprehension skills after being exposed to the treatment. Such findings concur with the findings of (Mustafa, Ashhan, and Turgay, 2011) that the use of computer-mediated instruction in teaching produces a positive effect with respect to the respondents’ learning capacity. 4. Discussion This study is primarily conducted to determine the effects of computer-mediated reading and its impact on learners’ reading comprehension skills by considering the different reading comprehension skills of the freshmen engineering students at the Mapua Institute of Technology in the Philippines. Two hypotheses were tested and the result shows that there is no significant difference in the pretest result of the experimental and control groups but a significant difference exists in the posttest of the experimental and control groups. However, the difference in the posttest of the control group is not as much as that as compared to the experimental group. This shows that using the computer-mediated instruction is beneficial to improving students’ reading comprehension skills. The use of technology is seen to be effective since it enhances the students’ reading comprehension skills such as following simple directions, noting details, sequencing events, getting the main idea, making inferences and making generalization. Such skills are seen to be a problem to most readers of English as a Second Language but when using the computer-mediated instruction such barriers towards learning have been minimized. This is evident in the results shown in Tables 1-6. All this information Francis did this come from qualitative interviews? Otherwise how can you vouch for this??The use of interactive functions as students read the text may have contributed in the retention of the message. The memory is triggered by the text that is manipulated by the readers themselves. In addition, the feeling of being comfortable and free to manipulate the reading text allows the students to minimize reading anxiety since they are in control of the reading text. Consequently, they easily absorb and understand what they read. It must be noted in this study that both computer-mediated instruction and the traditional approach in teaching reading are both effective in teaching reading. However, the findings shown in Tables 5 and 6 reveal that the use of computer-mediated instruction obtain a much higher mean as compared to the traditional approach in teaching reading. This only shows that integrating technology in teaching provides more opportunities for students to develop their reading comprehension skills. 5. Conclusion Based on the findings of the study, it can be concluded that the use of computer-mediated instruction in teaching reading helps considerably in improving students’ reading comprehension skills such as, following directions, noting details, sequencing events, getting the main idea, making inferences and generalizations. The use of computer-mediated instruction is seen to be useful in teaching reading 208
Francisco Perlas Dumanig, particularly for the new generation of students who are more exposed to the computer when getting information. Perhaps boredom disappears when retrieving information using the computer. Consequently, the use of computer mediated instruction in teaching reading provides positive learning effects to students and creates a significant improvement on their reading comprehension skills. Therefore, reading teachers should use computers as a strategy in enhancing their reading comprehension skills. Perhaps, minimizing the use of the traditional approach and emphasizing the integration of technology in teaching reading may produce more competent and skillful readers. References Anisawal, L. (1993) “Reading Difficulties of Intermediate Pupils of Bontoc and Salanga Districts”, Unpublished Master’s Thesis, Baguio City University, Philippines. Barron, A.E. and Orwig, G.W. (1995) New Technologies for Education 2 nd ed. Englewood, Colorado, Libraries Unlimited Inc. Cayanan, A. T. (1998) “The Efficacy of Using Computer-Assisted Instruction (CAI) as a Teaching Aid for College Students of Philippine Women’s University”,Unpublished Master’s Thesis, Mapua Institute of Technology, Manila. Cuban, L. (2003) “Oversold and Underused: Computers in the Classroom”, Language Learning and Technology Vol. 7, No. 3, pp 42-45. Dumanig, F. (2005) “The Effects of Computer Assisted Instructional Devices in Teaching Reading”, In KMUTT and AIAER, ICLORD 2005 Bangkok, pp 352-364. Liao, Y. (2007) “Effects of Computer-Assisted Instruction on Students’ Achievement in Taiwan: A Meta-analysis’, Computers & Education Vol. 48, No. 2, pp 216-233. Min Jung Jee (2011) “Web 2.0 Technology Meets Mobile Assisted Language Learning”, The IALLT Journal Vol. 41, No 1, pp 161-175. Mustafa, B., Ashhan, K., and Turgay, A. (2011) “The Effect of Computer Assisted Instruction with Simulation with Science and Physics Activities on the Success of Students: Electric Current”, Eurasian Journal of Physics and Chemistry Education Jan (Special Issue), pp 34-42. Rapp, D. (2006) “The Value of Attention Aware Systems in Educational Settings”, Computers in Human Behavior Vol. 22, pp 603–614. Rouse, D. (2007) “Computer-Assisted Instruction: An Effective Instructional Method’, Teaching and Learning in Nursing Vol. 2, No. 4, pp 138-143. Sawhill, S. (2008) “The Changing Role of the Language Teacher/Technologist”, The IALLT Journal Vol. 40, No. 1, pp 1-17. Stigler, J. W., and Hiebert, J. (1999) “The Teaching Gap”, New York, Free Press. Traynor, P. (2003) “Effects of Computer-Assisted Instruction on Different Learners”, Journal of Instructional Psychology, FindArticles.com. 20 July 2011. http://findarticles.com/p/articles/mi_m0FCG/is_2_30/ai_105478983/ Wright, V. H., Wilson, E. K., Gordon, W., & Stallworth, J. B. (2002) “Master Technology Teacher: A Partnership between Pre-service and Inservice Teachers and Teacher Educators”, Contemporary Issues in Technology and Teacher Education [Online serial], 2(3). Available:http://www.citejournal.org/vol2/iss3/currentpractice/article1.cfm 209
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Samuel Adu Gyamfi et al. the develo
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Samuel Adu Gyamfi et al. completion
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Samuel Adu Gyamfi et al. interactio
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Survey of Teachers’ use of Comput
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Babatunde Alabi Alege and Stephen O
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Issues and Challenges in Implementi
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Hussein Al-Yaseen et al. 2000/2001
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Hussein Al-Yaseen et al. phase invo
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Hussein Al-Yaseen et al. Berthold,
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Antonios Andreatos Figure 1: Estima
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Antonios Andreatos exchange applied
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Antonios Andreatos knowledge space,
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Figure 5: Video metadata from YouTu
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Antonios Andreatos The organisatio
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Constructing a Survey Instrument fo
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Jonathan Barkand The teacher demon
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Jonathan Barkand Indicator 2.3: Has
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References Jonathan Barkand Allen,
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2. Pedagogical agents Orlando Belo
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Orlando Belo Type (Tp), the refere
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3.3 The agent’s architecture Orla
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Some Reflections on the Evaluation
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Nabil Ben Abdallah and Françoise P
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Designing A New Curriculum: Finding
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Andrea Benn For this new course, it
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Andrea Benn Technology is already i
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Andrea Benn To bring about the co-o
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Latefa Bin Fryan and Lampros Stergi
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Faculty development Online course
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Alice Bird being reviewed under the
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Alice Bird Developing the process m
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Alice Bird Reflecting on the feasib
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3.3 Early stage implementation Alic
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Enhancement of e-Testing Possibilit
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Martin Cápay et al. of Likert scal
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Martin Cápay et al. Figure 3 Proce
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Martin Cápay et al. Figure 4: An e
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Martin Cápay et al. On the other h
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Tim Cappelli demand from students t
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Tim Cappelli at a time and increasi
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Tim Cappelli forms were processed a
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Objectives More efficient and faste
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Digital Educational Resources Repos
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Cornélia Castro et al. Economic:
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Cornélia Castro et al. Dimension E
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Cornélia Castro et al. feedback on
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Cornélia Castro et al. EdReNe (200
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Ivana Cechova et al. The influence
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4. Methodology Ivana Cechova et al.
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Ivana Cechova et al. Although this
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8. Conclusion Ivana Cechova et al.
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Yin Ha Vivian Chan et al. What is s
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Yin Ha Vivian Chan et al. as a viab
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Yin Ha Vivian Chan et al. the ILC h
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The Development and Application of
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Serdar Çiftci and Mehmet Akif Ocak
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4.3 Data collection Serdar Çiftci
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Serdar Çiftci and Mehmet Akif Ocak
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Table 8: Students’ responses to q
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An Exploratory Comparative Study of
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Marija Cubric et al. Web 2.0 tools
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Marija Cubric et al. Despite all th
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Marija Cubric et al. Staff profile
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Marija Cubric et al. In case 3.2, a
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Marija Cubric et al. Sorcinelli, M.
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Figure 1: Adaptive eLearning system
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Blanka Czeczotková et al. knowledg
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Blanka Czeczotková et al. Figure 2
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Changing Academics, Changing Curric
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Christine Davies 2.2.4 Seminars CEL
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Web Conferencing for us, by us and
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Page 194 and 195: Jana Dlouhá et al. course was dist
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Page 198 and 199: Jana Dlouhá et al. virtual learnin
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Page 208 and 209: Jon Dron et al. further in enabling
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Page 214 and 215: Michaela Drozdová et al. to the or
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Page 218 and 219: Figure 4: Decision tree for visual
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Page 222 and 223: Glenn Duckworth Other studies have
Page 224 and 225: Glenn Duckworth merely skim read th
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Page 242 and 243: Figure 8a: Normal vision LogicWorks
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Page 246 and 247: Antonella Esposito previous edition
Page 248 and 249: Antonella Esposito However, beyond
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Page 278 and 279: Sérgio André Ferreira et al. Look
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Rachel Fitzgerald consideration of
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Rachel Fitzgerald understand, altho
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Rachel Fitzgerald Although this is
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Rachel Fitzgerald “The survey was
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Messages of Support: Using Mobile T
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Julia Fotheringham and Emily Alder
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Julia Fotheringham and Emily Alder
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Table 6: Results for reflective cyc
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Blended Learning at the Alpen-Adria
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Gabriele Frankl and Sofie Bitter to
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Figure 4 Moodle usage among the AAU
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Gabriele Frankl and Sofie Bitter No
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Gabriele Frankl and Sofie Bitter wh
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Evaluating the use of Social Networ
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Elaine Garcia et al. The process by
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4.3 Data analysis Elaine Garcia et
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Elaine Garcia et al. issues of priv
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8. Conclusions and recommendations
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Elaine Garcia et al. Nabi, A. (2011
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Danny Glick and Roni Aviram univers
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Danny Glick and Roni Aviram most im
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Danny Glick and Roni Aviram opinion
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Danny Glick and Roni Aviram Bernard
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Andrea Gorra and Ollie Jones to hel
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Andrea Gorra and Ollie Jones Howeve
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Andrea Gorra and Ollie Jones Figure
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Andrea Gorra and Ollie Jones Studen
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Rose Heaney and Megan Anne Arroll A
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Rose Heaney and Megan Anne Arroll l
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Rose Heaney and Megan Anne Arroll
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Rose Heaney and Megan Anne Arroll J
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Amanda Jefferies learning was furth
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Amanda Jefferies way in which the o
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Amanda Jefferies their teaching mat
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A Methodology for Incorporating Usa
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Anne Jelfs and Chetz Colwell To try
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Anne Jelfs and Chetz Colwell We wor
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The Virtual Learning Environment -
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John Jessel 2.1 An outline framewor
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John Jessel teachers who agreed to
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John Jessel ‘“reduce the clicks
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Mutlimodal Teaching Through ICT Edu
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Paraskevi Kanari and Georgios Potam
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Paraskevi Kanari and Georgios Potam
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Rosario Kane-Iturrioz Regarding lan
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Rosario Kane-Iturrioz Figure 2: Exa
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Rosario Kane-Iturrioz Tests very us
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Rosario Kane-Iturrioz When compared
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Rosario Kane-Iturrioz Although the
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Jana Kapounova et al. eLearning is
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Jana Kapounova et al. Each dimensio
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Jana Kapounova et al. project, conn
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Acknowledgments Jana Kapounova et a
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Andrea Kelz skills and competences
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Andrea Kelz web-based activities in
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Andrea Kelz system. Most other univ
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Open Courses: The Next big Thing in
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Kaido Kikkas et al. However, in the
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Kaido Kikkas et al. generation of w
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Kaido Kikkas et al. Occasional gue
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John Knight and Rebecca Rochon guid
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Evaluation of Quality of Learning S
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Eugenijus Kurilovas et al. Essalmi
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Eugenijus Kurilovas et al. (LOs), l
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Eugenijus Kurilovas et al. Then hie
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Eugenijus Kurilovas et al. If we lo
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Models of eLearning: The Developmen
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Stella Lee et al. Converging (AC a
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Stella Lee et al. knowledge. Meta k
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Stella Lee et al. Figure 3: Home pa
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Stella Lee et al. Azevedo, R., Crom
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Jake Leith et al. opportunities ble
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Jake Leith et al. Data was collecte
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Jake Leith et al. their informal sk
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Jake Leith et al. For the summative
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Sophisticated Usability Evaluation
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Stephanie Linek and Klaus Tochterma
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Social Networks, eLearning and Inte
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Birgy Lorenz et al. 135 students p
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Birgy Lorenz et al. The experts' st
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Birgy Lorenz et al. Akdeniz, Y. (19
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Arno Louw programmes, and within th
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Arno Louw It should be clearly stat
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Arno Louw somewhat an unwritten con
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Arno Louw Lecturers assume that le
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A treasure hunt has to be done to f
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How to Represent a Frog That can be
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Robert Lucas Occasionally we will a
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Robert Lucas Note the need to creat
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Robert Lucas Figure 5: A model of a
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Learning by Wandering: Towards a Fr
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Marie Martin and Michaela Noakes wa
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Marie Martin and Michaela Noakes Th
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Marie Martin and Michaela Noakes is
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Linda Martin et al. across the sect
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Linda Martin et al. confidence. Alt
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8. Conclusion Linda Martin et al. T
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Personalized e-Feedback and ICT Mar
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Maria-Jesus Martinez-Argüelles et
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Source: Own elaboration from survey
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1.1 Semantic dimension Maria-Jesús
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2. Methodology Maria-Jesús Martín
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Maria-Jesús Martínez-Argüelles e
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Maria-Jesús Martínez-Argüelles e
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David Mathew members of staff frigh
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David Mathew disclose this informat
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David Mathew baboon smells the wate
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Peter Mikulecky framing learning, p
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Peter Mikulecky inhabitants or work
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Acknowledgements Peter Mikulecky Th
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Karen Hughes Miller and Linda Leake
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An Analysis of Collaborative Learni
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2.3 Flexible and accessible learnin
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3.1 Definition of case study Peter
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Peter Mkhize et al. Basically, soci
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Peter Mkhize et al. you’ve got yo
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Ideas for Using Critical Incidents
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Jonathan Moizer and Jonathan Lean I
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Jonathan Moizer and Jonathan Lean o
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Jonathan Moizer and Jonathan Lean M
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