Comparative Effects of ICT-Integrated Learning Strategies on Spatial Reasoning Skills among Nigerian Lower Primary School Pupils

Autor/inn/en	Adeleke, A. G.; Jegede, P. O.
Titel	Comparative Effects of ICT-Integrated Learning Strategies on Spatial Reasoning Skills among Nigerian Lower Primary School Pupils
Quelle	In: European Journal of Education (EJE), 3 (2020) 1, S.39-44 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2601-8616
Schlagwörter	Comparative Analysis; Information Technology; Technology Integration; Spatial Ability; Elementary School Students; Gender Differences; Foreign Countries; Abstract Reasoning; Intervention; Teaching Methods; Cooperative Learning; Ability Grouping; Instructional Effectiveness; Learning Strategies; Nigeria + Suchen Sie Ihr Suchwort? Informationstechnologie; Räumliches Vorstellungsvermögen; Geschlechterkonflikt; Ausland; Abstraktes Denken; Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Homogene Gruppierung; Niveaugruppierung; Streaming; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	The study investigated the reported regressive performances of students in spatial reasoning concepts with a view to promote early spatial reasoning of lower primary school pupils across ability levels and sex. Non-equivalent experimental research design was employed. A hundred and five (105) pupils in four intact classes were exposed to six weeks intervention and subsequently post-tested. Data collected were analyzed using Analysis of Covariance. The study found significant effect of treatment on the performance of study participants in the ICT-integrated Think-Pair-Share treatment group. No significant interactive effect of ability was found though, the pupils of low-ability group benefitted more from the intervention (M = 12.32, 11.07; SD = 2.86, 2.98). There was no significant different of intervention between boys and girls across strategies and abilities. The study concluded that, while ICT-integrated learning strategies could improve output in spatial concepts of pupils at the primary school level, performances on the basis of sex-groups and ability groups have no significant interaction effect on the learners of spatial reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01