Research Article
Cheng-Jui Tseng, Tzu-Chia Chen
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep277
ABSTRACT
In response to the impact of the COVID-19 pandemic in 2020, companies around the world have suspended on-site jobs and adopted remote operations. Education and training in some companies are also being carried out through web-based teaching. In addition to bringing new challenges to traditional education and training, web-based teaching platforms also provide a wealth of information sources and application channels for corporate education and training. This study targeted service staff in the service industry as subjects, and incorporated three types of teaching methods into the research design, namely video tutorial, computer-aided teaching and web-based teaching. ANOVA and stepwise regression are then used to analyze the learning motivation, learning attitude and learning performance in an integrated comparison. The results showed that in the service industry, using web-based teaching to conduct employee training for service staff had a substantial impact on improving their learning performance.
Keywords: video tutorial, computer-aided teaching, web-based teaching, learning motivation, learning attitude, learning performance
Research Article
Isiaka A. Gambari, Bimpe E. Gbodi, Eyitao U. Olakanmi, Eneojo N. Abalaka
CONT ED TECHNOLOGY, Volume 7, Issue 1, pp. 25-46
ABSTRACT
The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.
Keywords: Computer-assisted instruction, Tutorial, Simulation, Gender, Intrinsic motivation, Extrinsic motivation