The Relationship Between Teachers' Evaluations and Students' Learning Outcomes Using Multimedia Drills in Primary Education

• Authors: Piret Luik
• Languages of publication: EN

Abstracts

EN

The present study highlights the implementation of information and communication technology (ICT) in education via the use of many educational software programs from the Internet, which every teacher can use with their students. Some learning materials are produced by individuals who are not aware of the pedagogical principles and do not know how to produce effective educational software. Therefore, the question arises: Are the teachers competent in choosing multimedia learning materials? And if they compose multimedia learning materials by themselves, are they aware of the features of multimedia which are effective or which hinder learning? The study was carried out to seek answers to these questions and find out the relationships between the teachers' evaluation of software used and the learning outcomes by students in primary education. The results are based on a correlation study where 34 multimedia drills and practice materials were used for learning. Each multimedia drill was evaluated by ten primary teachers, who had used these drills with their students and saw how the students managed with each particular drill. The evaluations by the teachers were gathered by means of questionnaires, using a 10-point scale covering 17 aspects of the drills. Each drill was used by 80 students of the 3rd form from the same schools. The learning outcomes provided by the students were evaluated by pre- and post-tests. The results of the study imply that the teachers were not able to recognise efficient multimedia learning materials.

Keywords

EN

primary education; teachers' evaluation; learning outcomes; multimedia drills

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2010
• Volume: 12
• Issue: 2
• Pages: 59-69

Dates

published

2010-01-01

online

2011-02-21

Contributors

author

Piret Luik

• Tallinn University, Estonia

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Identifiers

DOI

10.2478/v10099-009-0054-x