About this paper

Appears in:
Page: 9889 (abstract only)
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.1977

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

THE EFFECT OF LEARNING CONTEXT ON THE EFFICACY OF A LITERACY INTERVENTION PROGRAM AMONG 7TH GRADE ARABIC SPEAKING PUPILS: COMPUTERIZED VS. PRINT

B. Makhoul

Oranim Academic College of Education, CET- Center for Educational Technology (ISRAEL)
Fifty-one 7th grade Arabic native speaking have participated in a remedial literacy program. In addition to class instruction, the pupils were exposed to 10 literacy units, either in print (27 pupils) or computerized (24 pupils). Each unit included three reading comprehension tasks that encompassed questions about the texts content and intermediate and advanced cloze tasks. To assess the pupils’ progress, reading comprehension performance on the first and last units was compared. Two-way analysis of variance was performed with reading comprehension scores as within factor and learning context as a between subject factor. A significant main effect was only found for learning context whereas significant interaction effect was found between reading comprehension performance and learning context. Higher reading comprehension performance was observed when learning with the printed units when compared to the computerized units. Additionally, three-way analysis of variance was conducted, with performance on the different reading comprehension task types (questions about the text, intermediate cloze and advanced cloze task) as within subject factor and learning context as between subject factor. A significant main effect was found for reading comprehension task type. The results indicated that the best performance was observed on the first reading comprehension task type whereas the lowest was observed on the advanced cloze assignment. A significant interaction effect was also found between task type and learning context. Benfroni post-hoc test revealed significantly higher performance on the two cloze tasks in the printed learning context whereas no significant difference was found on the reading comprehension questions assignment between the printed and computerized learning setting.
@InProceedings{MAKHOUL2018EFF,
author = {Makhoul, B.},
title = {THE EFFECT OF LEARNING CONTEXT ON THE EFFICACY OF A LITERACY INTERVENTION PROGRAM AMONG 7TH GRADE ARABIC SPEAKING PUPILS: COMPUTERIZED VS. PRINT},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.1977},
url = {http://dx.doi.org/10.21125/inted.2018.1977},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {9889}}
TY - CONF
AU - B. Makhoul
TI - THE EFFECT OF LEARNING CONTEXT ON THE EFFICACY OF A LITERACY INTERVENTION PROGRAM AMONG 7TH GRADE ARABIC SPEAKING PUPILS: COMPUTERIZED VS. PRINT
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.1977
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 9889
EP - 9889
ER -
B. Makhoul (2018) THE EFFECT OF LEARNING CONTEXT ON THE EFFICACY OF A LITERACY INTERVENTION PROGRAM AMONG 7TH GRADE ARABIC SPEAKING PUPILS: COMPUTERIZED VS. PRINT, INTED2018 Proceedings, p. 9889.
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