The effect of phonemic segmentation through Interactive Whiteboard Elkonin Box Module among remedial children
The purpose of this study is to develop and evaluate the effectiveness of Interactive WhiteboardsElkonin Box Module in improving phonemic segmentation skills among Year Two remedialstudents. Interactive Whiteboards Elkonin Box Module had been designed based on ConstructivistTheory, mastery learning...
Saved in:
| 主要作者: | |
|---|---|
| 格式: | thesis |
| 語言: | eng |
| 出版: |
2021
|
| 主題: | |
| 在線閱讀: | https://ir.upsi.edu.my/detailsg.php?det=6792 |
| 標簽: |
添加標簽
沒有標簽, 成為第一個標記此記錄!
|
| 總結: | The purpose of this study is to develop and evaluate the effectiveness of Interactive WhiteboardsElkonin Box Module in improving phonemic segmentation skills among Year Two remedialstudents. Interactive Whiteboards Elkonin Box Module had been designed based on ConstructivistTheory, mastery learning and interactive learning. Quantitative approaches withquasi-experimental design were used for this study. A number of 60 Year Two remedial students fromMuar district were selected using purposive sampling. The sample was divided into thetreatment and control groups. The former went through a teaching and learning processusing Interactive Whiteboards Elkonin Box Module, while the latter learnt through traditionalteaching. After the pre-test, three months of intervention was carried out to bothgroups of sample, folllowed by post-test. Data was analysed using descriptive andinferential statistics. Paired samples t-test showed that there was a significantincrease in the achievement of treatment group from pre-test (M=59.47, SD=27.242) topost-test (M=91.53, SD=12.566), t(29) = 6.254, p<.001. The two sample t-test had shown that theachievement of phonemic segmentation skill in post-test of treatment group (M=91.53,SD=12.566) is higher than the post-test of control group (M=79.17, Sd=22.588),t(58)=2.621, p |
|---|