The effect of phonemic segmentation through Interactive Whiteboard Elkonin Box Module among remedial children

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...

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Main Author: Vanesri Kasi
Format: thesis
Language:eng
Published: 2021
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LB Theory and practice of education
Online Access:https://ir.upsi.edu.my/detailsg.php?det=6792
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topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Vanesri Kasi
The effect of phonemic segmentation through Interactive Whiteboard Elkonin Box Module among remedial children
description 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
format thesis
qualification_name
qualification_level Master's degree
author Vanesri Kasi
author_facet Vanesri Kasi
author_sort Vanesri Kasi
title The effect of phonemic segmentation through Interactive Whiteboard Elkonin Box Module among remedial children
title_short The effect of phonemic segmentation through Interactive Whiteboard Elkonin Box Module among remedial children
title_full The effect of phonemic segmentation through Interactive Whiteboard Elkonin Box Module among remedial children
title_fullStr The effect of phonemic segmentation through Interactive Whiteboard Elkonin Box Module among remedial children
title_full_unstemmed The effect of phonemic segmentation through Interactive Whiteboard Elkonin Box Module among remedial children
title_sort effect of phonemic segmentation through interactive whiteboard elkonin box module among remedial children
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2021
url https://ir.upsi.edu.my/detailsg.php?det=6792
_version_ 1747833310183161856
spelling oai:ir.upsi.edu.my:67922022-02-21 The effect of phonemic segmentation through Interactive Whiteboard Elkonin Box Module among remedial children 2021 Vanesri Kasi LB Theory and practice of education 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 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=6792 https://ir.upsi.edu.my/detailsg.php?det=6792 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia Agustina Sri Hafidah. (2016). Developing the Lift and Shift Game to Introduce Tenses atthe Initial Stage to Children as Young Learners. 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