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    Effects of Technology On Enthusiasm For Learning Science

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    Paculba Louigi Igdon
    The document discusses a study on the effects of technology on students' enthusiasm for learning science. It found that students reported a 21% increase in enthusiasm for learning science after using multimedia software for 6 weeks, while parents perceived no change. The difference may be due to a communication gap between parents and students.

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    Effects of Technology On Enthusiasm For Learning Science

    Uploaded by

    Paculba Louigi Igdon
    18 views4 pages
    The document discusses a study on the effects of technology on students' enthusiasm for learning science. It found that students reported a 21% increase in enthusiasm for learning science after using multimedia software for 6 weeks, while parents perceived no change. The difference may be due to a communication gap between parents and students.

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    Effects of Technology on Enthusiasm for Learning Science

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    The document discusses a study on the effects of technology on students' enthusiasm for learning science. It found that students reported a 21% increase in enthusiasm for learning science after using multimedia software for 6 weeks, while parents perceived no change. The difference may be due to a communication gap between parents and students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    18 views4 pages

    Effects of Technology On Enthusiasm For Learning Science

    Uploaded by

    Paculba Louigi Igdon
    The document discusses a study on the effects of technology on students' enthusiasm for learning science. It found that students reported a 21% increase in enthusiasm for learning science after using multimedia software for 6 weeks, while parents perceived no change. The difference may be due to a communication gap between parents and students.

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    © All Rights Reserved
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    Effects of Technology on Enthusiasm for Learning Science

    Through this study, I hope to find that multimedia technology would


    be the conduit that my students needed to acquire new knowledge, develop
    new concepts, and express strong understanding. Through this integration
    of multimedia computer software, I hoped to tap the enthusiasm of my
    students towards learning science and make them participants in their own
    instruction.

    Review of Literature

    Parents were surveyed before and after the study. The same ten
    parents completed and returned both the pre-study and post-study survey.
    The parent surveys (see table 2) showed that 60% of the parents
    considered their children enthusiastic or very enthusiastic about learning
    science both before and after the study. These surveys did show that 20%
    of the parents felt that their children were unenthusiastic about learning
    science before the study, while none of the parents recorded their child as
    being unenthusiastic about learning science after the study. When asked
    how enthusiastic their child was about learning science activities at home,
    40% of the parents noted that their children were enthusiastic or very
    enthusiastic about doing science activities at home on the pre-project
    survey. On the post-project survey, 60% of the parents reported that their
    child was enthusiastic or very enthusiastic about doing science activities at
    home.
    Methods

    The effect on technology on students’ enthusiasm for learning


    science (both at school and away from school) was investigated. Pre- and
    post-student and parent surveys, student and parent written comments,
    and teacher observations were used to record changes in enthusiasm for
    learning science during a six-week study period.

    Results

    Table 1

    Students Responses to Pre-Post Surveys

    Number─28 Students

    Pre-Post Survey Questions

    1. How do you like science?


    2. Do you do science activities away from school?
    3. How have you liked learning science so far this year?

    Very Very
    Unenthusiastic Enthusiastic

    Question 1 Pre 0% 0% 25% 46% 29%

    Question 1 Post 0% 0% 4% 32% 64%

    Question 2 Pre 10% 28% 14% 17% 32%

    Question 2 Post 25% 21% 28% 28% 0%

    Question 3 Pre 0% 10% 17% 53% 17%

    Question 3 Post 0% 0% 21% 71% 10%


    Conclusions and Discussions

    My findings show a marked difference in the opinions of the parents


    as compared to the opinions of the students. The parents perceived no
    change in the enthusiasm for learning science, while the students noted a
    21% increase in enthusiasm for learning science. The parents recorded a
    20% increase in enthusiasm for doing science activities away from school,
    while the students recorded a 21% decrease in away from school science
    activities.

    The difference between parent results and student results could be a


    reflection of the communication gap between parents and students of this
    age. The parents equated the increase in conversations about science and
    planning of presentations that their children were doing at home with
    increased enthusiasm. The students on the other hand were enthusiastic
    about working with the computers but did not consider their conversations
    at home and their planning of presentations actually “doing science
    activities.” They indicated instead a frustration about not having more
    access to computers and software to “do science” at home.
    References

    Calvert, S. (1994). Children’s attentional involvement and distractibility during


    educational computer interactions. Journal of Education Technology Systems, 22(3),
    251-257.

    Harlen, W. (1993). The teaching of science. London: David Fulton Publishers.

    HyperStudio, Roger Wagner Publishing Co. Inc. El Cajon, CA. 1994.

    National Curriculum Council (1989). Science: Non-statutory guidance. York, England:


    NCC

    ten Brink, B. (1993). New frontiers with science videodiscs. Educational Leadership,
    50(8), 42-43.

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