Research Design/Context
In an article aptly titled Analyzing the Impact of Using Interactive Animations in Teaching, Pinter, Radosav and Cisar (2012) explain that Google Docs are real assets for a teacher because they “speed up the learning process and make it easier to grasp and memorize the material” (Pinter, Radosav, & Cisar, 2012, p. 149). This study is anchored on testing this assertion in order to establish the effectiveness of using Google Doc to teach students in a classroom. In this research, I examined the student’s motivation and learning outcomes resulting from the use of two different methods of teaching the same material. In this study, I basically compared teaching students using the traditional paper and using Google Docs. The same material will be printed on paper and also projected on a white board. The participants will take a test after the brief teaching exercise. This text will be provided a basis for the comparison of students taught using traditional methods of print media and those how taught using computer. Observation, interview, test will take part of my study.
Hypothesis Using Google Docs speed up the learning process and help students grasp more things compared to traditional methods of teaching from print media e.g. Textbooks.
Sample
The sample for this study comprised 20 students who are randomly will be selected from a large group of students who volunteered for the brief exercise. Among the 20 students, 10 were female and 10 were male. This was important to measure prevent gender-bias and also to measure the effect of gender on the results. The study sample average age is 10 years, with the oldest participant being 12 years and the youngest being 11 years of age.
Procedure
Each of the 20 participants will be given a number to memorize, starting from 01 to 20. Each participant have to memorize his or her identification number till the end of the study. The 20 participants are then divided into two groups; A and B. Each group comprised of five male participants and five female participants. Each group is taken to a different classroom and instructed to sit down with a difference of about a meter from the other and to avoid communicating. The two groups of participants will be taught the same material using different methods and then they will do a brief test to examine how well they have grasped the material taught.
The participants will be taught translate some words and sentences from Arabic to English language as second language.
Participants who will take part in this study undoubtedly knew about how to use Google Docs. This Google Docs is presented to one group for ten minutes in which I, as the teacher, take the participants through the Skybe. the Skybe will be projected on a large white board on which the students faced. To Group A, I presented the Google Docs how to use it. Also, I will ask each one in the group if have an email or not if not I will help him or her to create one. Each of the ten participants in group A will be also given a copy of the link on their email during the presentation. The time allocated for the test will be strictly 10 minutes, but participants can forward their drawings if they finished before the allocated time is over. The time taken for each of the participants will be recorded.
To Group B, the another teacher will be represented the instructions using blackboard The instructions will take barely 10 minutes. After the instruction, she will give the ten participants of group B a plain paper and requested them to start the excises. Like group A, the participants of group B will be allowed only 10 minutes to finish translating the words and sentences from Arabic language to English language The time taken for each participant to finish the excersie will be recorded. Completed tests for each group will be marked and awarded points from 0-10 depending on the resemblance of the speed time and correct answer.
Data analysis method
This study is aimed at establishing the effectiveness of teaching using Google Docs. This objective will be achieved in this study through the comparison of learning outcomes of students taught using a Google Docs and students taught using a paper printout. The Data collected in this study will include the time taken of each participant to complete the test of reproducing translate part. If participants taught through one method take less average time to reproduce the material taught, it means that the method of teaching made it easier for the participants to understand the material taught.
The other set of data analyzed is the scores of the participants in reproducing translating. The average scores of each group in the reproduction of the flow chart are an indicator of the extent to which the group grasped the material taught. Logically, the group with the highest score presents the participants who have grasped more during teaching. If the group taught using a paper print of the translate scores a higher average score, then it means that the teaching with paper is more effective in helping students grasp the material taught than teaching using Google Docs. Likewise, if the group taught using a Google Docs of the translate scores higher than the other group, it means that the use of Google Docs in teaching increases the ability of students to grasp what is taught.
Discussion of this Approach
This study is basically case study and a comparative study. This is because it entails the comparison of contemporary teaching methods of using print media to the technological methods of teaching; the use of Google Docs. Using a comparison study is important because it allows us to clearly show how the use of Google Docs in teaching is effective or ineffective. In this study, the group will be taught through paper represents the traditional and contemporary method of teaching in institutions. This group functions as a control group in examining the effectiveness of teaching using Google Docs. The group will use Google Docs is the real test group. The use of a control group greatly increases both the internal and external validity of the study. A comparative study is the best tool to study the effectiveness of the use of Google Docs in teaching because it allows for a comparison of the current methods of teaching with a potentially highly effective method. In addition, this approach clearly shows how the use of Google Docs can improve the commonly used methods of education. In addition, a comparative study reduces the questions that a student does not answer. For instance, this study, through comparison of teaching using print paper and using Google Docs, demonstrates clearly which method is more effective than the other. Clarity in research reduces the need for further research.
This approach also makes it possible to investigate the loopholes in the current methods of education. The group taught using printed paper in this group can be used to portray the effectiveness of the contemporary teaching method of using textbooks and other types of print media. A comparative study is basically a study containing two individual studies whose results can be used individually. From this point of view, the results obtained by examining the group taught through print paper can be used to improve education in other ways apart from the use of Google Docs. For instance, if it is found that students have a problem in reproducing material taught using print paper in this study, it means that teaching through the use of textbooks is significantly ineffective. This would necessitate further research to unearth the problems with teaching using print paper and recommend potential solutions to improve the method of teaching.
Results and analysis
Pending
Appendix 1
March 1, 2016
Dear Student,
I am conducting a research study in an attempt to examine the effectiveness of using Google Docs as a teaching aid in a classroom setting. The study will run for a period of 10 weeks in the semester. During this time, regular classes will not be disrupted. This is because I will observe the behavior of participants in classes which teachers use Google Docs. I will interview participants in order to gauge their experience with multmidea. Participants will fill open and closed ended questionnaires online at the end of each lesson. The interview session will take 5 minutes, and 2 minutes per participant to fill the questionnaires.
If interested in participating in the research, fill out the form attached. The form should be returned before March 30 2016 to the administration office. Answers to the interview and questionnaires are confidential. The questionnaire database in the system will be deleted during the 12th week of the semester. Participation is free to all students.
No one will be penalized for not participating. Participation is voluntary hence one can change their mind later.
For more information on the research, contact me via my email address (alahmad2@ edu.edu). I look forward to your participation.
Please tick one of the following
YES: I will participate in the study.
NO: I will not participate in the study.
Students’ names:
Signature:
Appendix 2: questionnaire
Structured questionnaire excerpt
Section A:
What is your gender?
Do you have any visual impairment?
What is your level of computer literacy? Novice, user, professional?
Section B:
1. Do you remember more about a subject based on the visual aids used or by virtual of verbal utterances? Why?
2. Do you prefer to take down notes or use posters and models? Explain your answer.
3. Do your lecturers explain using multmidea? How often?
4. Do you enjoy doing practical things or reading?
5. Do you learn best by repeating words out loud rather than writing the work on paper?
After the experiment:
6. Did the experiment reveal any hidden talents about you? If yes, which ones?
7. Do you remember best when you picture things in your head?
8. Are flow charts easy to recall for you?
9. How soon can you reproduce a diagram after seeing it?
10. Would you do better if you were given another chance to redo this experiment?
Appendix 3: research log excerpt
Educational technology are attributes that help fostering learning in schools. Many schools have made it one of their best ways of reaching the end of the school curriculum with students who understand what is required of them. With each attribute, they have to work on reaching the state that the students’ best comprehend (Lowe, 2003). As reach shows, the best way of dealing with comprehension in school is by utilizing the visual attributes that stick more in memory more than the use of verbal methods alone. Traditionally, teachers had to undergo various labor-0intensive lessons working on visual aids.
Advancing technologies make it easier for the teachers reach their goals faster and with better precision than traditional means ever achieved. Teachers can now author their own visual aids and need a little expertise to do this. For better effects, however, the use of experts to link ideas to images. These ambitious attributes are essential in reaching out to the children who depend on the teachers to help meet their goals. As they work on this, the learners are able to appreciate the dynamism of learning (Lowe, 2004). They are seen to be quite effective in achieving the goals of any given class. Further, the main impact of using the static pictures helps in imprinting images in the brain, creating an easy and memorable aid for students. They recall what they see best compared to what they hear. The teacher needs to involve them in every step as a way of enhancing learning activities. They are easier to teach using computer-generated graphics (Tversky, Morrison and Bétrancourt, 2002).
Today’s technology allows many families to own either a Smartphone or a computer at home. This allows the students to be in touch with computers more than they are with hard books. They walk everywhere with mobile phones, iPods and iPads (Clark and Mayer 2008). They are more computer savvy compared to students from other generations. Teachers should use such knowledge to come up with ways of teaching the students using the materials they know best (Mayer and Moreno 2002).
Another impact of using Googlr Docs is to challenge the capacities of these students. Learners will expand their learning scope based on what they learn. They get better when pushed beyond their limits, but not way beyond what they can achieve (Tversky, Morrison and Bétrancourt 2002). The balance must remain as they need to work on their strengths and improve on their weaknesses. This is where the visual learning attributes come in. Without making a huge leap, this mode of learning takes the students through the process of learning without making it difficult for students.
References:
Berk, R. A. (2009). Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the College Classroom . International Journal of Technology in Teaching and Learning, 1-21.
Clark, R.C., & Mayer, R. E. (2008). e-Learning and the Science of Instruction. San Francisco, CA: Pfeiffer.
Hashim, M. N &Madar, A. R., (2011). Effectiveness and Useful of Graphical Animation Coursewares For Students With Differnt Cognitive Styles And Spatial Visually Abilities. Journal of Technicals Education on Training (JTET)., 47-58.
Lowe, R.K. (2003). Animation and learning: Selective processing of information in dynamic graphics. Learning and Instruction. 13, 247-262.
Lowe, R.K. (2004). Interrogation of a dynamic visualization during learning. Learning and Instruction, 14, 257-274.
Mayer, R.E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14, 87-99.
O’Day, D. H., & Liu, D. (2007). The Value of Animations in Biology Teaching: A Study of Long-Term Memory Retention. Life Sciences Education, 1-1.
Pinter, R., Radosav, D., & Cisar, S. M. (2012). Analyzing the Impact of Using Interactive Animations in Teaching. International Journal of Computers, Communications & Control, Vol. VII, No. 1, 147-162.
Tversky, B., Morrison, J. B., & Bétrancourt M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57, 247-262.
Yunus, M. M., Salehi, H., & John, D. A. (2003). Using Visual Aids as a Motivational Tool in Enhancing Students’ Interest in Reading Literary Texts. Recent Advances in Educational Technologies, 114-117.
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