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Effect of the Technology-Supported Learning on the Academic Performance of Secondary School Students

Author

Listed:
  • Asma Afzal

    (Senior Headmistress,Education and Social Sciences Department,Iqra University, Karachi, Pakistan.)

  • Martin Thomas

    (Head,Education and Social Sciences Department,Iqra University, Karachi Pakistan.)

Abstract

A Posttest only Controlled Group Experiment research was used to explore the effect of teaching through the technology-supported environment on learners' performance. Students of Biology group Grade IX, (n = 177), from public schools of Karachi, participated in the experimental research for 20 weeks in the year 2016-17. The technology supported learning was intervened in the experiment group whereas, a conventional teaching was intervened in the controlled group. The annual examination's 2017 result was examined and scores of both experimental and controlled participants were compared by the independent sample t-test. The data analysis showed a noteworthy variance in the scores of controlled and experiment batch. The students studying in a technology-supported

Suggested Citation

  • Asma Afzal & Martin Thomas, 2019. "Effect of the Technology-Supported Learning on the Academic Performance of Secondary School Students," Global Regional Review, Humanity Only, vol. 4(2), pages 280-289, June.
    • Handle: RePEc:aaw:grrjrn:v:4:y:2019:i:2:p:280-289
    DOI: 10.31703/grr.2019(IV-II).30
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    References listed on IDEAS

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    1. Barbara H. Wixom & Peter A. Todd, 2005. "A Theoretical Integration of User Satisfaction and Technology Acceptance," Information Systems Research, INFORMS, vol. 16(1), pages 85-102, March.
    2. Jeffrey Mo, 2017. "Collaborative problem solving," PISA in Focus 78, OECD Publishing.
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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