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Traditional versus computer-mediated approaches of teaching educational measurement.

Research suggests that to adequately prepare teachers for the task of classroom assessment, attention should be given to the educational measurement instruction. In addition, the literature indicates that the use of computer-mediated instruction has the potential to affect student knowledge, skills,...

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Published in:Journal of Instructional Psychology Vol. 37; no. 2; pp. 99 - 112
Main Authors: Alkharusi H, Kazem A, Al-Musawai A
Format: research tables/charts Journal Article
Published: Educational Innovations Jun2010
Online Access:View this record in EBSCOhost
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      dt: Jun2010
      vid: 37
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      pub: Educational Innovations
      place: Daphne, Alabama
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        atl: Traditional versus computer-mediated approaches of teaching educational measurement.
      aug:
        au:
          Alkharusi H
          Kazem A
          Al-Musawai A
        affil: Department of Psychology, College of Education, Sultan Qaboos University; hussein5@squ.edu.om
      sug:
        subj:
          Computer-Assisted Instruction
          Educational Measurement Education
          Teaching Methods
          Teaching Education
          Academic Performance
          Attitude Measures
          Chi Square Test
          Coefficient alpha
          Comparative Studies
          Confidence Intervals
          Descriptive Statistics
          Funding Source
          Human
          Oman
          Pretest-Posttest Design
          Scales
          Students, Undergraduate
          Summated Rating Scaling
          T-Tests
      ab: Research suggests that to adequately prepare teachers for the task of classroom assessment, attention should be given to the educational measurement instruction. In addition, the literature indicates that the use of computer-mediated instruction has the potential to affect student knowledge, skills, and attitudes. This study compared the effects of a traditional face-to-face instruction of an undergraduate level educational measurement course to a computer-mediated instruction on academic course performance, educational measurement knowledge, skills , and attitudes of teacher education students (N =51) at Sultan Qaboos University in Oman, using a posttest-only control group design. Results revealed statistically significant group differences favoring the computer-mediated instruction. Implications and recommendations for educational measurement instruction and research are discussed.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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