The use of pod casting revision lectures in improving learners' academic performance

M. Tech. (Information Technology, Faculty of Applied and Computer Sciences) Vaal University of Technology === The majority of research studies completed on podcasting technology focused on the acceptance of podcasting technology in the educational settings and the challenges that it poses for higher...

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Bibliographic Details
Main Author: Rankapola, M. E.
Other Authors: Conradie, P.
Format: Others
Language:en
Published: 2017
Subjects:
Online Access:http://hdl.handle.net/10352/329
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spelling ndltd-netd.ac.za-oai-union.ndltd.org-vut-oai-digiresearch.vut.ac.za-10352-3292017-05-06T04:10:31Z The use of pod casting revision lectures in improving learners' academic performance Rankapola, M. E. Conradie, P. Podcasting Podcasting in education Academic performance 371.334 Podcasting Teaching machines. Tutors and tutoring Education -- Higher -- South Africa M. Tech. (Information Technology, Faculty of Applied and Computer Sciences) Vaal University of Technology The majority of research studies completed on podcasting technology focused on the acceptance of podcasting technology in the educational settings and the challenges that it poses for higher education institutions and instructors. Very little interest has been accorded to the effect that podcasting could have on the learners‟ academic performance. Utilizing a quasi-experimental non-equivalent group posttest, a wide used research method in the education discipline, the relationship between podcasting technology and academic performance, is investigated. The quasi-experimental was performed based on data collected over a period of 12 months, in which a non-random sample of 150 learners was taken from a population group of 350 management and entrepreneurship undergraduate learners at the Tshwane University of Technology. The sample was separated into two groups, namely the experimental group of 75 students, and the control group of 75 students. Both groups were offered the same subject by the same instructor. Control group learners are learners who have already completed the subject in the first semester before the podcasting technology was introduced in the subject. The experimental group learners are learners who have completed the subject through the support of podcasting technology. The assessment marks for four formal tests of the two groups were compared by means of a t-test to determine the effect of the intervention. The outcomes of the study showed an increase in the overall mean score of the experimental group in comparison to the mean score of the control group. The number of students obtaining distinctions also increased, compared to the control group. These considerations possibly indicate a positive relationship between the availability of podcast lectures and academic performance. 2017-05-03T23:23:36Z 2017-05-03T23:23:36Z 2014-04 Thesis http://hdl.handle.net/10352/329 en viii, 113 leaves: diagrams
collection NDLTD
language en
format Others
sources NDLTD
topic Podcasting
Podcasting in education
Academic performance
371.334
Podcasting
Teaching machines.
Tutors and tutoring
Education -- Higher -- South Africa
spellingShingle Podcasting
Podcasting in education
Academic performance
371.334
Podcasting
Teaching machines.
Tutors and tutoring
Education -- Higher -- South Africa
Rankapola, M. E.
The use of pod casting revision lectures in improving learners' academic performance
description M. Tech. (Information Technology, Faculty of Applied and Computer Sciences) Vaal University of Technology === The majority of research studies completed on podcasting technology focused on the acceptance of podcasting technology in the educational settings and the challenges that it poses for higher education institutions and instructors. Very little interest has been accorded to the effect that podcasting could have on the learners‟ academic performance. Utilizing a quasi-experimental non-equivalent group posttest, a wide used research method in the education discipline, the relationship between podcasting technology and academic performance, is investigated. The quasi-experimental was performed based on data collected over a period of 12 months, in which a non-random sample of 150 learners was taken from a population group of 350 management and entrepreneurship undergraduate learners at the Tshwane University of Technology. The sample was separated into two groups, namely the experimental group of 75 students, and the control group of 75 students. Both groups were offered the same subject by the same instructor. Control group learners are learners who have already completed the subject in the first semester before the podcasting technology was introduced in the subject. The experimental group learners are learners who have completed the subject through the support of podcasting technology. The assessment marks for four formal tests of the two groups were compared by means of a t-test to determine the effect of the intervention. The outcomes of the study showed an increase in the overall mean score of the experimental group in comparison to the mean score of the control group. The number of students obtaining distinctions also increased, compared to the control group. These considerations possibly indicate a positive relationship between the availability of podcast lectures and academic performance.
author2 Conradie, P.
author_facet Conradie, P.
Rankapola, M. E.
author Rankapola, M. E.
author_sort Rankapola, M. E.
title The use of pod casting revision lectures in improving learners' academic performance
title_short The use of pod casting revision lectures in improving learners' academic performance
title_full The use of pod casting revision lectures in improving learners' academic performance
title_fullStr The use of pod casting revision lectures in improving learners' academic performance
title_full_unstemmed The use of pod casting revision lectures in improving learners' academic performance
title_sort use of pod casting revision lectures in improving learners' academic performance
publishDate 2017
url http://hdl.handle.net/10352/329
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