Presentation is loading. Please wait.

Presentation is loading. Please wait.

Research Education Project Report 2011 Done by: 1 J RE Group 3 Group Leader: Joshua Cheong (11) Group Members: Ka Seungyup (12) Lim Zi Yang (13) Luke Tan.

Similar presentations

Presentation on theme: "Research Education Project Report 2011 Done by: 1 J RE Group 3 Group Leader: Joshua Cheong (11) Group Members: Ka Seungyup (12) Lim Zi Yang (13) Luke Tan."— Presentation transcript:

1 Research Education Project Report 2011 Done by: 1 J RE Group 3 Group Leader: Joshua Cheong (11) Group Members: Ka Seungyup (12) Lim Zi Yang (13) Luke Tan (14) Ma Rui (15) Teacher-Mentor: Mr Julian Azfar Raffles Institution A Study of the Effectiveness of Smartphone Applications on Year 1 Students’ Academics

2 Content Page  Introduction - Statement of Problem - Purpose of Study  Methodology - Survey Analysis - Interview Analysis  Results - Conclusion - Data Analysis and Implications  Final Conclusions

3 Background of Smartphones

4 Statement of Problem  In the 21 st century where people live in the age of advanced technology, many students have smartphones for many reasons such as communication, gaming, internet access and many more.  However, we are aware of some educational smartphone applications, but are not used on a grand scale around the globe and are in small numbers. We wonder if smartphone applications could be used for education and not only for the current reasons like gaming and communication.

5 Purpose of Study  Hi From our research, we want to find out if smartphones are effective enough to be educational tools and how they can be improved to further improve education.

6 Methodology (Survey Analysis)  We conducted a survey on 20 RI Year 1 students, which include mostly of our classmates and CCA peers.  The objectives of our survey are:  To find out how smartphones affect the academic performance of RI Year 1 students.  How a good educational smartphone application is effective in helping RI Year 1 students perform well in academics.  To find out if educational smartphone applications help students to study and revise for examinations.  How educational smartphone applications can improve the academics of students.

7 Results  While educational applications may spark more interest and enthusiasm in a subject, they have little actual influence on exam results. Thus, smartphone applications should be used to teach student when they learn a new topic if it will be used in school such that the students will have better interest in the topic.

8 Results  Despite helping students to understand lessons better, educational applications also distract students from actual revision. Thus, it would also be recommended for students who may find using the applications beforehand beneficial to them before learning the topic so that they can understand better. For those who do not find using the applications beforehand beneficial may not use this method but use the applications for revision after the teacher has taught the topic.

9 Results  Educational applications cause students to become more enthusiastic about subjects and pay more attention due to the better learning atmosphere, causing them to understand lessons better. However, this enthusiasm may also distract them, causing them to not revise work and thus, educational applications have no or negative influence on exam results.

10 Implications (Survey)  Despite helping students to be more enthusiastic about subjects and thus learning better, educational applications also distract students, causing them to not study and thus have little or negative influence on exam results. However, due to how recent the concept of students using smartphones is, and how many participants seem to not have any real educational applications, this may change over time as students use more and better educational applications and application makers become more aware of student’s needs. If more students learn about effective educational smartphone applications, they would be more than happy to download or install them in their smartphone so they can study anywhere at any time.

11 Methodology (Interview Analysis)  Our interviewee is Mrs Lorraine Neo, a computer studies teacher in RI and a form teacher of a Year 1 Class.  We decided to interview her as she is well-inclined in the area of smartphones.  The purpose of our interview was to gain information about how smartphone application affects the academics for RI Year 1 students from a primary source which cannot be found in other sources.

12 Results  How do educational smartphone applications typically affect students’ exam results?  “I don’t think there is any direct correlation if we look at the situation right now, because most of the time apps are not even official, even if readily available and downloadable by students. It is not really an official app so there are no syllabus based on exams. “  Review of Findings:  For educational apps to have effect on students’ examination results, official apps following the Singapore exam syllabus should be developed.

13 Results  What kinds of educational smartphone applications do you think will be the most beneficial to students? Why so?  “… I feel that different people will have different uses, … I’m not like a app market categoriser which I can immediately drive the different kinds of apps, so I don’t really have a particular list to any particular student, but I think anyone with a device, they should not just limit the use of the device on games or uh, they should use it to their advantage and to them, just like a teacher, I mean myself, I will try to look for apps that fit my needs like maybe taking attendance, maybe handing out work and combinations that I will remember, so a student should be the same.”  Review of Findings

14 Results  Should the school start using educational smartphone applications during class activity and why?  “If it actually increases interaction. Right now traditional mode of teaching is one way. If certain discussions are transparent, I don’t really have to shout out my answer but I can say what I feel and think over the phone. I don’t need to go to the computer lab, so why not? It enhances interaction and discussions and it isn’t at the expense of time. If a phone can serve the purpose, then it would be a good add-on to a classroom situation.”  Review of Findings Apps should be used in class activities if they enhance learning and interaction between students, for example discussions. However it need not be through phone as there is still a lack of creativity in the way we use devices. Connectivity between multiple electronic systems – computer, phone, tablet, etc – are needed. Also teachers should not leave out students without phones or computers.

15 Implications (Interview)  For educational apps to have the best results, they should follow the Singapore exam syllabus, focus on a variety of people with different learning methods, and be multifunctional, serving more purposes than just revision such as attractive educational games. They should also have a free version to attract people, separate from the full version. To attract people they should have more attractive names and advertising. The apps should allow the teacher to communicate better with students through features like polling, and they should be used to make students enthusiastic about subjects, not just to help for exams. Schools should move with the times and create up-to-date educational apps personalized for use by students and staff of that school, used in class activities to enhance learning and interaction. However students without phones should not be left out.

16 Conclusion  Current educational apps do not have much effect on students’ smartphone results. To most effectively help students in their exam results, educational app makers should create multifunctional, fun and attractive educational apps that get students excited about subjects and do not just focus on exam revisions, thus getting students enthusiastic about subjects and more wiling to learn. These apps should be effective for a wide variety of students with different learning styles.

17 Conclusion  Educational applications are best used after exams or a long time away from exams to maximize their uses, as educational applications seem to be good at causing students to understand lessons better, being more interested in subjects, and having a better learning atmosphere, so once they get what the teacher is teaching, they will be able to apply the new knowledge on their exams. This also gives them time to clarify any doubts between the concepts given in educational smartphone applications and what the teacher teaches. This will be useful when teaching after exams, as then students do not need to worry about revision yet and can do more fun and engaging lessons. However, close to exam periods, educational applications should not be used as they distract students from actual revision and have little or negative influence on exam results, as once they think about educational smartphone applications, they may end up thinking about games instead.

18 Conclusion  To help improve exam results, schools should also try to create up-to-date educational apps uniquely personalized for use by students and staff of that school, such as following the school exam syllabus. These apps should be used in class activities where possible to enhance learning and interaction and increase enthusiasm about learning. However students without phones should not be left out and care should be taken to ensure students do not become addicted to their smartphones or use them inappropriately during class. The ultimate purpose of these school-made apps should also be to help students do better in their studies.

19 END

Download ppt "Research Education Project Report 2011 Done by: 1 J RE Group 3 Group Leader: Joshua Cheong (11) Group Members: Ka Seungyup (12) Lim Zi Yang (13) Luke Tan."

Similar presentations

Ads by Google