Effects of Web-based Intelligent Tutoring Systems on Academic Achievement and Retention

Karacı, Abdülkadir; İbrahim, Halil; Bilgici, Göksal; Arıcı, Nursal

doi:10.5120/ijca2018917806

Cited by 4 publications

(8 citation statements)

References 19 publications

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“…For example, Wingo et al (2015) and Madmor et al (2016) found that the module-based teaching improved the students' achievement. In addition, the findings of this study are in line with the studies by Karaci et al (2018), Hung et al (2017), Linder et al (2016, Yasak and Alias (2015), Eital (2015) and Zin et al (2012); their respective investigations indicate that the applications of multimedia in teaching and learning improved the students' understanding of the subjects or topics.…”

Section: Findingsupporting

confidence: 91%

“…According to Smaldino, Lowther & Russell (2012), the 21 st -century learning environment encompasses learning strategies that are teacher-centered or student-centered; integration of technology, media, and material to support learning; and variety of learning contexts. The MOE also emphasizes the element of technology literacy, coupled with the application of information and communication so that the teaching and learning process is more effective and of better quality (Sarkar, 2012); learning needs can then be met and goals achieved (Karaci, Akyuz, & Arici 2018). According to Ma & Pendergast (2010), the Home Science Education is also aligned with the changes of the 21 st -Century learning.…”

Section: Introductionmentioning

confidence: 99%

“…Undoubtedly, the ICT and multimedia-based teaching and learning methods have proven to be effective and efficient, capable of helping the students to achieve understanding, acquire skills (Karaci et al, 2018;Hung, Kinshuk & Chen 2017;Linder, Eital, Strobel & Koller, 2016;Eital, 2015), maintain memory consistency (Hung et al, 2017;Yap, 2016;Cyril, 2016, Yuskel andYuskel, 2015), and thereby improve the motivation (Yanika, Moon, Sharon, Alan & Sally, 2017;Yap, 2016). Students are more excited and attentive if the teachers use ICT in their teaching (Bujeng et al, 2018;Yanika et al, 2017;Pusso & Ahmad, 2016).…”

Section: Introductionmentioning

confidence: 99%

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The Effects of the Multimedia Interactive Module of Making Clothes (MIMC) on Students’ Understanding of the Concepts of Making Clothes in the Home Science Subject

Bujeng¹,

Kamis²,

Puad³

2020

IJARPED

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The Multimedia Interactive Module of Making Clothes (MIMC) is developed for the teachers to learn and facilitate (LFc) the teaching of the Making Clothes topic in the Home Science (HS) subject in the Malaysian schools. The purpose of this study is to test the effects of using the MIMC on students' understanding of the basic concepts of making clothes. This is a quantitative study employing the quasi-experimental method of pre-and post-test. The study used cluster sampling to select 73 Form Four HS students who were then divided into the treatment and control groups. A total of 37 students of the treatment group were taught the topic of Making Clothes using the MIMC while 36 students of the control group were taught using the conventional method. The data were analyzed using the SPANOVA test. The findings show that the use of MIMC has a significant impact on the students' understanding with p <0.05. The implications of this study are that the use of MIMC effectively increases the students' understanding as well as the mastery of the difficult and abstract making-clothes concepts. In conclusion, multimedia-based teaching and learning yield better outcomes than those of the conventional method.

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Section: Findingsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Effects of the Multimedia Interactive Module of Making Clothes (MIMC) on Students’ Understanding of the Concepts of Making Clothes in the Home Science Subject

Bujeng¹,

Kamis²,

Puad³

2020

IJARPED

View full text Add to dashboard Cite

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“…ere are some positive psychological effects of using the ITS as a learning system. Research on the web-based intelligent tutoring system said that the ITS does not significantly affect students' retention levels on the given subject, but it does help students to get greater academic achievement [14]. Another research also states that, aside from higher academic achievement, the use of the ITS also improves students' motivation, as concluded from their survey [15].…”

Section: Current and Previous Researchmentioning

confidence: 99%

Intelligent Tutoring System: Learning Math for 6th-Grade Primary School Students

King

Thouvenot

Kelvin

et al. 2021

Education Research International

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This paper proposes a web-based application designed to help elementary school students who have difficulty learning online independently and also their parents who are currently having difficulty teaching their children to study at home online, especially at this time of difficulty with a pandemic outbreak like COVID-19; this time does not allow for physical meetings for the learning process in primary schools. In this paper, we only focus on mathematics because based on several other studies, it is very difficult and important to learn mathematics at the beginning of educational activities such as at the elementary school level. In this paper, the system is modeled using the Unified Modeling Language (UML) tool in the form of a use case diagram which is used to describe the proposed business process and uses class diagrams to describe the database model diagram. In this case, the class diagram is used to describe the data in the class diagram where each class refers to a table in the database. The web-based application user interface is shown at the end to show the communication between users and applications, where this web-based application is implemented using Personal Home Pages (PHP) as server programming and using MySQL to store database model designs. Moreover, for the Intelligent Tutoring System (ITS), content was created using the Cognitive Tutor Authoring Tools (CTAT) which is an authoring tool for learning mathematics created by Carnegie Mellon University. In the end, this web-based application is expected to be used and support teachers as a complement to online mathematics learning, especially during difficult times such as during the COVID-19 pandemic.

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“…Compared to other computerbased self-learning systems, ITS improves learning weaknesses that do not pay attention to the diversity of the students' abilities (users) by teaching materials due to their abilities [7,8]. Intelligent Tutoring System (ITS) is a computer program that solves learning problems, monitors, trains, or consults with students, and has proven successful in improving their abilities [8][9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Intelligent Tutoring System Using Bayesian Network for Vocational High Schools in Indonesia

2021

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The lack of personal tutorials during school hours caused the learning approach at Vocational High Schools to be less optimal, and the student's competence is not achieved maximumly. Some computer-based self-learning systems have been developed as solutions to these problems. Unfortunately, the system's weakness is that learning does not pay attention to the diversity of students' abilities. Based on those, this research proposes an Intelligent Tutoring System (ITS) model using Bayesian Network at Vocational High Schools (SMK) to determine the level of students' abilities and teach skills competency materials based on each student's ability level. This is quantitative research with quasi-experimental using one group pretest-posttest design. The research participants were 69 students of the Computer and Network Engineering expertise program at SMK Negeri 4 Gowa and SMK Negeri 1 Gowa, South Sulawesi Province, Indonesia. The results showed significant differences in students' learning outcomes after the use of the proposed ITS; in other words, the proposed ITS was effective in increasing the skill competency of Vocational High School Students. The evaluation results showed that the created Bayesian Network model had a high level of accuracy, reaching 84%.

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Effects of Web-based Intelligent Tutoring Systems on Academic Achievement and Retention

Cited by 4 publications

References 19 publications

The Effects of the Multimedia Interactive Module of Making Clothes (MIMC) on Students’ Understanding of the Concepts of Making Clothes in the Home Science Subject

The Effects of the Multimedia Interactive Module of Making Clothes (MIMC) on Students’ Understanding of the Concepts of Making Clothes in the Home Science Subject

Intelligent Tutoring System: Learning Math for 6th-Grade Primary School Students

Intelligent Tutoring System Using Bayesian Network for Vocational High Schools in Indonesia

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