Holik, M. (2019). The flipped classroom impacts student engagement and academic performance in a culinary arts, career, and technical education program. Journal of Research in Technical Careers, 3(2), 74.
Authors state that, in a typical flipped classroom, students participate in meaningful, hands-on application of the lecture material during their time in class, having previously learned it through brief, digital lessons outside of it. This study sought to ascertain whether students in a CTE culinary arts program outperform their peers academically and exhibit higher levels of engagement in flipped classrooms that use digital technology as opposed to traditional classrooms. Participants in a post-secondary CTE culinary arts program were included in the study. Surveys, journals, and an engagement matrix were developed and employed with the help of action-based research. Student grades in the flipped classroom were consistently higher throughout the semester, almost 4% higher than in the traditional classroom. This study will contribute to the research to show the use of technology in education and its impact on student performance.
Al-Harbi, S. S., & Alshumaimeri, Y. A. (2016). The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students’ Performances and Attitudes. English Language Teaching, 9(10), 60-80.
The authors state that English as a Foreign Language (EFL) is required in Saudi Arabian educational institutions, including colleges, universities, businesses, and government agencies. According to several studies, Saudi high school students perform below average in the four language skill areas: speaking, writing, listening, and reading. For this reason, the Saudi Ministry of Education has suggested using technology to enhance language learning. The researchers investigated the effects of implementing the flipped classroom strategy on secondary school students’ performance, attitudes, and perceptions regarding learning English independently. Using videos chosen from the students’ textbooks, the researcher uploaded them to the Edmodo website before each class, allowing for opportunities for active learning interactions. This was how the flipped classroom approach was put into practice. Without using any videos, they were able to learn the grammar concepts. Although the difference in mean scores between the experimental and control groups was not statistically significant, the statistical analysis of the study indicated that implementing the flipped classroom strategy appeared to contribute to improving the grammar performances of the students. Positive attitudes regarding implementing the flipped classroom strategy were also revealed. This study will contribute to the research to show the use of technology in education and its impact on student performance.
The authors claim that from AY 2020–2121 to AY 2021–2022, when the pandemic was at its worst, instructors and students were compelled to adopt online courses and electronic learning. As a result, schools started subscribing to different educational technology tools to fill in the gaps left by the government’s policy prohibiting in-person instruction. In the process, students adopted educational technology tools as a way of life during the pandemic. This study aims to ascertain how educational technology tools affect the digital information literacy of a subset of Philippine Dominican schools. The study’s findings showed that both Dominican schools had high information and digital literacy levels. Both organizations excel at protecting privacy, showing consideration, and using technology well. During the pandemic, students embraced educational technology tools as a way of life. This study aims to determine how instructional technology tools impact a subset of Philippine Dominican schools’ digital information literacy. The study’s results demonstrated both Dominican schools’ high information and digital literacy. This study will contribute to the research to show educational technology and its effectiveness in enhancing learning.
Ohei, K., Mantzaris, E., Ntshangase, B. A., & Olutade, E. O. (2023). Incorporating new technologies into teaching in South Africa. International Journal of Research in Business & Social Science, 12(6), 286–295.
The authors state that technological integration in learning and education is inevitable, given how quickly technology develops. In today’s world, incorporating new technologies into any learning approach is imperative. Examining methods for incorporating contemporary technologies into South African education is the main objective of the research. This paper aims to comprehend the current status of education in South Africa, the government’s educational contribution thus far, the attitudes and competencies of teachers, and the potential benefits that new technologies can bring to the country’s educational system. There has been a thorough examination of the literature on integrating traditional technologies into educational environments. As this paper’s research showed, incorporating technology into the teaching-learning process can be a helpful tactic for preparing teachers and students for better learning and educational outcomes in South Africa. Additionally, according to the study’s findings, many South African teachers have a bad attitude about using modern technologies in the classroom. This study will contribute to the research to show educational technology and its effectiveness in enhancing learning.
Lutfi, A., Aftinia, F., & Permani, B. E. (2023). Gamification: Game as a Medium for Learning Chemistry to Motivate and Increase Retention of Students’ Learning Outcomes. Journal of Technology and Science Education, 13(1), 193–207
According to the authors, this study aims to determine whether the game can be used as gamification in education for hydrocarbon learning materials based on its efficacy, validity, and practicality. The study was carried out at East Java High School in Indonesia using the research and development method as the research methodology. The validator’s evaluation of the game yields validity. Students’ questionnaire answers and observations of their game-playing behaviors are used to determine practicality. The learning outcomes, student retention, and the findings of learning motivation questionnaires are used to determine the effectiveness. The game “Hydrocarbons Chem-Rush” was created based on the research findings, and it has been approved as a suitable learning tool for hydrocarbon material. It produces better learning results than the control group, encourages students to play and learn more, keeps them engaged during the learning process, and strongly increases student retention. This study will contribute to the research to show different types of educational technology and their effectiveness in enhancing learning outcomes.
Literature Review Outline
Introduction
Higher education’s approach to teaching and learning has been completely transformed by technology, unlike traditional lecture-based learning, which treats students like information consumers with little room for creativity or interaction. Technology-based learning fosters student creativity and improves learning outcomes by providing a comprehensive learning environment. Educational technology has improved student learning outcomes by providing flexible learning opportunities, interactive learning, enhancing the overall learning experience, personalized education, a collaborative approach, and analytics-based learning measurement.
The use of technology in education and its Impact on Student Performance
New teaching technologies pave the way for innovative strategies to improve student achievement across different learning styles, preferences, and strengths – not just for those with varying abilities or learning disabilities. Research shows that student grades in the flipped classroom are consistently higher throughout the semester than in the traditional classroom (Holik, 2019).
Different types of educational technology and their effectiveness in enhancing learning outcomes.
Technological integration in learning and education is inevitable, given how quickly technology develops. In today’s world, incorporating new technologies into any learning approach is imperative (Ohei et al., 2023). Technologies like the game “Hydrocarbons Chem-Rush” were created based on the approval as a suitable learning tool for hydrocarbon material. It produces better learning results than the control group, encourages students to play and learn more, keeps them engaged during the learning process, and can increase student retention (Lutfi et al., 2023).
Conclusion
Educational technology has improved student learning outcomes by providing flexible learning opportunities, interactive learning, enhancing the overall learning experience, personalized education, a collaborative approach, and analytics-based learning measurement.
References
Al-Harbi, S. S., & Alshumaimeri, Y. A. (2016). The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students’ Performances and Attitudes. English Language Teaching, 9(10), 60-80.
Borromeo, D. S., Estrella, N. E., & Caparas, E. R. (2023). Impact of Educational Technology Tools on the Digital and Information Literacy Skills of Selected Dominican Schools in the Philippines. Cosmos: An International Journal of Management, 12(2), 1–8.
Holik, M. (2019). The flipped classroom and its impact on student engagement and academic performance in a culinary arts, career, and technical education program. Journal of Research in Technical Careers, 3(2), 74.
Lutfi, A., Aftinia, F., & Permani, B. E. (2023). Gamification: Game as a Medium for Learning Chemistry to Motivate and Increase Retention of Students’ Learning Outcomes. Journal of Technology and Science Education, 13(1), 193–207
Ohei, K., Mantzaris, E., Ntshangase, B. A., & Olutade, E. O. (2023). Incorporating new technologies into teaching in South Africa. International Journal of Research in Business & Social Science, 12(6), 286–295.
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