E-Learning Sudan, formal learning for out-of-school children
[Abstract] | |
النوع | مقال |
ردمد | 14794403 |
رقم الوثيقة | 127395 |
مصدر المعلومات | ERIC |
المؤلف | Stubbé, Hester. TNO, Soesterberg, The Netherlands |
المؤلف الاضافي |
Badri, Aiman. Unesco, Khartoum, Sudan.
Telford, Rebecca. War Child Holland, Amsterdam, The Netherlands. Van Der Hulst, Anja. TNO, Soesterberg, The Netherlands. Van Joolingen, Wouter. University of Utrecht, The Netherlands. |
الصفحات | pp. 136-149 |
ملاحظة عامة |
Peer reviewed
|
المصدر | Electronic Journal of e-Learning . Vol. 14, no. 2, 2016 |
الناشر |
Kidmore End: Academic Conferences Limited، 2016
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عنوان الناشر |
Curtis Farm. Kidmore End, Nr Reading, RG4 9AY. United Kingdom. Academic Conferences Limited. T: 00441189724148. F: 00441189724691. info@academic-conferences.org. http://academic-conferences.org/ejournals.htm.
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ERIC رقم الوثيقة في | EJ1101213 |
المصدر الالكتروني | Full text (PDF) |
الواصفات | Access to education - Mathematics instruction - Rural areas - Electronic learning - Formal education - Out of school youth - Children - Educational games - Sudan |
لغة الوثيقة | الانكليزية |
البلد | المملكة المتحدة |
E-Learning Sudan (ELS) is a custom-built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote village, without a teacher. This research study assessed the effectiveness of ELS in two pilots through a pretest-posttest control group quasi-experimental design. In Pilot I, 67 children in three remote villages, aged used the game for a period of six weeks, five days a week, 45 minutes a day; the control group did not receive any education. In Pilot II, 591 children in 19 remote villages, played the game for six months, for a maximum of five times a week, 45 minutes a day; the control group received informal education in out-of-school centers. The results of the analysis on the pretest-posttest data revealed that ELS increased mathematics knowledge acquisition in numeracy and adding significantly and maintained student motivation to learn. Analyses of control group data and EGMA (internationally validates Early Grade Mathematics Assessment) showed that the children in the experimental group learned more than children who received no education at all, informal or formal education. These findings suggest that the implementation of ELS can greatly benefit learning for out-of-school children like in Sudan. (As provided)
للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) : | |
Stubbé, Hester.. (2016). E-Learning Sudan, formal learning for out-of-school children . Electronic Journal of e-Learning . Vol. 14, no. 2, 2016. pp. 136-149 تم استرجاعه من search.shamaa.org . |