20th Aug, 2022
Enugu State University of Science and Technology
Question
Asked 2nd Jul, 2022
Effects of blended learning on senior secondary school students achievement and retention in Chemistry?
I am carrying out a Research on the effect of blended learning on senior secondary school students achievement and retention in Chemistry. Could someone
help me with materials?
Most recent answer
Thanks so much Mr. Faroum. Am grateful
All Answers (5)
Hi Obodo, It is important to know this first: To develop the retention skill, it is important to teach to observe in an orderly manner, to know how to compare, represent and describe abstractly. This means, to address retention, first teach the skills of orderly observation, comparison, classification, resentment and then the concept of retention and how to develop it. Kind regards
Firstly, are all your ethical issues in order? If not, then seek confirmation first from those so-called gatekeepers such as the education department and the health department through the provincial education Boards and Provincial health Authorities.
Dear Emmanuel, I suggest studying retention in the context of deep meaningful learning. In this way, retention leads to durable, lasting knowledge and skills tranfer to authentic settings, a staple of quality education. Another suggestion is applying a game-informed strategy such as playful design (playification), gameful design (gamification) or serious games (e.g. escape rooms). Here are some materials on relevant studies that should be useful.
DeLotell, P. J., Millam, L. A., & Reinhardt, M. M. (2010). The Use of Deep Learning Strategies in Online Business Courses to Impact Student Retention. In American Journal of Business Education (Vol. 3, Issue 12, pp. 49–56).
Fragkaki, M., Mystakidis, S., Hatzilygeroudis, I., Kovas, K., Palkova, Z., Salah, Z., Hamed, G., Khalilia, W. M., & Ewais, A. (2020). TPACK Instructional Design Model in Virtual Reality for Deeper Learning in Science and Higher Education: From “Apathy” to “Empathy.” 12th Annual International Conference on Education and New Learning Technologies (EDULEARN20), 3286–3292. https://doi.org/10.21125/edulearn.2020.0943
Conference Paper TPACK Instructional Design Model in Virtual Reality for Deep...
Herodotou, C., & Mystakidis, S. (2015). Addressing the Retention Gap in MOOCs: Towards a Motivational Framework for MOOCs Instructional Design. 16th Biennial EARLI Conference for Research on Learning and Instruction Proceedings.
Conference Paper Addressing the Retention Gap in MOOCs: Towards a Motivationa...
Mystakidis, S. (2021). Deep Meaningful Learning. Encyclopedia, 1(3), 988–997. https://doi.org/10.3390/encyclopedia1030075
Article Deep Meaningful Learning
Mystakidis, S., Berki, E., & Valtanen, J.-P. (2019). The Patras Blended Strategy Model for Deep and Meaningful Learning in Quality Life‑Long Distance Education. Electronic Journal of E-Learning, 17(2), 66–78. https://doi.org/10.34190/JEL.17.2.01
Mystakidis, S., Cachafeiro, E., & Hatzilygeroudis, I. (2019). Enter the Serious E-scape Room: A Cost-Effective Serious Game Model for Deep and Meaningful E-learning. 2019 10th International Conference on Information, Intelligence, Systems and Applications (IISA), 1–6. https://doi.org/10.1109/IISA.2019.8900673
Conference Paper Enter the Serious E-scape Room: A Cost-Effective Serious Gam...
Yang, K.-H., & Chen, H.-H. (2021). What increases learning retention: employing the prediction-observation-explanation learning strategy in digital game-based learning. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2021.1944219
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