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The Effect of Podcasting Revision Lectures on the Student’s Academic Performance

The Effect of Podcasting Revision Lectures on the Student’s Academic Performance

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The Effect of Podcasting Revision Lectures on the Student’s Academic Performance

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  1. The Effect of Podcasting Revision Lectures on the Student’s Academic Performance Authors: ME Rankapola & JS Dirane Tshwane University of Technology, RSA

  2. Introduction • Blending of two words: iPod & Broadcasting • 2004 – Duke University introduced podcasting • Research in Podcasting: Acceptance, Student’s Attitudes & Challenges. • Gap Identified – Effect of Podcasting on Academic Performance

  3. Theoretical underpinning • Situated Learning Theory informed this study: • That learning is not static • So should the learning tools • They need to move with the learner • Learning tools should fit the context • Philosophy of Epistemology: • Objective reality exists and what is our limits to it?

  4. Problem statement • Observation: • Lecturers are not always available to assist students with revision lectures • Lectures are confined within formal learning contexts • Time constraints influence the quality of a lecture

  5. Objectives • Primary Objective: • To measure the effect of podcasting revision lectures on the students’ academic performance • Secondary Objectives: • To provide constant student support • To increase Student-Lecturer contact time with minimal environmental constraints • To provide students with sufficient time to assimilate the learning content

  6. Method • Experiment: • Population = 540 Students • Random Sample = 350 Students • Sample was divided into two groups: • Control Group = 175 Students • Experimental Group = 175 Students • Materials: • Sennheiser wireless presentation set • HP Laptop running Windows XP OS • University’s LMS (MyTutor) • Podcasts accessible on any computer connected to internet – downloadable to a mp3/mp4 player

  7. Analysis & outcomes

  8. recommendations & Conclusion • 17.11% mean score indicated that the experimental group benefited from the lecture podcasts. • A low SD of 10.56 showed that a few students scored a mark below a mean of 66.33% in comparison with a high SD of 19.56 and a mean of 46.52%. • Therefore, this study attested to the positive effect that podcasting revision lectures may have on learning and academic performance. • This study recommends that local universities should consider adopting podcasting technology as part of their blended learning approach to enhance learning and improve academic success

  9. Thank You!