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Volda Elliott, Volda
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Social Sciences

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Investigating strategies used to integrate Technology (the computer and related devices) into Remedial Education LASHLEY, LIDON. C.; Elliott, Volda
Social Science Learning Education Journal Vol 2, No 9 (2017)
Publisher : Social Science Learning Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15520/sslej.v2i9.36

Abstract

This study was undertaken to investigate the use of technology in remedial education within Guyana’s mainstream primary schools and the strategies used to integrate technology in remedial education. This research identified possible solutions to reverse the negative views towards the use of technology in remedial education within Guyana’s mainstream primary schools specifically region # 5.  Two classes were used as experimental group and the other two as control group. The Quasi Experimental, Non Equivalent Control Group design was employed for this study. The instrument which was used for data collection was a teacher made test. The reliability coefficient of the instrument was 0.553 significant at alpha 0.01. The data were analyzed using mean and inferential statistics - t-test, and ANOVA.It was concluded that integrating technology in remedial education within Guyana’s mainstream primary schools can significantly improve learners’ academic performance and the rate at which concepts are grasped at the primary level.Further, the results of this study show that learners who are allowed to use the products of technology in there learning interactions in remedial classes demonstrated a better attitude and willingness towards their academic work. The outcome of the study show that the academic performance of learners who were given instructions and support using the products of technology significantly improved their performance in a shorter period that their peers who were exposed to traditional methods of instructions.
An Analysis of the Disconnection Between Urban Schools and Science Education Elliott, Volda; Lashley, Lidon
Social Science Learning Education Journal Vol 2, No 9 (2017)
Publisher : Social Science Learning Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15520/sslej.v2i9.37

Abstract

This study focused on reasons why Science in Urban School Districts has been poorly received, and identified appropriate strategies necessary to help learners become confident in gaining better understanding in Chemistry. A high percentage of our students’ have failed to achieve passing grades on the statewide Chemistry Examination.This research described several obstacles that contribute to students’ poor performances in Chemistry.  Based on the findings from Clara Barton and Paul Robeson High Schools, adequate professional development and collaboration of human resources are key ingredients for dissolving the misconception of Chemistry awareness among our students. The action plan focused on: (1) improving students’ achievement on the Statewide Chemistry Regents Examination (2) providing teachers’ opportunities to implement monitor and evaluate new teaching practices (3) developing Chemistry workshops to increase collaboration and collegiality between principals, assistant principals, coaches, teachers and specialist from the district office. This plan was primarily aimed on having Chemistry teachers, reexamine their teaching styles and determine appropriate methods that will support students understanding of Chemistry better. This was accomplished via teachers sharing common prep time to conduct planning, assessment and decoding the Chemistry curriculum in order to eliminate irrelevant topics by aligning it with previous Chemistry Regents Examination also Science coaches will demonstrate best methods of teaching different Chemistry concepts.
Co-Authors Lidon Lashley, Lidon LIDON. C. LASHLEY, LIDON. C.