The Impact of Mobile Technologies-integrated Cooperative Instruction Workshop for In-service Science Teachers

Abstract

The purpose of this research is to see the effect of a mobile technologies-integrated cooperative instruction (MTICI) workshop for in-service science teachers upon teachers’ perception and their students’ understanding and satisfaction. The participants were 30 science teachers and 136 students. The research tools were as follows: 1) The MTICI workshop for in-service science teachers, 2) a teachers’ self-assessment form on understanding about the MTICI 3) lesson plans focused on MTICI regarding the topic of rivers and water quality, 4) a test of students' understanding in the topic of rivers and water quality and the students’ satisfaction questionnaire regarding the use of mobile technologies of the teacher. Frequency, percentage, mean and standard deviation were used for data analysis. The results showed that (1) the teachers who have participated in the workshop perceived the use of mobile technologies in the science classroom with the highest level of average understanding; (2) the students’ post-understanding of the topic of rivers and water quality was significantly higher than their pre-learning counterpart understanding at the .05 level of statistical significance; and (3) the students’ overall satisfaction of the MTICI was at a high level.