Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students' Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies

Abstract

Robust teaching strategies are needed in rural learning ecologies to deepen students’ attainment of Information and Communication Technology concepts in social studies due to the demands of the information age. Accordingly, this study utilized a quasi-experimental design to compare the effects of three instructional strategies on the conventional lecture method. 167 students participated in the study for ten weeks. Results affirm that concept-mapping instructional strategy is the most appropriate strategy to teach ICT concepts in rural learning ecologies. It was also observed that the treatment in this study was sensitive to gender and academic abilities.