Article citationsMore>>

Raymond, E., Atsumbe, B., Okwori, R. and Jebba, A.M. (2016) Comparative Effects of the Synchronous and the Asynchronous Instructional Approaches Concerning the Students’ Achievements and Interests in Electrical Engineering at the Niger State College of Education. International Journal of Engineering Pedagogy, 6, 4-9. https://doi.org/10.3991/ijep.v6i3.5302

has been cited by the following article:

• TITLE: Synchronous Versus Asynchronous: Pre-Service Teachers’ Performance in Science Formative Assessment Tests

  AUTHORS: Philip Dorsah, Abdul-Ganiu Alhassan

  KEYWORDS: Online Learning, Synchronous, Asynchronous, Pre-Service Teachers, Science Instruction

  JOURNAL NAME: Open Access Library Journal, Vol.8 No.4, April 26, 2021

  ABSTRACT: The purpose of the study was to assess the performance of pre-service teachers in three science formative assessment tests in an online learning environment. The participants consisted of 138 pre-service teachers (57 participated in synchronous session and 81 participated in asynchronous sessions). The study used a quasi-experimental design, non-equivalent groups post-test only. Tests were used to collect the data: Energy Concept Test (ECT), Teaching Energy Concept Test (TECT) and Basic Electronics Concept Test (BECT). ANOVA results revealed a significant effect of type of test on test scores of students at the p