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The development and validation of th...

Ou-Yang, Yin.

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The development and validation of the Instrument for Evaluating Chinese Educational Software (IECES).

Record Type:	Electronic resources : Monograph/item
Title/Author:	The development and validation of the Instrument for Evaluating Chinese Educational Software (IECES)./
Author:	Ou-Yang, Yin.
Description:	187 p.
Notes:	Source: Dissertation Abstracts International, Volume: 58-02, Section: A, page: 3770.
Contained By:	Dissertation Abstracts International58-02A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9721147
ISBN:	9780591297768

The development and validation of the Instrument for Evaluating Chinese Educational Software (IECES).
Ou-Yang, Yin.

The development and validation of the Instrument for Evaluating Chinese Educational Software (IECES). - 187 p.

Source: Dissertation Abstracts International, Volume: 58-02, Section: A, page: 3770.

Thesis (Ph.D.)--The Ohio State University, 1997.

The primary purpose of this study was to develop an instrument for evaluating educational software in elementary mathematics for educators in Taiwan. This new instrument, which was called the Instrument for Evaluating Chinese Educational Software (IECES), included three scales (technical quality and presentation, instructional quality, and pedagogical content). The second purpose was to provide empirical evidence of IECES validity and reliability. Content validity, construct validity, internal consistency reliability, inter-rater reliability, and the impact of teachers' characteristics on the total IECES scores were investigated.

ISBN: 9780591297768Subjects--Topical Terms:

684418
Curriculum development.

The development and validation of the Instrument for Evaluating Chinese Educational Software (IECES).
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100 1 $a Ou-Yang, Yin. $3 3184590
245 1 4 $a The development and validation of the Instrument for Evaluating Chinese Educational Software (IECES).
300 $a 187 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-02, Section: A, page: 3770.
500 $a Adviser: James W. Altschuld.
502 $a Thesis (Ph.D.)--The Ohio State University, 1997.
520 $a The primary purpose of this study was to develop an instrument for evaluating educational software in elementary mathematics for educators in Taiwan. This new instrument, which was called the Instrument for Evaluating Chinese Educational Software (IECES), included three scales (technical quality and presentation, instructional quality, and pedagogical content). The second purpose was to provide empirical evidence of IECES validity and reliability. Content validity, construct validity, internal consistency reliability, inter-rater reliability, and the impact of teachers' characteristics on the total IECES scores were investigated.
520 $a The subjects for this study were eighty-four elementary mathematics teachers enrolled in an in-service teacher training program at The National Taipei Teachers College in Taiwan. Four software packages were used in this study. Every subject was asked to evaluate two software packages and complete the instrument. Descriptive analysis (frequencies, and percentages), correlations, Cronbach's alphas, inter-rater reliability coefficients, analysis of variance, expert panel reviews, and qualitative analysis were used to determine the quality of the instrument.
520 $a The findings were as follows: (1) Based on the results from the expert judgment and scale homogeneity, the IECES contained appropriate content for the purpose of evaluating educational software; (2) the structure of IECES might be more uni-dimensional rather than having three dimensions (technical quality and presentation, instructional quality, and pedagogical content); (3) the internal consistency of IECES was quite good across four different software packages. This supported IECES as a reliable instrument for assessing different software packages in the area of elementary school mathematics; (4) the inter-rater reliability coefficients showed that although independent teachers were consistent in their ratings using IECES, the accuracy and consistency of their ratings still needed to be improved; (5) there were no statistically significant differences found with regard to the variables of gender, age, years of teaching experience, computer experience, and knowledge of educational software. This implied that these individual teacher characteristics were not main factors affecting software evaluations when IECES was used; (6) teachers frequently commented that it was easy to respond to items, and to interpret the IECES scores.
590 $a School code: 0168.
650 4 $a Curriculum development. $3 684418
650 4 $a Educational technology. $3 517670
650 4 $a Elementary education. $3 641385
650 4 $a Mathematics education. $3 641129
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710 2 0 $a The Ohio State University. $3 718944
773 0 $t Dissertation Abstracts International $g 58-02A.
790 $a 0168
791 $a Ph.D.
792 $a 1997
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9721147