iosr-JRME   Volume-4 ~ Issue-4 ~ July-Aug 2014

Paper Type	:	Research Paper
Title	:	How university students perceive the integration of ICT in their physics courses
Country	:	Morocco
Authors	:	Btissam Guennoun, Nadia Benjelloun
	:	10.9790/7388-04410108

Abstract: This study attempts to explore the perceptions of engineering science students (3rd and 4th academic year) of the exploitation of Information Technology and Communication (ICT) in physics courses. Emphasis is placed exactly on satisfaction of the students next to the use of PowerPoint presentations (PPT), simulations and filmed experiments. To achieve these objectives, we conducted a survey in the form of a questionnaire distributed to 151 students in the engineering cycle in the city of Fez (Morocco). The data collected indicate that 93.4% of students have benefited from the use of Power Point presentations. Among these students only 35.1% consider that these projected slides are a means of facilitating the course content. In addition, 69.5% of students surveyed took advantage of simulations and short sequences filmed during these courses, the majority of them (63.6%) say that these tools help them build their own learning by fostering the intimate link between the course and its application. These results are particularly interesting in the sense that they are used to assess students' perceptions of the simple Power Point presentations. These presentations alone are not enough to make available the contents of a physics course. They must be integrated into pedagogically appropriate learning situations and accompanied by demonstrations on the board. Finally, to illustrate the physical phenomena and physical laws, it is necessary to enrich these slides by simulations and filmed experiments able to develop the cognitive capacities of the student as regards physics.
Indexing terms: Keywords: ICT, Higher Education, Physics, Simulations, Film Clips, Power Point Presentations

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[4] Lebrun, M. (2011). Impacts des TIC sur la qualité des apprentissages des étudiants et le développement professionnel des enseignants: vers une approche systémique. Revue des Sciences et Technologies de l'Information et de la Communication pour l'Education et la Formation (STICEF), 18. Available on the site of the review : http://sticef.univ-lemans.fr
[5] Bouchaïb, A. & Benjelloun, N. (2011). Impacts des TIC sur l'enseignement et l'apprentissage des conceptions relatives au champ électrostatique en classes préparatoires aux grandes écoles d'ingénieurs (CPGE). Revue internationale des technologies en pédagogie universitaire, 8 (3), p. 66-80. Available on the site of the review : http://www.ritpu.org

Paper Type	:	Research Paper
Title	:	Effect Of Mainstreaming Education On The Academic Achievement Of Mildly Impaired Lower Basic Three Pupils In Northwest Nigeria
Country	:	Nigeria
Authors	:	Aminu Kazeem Ibrahim (PhD) , Fidel O. Okopi (PhD).
	:	10.9790/7388-04410915

Abstract: The study investigated the effect of mainstreaming education onthe English language, Mathematics and Social studies academic achievement of mildly impaired pupils in northwest Nigeria. Ex-post facto research design was adopted for the study. The sample consisted of 2443 mildly impaired lower basic three pupils who were identified by classroom teachers with the use of Prevalennce of Varied mildly Impairements / Disabilities and Academic Achievement Scale and 2443non- impaired pupilsrandomlly selected from five public lower basic three secondary schools in seven states in northwest Nigeria. Data for the study were collected with an instrument 'Prevalence of Varied Mild Impairments/Disabilities and Academic Achievement Scale (POVMIDAAS). Methods of validation include: face, content and score transformation. Independent sample t – test and one way analysis of variance were used to analyze the hypotheses at 0.05 level of significance. The results shows that there is a significant difference betweenthe English language academic achievement;; Mathematics academic achievemnt; Social Studies academic achievemet; and English language, Mathematics and Social Studies academic achievements of mildly impaired and non- impaired pupils in northwest Nigeria. The paper recommends that specialists in the education of mildly impaired pupils (pupils that has mild visual, hearing, speech / language, learning and behaviour) should be employed. Teachers should employed varied teaching methods and strategies to accormondate the various categories of pupils when teaching and teachers should also help the impaired pupils to reassess as well as reinforce thier goals, values and assets as well as reinforce thier efforts for better adjustment.

Key words: Mainstreaming Education Academic Achievement, Mildly Impaired Pupils, Non-impaired Pupils, Northwest Nigeria.

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