Improving the quality of student learning

Student learning is a complex multivariate phenomenon. There are many sources of variation, some of them unobserved and uncontrollable, that contribute to manifestations of learning behaviour and of learning outcome. Practitioners are often confused by the layered complexity found in competing conceptual models of student learning; they generally fail to appreciate the penalties that are incurred as the genuine complexity of student learning is approximated for modelling purposes. The present study deals with a training program in using computers in teaching by Arabic teachers. The program is constructed in order to be suitable for a developing country. It includes training teachers to use general computer applications, personal and pedagogical uses. Two types of generic software (Arabic version) were used in addition to Windows 3.1 (Arabic release). The first type was wordprocessing (Microsoft Word 6.0) and the second was ( Microsoft Power Point ) . The program was constructed and applied according to the findings of two successful courses in America (Roseman and Brearton, 1989), and the UK (Sutherland et al., 1991). 15 secondary Arabic teachers without any computer experience participated in a 10-days-period course two hours a day. The course was concluded by workshop test in word processing and spreadsheet. The test showed that 12 out of 15 teachers (80%) were able to complete the word processing test successfully, 11 out of 15 teachers (73%) were able to complete the spreadsheet test successfully. The findings demonstrated that all participants were able to run computers effectively, deal with Windows applications, use computers as personal tool, and use computers as pedagogical tool in the classroom.