Özet:

Research studies completed on podcasting technology to date concentrated on the acceptance of podcasting technology in the educational settings and the challenges that it poses for higher education institutions and instructors. Very little interest has been accorded to the effect that podcasting could have on the learners’ academic performance. Resultantly, a quasi-experimental study was conducted. The study was completed over a period of 12 months, in which a stratified random sample of 150 learners was selected from a population group of 280 learners at the Tshwane University of Technology. The sample was divided into experimental and the control groups. The assessment marks for four tests of the two groups were compared to determine the effect of the intervention. The outcomes of the study showed a remarkable increase in the overall mean score of the experimental group in comparison to the mean score of the control group. The number of scores which are > 75% have increased significantly and pass rate has improved as compared to the control group scores. These are positive signals of enhanced academic performance. The study concluded that there is a strong correlation between the use of podcasting technology and the learners’ academic performance.

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