Browsing by Author "Gamage, V"

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An AI based Chatbot to Self-Learn and Self-Assess Performance in Ordinary Level Chemistry
(IEEE, 2020-12-10) Mahroof, A; Gamage, V; Rajendran, K; Rajkumar, S; Rajapaksha, S, K; Wijendra, D
Education is one of the fast-growing fields in the global perspective. Advancement of technology can be used in this sector to provide an effective and a valuable education system. In general, the students are more attracted to displays rather than the textbooks. In Sri Lanka, there is an inadequacy of resources and teachers cannot provide one on one attention to the students. Sri Lanka is not equipped with any platform to self-learn or self-evaluate their performance using an application either. Fortunately, “Edubot” acts as a solution for the stated research gap by providing a self-learning and self-evaluating AI based chatbot platform for Ordinary Level students in Chemistry domain. The self-learning component will provide the students a classroom environment by providing interactive tutorials. Explanatory responses would be given by Edubot by capturing doubts raised by the students and the self-evaluating component will provide an exam-based environment in which the Edubot auto generates the question and answers. The research finding shows that each component has an accuracy of more than 70 percent and helps to achieve the main goal of increasing the resources available to the ordinary level students in the Chemistry domain. This would then lead to an increase in the pass rate of the chemistry subject in the G.C.E Ordinary Level exam.
Open Access
Enhancing English Language Learning through Teaching Aids
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Mahaarachchi, P; Salgado, S; Gamage, V
Language teaching has often been criticized as theoretical, boring, and uninteresting. To counteract this, teachers employ diverse approaches, including the use of teaching aids—tools that engage students’ auditory and visual senses. This study explores the impact of teaching aids on English language learning in secondary classrooms. It emphasizes the significance of visual aids, assesses their effectiveness, and identifies challenges in their usage. The study uses a mixed-methods approach, including a questionnaire and pre-/post-test comparisons, to demonstrate how beneficial teaching aids are for student motivation, engagement, and the lesson's expected learning outcomes.
Open Access
Enhancing Geometric Construction Skills Through Targeted Interventions: A Case Study of a Grade 10 Student
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Abeykoon, P; Gamage, V
Geometric construction has been one of the topics in Mathematics that accounts for poor performance in both internal and external examinations among students in school. Geometric construction has consistently posed challenges in mathematics education, contributing to low student performance. This action research aimed to identify the causes of poor engagement and errors in geometric construction among Grade 10 students, focusing on a single case study of a student from government school in the Badulla district. Using interviews, observations, and document analysis, the study diagnosed the student’s difficulties and implemented a three-stage intervention strategy: integrating digital tools, introducing design rulers, and applying traditional mathematical instruments. The results indicate that the student’s engagement and construction skills improved significantly through targeted and student-centered learning activities. The study underscores the value of adaptive teaching strategies inpromoting geometry learning in the 21st-century classroom.
Open Access
Improving the Ability in Completi ng Written Exercises Properly: An Acti on Research Study
(Faculty of Humanities and Sciences, SLIIT, 2024-12-04) Amarasena, K.A.; Janaki Aberathna, A.H.M.G.R.; Gamage, V
The subject of Informati on Technology has a prominent place in the current school curriculum due to its involvement in expanding the capacity, cogniti ve and psychomotor skills of an individual. The subject consists of both theoreti cal and practi cal areas. The ability to write proper answers for a given writt en exercise is a fundamental skill a student must have when studying Informati on Technology. While conducti ng the teaching learning process, the main problem encountered was the backwardness of student X in providing proper short answers to a given writt en exercise. Through data collecti on methods such as observati ons, interviews and documentary study, the nature of the problem was clearly investi gated. The current study was started with the intenti on of eliminati ng backwardness in providing proper short answers to a given writt en exercise. The literature review was done to orient the acti on research towards the correct directi on by getti ng an insight into implementi ng the interventi on plan. The preliminary functi onal plan was executed with three steps and the objecti ve was to moti vate the student to complete the given writt en exercise accurately. The second interventi on plan was implemented and completed with three steps. The objecti ve of the second interventi on was to build up the ability to construct a writt en answer logically and creati vely. Finally, the third interventi on step was executed with three steps to improve the ability in completi ng the writt en exercises properly. The qualitati ve analyti cal comparison was done among pre and post writt en answers of student X. There was a vivid positi ve improvement in the post writt en answer. Marks obtained for the structured essay part in the Informati on Technology subject had improved by eleven marks aft er conducti ng the acti on research. The current study thus demonstrates that there is a direct proporti onal relati onship between the variables of student performance and the student’s capability in completi ng the given writt en tasks.