Supporting Alternative Strategies for Learning Chemical Applications of Group Theory

Science.gov (United States)

Southam, Daniel C.; Lewis, Jennifer E.

2013-01-01

A group theory course for chemists was taught entirely with process oriented guided inquiry learning (POGIL) to facilitate alternative strategies for learning. Students completed a test of one aspect of visuospatial aptitude to determine their individual approaches to solving spatial tasks, and were sorted into groups for analysis on the basis of…

Lessons learned by southern states in designating alternative routes

International Nuclear Information System (INIS)

1989-08-01

The purpose of this report is to discuss the ''lessons learned'' by the five states within the southem region that have designated alternative or preferred routes under the regulations of the Department of Transportation (DOT) established for the transportation of radioactive materials. The document was prepared by reviewing applicable federal laws and regulations, examining state reports and documents and contacting state officials and routing agencies involved in making routing decisions. In undertaking this project, the Southern States Energy Board hopes to reveal the process used by states that have designated alternative routes and thereby share their experiences (i.e., lessons learned) with other southern states that have yet to make designations. Under DOT regulations (49 CFR 177.826), carriers of highway route controlled quantities of radioactive materials (which include spent nuclear fuel and high-level waste) must use preferred routes selected to reduce time in transit. Such preferred routes consist of (1) an interstate system highway with use of an interstate system bypass or beltway around cities when available, and (2) alternate routes selected by a ''state routing agency.''

Alternative methodology for using Eureka software in the teaching-learning process

Directory of Open Access Journals (Sweden)

Yudeisy Cudina-Guerrero

2017-03-01

Full Text Available In order to fulfill one of the aspects that characterized the curriculum for the training of ordinary skill in the Technical and Vocational Education which states: increase student learning in mathematics in particular, where teachers use the computer effectively as a teaching, and thus eliminate academic failure, an alternative methodology was developed to use the Eureka software, which was presented to teachers and provincial methodologists of mathematics, as well as students of Accounting, it helped to further learning students at Work with Variables. The proposal was designed to achieve a formative learning accordingly to the objectives of the program it requires Mathematics. The relevance of the alternative was assessed by consulting specialists, where they corroborated that can be educational practice.

Can Ausubel's Theory of Meaningful Learning Become an Alternative to Piagetian Psychology?

Science.gov (United States)

Albert, Edna

1979-01-01

Discusses Novak's views that Ausubel's meaningful learning can become an alternative to Piagetian psychology and argues that Ausubel does not provide a theory that can be an alternative to Piaget's developmental psychology. (HM)

Continuing education in athletic training: an alternative approach based on adult learning theory.

Science.gov (United States)

Pitney, W A

1998-01-01

To offer an alternative perspective on current continuing education practices and to propose a model for facilitating continuing education in the athletic training workplace. Professional knowledge can quickly become outdated, and the personal/professional contexts of allied medical fields such as athletic training are becoming increasingly more complex, making continuing education paramount. Adult learning theory suggests that individuals are self- directed, autonomous learners in nature and that experience is a rich source for learning, subsequently making the workplace a fruitful environment in which to engage in continuing education. Unfortunately, mandating continuing education may violate the voluntary nature of adult learning, making the practice questionable. Therefore, alternative aspects of continuing education may be helpful. This article consists of a brief synthesis of related literature that offers an alternative perspective of continuing education and proposes a model for facilitating continuing education in the workplace. The model's foundation includes preparing an environment conducive to learning and then focuses on identifying learning needs, setting goals, implementing specific strategies to facilitate self-directed learning, and assessing leaming. Additionally, the model suggests that ongoing reflection is a key factor in enhancing the identification of learning needs, goals, and strategies. The model may best be used by clinical coordinators, directors, and supervisors to better facilitate employee learning and subsequently improve patient care delivery.

Pedagogic Effects of Cooperative Learning Assessment in the Chemistry I Classroom

Science.gov (United States)

Champion, Jennifer

Over the last 30 years, there has been ongoing research and debate concerning the implementation and effectiveness of cooperative learning in the classroom. The problem is determining the fair assignment of individual grades while using cooperative work. Teachers have limited time to compile, equate, and convert group grades for each student. The purpose of this quasi-experimental study was to examine the impact of cooperative learning assessment on student achievement. This study aimed to determine the relationship between teacher-assigned/group-elected laboratory positions (independent variable) and academic achievement (dependent variable) while using the cards on the table approach of cooperative learning assessment. Participants consisted of 2 classes of Chemistry I students enrolled in a small rural school system. Alternative assessment practices such as the cards on the table approach of cooperative learning assessment were examined and discussed. Results of ANCOVA analyses indicated no significance difference in the adjusted scores between teacher-assigned versus group-elected laboratory positions within structured laboratory groups on the academic achievement of Chemistry I students as measured by a standardized pretest/posttest while using the cooperative learning assessment. Conducting paired samples t tests revealed the group-assigned students improved significantly from pretest to posttest while the teacher-assigned students had no significant improvements. The study may affect positive social change by helping teachers develop guidelines for fair assessment of individual grades from cooperative learning activities and to enrich the academic repertoire of students, increasing their awareness of accountability and collaboration.

Outsmarting neural networks: an alternative paradigm for machine learning

Energy Technology Data Exchange (ETDEWEB)

Protopopescu, V.; Rao, N.S.V.

1996-10-01

We address three problems in machine learning, namely: (i) function learning, (ii) regression estimation, and (iii) sensor fusion, in the Probably and Approximately Correct (PAC) framework. We show that, under certain conditions, one can reduce the three problems above to the regression estimation. The latter is usually tackled with artificial neural networks (ANNs) that satisfy the PAC criteria, but have high computational complexity. We propose several computationally efficient PAC alternatives to ANNs to solve the regression estimation. Thereby we also provide efficient PAC solutions to the function learning and sensor fusion problems. The approach is based on cross-fertilizing concepts and methods from statistical estimation, nonlinear algorithms, and the theory of computational complexity, and is designed as part of a new, coherent paradigm for machine learning.

Effect of methylphenidate on enhancement of spatial learning by novel alternated dual task.

Science.gov (United States)

Veetil, Praveen Kottath; Mukkadan, Joseph Kurian

2011-01-01

The novel alternated dual task (ADT) arranged rats to learn T-maze spontaneous alternation task and radial arm maze (RAM) task alternatively, and by doing ADT, rats could acquire the tasks more easily than non alternated dual task (NADT) group. Also retention capacity of ADT group was significantly more and ADT help to learn a complex task faster than learning it in isolation from other tasks. In the present study effect of methylphenidate (MPD), a mood elevator, known to enhance learning and memory, on ADT procedure is assessed. Also effect of ADT procedure and MPD on spatial learning and memory are compared. Different groups were assigned by administering MPD (intraperitoneal injection at a dose of 3 mg/kg body weight) during different phases of behavioural experiments, and control groups received saline injection. MPD administration increased both acquisition and retention capacities. The amelioration attained for retention of complex task by ADT procedure, could be achieved by NADT rats only by administration of MPD. The influence of ADT procedure on acquisition and retention of TM and RAM tasks were similar to the effects of MPD, especially for the RAM task. MPD at low dose is found to enhance the learning and memory capacity in rats, than deteriorating it, supporting the use of MPD as a drug to treat attention deficit hyperactive disorder. The recent reports suggesting the effect of MPD only on retention and not on acquisition could not be confirmed, as enhancement for both acquisition and retention was found in this study.

Qualitative pre-test of Energy Star advertising : final report

Energy Technology Data Exchange (ETDEWEB)

NONE

2003-01-01

Natural Resources Canada launched a print advertising campaign and one 30-second television commercial to promote the Energy Star symbol and to acquaint the public with the program that identifies energy efficient products that reduce energy use, save money and reduce greenhouse gas emissions that contribute to climate change. The Communications Branch of Natural Resources Canada wanted to pre-test the television and print ads. Each print ad focused on a particular product category, including home comfort, appliances, electronics and office equipment. The qualitative research methodology was used in the pre-testing because it is the best learning tool for understanding the range and depth of reactions toward a subject at any given time. The findings were not quantifiable because they are not representative of the population at large. Ten focus groups were surveyed in January 2003 in 5 Canadian centres with a total of 83 participants aged 18 to 54. The target groups included people who were informed about climate change issues as well as those who were note. Participants were questioned about the Energy Star Product. Findings were consistent across all 5 locations. There was some general awareness of EnerGuide on appliances in all groups, but generally a low awareness of the Energy Star symbol. Most people did not place energy efficiency as a high priority when purchasing appliances. This report presented the main findings of attitudes towards climate change, Kyoto and energy efficiency. The reaction to the television and print ads was also included along with opinions regarding their main weaknesses and strengths. Some recommendations for improvement were also included. Samples of the print advertisements were included in both English and French. tabs., figs.

The Effect of Situated Learning on Students Vocational English Learning

Science.gov (United States)

Özüdogru, Melike; Özüdogru, Fatma

2017-01-01

The current study aimed to find out the effect of situated learning on students' Vocational English learning. This research employed a mixed method research design. In the quantitative part of the study, pre-tests and post-tests were implemented to investigate the differences in students' vocational English learning between the experimental and…

OPEN AND DISTANCE LEARNING: An Emerging System for Alternative Higher Education in Nigeria

Directory of Open Access Journals (Sweden)

Emmanuel Chisa IBARA

2008-01-01

Full Text Available ABSTRACT Nigeria no doubt is at the threshold of transformation in information and communication technology (ICT, a development that should be utilized to meet the demand of time, especially in the education sector. One area in which ICT has made enormous impact is in open and distance learning. Undoubtedly, the demand on the conventional higher education delivery system in the country is high and ever increasing that the system at the moment is unable to accommodate the number of candidates seeking admission. This paper, therefore, attempts some definition of open and distance learning as well as its practices with a view to advancing the prospects of open and distance as alternative system of higher education in Nigeria. Furthermore, it concludes that considering the level of infrastructural decay in the conventional higher education system, open and distance learning as an alternative system of education has become imperative for the realization of the primary objectives of higher education in Nigeria. Recommendations that will enhance the prospects of open and distance learning as viable alternative system of higher education were proffered.

The Effect of Implementing the Experiential Learning Model in Listening Comprehension for the Eleventh Graders at SMAN 1 Telaga Biru

Directory of Open Access Journals (Sweden)

Ismail Tahir

2017-11-01

Full Text Available This study is aimed to investigate the effectiveness of the experiential learning in listening comprehension with the focus on the implementation of the class story using language experience at SMAN 1 Telaga Biru. As the pre-experimental research, this study involved one class consisted of 27 students in the eleventh graders. However, most of the students of the eleventh graders in this school have some problems in their listening comprehension. This current research, therefore, aims at finding the result of the students’ listening comprehension by using experiential learning in focusing on the class story using language experience for the eleventh graders at SMAN 1 Telaga Biru and defining the students’ achievement in listening comprehension by using experiential learning focusing on the class story using language experience.  This study also explored the learners’ listening comprehension by analyzing the result of the students’ pre-test and post-test. It was found that the mean of the pre-test was 60 while the mean of the post-test was 80,6. By analyzing this result, it indicated that the post-test was higher than the pre-test. In conclusion, the finding of this research showed that teaching listening in the eleventh graders of SMAN 1 Telaga Biru using experiential learning in focusing on the class story using language experience was effective to teach students’ listening comprehension. Therefore, it can be suggested that it was an alternative way to use of experiential learning focusing on the class story using language experience in teaching listening.

Planning and pre-testing: the key to effective AIDS education materials.

Science.gov (United States)

Ostfield, M L; Romocki, L S

1991-06-01

The steps in designing and producing effective AIDS prevention educational materials are outlines, using as an example a brochure originated in St. Lucia for clients at STD clinics. The brochure was intended to be read by clients as they waited for their consultation, thus it was targeted to a specific audience delimited by age, sex, language, educational level, religion and associated medical or behavioral characteristics. When researching the audience, it is necessary to learn the medium they best respond to, what they know already, what is their present behavior, how they talk about AIDS, what terms they use, how they perceive the benefits of AIDS prevention behavior, what sources of information they trust. The minimum number of key messages should be selected. Next the most appropriate channel of communication is identified. Mass media are not always best for a target audience, "little media" such as flyers and give-always may be better. The draft is then pre-tested by focus groups and interviews, querying about the text separately, then images, color, format, style. Listen to the way the respondents talk about the draft. Modify the draft and pre-test again. Fine-tune implications of the message for realism in emotional responses, respect, self-esteem, admiration and trust. To achieve wide distribution it is a good idea to involve community leaders to production of the materials, so they will be more likely to take part in the distribution process.

LEARNING STRATEGY IMPLEMENTATION OF GENERATIVE LEARNING ASSISTED SCIENTIST’S CARD TO IMPROVE SELF EFFICACY OF JUNIOR HIGH SCHOOL STUDENT IN CLASS VIII

Directory of Open Access Journals (Sweden)

R. Yuliarti

2016-01-01

Full Text Available In general, self-efficacy of the students is still low. This study aims to determine the learning strategies implementation of generative learning assisted scientist's card in improving self-efficacy and cognitive learning outcomes of the students. The study designed form One Group Pretest-Posttest Design. The improvement of self-efficacy can be determined from the change in the questionnaire score before and after the learning and observations during the learning process. Cognitive learning outcomes are known from pretest and posttest scores. To determine the improvement, the data were analyzed by using the gain test. The results showed that N-gain of self-efficacy is 0.13 (low and N-gain of cognitive learning is 0.60 (medium. Based on the observation, students’ self-efficacy has increased each meeting. Cognitive learning results also achieved mastery learning as big as 72.88%. It could be concluded that the learning strategy of generative learning assisted scientist's card can improve self efficacy and cognitive learning outcomes of the students.Pada umumnya, self efficacy yang dimiliki siswa masih rendah. Penelitian ini bertujuan untuk mengetahui penerapan strategi pembelajaran generative learning berbantuan scientist’s card dalam meningkatkan self efficacy dan  hasil belajar  kognitif siswa.  Desain penelitian berbentuk One Group Pretest-Posttest Design. Peningkatan self efficacy dapat diketahui dari perubahan  skor angket sebelum dan sesudah pembelajaran dan hasil observasi selama pembelajaran. Hasil  belajar kognitif diketahui dari skor pretest dan posttest. Untuk mengetahui peningkatannya, data yang diperoleh dianalisis menggunakan uji gain. Hasil penelitian menunjukkan bahwa peningkatan self efficacy berkatagori rendah dan peningkatan hasil belajar kognitif berkatagori sedang. Berdasarkan hasil observasi, self efficacy siswa setiap pertemuan meningkat. Hasil belajar ranah kognitif juga mencapai ketuntasan belajar .Jadi dapat

Size and power of pretest procedures

NARCIS (Netherlands)

Albers, Willem/Wim; Boon, P.C.; Kallenberg, W.C.M.

2000-01-01

A pre-test procedure consists of a preliminary test on a nuisance parameter, investigating whether it equals a given value or not, followed by the main testing problem on the parameter of interest. In case of acceptance of the preliminary test, the main test is applied in the restricted family with

Numerical Magnitude Representations Influence Arithmetic Learning

Science.gov (United States)

Booth, Julie L.; Siegler, Robert S.

2008-01-01

This study examined whether the quality of first graders' (mean age = 7.2 years) numerical magnitude representations is correlated with, predictive of, and causally related to their arithmetic learning. The children's pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be…

Exploring Dimensions of Social Inclusion among Alternative Learning Centres in the USA

Science.gov (United States)

Henderson, Dawn X.; Barnes, Rachelle Redmond

2016-01-01

Increasing disparities in out-of-school suspension and dropout rates have led a number of school districts to develop alternative models of education to include alternative learning centres (ALCs). Using an exploratory mixed methods design, this study explores dimensions of social inclusion among ALCs, located in the southeastern region of the…

Language Alternation and Language Norm in Vocational Content and Language Integrated Learning

Science.gov (United States)

Kontio, Janne; Sylvén, Liss Kerstin

2015-01-01

The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are…

Identification of alternative method of teaching and learning the ...

African Journals Online (AJOL)

This study examines alternative method of teaching and learning of the concept of diffusion. An improvised U-shape glass tube called ionic mobility tube was used to observed and measure the rate of movement of divalent metal ions in an aqueous medium in the absence of an electric current. The study revealed that the ...

The study of effectiveness of blended learning approach for medical training courses.

Science.gov (United States)

Karamizadeh, Z; Zarifsanayei, N; Faghihi, A A; Mohammadi, H; Habibi, M

2012-01-01

Blended learning as a method of learning that includes face to face learning, pure E-learning and didactic learning. This study aims to investigate the efficacy of medical education by this approach. This interventional study was performed in 130 students at different clinical levels participating in class sessions on "congenital adrenal hyperplasia and ambiguous genitalia". Sampling was done gradually during 6 months and all of them filled a pretest questionnaire and received an educational compact disk. One week later, a presence class session was held in a question and answer and problem solving method. Two to four weeks later, they filled a posttest questionnaire. There was a significant correlation between pretest and posttest scores and the posttest scores were significantly more than the pretest ones. Sub-specialized residents had the most and the students had the least attitude towards blended learning approach. There was a significant correlation between the research samples' accessibility to computer and their attitude and satisfaction to blended learning approach. Findings generally showed that the blended learning was an effective approach in making a profound learning of academic subjects.

Role of physician perception of patient smile on pretest probability assessment for acute pulmonary embolism.

Science.gov (United States)

Kline, Jeffrey A; Neumann, Dawn; Hall, Cassandra L; Capito, Jacob

2017-02-01

Many clinicians use a global visual interpretation of patient appearance to decide if a patient looks sick or not. For patients with suspected acute pulmonary embolism (PE), we tested the relationship between visual appearance of a happy patient facial affect and probability of PE+ on CT pulmonary angiography (CTPA). Eligible patients were selected by usual care to undergo CTPA, the criterion standard for PE+ or PE-. Prior to CTPA result, trained study personnel obtained physician pretest probability using the gestalt method (visual analogue scale, 0%-100%), the Wells score (0-12) and physicians' impression of whether the patient smiled during the initial examination (smile+). Patients' faces were also video recorded and analysed with an automated neural network-based algorithm (Noldus FaceReader) for happy affect. Of the 208 patients enrolled, 27 were PE+ and smile+ was more frequent in patients with PE+ than PE-, a finding confirmed by the Noldus. The diagnostic sensitivity and specificity of smile was low, and physicians overestimated presence of an alternative diagnosis more likely to PE with smile+ than smile- patients in patients with true PE. As a result, the area under the receiver operating characteristic curve (AUROC) was lower for the Wells score in smile+ patients. However, the physicians' mean gestalt estimate of PE did not differ with smile status, nor did smile status affect the AUROC for gestalt. In patients with suspected PE, physician recollection of patients' smile+ was more common in PE+ patients, and was associated with a less accurate Wells score, primarily because physicians overestimated probability of alternative diagnosis. However, the overall diagnostic accuracy of physicians' gestalt did not differ with perceived smile status. These data suggest that the patients' smile had less effect on the numeric gestalt pretest probability assessment than on the binary decision about an alternative diagnosis. Published by the BMJ Publishing Group

Learning style and concept acquisition of community college students in introductory biology

Science.gov (United States)

Bobick, Sandra Burin

This study investigated the influence of learning style on concept acquisition within a sample of community college students in a general biology course. There are two subproblems within the larger problem: (1) the influence of demographic variables (age, gender, number of college credits, prior exposure to scientific information) on learning style, and (2) the correlations between prior scientific knowledge, learning style and student understanding of the concept of the gene. The sample included all students enrolled in an introductory general biology course during two consecutive semesters at an urban community college. Initial data was gathered during the first week of the semester, at which time students filled in a short questionnaire (age, gender, number of college credits, prior exposure to science information either through reading/visual sources or a prior biology course). Subjects were then given the Inventory of Learning Processes-Revised (ILP-R) which measures general preferences in five learning styles; Deep Learning; Elaborative Learning, Agentic Learning, Methodical Learning and Literal Memorization. Subjects were then given the Gene Conceptual Knowledge pretest: a 15 question objective section and an essay section. Subjects were exposed to specific concepts during lecture and laboratory exercises. At the last lab, students were given the Genetics Conceptual Knowledge Posttest. Pretest/posttest gains were correlated with demographic variables and learning styles were analyzed for significant correlations. Learning styles, as the independent variable in a simultaneous multiple regression, were significant predictors of results on the gene assessment tests, including pretest, posttest and gain. Of the learning styles, Deep Learning accounted for the greatest positive predictive value of pretest essay and pretest objective results. Literal Memorization was a significant negative predictor for posttest essay, essay gain and objective gain. Simultaneous

40 CFR 90.408 - Pre-test procedures.

Science.gov (United States)

2010-07-01

....408 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED... during service accumulation is allowed only in accordance with § 90.118. (b) Engine pre-test preparation... by § 90.324(a). If necessary, allow the heated sample line, filters, and pumps to reach operating...

Localized Multiple Kernel Learning Via Sample-Wise Alternating Optimization.

Science.gov (United States)

Han, Yina; Yang, Kunde; Ma, Yuanliang; Liu, Guizhong

2014-01-01

Our objective is to train support vector machines (SVM)-based localized multiple kernel learning (LMKL), using the alternating optimization between the standard SVM solvers with the local combination of base kernels and the sample-specific kernel weights. The advantage of alternating optimization developed from the state-of-the-art MKL is the SVM-tied overall complexity and the simultaneous optimization on both the kernel weights and the classifier. Unfortunately, in LMKL, the sample-specific character makes the updating of kernel weights a difficult quadratic nonconvex problem. In this paper, starting from a new primal-dual equivalence, the canonical objective on which state-of-the-art methods are based is first decomposed into an ensemble of objectives corresponding to each sample, namely, sample-wise objectives. Then, the associated sample-wise alternating optimization method is conducted, in which the localized kernel weights can be independently obtained by solving their exclusive sample-wise objectives, either linear programming (for l1-norm) or with closed-form solutions (for lp-norm). At test time, the learnt kernel weights for the training data are deployed based on the nearest-neighbor rule. Hence, to guarantee their generality among the test part, we introduce the neighborhood information and incorporate it into the empirical loss when deriving the sample-wise objectives. Extensive experiments on four benchmark machine learning datasets and two real-world computer vision datasets demonstrate the effectiveness and efficiency of the proposed algorithm.

Pretest characterization of WIPP experimental waste

International Nuclear Information System (INIS)

Johnson, J.; Davis, H.

1991-01-01

The Waste Isolation Pilot Plant (WIPP) near Carlsbad, New Mexico, is an underground repository designed for the storage and disposal of transuranic (TRU) wastes from US Department of Energy (DOE) facilities across the country. The Performance Assessment (PA) studies for WIPP address compliance of the repository with applicable regulations, and include full-scale experiments to be performed at the WIPP site. These experiments are the bin-scale and alcove tests to be conducted by Sandia National Laboratories (SNL). Prior to conducting these experiments, the waste to be used in these tests needs to be characterized to provide data on the initial conditions for these experiments. This characterization is referred to as the Pretest Characterization of WIPP Experimental Waste, and is also expected to provide input to other programmatic efforts related to waste characterization. The purpose of this paper is to describe the pretest waste characterization activities currently in progress for the WIPP bin-scale waste, and to discuss the program plan and specific analytical protocols being developed for this characterization. The relationship between different programs and documents related to waste characterization efforts is also highlighted in this paper

Alienation and Engagement: Development of an Alternative Theoretical Framework for Understanding Student Learning

Science.gov (United States)

Case, Jennifer M.

2008-01-01

In this paper it is suggested that the themes of alienation and engagement offer a productive alternative perspective for characterising the student experience of learning in higher education, compared to current dominant perspectives such as that offered by approaches to learning and related concepts. A conceptual and historical background of the…

Mathematics Intervention Utilizing Carnegie Learning's Cognitive Tutor® and Compass Learning's Odyssey Math®

Science.gov (United States)

Barton, James M.

2016-01-01

Carnegie Learning's Cognitive Tutor®The purpose of this study is to determine whether there is a statistically significant difference between pre-test and post-test achievement scores when Compass Learning's Odyssey Math® is used together with Carnegie Learning's Math Cognitive Tutor® in a mathematics intervention program at ABC Middle School. The…

Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study.

Science.gov (United States)

Shorey, Shefaly; Kowitlawakul, Yanika; Devi, M Kamala; Chen, Hui-Chen; Soong, Swee Kit Alan; Ang, Emily

2018-02-01

Effective communication is important for nurse and patient outcomes. Nursing students often feel unprepared to communicate effectively with patients and other healthcare workers within the clinical environment. Blended learning pedagogy-based communication skills training can provide an alternative to traditional methods of teaching to enhance students' satisfaction and self-efficacy levels in communicating with others. To examine the effectiveness of blended learning pedagogy in a redesigned communication module among nursing undergraduates in enhancing their satisfaction levels and attitudes towards learning communication module as well as self-efficacy in communication. A single group pre-test and post-test quasi-experimental design was adopted. Data were collected from August 2016 to November 2016 from 124 nursing undergraduates from a leading nursing school. Blended learning pedagogy was adopted to redesign a communication module that offered a wide array of learning opportunities via face-to-face classroom and online sessions. Validated and reliable instruments were used to measure satisfaction levels with blended learning pedagogy, attitudes towards learning communication, and communication self-efficacy. Descriptive and inferential statistics were used to analyze the data. Participants had enhanced satisfaction levels with blended learning pedagogy, better attitudes in learning communication skills, and improved communication self-efficacies at posttest (week 13 of the semester) when compared with their pre-test scores (week one of the semester). Participants scored higher in the Blended Learning Satisfaction Scale, the Communication Skills Attitude Scale, and the communication skills subscale of the Nursing Students Self-Efficacy Scale. Blended learning pedagogy can be effectively used in facilitating communication modules and enhancing student outcomes among nursing undergraduates. The long-term effectiveness of using blended learning pedagogy in

The Pretesting Effect: Do Unsuccessful Retrieval Attempts Enhance Learning?

Science.gov (United States)

Richland, Lindsey E.; Kornell, Nate; Kao, Liche Sean

2009-01-01

Testing previously studied information enhances long-term memory, particularly when the information is successfully retrieved from memory. The authors examined the effect of unsuccessful retrieval attempts on learning. Participants in 5 experiments read an essay about vision. In the test condition, they were asked about embedded concepts before…

40 CFR 91.408 - Pre-test procedures.

Science.gov (United States)

2010-07-01

....408 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED... accordance with § 91.117. (b) Engine pre-test preparation. (1) Drain and charge the fuel tank(s) with the..., including the sample probe, using mode 1 from Table 2 in appendix A of this subpart. The emission sampling...

The Embodiment of Cases as Alternative Perspective in a Mathematics Hypermedia Learning Environment

Science.gov (United States)

Valentine, Keri D.; Kopcha, Theodore J.

2016-01-01

This paper presents a design framework for cases as alternative perspectives (Jonassen in Learning to solve problems: a handbook for designing problem-solving learning environments, 2011a) in the context of K-12 mathematics. Using the design-based research strategy of conjecture mapping, the design of cases for a hypermedia site is described…

Developing an Assessment of Learning Process: The Importance of Pre-Testing

Science.gov (United States)

Sheran, Michelle; Sarbaum, Jeffrey

2012-01-01

Colleges and universities are increasingly being held accountable for assessing and reporting student learning. Recently there has been increased focus on using assessment to improve learning over time. In this paper we present a simple, step-by-step assessment process that will deliver meaningful results to achieve these ends. We emphasize the…

The Effects of Digital Learning Material on Students' Mathematics Learning in Vocational Education

Science.gov (United States)

Zwart, Diana P.; Van Luit, Johannes E. H.; Noroozi, Omid; Goei, Sui Lin

2017-01-01

This study investigates the effects of Digital Learning Material (DLM) including instructional clips, online guidance, structuring of content, and a collaboration tool on students' mathematics learning in Dutch vocational education. A pretest-posttest design was used. Apprenticeship students were asked to complete assignments and to discuss them…

What Videogame Making Can Teach Us about Literacy and Learning: Alternative Pathways into Participatory Culture

Science.gov (United States)

Peppler, Kylie A.; Kafai, Yasmin B.

2007-01-01

In this paper we articulate an alternative approach to look at video games and learning to become a creator and contributor in the digital culture. Previous discussions have focused mostly on playing games and learning. Here, we discuss game making approaches and their benefits for illuminating game preferences and learning both software design…

Targeting as the basis for pre-test market of lithium-ion battery

Science.gov (United States)

Yuniaristanto, Zakaria, R.; Saputri, V. H. L.; Sutopo, W.; Kadir, E. A.

2017-11-01

This article discusses about market segmentation and targeting as a first step in pre-test market of a new technology. The benefits of targeting towards pre-test market are pre-test market can be conducted to focus on selected target markets so there is no bias during the pre-test market. In determining the target market then do some surveys to identify the state of market in the future, so that the marketing process is not misplaced. Lithium ion battery which is commercialized through start-up companies is the case study. This start-up companies must be able to respond the changes and bring in customers as well as maintain them so that companies can survive and evolve to achieve its objectives. The research aims to determine market segments and target market effectively. Marketing strategy (segmentation and targeting) is used to make questionnaire and cluster analysis in data processing. Respondents were selected by purposive sampling and have obtained data as many as 80 samples. As the results study, there are three segments for lithium ion battery with their own distinguished characteristics and there are two segments that can be used as the target market for the company.

Cognitive Neurostimulation: Learning to Volitionally Sustain Ventral Tegmental Area Activation.

Science.gov (United States)

MacInnes, Jeff J; Dickerson, Kathryn C; Chen, Nan-Kuei; Adcock, R Alison

2016-03-16

Activation of the ventral tegmental area (VTA) and mesolimbic networks is essential to motivation, performance, and learning. Humans routinely attempt to motivate themselves, with unclear efficacy or impact on VTA networks. Using fMRI, we found untrained participants' motivational strategies failed to consistently activate VTA. After real-time VTA neurofeedback training, however, participants volitionally induced VTA activation without external aids, relative to baseline, Pre-test, and control groups. VTA self-activation was accompanied by increased mesolimbic network connectivity. Among two comparison groups (no neurofeedback, false neurofeedback) and an alternate neurofeedback group (nucleus accumbens), none sustained activation in target regions of interest nor increased VTA functional connectivity. The results comprise two novel demonstrations: learning and generalization after VTA neurofeedback training and the ability to sustain VTA activation without external reward or reward cues. These findings suggest theoretical alignment of ideas about motivation and midbrain physiology and the potential for generalizable interventions to improve performance and learning. Copyright © 2016 Elsevier Inc. All rights reserved.

Alternation learning in pathological gamblers: an fMRI Study.

Science.gov (United States)

Dannon, Pinhas N; Kushnir, Tammar; Aizer, Anat; Gross-Isseroff, Ruth; Kotler, Moshe; Manor, David

2011-03-01

We have previously reported that pathological gamblers have impaired performance on the Stroop color word naming task, go-no-go task and speed accuracy tradeoff performance, tasks used to assess executive function and interference control. The aim of the present neuroimaging study was to explore the relationship between frontal cortex function and gambling severity in pathological gamblers. Functional MRI (fMRI) was used to estimate brain activity of ten male medication-free pathological gamblers during performance of an alternation learning task. Performance of this task has been shown to depend on the function of regions in the frontal cortex. The executive functions needed to perform the alternation learning task were expressed as brain activation in lateral and medial frontal as well as parietal and occipital regions. By correlating the level of local brain activation to task performance, parietal regions and lateral frontal and orbitofrontal regions were demonstrated. A higher score in SOGS was associated with intrusion on the task-specific activation in the left hemisphere, to some extant in parietal regions and even more pronouncedly in left frontal and orbitofrontal regions. Our preliminary data suggests that pathological gambling may be characterized by specific neuro-cognitive changes related to the frontal cortex.

Promoting middle school students’ abstract-thinking ability through cognitive apprenticeship instruction in mathematics learning

Science.gov (United States)

Yusepa, B. G. P.; Kusumah, Y. S.; Kartasasmita, B. G.

2018-01-01

The aim of this study is to get an in-depth understanding of students’ abstract-thinking ability in mathematics learning. This study was an experimental research with pre-test and post-test control group design. The subject of this study was eighth-grade students from two junior high schools in Bandung. In each schools, two parallel groups were selected and assigned into control and experimental groups. The experimental group was exposed to Cognitive Apprenticeship Instruction (CAI) treatment, whereas the control group was exposed to conventional learning. The results showed that abstract-thinking ability of students in experimental group was better than that of those in control group in which it could be observed from the overall and school level. It could be concluded that CAI could be a good alternative learning model to enhance students’ abstract-thinking ability.

The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter

Science.gov (United States)

Pratiwi, W. N.; Rochintaniawati, D.; Agustin, R. R.

2018-05-01

This research was focused on investigating the effect of multiple intelligence -based learning as a learning approach towards students’ concept mastery and interest in learning matter. The one-group pre-test - post-test design was used in this research towards a sample which was according to the suitable situation of the research sample, n = 13 students of the 7th grade in a private school in Bandar Seri Begawan. The students’ concept mastery was measured using achievement test and given at the pre-test and post-test, meanwhile the students’ interest level was measured using a Likert Scale for interest. Based on the analysis of the data, the result shows that the normalized gain was .61, which was considered as a medium improvement. in other words, students’ concept mastery in matter increased after being taught using multiple intelligence-based learning. The Likert scale of interest shows that most students have a high interest in learning matter after being taught by multiple intelligence-based learning. Therefore, it is concluded that multiple intelligence – based learning helped in improving students’ concept mastery and gain students’ interest in learning matter.

Refueling Infrastructure for Alternative Fuel Vehicles: Lessons Learned for Hydrogen; Workshop Proceedings

Energy Technology Data Exchange (ETDEWEB)

Melaina, M. W.; McQueen, S.; Brinch, J.

2008-07-01

DOE sponsored the Refueling Infrastructure for Alternative Fuel Vehicles: Lessons Learned for Hydrogen workshop to understand how lessons from past experiences can inform future efforts to commercialize hydrogen vehicles. This report contains the proceedings from the workshop.

The exercises without paper or pencil: an alternative for learning science

Directory of Open Access Journals (Sweden)

Idelfonso Robaina Acosta

2003-12-01

Full Text Available In recent years it has been carried out in our province, by a group of specialists from the ISP and the Provincial Department of Education, the diagnostic study of the results obtained by 12th grade students. in the entrance examinations to higher education, regularly determined as the difficulties in solving problems, mainly caused by insufficient formation of the conceptual base. Learning from oral communication is the foundation that underpins this work, proposing exercises without paper or pen as an alternative to optimize the learning of science.

Cognitive Laboratory Experiences : On Pre-testing Computerised Questionnaires

NARCIS (Netherlands)

Snijkers, G.J.M.E.

2002-01-01

In the literature on questionnaire design and survey methodology, pre-testing is mentioned as a way to evaluate questionnaires (i.e. investigate whether they work as intended) and control for measurement errors (i.e. assess data quality). As the American Statistical Association puts it (ASA, 1999,

Effects of a blended learning module on self-reported learning performances in baccalaureate nursing students.

Science.gov (United States)

Hsu, Li-Ling; Hsieh, Suh-Ing

2011-11-01

This article is a report of a quasi-experimental study of the effects of blended modules on nursing students' learning of ethics course content. There is yet to be an empirically supported mix of strategies on which a working blended learning model can be built for nursing education. This was a two-group pretest and post-test quasi-experimental study in 2008 involving a total of 233 students. Two of the five clusters were designated the experimental group to experience a blended learning model, and the rest were designated the control group to be given classroom lectures only. The Case Analysis Attitude Scale, Case Analysis Self-Evaluation Scale, Blended Learning Satisfaction Scale, and Metacognition Scale were used in pretests and post-tests for the students to rate their own performance. In this study, the experimental group did not register significantly higher mean scores on the Case Analysis Attitude Scale at post-test and higher mean ranks on the Case Analysis Self-Evaluation Scale, the Blended Learning Satisfaction Scale, and the Metacognition Scale at post-test than the control group. Moreover, the experimental group registered significant progress in the mean ranks on the Case Analysis Self-Evaluation Scale and the Metacognition Scale from pretest to post-test. No between-subjects effects of four scales at post-test were found. Newly developed course modules, be it blended learning or a combination of traditional and innovative components, should be tested repeatedly for effectiveness and popularity for the purpose of facilitating the ultimate creation of a most effective course module for nursing education. © 2011 Blackwell Publishing Ltd.

Changing University Students’ Alternative Conceptions of Optics by Active Learning

Directory of Open Access Journals (Sweden)

Zalkida Hadžibegović

2013-01-01

Full Text Available Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the truly impressive implementation results of theSCALE-UP learning environment suggest that such beliefs are false (Beichner et al., 2000. In this study, we present a design of an active learning environment with positive effect on students. The design is based on the following elements: (1 helping students to learn from interactive lecture experiment; (2 guiding students to use justified explanation and prediction after observing and exploring a phenomenon; (3 developing a conceptual question sequencedesigned for use in an interactive lecture with students answering questions in worksheets by writing and drawing; (4 evaluating students’ conceptual change and gains by questions related to light reflection, refraction, and image formation in an exam held a week after the active learning session. Data were collected from 95 science freshmen with different secondary school backgrounds. They participated in geometrical optics classes organized for collecting research results during and after only one active learning session.The results have showed that around 60% of the students changed their initial alternative conceptions of vision and of image formation. It was also found that a large group of university students is likely to be engaged in active learning, shifting from a passive role they usually play during teacher’s lectures.

"The Hole in the Sky Causes Global Warming": A Case Study of Secondary School Students' Climate Change Alternative Conceptions

Science.gov (United States)

Chang, Chew-Hung; Pascua, Liberty

2015-01-01

This study identified secondary school students' alternative conceptions (ACs) of climate change and their resistance to instruction. Using a case-based approach, a diagnostic test was administered to Secondary 3 male students in a pre-test and post-test. The ACs identified in the pre-test were on the causes of climate change, the natural…

Evaluating change in attitude towards mathematics using the 'then-now' procedure in a cooperative learning programme.

Science.gov (United States)

Townsend, Michael; Wilton, Keri

2003-12-01

Tertiary students' attitudes to mathematics are frequently negative and resistant to change, reflecting low self-efficacy. Some educators believe that greater use should be made of small group, collaborative teaching. However, the results of such interventions should be subject to assessments of bias caused by a shift in the frame of reference used by students in reporting their attitudes. This study was designed to assess whether traditional pretest-post-test procedures would indicate positive changes in mathematics attitude during a programme of cooperative learning, and whether an examination of any attitudinal change using the 'then-now' procedure would indicate bias in the results due to a shift in the internal standards for expressing attitude. Participants were 141 undergraduate students enrolled in a 12-week statistics and research design component of a course in educational psychology. Using multivariate procedures, pretest, post-test, and then-test measures of mathematics self-concept and anxiety were examined in conjunction with a cooperative learning approach to teaching. Significant positive changes between pretest and post-test were found for both mathematics self-concept and mathematics anxiety. There were no significant differences between the actual pretest and retrospective pretest measures of attitude. The results were not moderated by prior level of mathematics study. Conclusions about the apparent effectiveness of a cooperative learning programme were strengthened by the use of the retrospective pretest procedure.

Perceptual learning of basic visual features remains task specific with Training-Plus-Exposure (TPE) training.

Science.gov (United States)

Cong, Lin-Juan; Wang, Ru-Jie; Yu, Cong; Zhang, Jun-Yun

2016-01-01

Visual perceptual learning is known to be specific to the trained retinal location, feature, and task. However, location and feature specificity can be eliminated by double-training or TPE training protocols, in which observers receive additional exposure to the transfer location or feature dimension via an irrelevant task besides the primary learning task Here we tested whether these new training protocols could even make learning transfer across different tasks involving discrimination of basic visual features (e.g., orientation and contrast). Observers practiced a near-threshold orientation (or contrast) discrimination task. Following a TPE training protocol, they also received exposure to the transfer task via performing suprathreshold contrast (or orientation) discrimination in alternating blocks of trials in the same sessions. The results showed no evidence for significant learning transfer to the untrained near-threshold contrast (or orientation) discrimination task after discounting the pretest effects and the suprathreshold practice effects. These results thus do not support a hypothetical task-independent component in perceptual learning of basic visual features. They also set the boundary of the new training protocols in their capability to enable learning transfer.

Vermittlung von Naturheilverfahren in der Veterinärmedizin mittels E-Learning [Teaching methods of alternative therapy in veterinary medicine via e-learning

Directory of Open Access Journals (Sweden)

Fidelak, Christian

2008-11-01

Full Text Available [english] The Free University’s Veterinary Clinic of Reproduction in the Department of Veterinary Medicine, Berlin, has been offering courses on alternative and complementary veterinary medicine to its students for several years. Due to time constraints and shortages in teaching staff, it has not been possible to satisfy student demand for instruction in these areas. To provide more detailed information as well as more opportunities for discussion and practica, subject area courses were modified in two steps. Initially, blended learning was implemented to include e-learning and in-class formats of instruction. Subsequently, an entire block of courses offered were transferred to e-learning format. Students may now voluntarily register for the e-learning course entitled “Introduction of alternative and complementary veterinary medicine” via the Internet and learn the basic principles of homoeopathy, herbal medicine, acupuncture and other alternative methods in veterinary medicine. After passing this basic course, blended learning courses enable advanced students to learn more about fundamentals of methods in greater detail as well as to perform practica with animal subjects. The evaluation of these courses showed that students rated e-learning to be a reasonable addendum to in-class instruction. More than two thirds of the students recommended an increased integration of e-learning into veterinary education. [german] Die Tierklinik für Fortpflanzung in Berlin bietet den Studierenden der Veterinärmedizin seit einigen Semestern Wahlpflichtkurse zu den Naturheilverfahren an. Der enormen Nachfrage seitens der Studierenden standen personelle und zeitliche Begrenzungen des Lehrpersonals gegenüber. Um den Interessenten dennoch umfangreiche Informationen zu bieten sowie Freiräume für Diskussionen und praktische Übungen zu schaffen, wurde das Ausbildungsangebot in zwei Projektphasen ausgebaut. Zunächst wurde dabei die Methode des Blended-Learning

Evidence for an alternation strategy in time-place learning.

Science.gov (United States)

Pizzo, Matthew J; Crystal, Jonathon D

2004-11-30

Many different conclusions concerning what type of mechanism rats use to solve a daily time-place task have emerged in the literature. The purpose of this study was to test three competing explanations of time-place discrimination. Rats (n = 10) were tested twice daily in a T-maze, separated by approximately 7 h. Food was available at one location in the morning and another location in the afternoon. After the rats learned to visit each location at the appropriate time, tests were omitted to evaluate whether the rats were utilizing time-of-day (i.e., a circadian oscillator) or an alternation strategy (i.e., visiting a correct location is a cue to visit the next location). Performance on this test was significantly lower than chance, ruling out the use of time-of-day. A phase advance of the light cycle was conducted to test the alternation strategy and timing with respect to the light cycle (i.e., an interval timer). There was no difference between probe and baseline performance. These results suggest that the rats used an alternation strategy to meet the temporal and spatial contingencies in the time-place task.

The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

Science.gov (United States)

Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

2017-01-01

We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest-posttest design. The results show that…

75 FR 70270 - Submission for OMB Review; Comment Request; Pretesting of NIAID's Biomedical HIV Prevention...

Science.gov (United States)

2010-11-17

... while they are in developmental form to assess audience comprehension, reactions, and perceptions. The information obtained from audience research and pretesting results in more effective messages, materials, and... pretests are to (1) Assess audience knowledge, attitudes, behaviors and other characteristics for the...

76 FR 6484 - Submission for OMB Review; Comment Request; Pretesting of NIAID's Biomedical HIV Prevention...

Science.gov (United States)

2011-02-04

... while they are in developmental form to assess audience comprehension, reactions, and perceptions. The information obtained from audience research and pretesting results in more effective messages, materials, and... pretests are to (1) assess audience knowledge, attitudes, behaviors and other characteristics for the...

Optimizing Classroom Instruction through Self-Paced Learning Prototype

Science.gov (United States)

Bautista, Romiro G.

2015-01-01

This study investigated the learning impact of self-paced learning prototype in optimizing classroom instruction towards students' learning in Chemistry. Two sections of 64 Laboratory High School students in Chemistry were used as subjects of the study. The Quasi-Experimental and Correlation Research Design was used in the study: a pre-test was…

The Effect of Cooperative Learning Methods on Academic Success in Social Studies Course

Directory of Open Access Journals (Sweden)

Mehmet ŞENTÜRK

2016-12-01

Full Text Available The aim of this study is to determine the effect of Jigsaw and Ask Together Learn Together technique used in the application of cooperative learning model on the academic success of social studies of 6th degree students. Experimental research design, including pretest and post-test, was used in the study. Work group of the study consisted of 54 6th grade students studying in three different classes of a secondary school in Trabzon between 2015-2016 school years. The study was conducted with two experimental groups and one control group. The related unit was taught via the related techniques for four weeks with experimental groups. Academic Success Test (AST was used as data collection tool of the study. The pre-test and post test scores of experimental and control groups from AST were analysed by using ANOVA and ANCOVA. According to the AST pre-test and posttest results of research groups, there was no significant difference between pre-test and posttest scores of Jigsaw and Ask Together Learn Together technique students in experimental groups, while significant difference was measured between experimental groups and control group.

A study: Effect of Students Peer Assisted Learning on Magnetic Field Achievement

International Nuclear Information System (INIS)

Mueanploy, Wannapa

2016-01-01

This study is the case study of Physic II Course for students of Pathumwan Institute of Technology. The purpose of this study is: 1) to develop cooperative learning method of peer assisted learning (PAL), 2) to compare the learning achievement before and after studied magnetic field lesson by cooperative learning method of peer assisted learning. The population was engineering students of Pathumwan Institute of Technology (PIT’s students) who registered Physic II Course during year 2014. The sample used in this study was selected from the 72 students who passed in Physic I Course. The control groups learning magnetic fields by Traditional Method (TM) and experimental groups learning magnetic field by method of peers assisted learning. The students do pretest before the lesson and do post-test after the lesson by 20 items achievement tests of magnetic field. The post-test higher than pretest achievement significantly at 0.01 level. (paper)

Impact on learning of an e-learning module on leukaemia: a randomised controlled trial.

Science.gov (United States)

Morgulis, Yuri; Kumar, Rakesh K; Lindeman, Robert; Velan, Gary M

2012-05-28

e-learning resources may be beneficial for complex or conceptually difficult topics. Leukaemia is one such topic, yet there are no reports on the efficacy of e-learning for leukaemia. This study compared the learning impact on senior medical students of a purpose-built e-learning module on leukaemia, compared with existing online resources. A randomised controlled trial was performed utilising volunteer senior medical students. Participants were randomly allocated to Study and Control groups. Following a pre-test on leukaemia administered to both groups, the Study group was provided with access to the new e-learning module, while the Control group was directed to existing online resources. A post-test and an evaluation questionnaire were administered to both groups at the end of the trial period. Study and Control groups were equivalent in gender distribution, mean academic ability, pre-test performance and time studying leukaemia during the trial. The Study group performed significantly better than the Control group in the post-test, in which the group to which the students had been allocated was the only significant predictor of performance. The Study group's evaluation of the module was overwhelmingly positive. A targeted e-learning module on leukaemia had a significant effect on learning in this cohort, compared with existing online resources. We believe that the interactivity, dialogic feedback and integration with the curriculum offered by the e-learning module contributed to its impact. This has implications for e-learning design in medicine and other disciplines.

Using a retrospective pretest instead of a conventional pretest is replacing biases: a qualitative study of cognitive processes underlying responses to thentest items

NARCIS (Netherlands)

Taminiau-Bloem, Elsbeth F.; Schwartz, Carolyn E.; van Zuuren, Florence J.; Koeneman, Margot A.; Visser, Mechteld R. M.; Tishelman, Carol; Koning, Caro C. E.; Sprangers, Mirjam A. G.

2016-01-01

The thentest design aims to detect and control for recalibration response shift. This design assumes (1) more consistency in the content of the cognitive processes underlying patients' quality of life (QoL) between posttest and thentest assessments than between posttest and pretest assessments; and

THE EFFECTIVENESS OF WEB-BASED INTERACTIVE BLENDED LEARNING MODEL IN ELECTRICAL ENGINEERING COURSES

Directory of Open Access Journals (Sweden)

Hansi Effendi

2015-12-01

Full Text Available The study was to test the effectiveness of the Web-Based Interactive Blended Learning Model (BLIBW for subjects in the Department of Electrical Engineering, Padang State University. The design that the researcher employed was a quasi-experimental design with one group pretest-posttest, which was conducted on a group of students consisting of 30 people and the test was conducted for two times. The effectiveness of BLIBW Model was tested by comparing the average pretest scores and the average posttest scores both in the first trial and the second trial. The average prestest and posttest scores in the first trial were 14.13 and 33.80. The increase in the average score was significant at alpha 0.05. Then, the average pretest and posttest scores in the second trial were 18.67 and 47.03. The result was also significant at alpha 0.05. The effectiveness of BLIBW Model in the second trial was higher than in the first test. Those result were not entirely satisfactory and it might be caused several weaknesses in both tests such as: the number of sessions were limited, there was only one subject, and the number of students who were subjected too limited. However, the researcher would like to conclude that the BLIBW Model might be implemented as a replacement alternative for the face-to-face instruction.

Edutourism Taka Bonerate National Park through Scientific Approach to Improve Student Learning Outcomes

Science.gov (United States)

Hayati, R. S.

2017-02-01

This research aim is develop the potential of Taka Bonerate National Park as learning resources through edutourism with scientific approach to improve student learning outcomes. Focus of student learning outcomes are students psychomotor abilities and comprehension on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The edutourism development products are teacher manual, edutourism worksheet, material booklet, guide’s manual, and Taka Bonerate National Park governor manual. The method to develop edutourism products is ADDIE research and development model that consist of analysis, design, development and production, implementation, and evaluation step. The subjects in the implementation step were given a pretest and posttest and observation sheet to see the effect of edutourism Taka Bonerate National Park through scientific approach to student learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The data were analyzed qualitative descriptively. The research result is edutourism Taka Bonerate National Park through scientific approach can improve students learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. Edutourism Taka Bonerate National Park can be an alternative of learning method on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics.

Effect of Environmental Education Based on Transformational Learning Theory on Perceptions towards Environmental Problems and Permanency of Learning

Science.gov (United States)

Uyanik, Gökhan

2016-01-01

The aim of the study is to determine effect of environmental education based on transformational learning theory on primary school teacher candidates' perceptions towards environmental problems and permanency of learning. Pretest-posttest quasi-experimental design have been used in this study. The study group consists of 66 teacher candidates who…

Using a collaborative Mobile Augmented Reality learning application (CoMARLA) to improve Improve Student Learning

Science.gov (United States)

Hanafi, Hafizul Fahri bin; Soh Said, Che; Hanee Ariffin, Asma; Azlan Zainuddin, Nur; Samsuddin, Khairulanuar

2016-11-01

This study was carried out to improve student learning in ICT course using a collaborative mobile augmented reality learning application (CoMARLA). This learning application was developed based on the constructivist framework that would engender collaborative learning environment, in which students could learn collaboratively using their mobile phones. The research design was based on the pretest posttest control group design. The dependent variable was students’ learning performance after learning, and the independent variables were learning method and gender. Students’ learning performance before learning was treated as the covariate. The sample of the study comprised 120 non-IT (non-technical) undergraduates, with the mean age of 19.5. They were randomized into two groups, namely the experimental and control group. The experimental group used CoMARLA to learn one of the topics of the ICT Literacy course, namely Computer System; whereas the control group learned using the conventional approach. The research instrument used was a set of multiple-choice questions pertaining to the above topic. Pretesting was carried out before the learning sessions, and posttesting was performed after 6 hours of learning. Using the SPSS, Analysis of Covariance (ANCOVA) was performed on the data. The analysis showed that there were main effects attributed to the learning method and gender. The experimental group outperformed the control group by almost 9%, and male students outstripped their opposite counterparts by as much as 3%. Furthermore, an interaction effect was also observed showing differential performances of male students based on the learning methods, which did not occur among female students. Hence, the tool can be used to help undergraduates learn with greater efficacy when contextualized in an appropriate setting.

Service-Learning in a One-Year Alternative Route to Teacher Certification: A Powerful Multicultural Teaching Tool

Science.gov (United States)

Brown, Elinor L.

2005-01-01

This five-year study examined the effectiveness of an innovative approach to service-learning embedded in a one year site-based alternative route to teacher certification. The ten-week school-based study investigated the influence of service-learning on the multicultural perceptions, cross-cultural communication skills, and social justice…

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial.

Science.gov (United States)

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

Background and aims The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students' learning ability. Methods One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05). Conclusions This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials.

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial

Science.gov (United States)

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

Background and aims The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students’ learning ability. Methods One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05). Conclusions This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials. PMID:24229729

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial

Directory of Open Access Journals (Sweden)

Bjarne Skjødt Worm

2013-11-01

Full Text Available Background and aims : The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students’ learning ability. Methods : One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+. All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results : All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups improved statistically significant compared to students at level 1 (p>0.05. There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05. Conclusions : This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials.

The role of visual representation in physics learning: dynamic versus static visualization

Science.gov (United States)

Suyatna, Agus; Anggraini, Dian; Agustina, Dina; Widyastuti, Dini

2017-11-01

This study aims to examine the role of visual representation in physics learning and to compare the learning outcomes of using dynamic and static visualization media. The study was conducted using quasi-experiment with Pretest-Posttest Control Group Design. The samples of this research are students of six classes at State Senior High School in Lampung Province. The experimental class received a learning using dynamic visualization and control class using static visualization media. Both classes are given pre-test and post-test with the same instruments. Data were tested with N-gain analysis, normality test, homogeneity test and mean difference test. The results showed that there was a significant increase of mean (N-Gain) learning outcomes (p physical phenomena and requires long-term observation.

Comparative Effectiveness of Conventional Rote Learning and ...

African Journals Online (AJOL)

This study investigated the relative effectiveness of Mnemonics technique (MNIT) and conventional rote learning technique (CRL) on the teaching-learning of physical features (Geography). A pre-test and post-test control group design was adopted for the study. A sample of ninety SS I students was randomly selected out of ...

Integrating Problem-Based Learning and Simulation: Effects on Student Motivation and Life Skills.

Science.gov (United States)

Roh, Young Sook; Kim, Sang Suk

2015-07-01

Previous research has suggested that a teaching strategy integrating problem-based learning and simulation may be superior to traditional lecture. The purpose of this study was to assess learner motivation and life skills before and after taking a course involving problem-based learning and simulation. The design used repeated measures with a convenience sample of 83 second-year nursing students who completed the integrated course. Data from a self-administered questionnaire measuring learner motivation and life skills were collected at pretest, post-problem-based learning, and post-simulation time points. Repeated-measures analysis of variance determined that the mean scores for total learner motivation (F=6.62, P=.003), communication (F=8.27, Plearning (F=4.45, P=.016) differed significantly between time points. Post hoc tests using the Bonferroni correction revealed that total learner motivation and total life skills significantly increased both from pretest to postsimulation and from post-problem-based learning test to postsimulation test. Subscales of learner motivation and life skills, intrinsic goal orientation, self-efficacy for learning and performance, problem-solving skills, and self-directed learning skills significantly increased both from pretest to postsimulation test and from post-problem-based learning test to post-simulation test. The results demonstrate that an integrating problem-based learning and simulation course elicits significant improvement in learner motivation and life skills. Simulation plus problem-based learning is more effective than problem-based learning alone at increasing intrinsic goal orientation, task value, self-efficacy for learning and performance, problem solving, and self-directed learning.

Improvement of nursing students' critical thinking skills through problem-based learning in the People's Republic of China: a quasi-experimental study.

Science.gov (United States)

Yuan, Haobin; Kunaviktikul, Wipada; Klunklin, Areewan; Williams, Beverly A

2008-03-01

A quasi-experimental, two-group pretest-post-test design was conducted to examine the effect of problem-based learning on the critical thinking skills of 46 Year 2 undergraduate nursing students in the People's Republic of China. The California Critical Thinking Skills Test Form A, Chinese-Taiwanese version was used as both a pretest and as a post-test for a semester-long nursing course. There was no significant difference in critical thinking skills at pretest, whereas, significant differences in critical thinking skills existed between the problem-based learning and lecture groups at post-test. The problem-based learning students had a significantly greater improvement on the overall California Critical Thinking Skills Test, analysis, and induction subscale scores compared with the lecture students. Problem-based learning fostered nursing students' critical thinking skills.

Semi-supervised Learning Predicts Approximately One Third of the Alternative Splicing Isoforms as Functional Proteins

Directory of Open Access Journals (Sweden)

Yanqi Hao

2015-07-01

Full Text Available Alternative splicing acts on transcripts from almost all human multi-exon genes. Notwithstanding its ubiquity, fundamental ramifications of splicing on protein expression remain unresolved. The number and identity of spliced transcripts that form stably folded proteins remain the sources of considerable debate, due largely to low coverage of experimental methods and the resulting absence of negative data. We circumvent this issue by developing a semi-supervised learning algorithm, positive unlabeled learning for splicing elucidation (PULSE; http://www.kimlab.org/software/pulse, which uses 48 features spanning various categories. We validated its accuracy on sets of bona fide protein isoforms and directly on mass spectrometry (MS spectra for an overall AU-ROC of 0.85. We predict that around 32% of “exon skipping” alternative splicing events produce stable proteins, suggesting that the process engenders a significant number of previously uncharacterized proteins. We also provide insights into the distribution of positive isoforms in various functional classes and into the structural effects of alternative splicing.

COMPUTER-ASSISTED VOCABULARY LEARNING: THE POWER OF GAMING ON STUDENTS’ ENGLISH VOCABULARY ACHIEVEMENT

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Yune Andryani Pinem

2017-04-01

Full Text Available The main objective of this study was to find out whether the power of gaming contributed to vocabulary learning and gave significant upgrading in students‘ vocabulary scores through its comparison to the dull and routine vocabulary learning. The subjects, two groups of Indonesian students, were tested in a pre-test before joining two different methods of vocabulary learning, and finally were tested in a post-test. Data were collected from the students‘ pre-test and post-test scores. From the comparison of these two groups‘ data, the output proved that the vocabulary class using ―Little Shop of Treasure‖ online games was better in boosting students‘ scores.

Pre-test evaluation of LLTR series II Test A-7

International Nuclear Information System (INIS)

Knittle, D.

1981-03-01

The purpose of this report is to present pre-test predictions of pressure histories for the A-7 test to be conducted in the Large Leak Test Rig (LLTR) at the Energy Technology Engineering Center (ETEC) in April 1981

Inexpensive electrolysis of batik waste water: Project-based learning (PjBL) in MA Salafiyah Simbang Kulon Pekalongan, Indonesia

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Firmansyah, R. Arizal; Rohmatina, Ita

2017-12-01

Majority of people in Simbang kulon Indonesia almost every citizen who batik artisans, by utilizing river water to wash batik, as well as a place to dispose of waste. As a result, the river is polluted. However, there are no steps to educate young generation especially students to care about the environment. Therefore, project-based learning is appropriate approach. This research was intended to provide a description of the study of project-based chemistry on redox reaction material and its application for the waste treatment of class X MA Salafiyah Simbang Kulon Pekalongan. The implementation of project-based chemistry study of redox reaction material and its application on batik waste treatment in class X MA Salafiyah Simbang Kulon Pekalongan can be seen from several aspects, such as: (1) planning stage: includes preparation of learning planning activities such as RPP preparation of LKS etc, (2) Implementation stage: this stage consists of classroom discussion, and batik waste treatment project (3) evaluation stage. This evaluation was done by the researcher on the results of project-based learning to measure the level of effectiveness of learning with the achievement of students' competencies in terms of cognitive, that is by doing post-test and interview. The end result was to compare the results of the pre-test of learners who achieve the value of KKM with the results of post-test learners who reached the KKM value of 6.8. The results showed that: the effectiveness level of learning chemistry-based projects redox reaction material and its application on the batik waste treatment of class X MA Salafiyah Simbang Kulon Pekalongan was very high, this can be seen from the comparison of the percentage of school KKM achievement between the value of pre-test results with value of post-test result was difference of pre-test result 8,33% with result of post-test 91,66%, so difference was 81,26%. These results were then reinforced by the results of the researcher

Influence of the Constructivist Learning Approach on Students' Levels of Learning Trigonometry and on Their Attitudes towards Mathematics

OpenAIRE

İNAN, CEMİL

2014-01-01

In this experimental study, the influence of the constructivist learning approach on students’ levels of learning trigonometry and on their attitudes towards mathematics was examined in comparison with the traditional methods of instruction. The constructivist learning approach was the independent variable, while mathematics achievement, the lessons of trigonometry and the attitudes towards mathematics constituted the dependent variables. The study was designed as the pretest-posttest control...

Head multidetector computed tomography: emergency medicine physicians overestimate the pretest probability and legal risk of significant findings.

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Baskerville, Jerry Ray; Herrick, John

2012-02-01

This study focuses on clinically assigned prospective estimated pretest probability and pretest perception of legal risk as independent variables in the ordering of multidetector computed tomographic (MDCT) head scans. Our primary aim is to measure the association between pretest probability of a significant finding and pretest perception of legal risk. Secondarily, we measure the percentage of MDCT scans that physicians would not order if there was no legal risk. This study is a prospective, cross-sectional, descriptive analysis of patients 18 years and older for whom emergency medicine physicians ordered a head MDCT. We collected a sample of 138 patients subjected to head MDCT scans. The prevalence of a significant finding in our population was 6%, yet the pretest probability expectation of a significant finding was 33%. The legal risk presumed was even more dramatic at 54%. These data support the hypothesis that physicians presume the legal risk to be significantly higher than the risk of a significant finding. A total of 21% or 15% patients (95% confidence interval, ±5.9%) would not have been subjected to MDCT if there was no legal risk. Physicians overestimated the probability that the computed tomographic scan would yield a significant result and indicated an even greater perceived medicolegal risk if the scan was not obtained. Physician test-ordering behavior is complex, and our study queries pertinent aspects of MDCT testing. The magnification of legal risk vs the pretest probability of a significant finding is demonstrated. Physicians significantly overestimated pretest probability of a significant finding on head MDCT scans and presumed legal risk. Copyright © 2012 Elsevier Inc. All rights reserved.

Effectiveness of E-learning Compared to Classroom Learning in the Diagnostic Approach to Bioterrorism and Chemical Terrorism for Emergency Physicians

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Mustafa Alavi-Moghaddam

2015-07-01

Full Text Available Background and purpose: Emergency physicians play an important role in the immediate diagnosis of bioterrorism activities. The present study was conducted with the purpose of comparing the effectiveness of e-learning and classroom learning in approach to bioterrorism and chemical terrorism for emergency physicians.Methods: This was a semi-empirical study, which was conducted via testing knowledge before and after the educational intervention in the field of bioterrorism and chemical terrorism on the emergency physicians in Tehran. The external validity of the questionnaire was confirmed by two academic experts in order to determine the ability to detect bioterrorist and chemical terrorist diseases. In this study, education was done in both virtual and classroom forms. The education regarded 6 bioterrorist diseases in group A (anthrax, plague, viral hemorrhagic fever, tularemia, smallpox, and 5 chemical terrorist diseases (nerve gas, mustard, lewisite, phosgene, chlorine.Results: 160 doctors participated in this study. 96 people (60% were men and 64 people (40% were women. The average age of the participants was 36.2±5.5 years. In e-learning method, the pre-test scores average was (30.6%, while the post-test scores average was (81.6% (p=0.001. In classroom learning method, the pre-test scores average was (41.9%, while the post-test scores average was (72.9%, which the pre-test and post-test scores average differences in both cases are significant (p<0.001. In e-learning method, the difference was (51%, and in the classroom method it was (31%, which these two represent a 20% difference between methods. From statistical point of view, this difference indicates that the e-learning method being more effective (p=0.02.Conclusions: Based on the study results, it seems that in comparison to the classroom learning, e-learning method is more effective in helping emergency physicians to diagnose bioterrorism or chemical terrorism factors.Keywords: E-LEARNING

Impact on learning of an e-learning module on leukaemia: a randomised controlled trial

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Morgulis Yuri

2012-05-01

Full Text Available Abstract Background e-learning resources may be beneficial for complex or conceptually difficult topics. Leukaemia is one such topic, yet there are no reports on the efficacy of e-learning for leukaemia. This study compared the learning impact on senior medical students of a purpose-built e-learning module on leukaemia, compared with existing online resources. Methods A randomised controlled trial was performed utilising volunteer senior medical students. Participants were randomly allocated to Study and Control groups. Following a pre-test on leukaemia administered to both groups, the Study group was provided with access to the new e-learning module, while the Control group was directed to existing online resources. A post-test and an evaluation questionnaire were administered to both groups at the end of the trial period. Results Study and Control groups were equivalent in gender distribution, mean academic ability, pre-test performance and time studying leukaemia during the trial. The Study group performed significantly better than the Control group in the post-test, in which the group to which the students had been allocated was the only significant predictor of performance. The Study group’s evaluation of the module was overwhelmingly positive. Conclusions A targeted e-learning module on leukaemia had a significant effect on learning in this cohort, compared with existing online resources. We believe that the interactivity, dialogic feedback and integration with the curriculum offered by the e-learning module contributed to its impact. This has implications for e-learning design in medicine and other disciplines.

Impact on learning of an e-learning module on leukaemia: a randomised controlled trial

Science.gov (United States)

2012-01-01

Background e-learning resources may be beneficial for complex or conceptually difficult topics. Leukaemia is one such topic, yet there are no reports on the efficacy of e-learning for leukaemia. This study compared the learning impact on senior medical students of a purpose-built e-learning module on leukaemia, compared with existing online resources. Methods A randomised controlled trial was performed utilising volunteer senior medical students. Participants were randomly allocated to Study and Control groups. Following a pre-test on leukaemia administered to both groups, the Study group was provided with access to the new e-learning module, while the Control group was directed to existing online resources. A post-test and an evaluation questionnaire were administered to both groups at the end of the trial period. Results Study and Control groups were equivalent in gender distribution, mean academic ability, pre-test performance and time studying leukaemia during the trial. The Study group performed significantly better than the Control group in the post-test, in which the group to which the students had been allocated was the only significant predictor of performance. The Study group’s evaluation of the module was overwhelmingly positive. Conclusions A targeted e-learning module on leukaemia had a significant effect on learning in this cohort, compared with existing online resources. We believe that the interactivity, dialogic feedback and integration with the curriculum offered by the e-learning module contributed to its impact. This has implications for e-learning design in medicine and other disciplines. PMID:22640463

Peer-assisted learning and orthopaedic evaluation psychomotor skills.

Science.gov (United States)

Weidner, Thomas G; Popp, Jennifer K

2007-01-01

Athletic training educators often anecdotally suggest that athletic training students enhance their learning by teaching their peers. However, peer-assisted learning (PAL) has not been examined within athletic training education to provide evidence for PAL's current use or for its use as a pedagogic tool. To assess the effectiveness of intentional, formal PAL on the performance of psychomotor skills and to identify students' perceptions of PAL. Randomized, pretest-posttest experimental design. Athletic Training Research and Education Laboratory. Fifty-one undergraduate students (27 athletic training majors, 24 nonmajors). Review sessions led by either an Approved Clinical Instructor or peer tutor. We assessed pretest and posttest performance scores (number of correct skills) and the amount of time to complete the psychomotor skills in 3 categories of orthopaedic evaluation of the hand and wrist for subjects assigned to either a peer tutor or an Approved Clinical Instructor review group. Using the Athletic Training Peer-Assisted Learning Assessment Survey, we evaluated the perceptions of students assigned to the peer-tutor group regarding the benefits of, and preferences for, PAL. Differences in the pretest-posttest skill scores were noted in both groups (P psychomotor skills with peer tutors than with the laboratory instructor, and many students (n = 12, 44.4%) felt more self-confident when practicing psychomotor skills with a peer tutor. Peer-assisted learning appears to be a valid method for improving athletic training psychomotor skills. Peers can be resources for practicing clinical skills and report benefiting from the collaboration. Peer-assisted learning should be deliberately integrated into athletic training education programs to enhance student learning and collaboration.

Portrait of a rural health graduate: exploring alternative learning spaces.

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Ross, Andrew; Pillay, Daisy

2015-05-01

Given that the staffing of rural facilities represents an international challenge, the support, training and development of students of rural origin at institutions of higher learning (IHLs) should be an integral dimension of health care provisioning. International studies have shown these students to be more likely than students of urban origin to return to work in rural areas. However, the crisis in formal school education in some countries, such as South Africa, means that rural students with the capacity to pursue careers in health care are least likely to access the necessary training at an IHL. In addition to challenges of access, throughput is relatively low at IHLs and is determined by a range of learning experiences. Insight into the storied educational experiences of health care professionals (HCPs) of rural origin has the potential to inform the training and development of rural-origin students. Six HCPs of rural origin were purposively selected. Using a narrative inquiry approach, data were generated from long interviews and a range of arts-based methods to create and reconstruct the storied narratives of the six participants. Codes, categories and themes were developed from the reconstructed stories. Reid's four-quadrant model of learning theory was used to focus on the learning experiences of one participant. Alternative learning spaces were identified, which were made available through particular social spaces outwith formal lecture rooms. These offered opportunities for collaboration and for the reconfiguring of the participants' agency to be, think and act differently. Through the practices enacted in particular learning spaces, relationships of caring, sharing, motivating and mentoring were formed, which contributed to personal, social, academic and professional development and success. Learning spaces outwith the formal lecture theatre are critical to the acquisition of good clinical skills and knowledge in the development of socially accountable

Active-learning laboratory session to teach the four M's of diabetes care.

Science.gov (United States)

Darbishire, Patricia L; Plake, Kimberly S; Nash, Christiane L; Shepler, Brian M

2009-04-07

To implement an active-learning methodology for teaching diabetes care to pharmacy students and evaluate its effectiveness. Laboratory instruction was divided into 4 primary areas of diabetes care, referred to by the mnemonic, the 4 M's: meal planning, motion, medication, and monitoring. Students participated in skill-based learning laboratory stations and in simulated patient experiences. A pretest, retrospective pretest, and posttest were administered to measure improvements in students' knowledge about diabetes and confidence in providing care to diabetes patients. Students knowledge of and confidence in each area assessed improved. Students enjoyed the laboratory session and felt it contributed to their learning. An active-learning approach to teaching diabetes care allowed students to experience aspects of the disease from the patient's perspective. This approach will be incorporated in other content areas.

Pre-test analyses for the NESC1 spinning cylinder experiment

International Nuclear Information System (INIS)

Fokkens, J.H.

1995-10-01

The spinning cylinder experiment organised by the Network for the Evaluation of Steel Components (NESC) is designed to investigate the cleavage initiation behaviour of both surface breaking and subclad defects in simulated end of life RPV material, exposed to a pressurised thermal shock transient. Pre-test structural integrity assessments are performed by the NESC Structural Analysis Task Group (TG3). The results of these structural integrity assessments are used to determine the design of the experiment and especially the sizes of the introduced defects. In this report the results of the pre-test analyses performed by the group Applied Mechanics at ECN - Nuclear Energy are described. Elastic as well as elasto-plastic structural analyses are performed for a surface breaking and a subclad defect in a forged cylinder with a 4 mm cladding. The semi elliptical defects have a depth of 40 mm and an aspect ratio of 1:3. (orig.)

Perceptual Learning Style Matching and L2 Vocabulary Acquisition

Science.gov (United States)

Tight, Daniel G.

2010-01-01

This study explored learning and retention of concrete nouns in second language Spanish by first language English undergraduates (N = 128). Each completed a learning style (visual, auditory, tactile/kinesthetic, mixed) assessment, took a vocabulary pretest, and then studied 12 words each through three conditions (matching, mismatching, mixed…

Developing and pretesting case studies in dental and dental hygiene education: using the diffusion of innovations model.

Science.gov (United States)

Cragun, Deborah L; DeBate, Rita DiGioacchino; Severson, Herbert H; Shaw, Tracy; Christiansen, Steve; Koerber, Anne; Tomar, Scott L; Brown, Kelli McCormack; Tedesco, Lisa A; Hendricson, William D

2012-05-01

Case-based learning offers exposure to clinical situations that health professions students may not encounter in their training. The purposes of this study were to apply the Diffusion of Innovations conceptual framework to 1) identify characteristics of case studies that would increase their adoption among dental and dental hygiene faculty members and 2) develop and pretest interactive web-based case studies on sensitive oral-systemic health issues. The formative study spanned two phases using mixed methods (Phase 1: eight focus groups and four interviews; Phase 2: ten interviews and satisfaction surveys). Triangulation of quantitative and qualitative data revealed the following positive attributes of the developed case studies: relative advantage of active learning and modeling; compatibility with a variety of courses; observability of case-related knowledge and skills; independent learning; and modifiability for use with other oral-systemic health issues. These positive attributes are expected to increase the likelihood that dental and dental hygiene faculty members will adopt the developed case study once it is available for use. The themes identified in this study could be applied to the development of future case studies and may provide broader insight that might prove useful for exploring differences in case study use across dental and dental hygiene curricula.

Achievement of course outcome in vector calculus pre-test questions ...

African Journals Online (AJOL)

No Abstract. Keywords: pre-test; course outcome; bloom taxanomy; Rasch measurement model; vector calculus. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT · AJOL African Journals Online. HOW TO USE AJOL... for Researchers · for Librarians ...

Effectiveness of Cooperative Learning Instructional Tools With Predict-Observe-Explain Strategy on the Topic of Cuboid and Cube Volume

Science.gov (United States)

Nurhuda; Lukito, A.; Masriyah

2018-01-01

This study aims to develop instructional tools and implement it to see the effectiveness. The method used in this research referred to Designing Effective Instruction. Experimental research with two-group pretest-posttest design method was conducted. The instructional tools have been developed is cooperative learning model with predict-observe-explain strategy on the topic of cuboid and cube volume which consist of lesson plans, POE tasks, and Tests. Instructional tools were of good quality by criteria of validity, practicality, and effectiveness. These instructional tools was very effective for teaching the volume of cuboid and cube. Cooperative instructional tool with predict-observe-explain (POE) strategy was good of quality because the teacher was easy to implement the steps of learning, students easy to understand the material and students’ learning outcomes completed classically. Learning by using this instructional tool was effective because learning activities were appropriate and students were very active. Students’ learning outcomes were completed classically and better than conventional learning. This study produced a good instructional tool and effectively used in learning. Therefore, these instructional tools can be used as an alternative to teach volume of cuboid and cube topics.

The Effectiveness of Using Contextual Clues, Dictionary Strategy and Computer Assisted Language Learning (Call In Learning Vocabulary

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Zuraina Ali

2013-07-01

Full Text Available This study investigates the effectiveness of three vocabulary learning methods that are Contextual Clues, Dictionary Strategy, and Computer Assisted Language Learning (CALL in learning vocabulary among ESL learners. First, it aims at finding which of the vocabulary learning methods namely Dictionary Strategy, Contextual Clues, and CALL that may result in the highest number of words learnt in the immediate and delayed recall tests. Second, it compares the results of the Pre-test and the Delayed Recall Post-test to determine the differences of learning vocabulary using the methods. A quasi-experiment that tested the effectiveness of learning vocabulary using Dictionary Strategy, Contextual clues, and CALL involved 123 first year university students. Qualitative procedures included the collection of data from interviews which were conducted to triangulate the data obtain from the quantitative inquiries. Findings from the study using ANOVA revealed that there were significant differences when students were exposed to Dictionary Strategy, Contextual Clues and CALL in the immediate recall tests but not in the Delayed Recall Post-test. Also, there were significant differences when t test was used to compare the scores between the Pre-test and the Delayed Recall Post-test in using the three methods of vocabulary learning. Although many researchers have advocated the relative effectiveness of Dictionary Strategy, Contextual Clues, and CALL in learning vocabulary, the study however, is still paramount since there is no study has ever empirically investigated the relative efficacy of these three methods in a single study.

Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

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Ya-huei Wang

2017-08-01

Full Text Available This study attempted to test whether the use of computer-assisted language learning (CALL and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students’ English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students, an innovative collaborative learning group (ICLG, 31 students, a CALL traditional collaborative learning group (CALLTCLG, 32 students, and a CALL innovative collaborative learning group (CALLICLG, 31 students. TOEIC (Test of English for International Communication listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA, multivariate analysis of variance (MANOVA, and analysis of variance (ANOVA were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.

Language Learning Shifts and Attitudes Towards Language Learning in an Online Tandem Program for Beginner Writers

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Constanza Tolosa

2017-01-01

Full Text Available We present findings of a project that investigated the potential of an online tandem program to enhance the foreign language learning of two groups of school-aged beginner learners, one learning English in Colombia and the other learning Spanish in New Zealand. We assessed the impact of the project on students’ learning with a free writing activity done as pretest and posttest and used a semi-structured interview to explore their attitudes towards language learning and their perceived development of their native language. Data analysis indicated statistically significant gains in foreign language writing and positive attitudinal changes toward foreign and native language learning.

Pretest probability of a normal echocardiography: validation of a simple and practical algorithm for routine use.

Science.gov (United States)

Hammoudi, Nadjib; Duprey, Matthieu; Régnier, Philippe; Achkar, Marc; Boubrit, Lila; Preud'homme, Gisèle; Healy-Brucker, Aude; Vignalou, Jean-Baptiste; Pousset, Françoise; Komajda, Michel; Isnard, Richard

2014-02-01

Management of increased referrals for transthoracic echocardiography (TTE) examinations is a challenge. Patients with normal TTE examinations take less time to explore than those with heart abnormalities. A reliable method for assessing pretest probability of a normal TTE may optimize management of requests. To establish and validate, based on requests for examinations, a simple algorithm for defining pretest probability of a normal TTE. In a retrospective phase, factors associated with normality were investigated and an algorithm was designed. In a prospective phase, patients were classified in accordance with the algorithm as being at high or low probability of having a normal TTE. In the retrospective phase, 42% of 618 examinations were normal. In multivariable analysis, age and absence of cardiac history were associated to normality. Low pretest probability of normal TTE was defined by known cardiac history or, in case of doubt about cardiac history, by age>70 years. In the prospective phase, the prevalences of normality were 72% and 25% in high (n=167) and low (n=241) pretest probability of normality groups, respectively. The mean duration of normal examinations was significantly shorter than abnormal examinations (13.8 ± 9.2 min vs 17.6 ± 11.1 min; P=0.0003). A simple algorithm can classify patients referred for TTE as being at high or low pretest probability of having a normal examination. This algorithm might help to optimize management of requests in routine practice. Copyright © 2014 Elsevier Masson SAS. All rights reserved.

The development of learning material using learning cycle 5E model based stem to improve students’ learning outcomes in Thermochemistry

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sugiarti, A. C.; suyatno, S.; Sanjaya, I. G. M.

2018-04-01

The objective of this study is describing the feasibility of Learning Cycle 5E STEM (Science, Technology, Engineering, and Mathematics) based learning material which is appropriate to improve students’ learning achievement in Thermochemistry. The study design used 4-D models and one group pretest-posttest design to obtain the information about the improvement of sudents’ learning outcomes. The subject was learning cycle 5E based STEM learning materials which the data were collected from 30 students of Science class at 11th Grade. The techniques used in this study were validation, observation, test, and questionnaire. Some result attain: (1) all the learning materials contents were valid, (2) the practicality and the effectiveness of all the learning materials contents were classified as good. The conclution of this study based on those three condition, the Learnig Cycle 5E based STEM learning materials is appropriate to improve students’ learning outcomes in studying Thermochemistry.

Students' Acceptance of Using Smartphone in a Mobile Learning Context

Science.gov (United States)

Moh, Chiou

2015-01-01

Development of mobile phones provides the students a different learning choice compared to studying in a traditional classroom. This study investigated undergraduate students' experiences with using their smartphones to receive learning contents for the improvement of their computer literacy. Through a survey and a pretest and posttest, the…

Performance, Cognitive Load, and Behaviour of Technology-Assisted English Listening Learning: From CALL to MALL

Science.gov (United States)

Chang, Chi-Cheng; Warden, Clyde A.; Liang, Chaoyun; Chou, Pao-Nan

2018-01-01

This study examines differences in English listening comprehension, cognitive load, and learning behaviour between outdoor ubiquitous learning and indoor computer-assisted learning. An experimental design, employing a pretest-posttest control group is employed. Randomly assigned foreign language university majors joined either the experimental…

Moving virtuality into reality: A comparison study of the effectiveness of traditional and alternative assessments of learning in a multisensory, fully immersive physics program

Science.gov (United States)

Gamor, Keysha Ingram

This paper contains a research study that investigated the relative efficacy of using both a traditional paper-and-pencil assessment instrument and an alternative, virtual reality (VR) assessment instrument to assist educators and/or instructional designers in measuring learning in a virtual reality learning environment. To this end, this research study investigated assessment in VR, with the goal of analyzing aspects of student learning in VR that are feasible to access or capture by traditional assessments and alternative assessments. The researcher also examined what additional types of learning alternative assessments may offer. More specifically, this study compared the effectiveness of a traditional method with an alternative (performance-based) method of assessment that was used to examine the ability of the tools to accurately evidence the levels of students' understanding and learning. The domain area was electrostatics, a complex, abstract multidimensional concept, with which students often experience difficulty. Outcomes of the study suggest that, in the evaluation of learning in an immersive VR learning environment, assessments would most accurately manifest student learning if the assessment measure matched the learning environment itself. In this study, learning and assessing in the VR environment yielded higher final test scores than learning in VR and testing with traditional paper-and-pencil. Being able to transfer knowledge from a VR environment to other situations is critical in demonstrating the overall level of understanding of a concept. For this reason, the researcher recommends a combination of testing measures to enhance understanding of complex, abstract concepts.

The Effectiveness of Collaborative Academic Online Based Learning through Students’ Self-Regulated Learning

Directory of Open Access Journals (Sweden)

Erfan Priyambodo

2016-11-01

Full Text Available Nowdays, learning through e-learning is going rapidly, including the application BeSmart UNY. This application is providing collaborative method in teaching and learning. The aim of this study was to determine the effectiveness of the Collaborative Academic Online Based Learning method in teaching and learning toward students’ Self-Regulated Learning (SRL on Vocational School Chemistry courses. This study was quasi-experimental research method with one group pretest posttest design. Instruments used in this study were lesson plan and questionnaire of students’ SRL. This questionnaire is filled by students through BeSmart UNY.  In determining the differences SRL before and after teaching and learning processes, the data was analized by stastitical method.  The results showed that the implementation of the Collaborative Academic Online Based Learning method in teaching and learning was effective for improving students’ SRL.

Dizocilpine (MK-801) impairs learning in the active place avoidance task but has no effect on the performance during task/context alternation.

Science.gov (United States)

Vojtechova, Iveta; Petrasek, Tomas; Hatalova, Hana; Pistikova, Adela; Vales, Karel; Stuchlik, Ales

2016-05-15

The prevention of engram interference, pattern separation, flexibility, cognitive coordination and spatial navigation are usually studied separately at the behavioral level. Impairment in executive functions is often observed in patients suffering from schizophrenia. We have designed a protocol for assessing these functions all together as behavioral separation. This protocol is based on alternated or sequential training in two tasks testing different hippocampal functions (the Morris water maze and active place avoidance), and alternated or sequential training in two similar environments of the active place avoidance task. In Experiment 1, we tested, in adult rats, whether the performance in two different spatial tasks was affected by their order in sequential learning, or by their day-to-day alternation. In Experiment 2, rats learned to solve the active place avoidance task in two environments either alternately or sequentially. We found that rats are able to acquire both tasks and to discriminate both similar contexts without obvious problems regardless of the order or the alternation. We used two groups of rats, controls and a rat model of psychosis induced by a subchronic intraperitoneal application of 0.08mg/kg of dizocilpine (MK-801), a non-competitive antagonist of NMDA receptors. Dizocilpine had no selective effect on parallel/sequential learning of tasks/contexts. However, it caused hyperlocomotion and a significant deficit in learning in the active place avoidance task regardless of the task alternation. Cognitive coordination tested by this task is probably more sensitive to dizocilpine than spatial orientation because no hyperactivity or learning impairment was observed in the Morris water maze. Copyright © 2016 Elsevier B.V. All rights reserved.

The Effect of Pretest Exercise on Baseline Computerized Neurocognitive Test Scores.

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Pawlukiewicz, Alec; Yengo-Kahn, Aaron M; Solomon, Gary

2017-10-01

Baseline neurocognitive assessment plays a critical role in return-to-play decision making following sport-related concussions. Prior studies have assessed the effect of a variety of modifying factors on neurocognitive baseline test scores. However, relatively little investigation has been conducted regarding the effect of pretest exercise on baseline testing. The aim of our investigation was to determine the effect of pretest exercise on baseline Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) scores in adolescent and young adult athletes. We hypothesized that athletes undergoing self-reported strenuous exercise within 3 hours of baseline testing would perform more poorly on neurocognitive metrics and would report a greater number of symptoms than those who had not completed such exercise. Cross-sectional study; Level of evidence, 3. The ImPACT records of 18,245 adolescent and young adult athletes were retrospectively analyzed. After application of inclusion and exclusion criteria, participants were dichotomized into groups based on a positive (n = 664) or negative (n = 6609) self-reported history of strenuous exercise within 3 hours of the baseline test. Participants with a positive history of exercise were then randomly matched, based on age, sex, education level, concussion history, and hours of sleep prior to testing, on a 1:2 basis with individuals who had reported no pretest exercise. The baseline ImPACT composite scores of the 2 groups were then compared. Significant differences were observed for the ImPACT composite scores of verbal memory, visual memory, reaction time, and impulse control as well as for the total symptom score. No significant between-group difference was detected for the visual motor composite score. Furthermore, pretest exercise was associated with a significant increase in the overall frequency of invalid test results. Our results suggest a statistically significant difference in ImPACT composite scores between

The Effect of Contextual Teaching and Learning Combined with Peer Tutoring towards Learning Achievement on Human Digestive System Concept

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Farhah Abadiyah

2017-11-01

Full Text Available This research aims to know the influence of contextual teaching and learning (CTL combined with peer tutoring toward learning achievement on human digestive system concept. This research was conducted at one of State Senior High School in South Tangerang in the academic year of 2016/2017. The research method was quasi experiment with nonequivalent pretest-postest control group design. The sample was taken by simple random sampling. The total of the sampels were 86 students which consisted of 44 students as a controlled group and 42 students as an experimental group. The research instrument was objective test which consisted of 25 multiple choice items of each pretest and posttest. The research also used observation sheets for teacher and students activity. The result of data analysis using t-test on the two groups show that the value of tcount was 2.40 and ttable was 1.99 on significant level α = 0,05, so that tcount > ttable.. This result indicated that there was influence of contextual teaching and learning (CTL combined with peer tutoring toward learning achievement on human digestive system concept.

Predicting Language Outcomes for Children Learning Augmentative and Alternative Communication: Child and Environmental Factors

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Brady, Nancy C.; Thiemann-Bourque, Kathy; Fleming, Kandace; Matthews, Kris

2013-01-01

Purpose: To investigate a model of language development for nonverbal preschool-age children learning to communicate with augmentative or alternative communication. Method: Ninety-three preschool children with intellectual disabilities were assessed at Time 1, and 82 of these children were assessed 1 year later, at Time 2. The outcome variable was…

The Effectiveness of KNOS-KGS Learning Model to Improve Generic Science Skill and Biology Student Learning Outcomes SMA PGRI 1 Banjarmasin

OpenAIRE

Nefianthi, Rezky

2015-01-01

This study aims to determine the effectiveness of the model KNOS-KGS, to improve the learning outcomes of Biology at the ecosystem material in class X SMA PGRI 1 Banjarmasin. This research is a classroom action research, conducted in two cycles. Each cycle is done with two meetings. This study was conducted on 25 students in class X1. The research data is the result of student learning that consists of cognitive learning outcomes such as pretest and posttest. Affective learning outcomes such ...

Improving College Students English Learning with Dr. Eye Android Mid

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Yang, Ju Yin; Che, Pei-Chun

2015-01-01

This paper investigates college students' English language learning through use of Dr. Eye Android handheld mobile Internet device (MID). Compared to related studies, students' English learning using MIDs has not been evaluated and fully understood in the field of higher education. Quantitatively, the researchers used TOEIC pretest and posttest to…

Understanding Insurance. A Guide for Industrial Cooperative Training Programs. Learning Activity Package No. 15.

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Duenk, Lester G.; Tuel, Charles

This learning activity package (LAP) on the insurance industry and the methods used to give protection to the insured is designed for student self-study. Following a list of learning objectives, the LAP contains a pretest (answer key provided at the back). Six learning activities follow. The learning activities cover the following material: terms…

Process-oriented guided-inquiry learning improves long-term retention of information.

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Vanags, Thea; Pammer, Kristen; Brinker, Jay

2013-09-01

Many chemistry educators have adopted the process-oriented guided instructional learning (POGIL) pedagogy. However, it is not clear which aspects of POGIL are the most important in terms of actual learning. We compared 354 first-year undergraduate psychology students' learning in physiological psychology using four teaching methods: control, POGIL, POGIL without reporting [no report out (NRO)], and POGIL run by untrained graduate students [new facilitator (NF)]. Student activities were identical across POGIL variations and highly similar for control. Participants' knowledge was evaluated before (pretest), immediately after (posttest), and 2 wk later (followup). Control and POGIL groups showed no improvement at posttest, whereas NRO and NF groups both recalled more material than at pretest (P = 0.002 and P < 0.0005, respectively). In a surprise test 2 wk later, control (P < 0.0005), NRO (P = 0.03), and NF (P < 0.0005) groups recalled less than at posttest. The POGIL group showed the smallest drop in knowledge (P = 0.05). Importantly, the control group's knowledge was below pretest levels (P < 0.0005), whereas the POGIL, NRO, and NF groups' knowledge was not. Self-assessment of knowledge was consistent across groups at pretest, but POGIL participants had the lowest confidence at posttest and 2 wk later. At followup, the control, NRO, and NF groups showed greater confidence in their knowledge than the POGIL group (P = 0.03, P = 0.002, and P = 0.004, respectively). POGIL and its variations appear to consolidate existing knowledge against memory decay even when student confidence does not match performance.

Alternative Forms of the Rey Auditory Verbal Learning Test: A Review

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Keith A. Hawkins

2004-01-01

Full Text Available Practice effects in memory testing complicate the interpretation of score changes over repeated testings, particularly in clinical applications. Consequently, several alternative forms of the Auditory Verbal Learning Test (AVLT have been developed. Studies of these typically indicate that the forms examined are equivalent. However, the implication that the forms in the literature are interchangeable must be tempered by several caveats. Few studies of equivalence have been undertaken; most are restricted to the comparison of single pairs of forms, and the pairings vary across studies. These limitations are exacerbated by the minimal overlapping across studies in variables reported, or in the analyses of equivalence undertaken. The data generated by these studies are nonetheless valuable, as significant practice effects result from serial use of the same form. The available data on alternative AVLT forms are summarized, and recommendations regarding form development and the determination of form equivalence are offered.

Survey of Complementary and Alternative Therapies Used by Children with Specific Learning Difficulties (Dyslexia)

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Bull, Leona

2009-01-01

Background: Dyslexia is a common learning difficulty affecting up to 10% of British children that is associated with a wide range of cognitive, emotional and physical symptoms. In the absence of effective conventional treatment, it is likely that parents will seek complementary and alternative medicine (CAM) to try and help their children.…

Evaluating the Effectiveness of Computer Applications in Developing English Learning

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Whitaker, James Todd

2016-01-01

I examined the effectiveness of self-directed learning and English learning with computer applications on college students in Bangkok, Thailand, in a control-group experimental-group pretest-posttest design. The hypothesis was tested using a t test: two-sample assuming unequal variances to establish the significance of mean scores between the two…

The Effect of Think-Pair-Share-Write Based on Hybrid Learning on Metakognitive Skills, Creative Thinking and Cognitive Learning at SMA Negeri 3 Malang

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Ika Yulianti Siregar

2017-07-01

Full Text Available The results of biology learning observation show that there are many constraints during the learning process in the class and consultation meeting between teacher and students. The think-pair-share-write based on hybrid learning was conducted to analyze the effect on metacognitive skills, creative thinking and learning outcomes. The research design was quasi experiment with pretest-posttest non-equivalent control group design. The independent variable is think-pair-share-write based on Hybrid learning model, while the dependent variables are metacognitive skills, creative thinking, and cognitive learning outcomes. Metacognitive skills are measured by using metacognitive rubrics. Creative thinking skills and cognitive learning outcomes are measured by using a description test. The data were taken by conducting pretest and posttest. The hypothesis test used was anakova with level of significance 0,05 (P <0,05, as the test result was significant then the test was continued to LSD. Before the anakova test, normality and homogeneity test were performed. The results showed that think-pair-share-write based on Hybrid Learning significantly affecting: 1 the metacognitive skills with F arithmetic of 183,472 and Sig. 0,000; 2 the creative thinking skill with F value of 325,111 and Sig. 0,000; 3 the cognitive learning outcomes with F arithmetic of 175.068 and Sig. 0,000.

Evaluation of Correlation between Pretest Probability for Clostridium difficile Infection and Clostridium difficile Enzyme Immunoassay Results.

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Kwon, Jennie H; Reske, Kimberly A; Hink, Tiffany; Burnham, C A; Dubberke, Erik R

2017-02-01

The objective of this study was to evaluate the clinical characteristics and outcomes of hospitalized patients tested for Clostridium difficile and determine the correlation between pretest probability for C. difficile infection (CDI) and assay results. Patients with testing ordered for C. difficile were enrolled and assigned a high, medium, or low pretest probability of CDI based on clinical evaluation, laboratory, and imaging results. Stool was tested for C. difficile by toxin enzyme immunoassay (EIA) and toxigenic culture (TC). Chi-square analyses and the log rank test were utilized. Among the 111 patients enrolled, stool samples from nine were TC positive and four were EIA positive. Sixty-one (55%) patients had clinically significant diarrhea, 19 (17%) patients did not, and clinically significant diarrhea could not be determined for 31 (28%) patients. Seventy-two (65%) patients were assessed as having a low pretest probability of having CDI, 34 (31%) as having a medium probability, and 5 (5%) as having a high probability. None of the patients with low pretest probabilities had a positive EIA, but four were TC positive. None of the seven patients with a positive TC but a negative index EIA developed CDI within 30 days after the index test or died within 90 days after the index toxin EIA date. Pretest probability for CDI should be considered prior to ordering C. difficile testing and must be taken into account when interpreting test results. CDI is a clinical diagnosis supported by laboratory data, and the detection of toxigenic C. difficile in stool does not necessarily confirm the diagnosis of CDI. Copyright © 2017 American Society for Microbiology.

Promoting Learning Achievement, Problem Solving, and Learning Curiosity of High School Students: Empirical Thai Study of Self-directed Learning in Physics Course

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Wittaya Worapun

2017-11-01

Full Text Available Three phases of this research were employed to study learning achievement, problem solving, and learning curiosity among 43 students in the 11th grade through self-directed learning in a Physics course. Research instruments included: a learning achievement test, a test of curiosity, observations using anecdotal evidence of curiosity, and a test of problem solving ability. The findings show that six components of self-directed learning were evident, i.e. principles and basic concepts, syntax, social system, principle of reaction, and support system. It was found that five main procedures of self-directed learning were applicable in a management model: diagnosis, strategies, growth in habit, taking action, and summarizing and assessing. Students gained in their learning achievement ; furthermore, their posttest scores in problem solving were greater than their pretest scores at .05 level of statistical significance.

The Effectiveness of Process-Oriented Guided Inquiry Learning to Reduce Alternative Conceptions in Secondary Chemistry

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Barthlow, Michelle J.; Watson, Scott B.

2014-01-01

A nonequivalent, control group design was used to investigate student achievement in secondary chemistry. This study investigated the effect of process-oriented guided inquiry learning (POGIL) in high school chemistry to reduce alternate conceptions related to the particulate nature of matter versus traditional lecture pedagogy. Data were…

Improving self-regulated learning junior high school students through computer-based learning

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Nurjanah; Dahlan, J. A.

2018-05-01

This study is back grounded by the importance of self-regulated learning as an affective aspect that determines the success of students in learning mathematics. The purpose of this research is to see how the improvement of junior high school students' self-regulated learning through computer based learning is reviewed in whole and school level. This research used a quasi-experimental research method. This is because individual sample subjects are not randomly selected. The research design used is Pretest-and-Posttest Control Group Design. Subjects in this study were students of grade VIII junior high school in Bandung taken from high school (A) and middle school (B). The results of this study showed that the increase of the students' self-regulated learning who obtain learning with computer-based learning is higher than students who obtain conventional learning. School-level factors have a significant effect on increasing of the students' self-regulated learning.

Forecast accuracy after pretesting with an application to the stock market

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Danilov, D.L.; Magnus, J.R.

2004-01-01

In econometrics, as a rule, the same data set is used to select the model and, conditional on the selected model, to forecast. However, one typically reports the properties of the (conditional) forecast, ignoring the fact that its properties are affected by the model selection (pretesting). This is

Effects of Prior Knowledge in Mathematics on Learner-Interface Interactions in a Learning-by-Teaching Intelligent Tutoring System

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Bringula, Rex P.; Basa, Roselle S.; Dela Cruz, Cecilio; Rodrigo, Ma. Mercedes T.

2016-01-01

This study attempted to determine the influence of prior knowledge in mathematics of students on learner-interface interactions in a learning-by-teaching intelligent tutoring system. One hundred thirty-nine high school students answered a pretest (i.e., the prior knowledge in mathematics) and a posttest. In between the pretest and posttest, they…

An Educational Board Game to Assist PharmD Students in Learning Autonomic Nervous System Pharmacology.

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Jones, J Shawn; Tincher, Lindsay; Odeng-Otu, Emmanuel; Herdman, Michelle

2015-10-25

Objective. To examine whether playing a board game can assist PharmD students in learning autonomic nervous system (ANS) pharmacology. Design. Of 72 students enrolled in a required second-year pharmacology course, 22 students volunteered to play the board game, which was followed by an in-class examination consisting of 42 ANS questions (ANSQs) and 8 control questions (CTLQs). Participants were given a pretest and a posttest to assess immediate educational improvement. Participants' scores for pretest, posttest, in-class examination, and ANSQs were compared. Also, scores for examination, ANSQs, and CTLQs were compared between board game participants (PART) and nonparticipating classmates (NPART). Assessment. Board game participants scored progressively higher between the pretest, posttest, examination, and ANSQs. Additionally, PART scores were higher than NPART scores for examination and ANSQs. Difference between PART and NPART CTLQ scores was not significant. Conclusion. A board game can assist PharmD students in learning ANS pharmacology.

Teaching Newton's 3rd law of motion using learning by design approach

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Aquino, Jiezel G.; Caliguid, Mariel P.; Buan, Amelia T.; Magsayod, Joy R.; Lahoylahoy, Myrna E.

2018-01-01

This paper presents the process and implementation of Learning by Design Approach in teaching Newton's 3rd Law of Motion. A lesson activity from integrative STEM education was adapted, modified and enhanced through pilot testing. After revisions, the implementation was done to one class. The respondent's prior knowledge was first assessed by a pretest. PPIT (present the scenario, plan, implement and test) was the framework followed in the implementation of Learning by Design. Worksheets were then utilized to measure their conceptual understanding and perception. A score guide was also used to evaluate the student's output. Paired t-test analysis showed that there is a significant difference in the pretest and posttest achievement scores. This implies that the performance of the students have improved during the implementation of the Learning by Design. The Analysis of variance also depicts that the low, average and high benefited in the Learning by Design approach. The results of this study suggests that Learning by Design is an effective approach in teaching Newton's 3rd Law of Motion and thus be used in a Science classroom.

Popular universities: An alternative vision for lifelong learning in Europe

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Stromquist, Nelly P.; da Costa, Romina B.

2017-10-01

At its inception in 1993, the European Union (EU) did not consider education one of the pillars of its regional cohesiveness and identity. As time went by, recognition of the potential role of education at individual and social levels increased. This concern for education, however, is much more centred on the acquisition of knowledge and skills towards developing a competitive labour force than towards facilitating the integration of all citizens in the European community - a bias which is reflected in EU policies and recommendations. At local levels, communities need to offer educational opportunities to all members of society, irrespective of their social, cultural and linguistic background and their level of education. In many EU member countries, this kind of learning is offered by popular universities (PUs), which are not state-funded and run in close collaboration with their respective local communities. The authors of this paper carried out a qualitative survey, collecting data on PUs in Spain and France. Their purpose was to examine how European PU offerings align with community needs, and to what extent they address emerging issues such as immigration, the refugee crisis, an aging population and youth unemployment. In the evaluation of their comparative survey, the authors link the grassroots approaches of PUs in Spain and France to the broader European Union (EU) discourse on lifelong learning (LLL) as seen in policy documents such as the European Commission's Memorandum on Lifelong Learning. Finally, they examine the ways in which PUs' approach to LLL works to contest the dominant consensus on the meaning and scope of lifelong learning, offering an alternative way forward.

Effects of ICT Assisted Real and Virtual Learning on the Performance of Secondary School Students

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Deka, Monisha; Jena, Ananta Kumar

2017-01-01

The study aimed to assess the effect of ICT assisted real and virtual learning performance over the traditional approach of secondary school students. Non-Equivalent Pretest-Posttest Quasi Experimental Design used to assess and relate the effects of independent variables virtual learning on dependent variables (i.e. learning performance).…

Visual Learning: A Learner Centered Approach to Enhance English Language Teaching

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Philominraj, Andrew; Jeyabalan, David; Vidal-Silva, Christian

2017-01-01

This article presents an empirical study carried out among the students of higher secondary schools to find out how English language learning occurs naturally in an environment where learners are encouraged by an appropriate method such as visual learning. The primary data was collected from 504 students with different pretested questionnaires. A…

Inquiry and Blended Learning Based Learning Material Development for Improving Student Achievement on General Physics I of Mathematics and Natural Science of State University of Medan

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Motlan; Sinulinggga, Karya; Siagian, Henok

2016-01-01

The aim of this research is to determine if inquiry and blended learning based materials can improve student's achievement. The learning materials are: book, worksheet, and test, website, etc. The type of this research is quasi experiment using two-group pretest posttest design. The population is all students of first year who take general physics…

Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand

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Sriwongchai, Arunee; Jantharajit, Nirat; Chookhampaeng, Sumalee

2015-01-01

The study purposes were: 1) To study current states and problems of relevant secondary students in developing mathematics learning management model for improving creative thinking, 2) To evaluate the effectiveness of model about: a) efficiency of learning process, b) comparisons of pretest and posttest on creative thinking and achievement of…

Enhancement of Self Efficacy of Vocational School Students in Buffer Solution Topics through Guided Inquiry Learning

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M, Ardiany; W, Wahyu; A, Supriatna

2017-09-01

The more students who feel less confident in learning, so doing things that are less responsible, such as brawl, drunkenness and others. So researchers need to do research related to student self efficacy in learning, in order to reduce unwanted things. This study aims to determine the effect of guided inquiry learning on improving self-efficacy of learners in the buffer solution topics. The method used is the mixed method which is the two group pretest postest design. The subjects of the study are 60 students of class XI AK in one of the SMKN in Bandung, consisting of 30 experimental class students and 30 control class students. The instruments used in this study mix method consist of self-efficacy questionnaire of pretest and posttest learners, interview guides, and observation sheet. Data analysis using t test with significant α = 0,05. Based on the result of inquiry of guided inquiry study, there is a significant improvement in self efficacy aspect of students in the topic of buffer solution. Data of pretest and posttest interview, observation, questionnaire showed significant result, that is improvement of experimental class with conventionally guided inquiry learning. The mean of self-efficacy of student learning there is significant difference of experiment class than control class equal to 0,047. There is a significant relationship between guided inquiry learning with self efficacy and guided inquiry learning. Each correlation value is 0.737. The learning process with guided inquiry is fun and challenging so that students can expose their ideas and opinions without being forced. From the results of questionnaires students showed an attitude of interest, sincerity and a good response of learning. While the results of questionnaires teachers showed that guided inquiry learning can make students learn actively, increased self-efficacy.

Developing and pre-testing a decision board to facilitate informed choice about delivery approach in uncomplicated pregnancy

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Wood Stephen

2009-10-01

Full Text Available Abstract Background The rate of caesarean sections is increasing worldwide, yet medical literature informing women with uncomplicated pregnancies about relative risks and benefits of elective caesarean section (CS compared with vaginal delivery (VD remains scarce. A decision board may address this gap, providing systematic evidence-based information so that patients can more fully understand their treatment options. The objective of our study was to design and pre-test a decision board to guide clinical discussions and enhance informed decision-making related to delivery approach (CS or VD in uncomplicated pregnancy. Methods Development of the decision board involved two preliminary studies to determine women's preferred mode of risk presentation and a systematic literature review for the most comprehensive presentation of medical risks at the time (VD and CS. Forty women were recruited to pre-test the tool. Eligible subjects were of childbearing age (18-40 years but were not pregnant in order to avoid raising the expectation among pregnant women that CS was a universally available birth option. Women selected their preferred delivery approach and completed the Decisional Conflict Scale to measure decisional uncertainty before and after reviewing the decision board. They also answered open-ended questions reflecting what they had learned, whether or not the information had helped them to choose between birth methods, and additional information that should be included. Descriptive statistics were used to analyse sample characteristics and women's choice of delivery approach pre/post decision board. Change in decisional conflict was measured using Wilcoxon's sign rank test for each of the three subscales. Results The majority of women reported that they had learned something new (n = 37, 92% and that the tool had helped them make a hypothetical choice between delivery approaches (n = 34, 85%. Women wanted more information about neonatal risks and

The effect of a pretest in an interactive, multimodal pretraining system for learning science concepts

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Bos, Floor/Floris; Terlouw, C.; Pilot, Albert

2009-01-01

In line with the cognitive theory of multimedia learning by Moreno and Mayer (2007), an interactive, multimodal learning environment was designed for the pretraining of science concepts in the joint area of physics, chemistry, biology, applied mathematics, and computer sciences. In the experimental

Rites of Passage, Aboriginal Education and Learning for the 21st Century: Walkabout as a Radical-and Workable-Alternative

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Blane DESPRS

2008-07-01

Full Text Available The Walkabout Program is an alternative and experiential learning practice that helps students to develop necessary skills for authentic learning and real world preparation through the completion of six learning passages. This aboriginal-based program celebrates the vital transition-or passage-from adolescence to adulthood. The six learning passages include philosophical, practical, emotional/physical/spiritual challenge, career exploration, community/global response, and creative endeavour. Although its primary focus is to challenge First Nations educators to rethink status quo schooling, the Program has equally beneficial opportunities for all students.

The effects of neurologic assessment E-learning in nurses.

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Shin, Ji Yeon; Issenberg, S Barry; Roh, Young Sook

2017-10-01

A firm understanding of the preliminary assessment of a patient with neurological disorders is needed for ensuring optimal patient outcomes. The purpose of this study is to evaluate the effects of using e-learning on neurologic assessment knowledge, ability, and self-confidence among nurses. This study used a non-equivalent control group pretest-posttest design. Nurses working in the neurology and neurosurgery wards, Republic of Korea PARTICIPANTS: A convenience sample of 50 nurses was assigned to either the experimental group (n=24) or the control group (n=26). The experimental group participated in the self-directed e-learning program related to neurologic assessment, and control group underwent self-directed learning with handout. Knowledge, ability, and self-confidence were measured at pretest and posttest. There were no significant differences in knowledge (U=270, p=0.399) and self-confidence (U=241.5, p=0.171) between the two groups. Nurses in the experimental group showed higher neurologic assessment ability compared with those in the control group (U=199, p=0.028). Self-directed neurologic assessment e-learning induced improvement in the neurologic assessment ability among nurses. Self-directed e-learning can be applied for improving competencies in neurologic assessment. Copyright © 2017 Elsevier Ltd. All rights reserved.

Alternative routes for highway shipments of radioactive materials and lessons learned from state designations

International Nuclear Information System (INIS)

1990-07-01

Pursuant to the Hazardous Materials Transportation Act (HMTA), the Department of Transportation (DOT) has promulgated a comprehensive set of regulations regarding the highway transportation of high-level radioactive materials. These regulations, under docket numbers HM-164 and HM-164A, establish interstate highways as the preferred routes for the transportation of radioactive materials within and through the states. The regulations also provide a methodology by which a state may select altemative routes. First, the state must establish a ''state routing agency'', defined as an entity authorized to use the state legal process to impose routing requirements on carriers of radioactive material (49 CFR 171.8). Once identified, the state routing agency must select routes in accordance with DOTs Guidelines for Selecting Preferred Highway Routes for Large Quantity Shipments of Radioactive Materials or an equivalent routing analysis. Adjoining states and localities should be consulted on the impact of proposed alternative routes as a prerequisite of final route selection. Lastly, the states must provide written notice to DOT of any alternative route designation before the routes are deemed effective. The purpose of this report is to discuss the ''lessons learned'' by the five states within the southern region that have designated alternative or preferred routes under the regulations of the Department of Transportation (DOT) established for the transportation of radioactive materials. The document was prepared by reviewing applicable federal laws and regulations, examining state reports and documents and contacting state officials and routing agencies involved in making routing decisions. In undertaking this project, the Southern States Energy Board hopes to reveal the process used by states that have designated alternative routes and thereby share their experiences (i.e., lessons learned) with other southern states that have yet to make designations

Active-learning versus teacher-centered instruction for learning acids and bases

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Acar Sesen, Burcin; Tarhan, Leman

2011-07-01

Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of 'acids and bases'. Sample The sample of this study was 45 high-school students (average age 17 years) from two different classes, which were randomly assigned to the experimental (n = 21) and control groups (n = 25), in a high school in Turkey. Design and methods A pre-test consisting of 25 items was applied to both experimental and control groups before the treatment in order to identify student prerequisite knowledge about their proficiency for learning 'acids and bases'. A one-way analysis of variance (ANOVA) was conducted to compare the pre-test scores for groups and no significant difference was found between experimental (ME = 40.14) and control groups (MC = 41.92) in terms of mean scores (F 1,43 = 2.66, p > 0.05). The experimental group was taught using an active-learning curriculum developed by the authors and the control group was taught using traditional course content based on teacher-centered instruction. After the implementation, 'Acids and Bases Achievement Test' scores were collected for both groups. Results ANOVA results showed that students' 'Acids and Bases Achievement Test' post-test scores differed significantly in terms of groups (F 1,43 = 102.53; p acid and base theories'; 'metal and non-metal oxides'; 'acid and base strengths'; 'neutralization'; 'pH and pOH'; 'hydrolysis'; 'acid-base equilibrium'; 'buffers'; 'indicators'; and 'titration'. Based on the achievement test and individual interview results, it was found that high-school students in the experimental group had fewer misconceptions and understood the concepts more meaningfully than students in control group. Conclusion The study revealed that active-learning implementation is more effective at

Effects of Jigsaw Learning Method on Students’ Self-Efficacy and Motivation to Learn

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Dwi Nur Rachmah

2017-12-01

Full Text Available Jigsaw learning as a cooperative learning method, according to the results of some studies, can improve academic skills, social competence, behavior in learning, and motivation to learn. However, in some other studies, there are different findings regarding the effect of jigsaw learning method on self-efficacy. The purpose of this study is to examine the effects of jigsaw learning method on self-efficacy and motivation to learn in psychology students at the Faculty of Medicine, Universitas Lambung Mangkurat. The method used in the study is the experimental method using one group pre-test and post-test design. The results of the measurements before and after the use of jigsaw learning method were compared using paired samples t-test. The results showed that there is a difference in students’ self-efficacy and motivation to learn before and after subjected to the treatments; therefore, it can be said that jigsaw learning method had significant effects on self-efficacy and motivation to learn. The application of jigsaw learning model in a classroom with large number of students was the discussion of this study.

Technical Evaluation Report 24: Open Source Software: an alternative to costly Learning Management Systems

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Jim Depow

2003-10-01

Full Text Available This is the first in a series of two reports discussing the use of open source software (OSS and free software (FS in online education as an alternative to expensive proprietary software. It details the steps taken in a Canadian community college to download and install the Linux Operating System in order to support an OSS/ FS learning management system (LMS.

Pretest analysis document for Semiscale Test S-LH-1

International Nuclear Information System (INIS)

Shaw, R.A.

1985-03-01

Results from various pretest calculations which were performed for Test S-LH-1 are included in this report. Test S-LH-1 has been designed to produce primary liquid holdup in the steam generator U-tubes similar to Tests S-UT-8. The analyses included in this report indicate liquid will be held in the tubes, the core liquid level will be appropriately depressed, and a core heater rod temperature excursion should occur. Several sensitivity studies are also included which identify parameters which could affect the response

Measuring the academic, social, and psychological effects of academic service learning on middle school students

Science.gov (United States)

Giacalone, Valarie A.

The purpose of this study was to examine the effects of an academic service learning project on ninth-grade students' science achievement and attitudes. A quasi-experimental, pretest-posttest design was used with four classes of one teacher in a rural school. The treatment was an Energy Fair service project. Two treatment classes that were chosen by random assignment (n = 58) were compared to two control classes (n = 64), who performed an alternative assignment. The Energy Fair was conducted for the elementary school students and on a limited basis for fellow students (peers). The academic effect was measured by a teacher-designed end-of-unit ecology test, with a subset of the questions on energy use. Psychological effects were measured by a self-esteem questionnaire, which measured both self-esteem and the satisfaction felt about one's self-esteem. Social effects were measured by three semantic differentials, one each for "adults," "peers," and "elementary students." The teacher was interviewed regarding her observations about the project. Written reflections from both the treatment and control groups were coded and analyzed. Pretest results were divided into thirds of high, medium, and low for all variables to search for the possibility of an attribute-treatment interaction. Analysis of covariance was used to reduce the possibility of pretest bias, to test for significant effects, and to test for a level by treatment interaction. Although the posttest means favored the experimental group, no statistically significant difference was found for academic results. No significant effect was found for either of the psychological measures. No change was found for the social results regarding "adults." A statistically significant effect was found for social results in the categories of "elementary students" and "peers." No statistically significant level by treatment interaction was found. Further research on the effects of academic service learning projects is needed at

Graduate Students' Perceptions of the Impact of the Alternative National English Course on the Improvement of Their English Language Learning and Their Learning Challenges at the University of Jordan

Science.gov (United States)

Alkhawaldeh, Ahmad Mokbel

2017-01-01

This qualitative study addressed the English language learning needs and challenges expressed by a sample of 22 postgraduate students from diversified faculties in the University of Jordan. These students were required to take the Alternative National English course. They wrote a self-report reflecting on their English language learning needs and…

Opportunity to learn: Investigating possible predictors for pre-course Test Of Astronomy STandards TOAST scores

Science.gov (United States)

Berryhill, Katie J.

As astronomy education researchers become more interested in experimentally testing innovative teaching strategies to enhance learning in introductory astronomy survey courses ("ASTRO 101"), scholars are placing increased attention toward better understanding factors impacting student gain scores on the widely used Test Of Astronomy STandards (TOAST). Usually used in a pre-test and post-test research design, one might naturally assume that the pre-course differences observed between high- and low-scoring college students might be due in large part to their pre-existing motivation, interest, experience in science, and attitudes about astronomy. To explore this notion, 11 non-science majoring undergraduates taking ASTRO 101 at west coast community colleges were interviewed in the first few weeks of the course to better understand students' pre-existing affect toward learning astronomy with an eye toward predicting student success. In answering this question, we hope to contribute to our understanding of the incoming knowledge of students taking undergraduate introductory astronomy classes, but also gain insight into how faculty can best meet those students' needs and assist them in achieving success. Perhaps surprisingly, there was only weak correlation between students' motivation toward learning astronomy and their pre-test scores. Instead, the most fruitful predictor of TOAST pre-test scores was the quantity of pre-existing, informal, self-directed astronomy learning experiences.

Learning frameworks as an alternative to repositories

DEFF Research Database (Denmark)

Dalsgaard, Christian

2005-01-01

This paper presents the concept of ‘learning frameworks’. The purpose of the paper is to discuss and question collections of digital learning objects in large repositories and to argue for large learning frameworks which organise a number of thematically related digital learning materials. Whereas...... a learning object repository contains all kinds of materials, a learning framework consists of an organisation of materials related to a common theme. Further, a repository consists of single, self-contained objects, whereas a learning framework is an open-ended environment which presents a number...

Comparison between project-based learning and discovery learning toward students' metacognitive strategies on global warming concept

Science.gov (United States)

Tumewu, Widya Anjelia; Wulan, Ana Ratna; Sanjaya, Yayan

2017-05-01

The purpose of this study was to know comparing the effectiveness of learning using Project-based learning (PjBL) and Discovery Learning (DL) toward students metacognitive strategies on global warming concept. A quasi-experimental research design with a The Matching-Only Pretest-Posttest Control Group Design was used in this study. The subjects were students of two classes 7th grade of one of junior high school in Bandung City, West Java of 2015/2016 academic year. The study was conducted on two experimental class, that were project-based learning treatment on the experimental class I and discovery learning treatment was done on the experimental class II. The data was collected through questionnaire to know students metacognitive strategies. The statistical analysis showed that there were statistically significant differences in students metacognitive strategies between project-based learning and discovery learning.

Pre-test evaluation of LLTR Series II Test A-6

International Nuclear Information System (INIS)

Knittle, D.

1980-11-01

Purpose of this report is to present pre-test predictions of pressure histories for the A6 test to be conducted in the Large Leak Test Facility (LLTF) at the Energy Technology Engineering Center. A6 is part of a test program being conducted to evaluate the effects of leaks produced by a double-ended guillotine rupture of a single tube. A6 will provide data on the CRBR prototypical double rupture disc performance

Utilizing the Flipped Classroom, Simulation-Based Mastery Learning and Group Learning to Teach and Evaluate Lumbar Puncture Skills

Directory of Open Access Journals (Sweden)

Amanda Crichlow

2018-01-01

Full Text Available Audience: This lumbar puncture curriculum was developed and implemented to educate and evaluate incoming intern Emergency Medicine (EM residents. This curriculum can also be used to educate and evaluate senior medical students and senior residents. Introduction: Procedural competency is an important component of healthcare education. With the implementation of milestones, the need for valid assessment tools to determine procedural competency has increased. Simulation-based mastery learning (SBML with the incorporation of deliberate practice has been shown to be an effective way to teach and evaluate procedural skills.1-8 These studies, however, highlight one of the major barriers to successful integration of SBML into existing medical curricula: they require a significant investment of time. One reason for this is the performance of the pre-test evaluation of the learners’ procedure skills prior to commencement of training. Although necessary for research endeavors to evaluate curricula effectiveness, the need for pre-testing specifically on studies where the goal of the curricula is procedural competency, as measured by learners’ performance on the post-testing, has not been described. Consequently, we decided a more effective use of limited time was to allow our learners the opportunity for deliberate practice and conducting the post-test. Since the ultimate goal of our educational endeavors is to ensure that our learners achieve defined standards of performance, evaluation of their performance prior to training may not be necessary. Another reason for the significant time investment for SBML curricula is the utilization of individualized instruction with one facilitator providing corrective feedback to one learner. Although Cohen et al. reference the use of groups of learners for procedure training9, it is not explicitly delineated how the group instruction is conducted. In other disciplines, training team protocols such as dyad training

Mobile phone application for mathematics learning

Science.gov (United States)

Supandi; Ariyanto, L.; Kusumaningsih, W.; Aini, A. N.

2018-03-01

This research was aimed to determine the role of the use of Mobile Phone Application (MPA) in Mathematics learning. The Pre and Post-test Quasy Experiment method was applied. The Pre-test was performed to understand the initial capability. In contrast, the Post-test was selected to identify changes in student ability after they were introduced to the application of Mobile Technology. Student responses to the use of this application were evaluated by a questionnaire. Based on the questionnaire, high scores were achieved, indicating the student's interest in this application. Also, learning results showed significant improvement in the learning achievement and the student learning behaviour. It was concluded that education supported by the MPA application gave a positive impact on learning outcomes as well as learning atmosphere both in class and outside the classroom.

Comparison of patient comprehension of rapid HIV pre-test fundamentals by information delivery format in an emergency department setting

Directory of Open Access Journals (Sweden)

Clark Melissa A

2007-09-01

Full Text Available Abstract Background Two trials were conducted to compare emergency department patient comprehension of rapid HIV pre-test information using different methods to deliver this information. Methods Patients were enrolled for these two trials at a US emergency department between February 2005 and January 2006. In Trial One, patients were randomized to a no pre-test information or an in-person discussion arm. In Trial Two, a separate group of patients were randomized to an in-person discussion arm or a Tablet PC-based video arm. The video, "Do you know about rapid HIV testing?", and the in-person discussion contained identical Centers for Disease Control and Prevention-suggested pre-test information components as well as information on rapid HIV testing with OraQuick®. Participants were compared by information arm on their comprehension of the pre-test information by their score on a 26-item questionnaire using the Wilcoxon rank-sum test. Results In Trial One, 38 patients completed the no-information arm and 31 completed the in-person discussion arm. Of these 69 patients, 63.8% had twelve years or fewer of formal education and 66.7% had previously been tested for HIV. The mean score on the questionnaire for the in-person discussion arm was higher than for the no information arm (18.7 vs. 13.3, p ≤ 0.0001. In Trial Two, 59 patients completed the in-person discussion and 55 completed the video arms. Of these 114 patients, 50.9% had twelve years or fewer of formal education and 68.4% had previously been tested for HIV. The mean score on the questionnaire for the video arm was similar to the in-person discussion arm (20.0 vs. 19.2; p ≤ 0.33. Conclusion The video "Do you know about rapid HIV testing?" appears to be an acceptable substitute for an in-person pre-test discussion on rapid HIV testing with OraQuick®. In terms of adequately informing ED patients about rapid HIV testing, either form of pre-test information is preferable than for patients

Effects of Cloud-Based m-Learning on Student Creative Performance in Engineering Design

Science.gov (United States)

Chang, Yu-Shan; Chen, Si-Yi; Yu, Kuang-Chao; Chu, Yih-Hsien; Chien, Yu-Hung

2017-01-01

This study explored the effects of cloud-based m-learning on students' creative processes and products in engineering design. A nonequivalent pretest-posttest design was adopted, and 62 university students from Taipei City, Taiwan, were recruited as research participants in the study. The results showed that cloud-based m-learning had a positive…

[Critical care nurse learning of continuous renal replacement therapy: the efficacy of a self-learning manual].

Science.gov (United States)

Huang, Yi-Chen; Hsu, Li-Ling

2011-02-01

Many nurses have difficulty learning to use the complex, non-traditional, and regularly-updated critical care equipment. Failure to use such equipment properly can seriously compromise treatment and endanger patient health and lives. New self-learning materials for novice nurses are necessary to provide essential and effective guidance as a part of formal nursing training. Such materials can enhance the capabilities of critical care nurses and, thus, improve the general quality of critical care. The purpose of this research was to develop a continuous renal replacement therapy (CRRT)-themed self-learning manual that would provide easily absorbed and understood knowledge in an easy-to-carry format for ICU nursing staff. This study also investigated CCRT skill learning efficacy. This study adopted a quasi-experimental design with pretests and posttests. Purposive sampling generated a sample of 66 critical care nurses currently working at one hospital in Taipei City. Participants submitted a completed self-assessment survey that rated their command of continuous renal replacement therapy before and after the self-learning manual intervention. Survey data were analyzed using SPSS Version 17.0 for Windows. The two major findings derived from the study included: (1) The mean response score from the self-assessment survey filled out after the intervention was 91.06 and 79.75 (SD = 9.49 and 11.65), respectively, for experimental and control groups. Such demonstrated significant difference. (2) The mean posttest score after the intervention for the experimental group was 91.06 ± 9.49. This represents a significant increase of 10.35 ± 10.35 over their mean pretest score (80.71 ± 11.82). The experimental group showed other significant differences in terms of the CRRT self-assessment survey posttest. Self-learning manuals may be introduced in nursing education as useful aids and catalysts to achieve more effective and satisfying learning experiences.

Comparing statistical and machine learning classifiers: alternatives for predictive modeling in human factors research.

Science.gov (United States)

Carnahan, Brian; Meyer, Gérard; Kuntz, Lois-Ann

2003-01-01

Multivariate classification models play an increasingly important role in human factors research. In the past, these models have been based primarily on discriminant analysis and logistic regression. Models developed from machine learning research offer the human factors professional a viable alternative to these traditional statistical classification methods. To illustrate this point, two machine learning approaches--genetic programming and decision tree induction--were used to construct classification models designed to predict whether or not a student truck driver would pass his or her commercial driver license (CDL) examination. The models were developed and validated using the curriculum scores and CDL exam performances of 37 student truck drivers who had completed a 320-hr driver training course. Results indicated that the machine learning classification models were superior to discriminant analysis and logistic regression in terms of predictive accuracy. Actual or potential applications of this research include the creation of models that more accurately predict human performance outcomes.

For the Love of the Game: Game- Versus Lecture-Based Learning With Generation Z Patients.

Science.gov (United States)

Adamson, Mary A; Chen, Hengyi; Kackley, Russell; Micheal, Alicia

2018-02-01

The current study evaluated adolescent patients' enjoyment of and knowledge gained from game-based learning compared with an interactive lecture format on the topic of mood disorders. It was hypothesized that game-based learning would be statistically more effective than a lecture in knowledge acquisition and satisfaction scores. A pre-post design was implemented in which a convenience sample of 160 adolescent patients were randomized to either a lecture (n = 80) or game-based (n = 80) group. Both groups completed a pretest/posttest and satisfaction survey. Results showed that both groups had significant improvement in knowledge from pretest compared to posttest. Game-based learning was statistically more effective than the interactive lecture in knowledge achievement and satisfaction scores. This finding supports the contention that game-based learning is an active technique that may be used with patient education. [Journal of Psychosocial Nursing and Mental Health Services, 56(2), 29-36.]. Copyright 2018, SLACK Incorporated.

Using a high-fidelity patient simulator with first-year medical students to facilitate learning of cardiovascular function curves.

Science.gov (United States)

Harris, David M; Ryan, Kathleen; Rabuck, Cynthia

2012-09-01

Students are relying on technology for learning more than ever, and educators need to adapt to facilitate student learning. High-fidelity patient simulators (HFPS) are usually reserved for the clinical years of medical education and are geared to improve clinical decision skills, teamwork, and patient safety. Finding ways to incorporate HFPS into preclinical medical education represents more of a challenge, and there is limited literature regarding its implementation. The main objective of this study was to implement a HFPS activity into a problem-based curriculum to enhance the learning of basic sciences. More specifically, the focus was to aid in student learning of cardiovascular function curves and help students develop heart failure treatment strategies based on basic cardiovascular physiology concepts. Pretests and posttests, along with student surveys, were used to determine student knowledge and perception of learning in two first-year medical school classes. There was an increase of 21% and 22% in the percentage of students achieving correct answers on a posttest compared with their pretest score. The median number of correct questions increased from pretest scores of 2 and 2.5 to posttest scores of 4 and 5 of a possible total of 6 in each respective year. Student survey data showed agreement that the activity aided in learning. This study suggests that a HFPS activity can be implemented during the preclinical years of medical education to address basic science concepts. Additionally, it suggests that student learning of cardiovascular function curves and heart failure strategies are facilitated.

Development of problem-based learning material for physics mathematics and its implementation

Directory of Open Access Journals (Sweden)

Pujayanto Pujayanto

2017-02-01

Full Text Available The research aims to develop Problem Based Learning material teaching of Mathematics Physics and to know the effect on the cognitive capability of undergraduate students. The research uses development method of Borg and Gall. There are ten steps such as data collection, planning, product drafting, pretest, pretest revise 1, main test, main test revise 2, posttest, final revision, and dissemination and implementation. The data collection uses questionnaire and cognitive test which will support the qualitative data. The result shows that the criterion of developing problem-based learning teaching materials is 5 level category when 43.33% respondents rate 5 level category and the others give 4 level category. Furthermore, students which use the materials increased and the most of the students have acquired cognitive value exceeds the value of minimum completeness criteria.

Learning and memory in the forced swimming test: effects of antidepressants having varying degrees of anticholinergic activity.

Science.gov (United States)

Enginar, Nurhan; Yamantürk-Çelik, Pınar; Nurten, Asiye; Güney, Dilvin Berrak

2016-07-01

The antidepressant-induced reduction in immobility time in the forced swimming test may depend on memory impairment due to the drug's anticholinergic efficacy. Therefore, the present study evaluated learning and memory of the immobility response in rats after the pretest and test administrations of antidepressants having potent, comparatively lower, and no anticholinergic activities. Immobility was measured in the test session performed 24 h after the pretest session. Scopolamine and MK-801, which are agents that have memory impairing effects, were used as reference drugs for a better evaluation of the memory processes in the test. The pretest administrations of imipramine (15 and 30 mg/kg), amitriptyline (7.5 and 15 mg/kg), trazodone (10 mg/kg), fluoxetine (10 and 20 mg/kg), and moclobemide (10 and 20 mg/kg) were ineffective, whereas the pretest administrations of scopolamine (0.5 mg/kg) and MK-801 (0.1 mg/kg) decreased immobility time suggesting impaired "learning to be immobile" in the animals. The test administrations of imipramine (30 mg/kg), amitriptyline (15 mg/kg), moclobemide (10 mg/kg), scopolamine (0.5 and 1 mg/kg), and MK-801 (0.1 mg/kg) decreased immobility time, which suggested that the drugs exerted antidepressant activity or the animals did not recall that attempting to escape was futile. The test administrations of trazodone (10 mg/kg) and fluoxetine (10 and 20 mg/kg) produced no effect on immobility time. Even though the false-negative and positive responses made it somewhat difficult to interpret the findings, this study demonstrated that when given before the pretest antidepressants with or without anticholinergic activity seemed to be devoid of impairing the learning process in the test.

Cooperative learning at Port Elizabeth Technikon: Student attitudes ...

African Journals Online (AJOL)

Statistical analyses of the pre-test and post-test data showed a statistically significant improvement in test results. Data generated by a questionnaire designed to ascertain the students' attitudes and feelings in terms of the cooperative learning strategy indicate that students in the pre-technician group also experienced ...

Learning Desert Geomorphology Virtually versus in the Field

Science.gov (United States)

Stumpf, Richard J., II; Douglass, John; Dorn, Ronald I.

2008-01-01

Statistical analyses of pre-test and post-test results, as well as qualitative insight obtained by essays, compared introductory physical geography college students who learned desert geomorphology only virtually, in the field and both ways. With the exception of establishing geographic context, the virtual field trip was statistically…

77 FR 49819 - Agency Information Collection Activities; Proposed Collection; Comment Request; Pretesting of...

Science.gov (United States)

2012-08-17

... assess the likely effectiveness of tobacco communications with specific target audiences. The information... needed about target audiences. FDA must first understand critical influences on people's decisionmaking... intended audiences. Pretesting messages with a sample of the target audience will allow FDA to refine...

75 FR 9225 - Agency Information Collection Activities; Proposed Collection; Comment Request; Pretesting of...

Science.gov (United States)

2010-03-01

... assess the likely effectiveness of tobacco communications with specific target audiences. The information... needed about target audiences. FDA must first understand critical influences on people's decisionmaking... intended audiences. Pretesting messages with a sample of the target audience will allow FDA to refine...

Blind Pretesting and Student Performance in an Undergraduate Corporate Finance Course

Science.gov (United States)

2015-09-28

Blind Pretesting and Student Performance in an Undergraduate Corporate Finance Course Brian C. Paynea U.S. Air Force Academy Thomas C...testing effect can be applied to an introductory corporate finance course. Prior research on the testing effect has been used non-quantitative subject...80840. Email: thomas.omalley@usafa.edu. Tel: 719.333.8259. Fax: 713.333.9715. 1 INTRODUCTION Corporate finance courses have long

Implementation of Reseptive Esteemy Approach Model in Learning Reading Literature

Directory of Open Access Journals (Sweden)

Titin Nurhayatin

2017-03-01

Full Text Available Research on the implementation of aesthetic model of receptive aesthetic approach in learning to read the literature on the background of the low quality of results and learning process of Indonesian language, especially the study of literature. Students as prospective teachers of Indonesian language are expected to have the ability to speak, have literature, and their learning in a balanced manner in accordance with the curriculum demands. This study examines the effectiveness, quality, acceptability, and sustainability of the aesthetic approach of receptions in improving students' literary skills. Based on these problems, this study is expected to produce a learning model that contributes high in improving the quality of results and the process of learning literature. This research was conducted on the students of Language Education Program, Indonesian Literature and Regional FKIP Pasundan University. The research method used is experiment with randomized type pretest-posttest control group design. Based on preliminary and final test data obtained in the experimental class the average preliminary test was 55.86 and the average final test was 76.75. From the preliminary test data in the control class the average score was 55.07 and the average final test was 68.76. These data suggest that there is a greater increase in grades in the experimental class using the aesthetic approach of the reception compared with the increase in values in the control class using a conventional approach. The results show that the aesthetic approach of receptions is more effective than the conventional approach in literary reading. Based on observations, acceptance, and views of sustainability, the aesthetic approach of receptions in literary learning is expected to be an alternative and solution in overcoming the problems of literary learning and improving the quality of Indonesian learning outcomes and learning process.

Peer Assisted Learning Strategy for Improving Students’ Physiologic Literacy

Science.gov (United States)

Diana, S.

2017-09-01

Research about the implementation of the Peer Assisted Learning (PAL) strategy in Plant Physiology lecture has carried out, in which it aims to improve students’ physiologic literacy. The PAL strategy began with a briefing by the lecturers to the students tutor about pretest questions, followed by the interaction between student tutors with their peers to discuss response problems, terminated by answering responsiveness questions individually. This study used a quasi-experimental method, one - group pre-test post-test design. This design includes a group of students observed in the pre-test phase (tests carried out before PAL treatment) which is then followed by treatment with PAL and ends with post-test. The other students group (control) was given the pre-test and post-test only. The results showed that the PAL strategy can increase student’s physiologic literacy significantly. One of the weaknesses of students’ physiologic literacy is that they have not been able to read the graph. The faculties are encouraged to begin introducing and teaching material using a variety of strategies with scientific literacy aspects, for example teaching research-based material. All students respond positively to the PAL strategy.

Pretest analysis document for Test S-FS-11

International Nuclear Information System (INIS)

Hall, D.G.; Shaw, R.A.

1985-07-01

This report documents the pretest calculations completed for Semiscale Test S-FS-11. This test will simulate a transient initiated by a 50% break in a steam generator bottom feedwater line downstream of the check valve. The initial conditions represents normal operating conditions for a C-E System 80 nuclear plant. Prediction of transients resulting from feedwater line breaks in these plants have indicated that significant primary system overpressurization may occur. The results of a RELAP5/MOD2/CY21 code calculation indicate that the test objectives for Test S-FS-11 can be achieved. The primary system overpressurization will occur but pose no threat to personnel or plant integrity. 3 refs., 15 figs., 5 tabs

Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school

Science.gov (United States)

Nisa, E. K.; Koestiari, T.; Habibbulloh, M.; Jatmiko, Budi

2018-03-01

This research aimed to describe the effectiveness of guided inquiry learning model to improve students' critical thinking skills. Subjects in the research were 90 students at three groups of senior high school grade X on Tarik (Indonesia), which follows a physics lesson on static fluid material in academic year 2016/2017. The research was used one group pre-test and post-test design. Before and after being given physics learning with guided discovery learning model, students in the three groups were given the same test (pre-test and post-test). The results of this research showed: 1) there is an increased score of students' critical thinking skills in each group on α = 5%; 2) average N-gain of students' critical thinking skills of each group is a high category; and 3) average N-gain of the three groups did not differ. The conclusion of this research is that learning model of guided inquiry effective to improve students' critical thinking skills.

Effects of basic character design and animation concepts using the flipped learning and project-based learning approach on learning achievement and creative thinking of higher education students

Science.gov (United States)

Autapao, Kanyarat; Minwong, Panthul

2018-01-01

Creative thinking was an important learning skill in the 21st Century via learning and innovation to promote students' creative thinking and working with others and to construct innovation. This is one of the important skills that determine the readiness of the participants to step into the complex society. The purposes of this research were 1) to compare the learning achievement of students after using basic character design and animation concepts using the flipped learning and project-based learning and 2) to make a comparison students' creative thinking between pretest and posttest. The populations were 29 students in Multimedia Technology program at Thepsatri Rajabhat University in the 2nd semester of the academic year 2016. The experimental instruments were lesson plans of basic character design and animation concepts using the flipped learning and project based learning. The data collecting instrument was creative thinking test. The data were analyzed by the arithmetic mean, standard deviation and The Wilcoxon Matched Pairs Signed-Ranks Test. The results of this research were 1) the learning achievement of students were statistically significance of .01 level and 2) the mean score of student's creativity assessment were statistically significance of .05 level. When considering all of 11 KPIs, showed that respondents' post-test mean scores higher than pre-test. And 5 KPIs were statistically significance of .05 level, consist of Originality, Fluency, Elaboration, Resistance to Premature Closure, and Intrinsic Motivation. It's were statistically significance of .042, .004, .049, .024 and .015 respectively. And 6 KPIs were non-statistically significant, include of Flexibility, Tolerance of Ambiguity, Divergent Thinking, Convergent Thinking, Risk Taking, and Extrinsic Motivation. The findings revealed that the flipped learning and project based learning provided students the freedom to simply learn on their own aptitude. When working together with project

Reform-Based-Instructional Method and Learning Styles on Students' Achievement and Retention in Mathematics: Administrative Implications

Science.gov (United States)

Modebelu, M. N.; Ogbonna, C. C.

2014-01-01

This study aimed at determining the effect of reform-based-instructional method learning styles on students' achievement and retention in mathematics. A sample size of 119 students was randomly selected. The quasiexperimental design comprising pre-test, post-test, and randomized control group were employed. The Collin Rose learning styles…

Verbal and visual learning of science terminology by high school biology students

Science.gov (United States)

Grant, Andrew Morton

The purpose of this study is to determine whether scientific terms with multiple meanings are more easily learned when taught pictorially or when taught verbally. The question of interference from previously known colloquial meanings is addressed as well. In carrying out this study, an experimental group of 30 students was taught pictorially and a control group of 30 students was taught verbally. Each group was made up of male and female students from the dominant culture (Caucasian) and from alternate cultures (mainly African American and Asian). The age of the participants was between 14 and 17. Students were selected as class groups. There were four class groups in the study. Class groups were assigned to the experimental or control group by random selection. Results were compared by use of a pre-test and post-test procedure. Students were asked to verbally describe 41 terms having scientific and colloquial meanings; they were to give the scientific meaning, if known, the colloquial if not, or leave a question mark if the term was unknown. They were then asked to draw a picture of the meaning of the term, if known. The same instructions were given to both groups. A series of seven hypotheses were identified. These hypotheses considered learning outcomes related to instructional mode as well as outcomes related to gender and cultural differences. An attempt was made to determine the similarity of the experimental and control groups. Student profiles, a learning styles inventory, and an imbedded image test all showed an initial similarity of the two groups. Once the pretest and posttest were given, data were analyzed by the use of the Chi-square of Association, the McNemar Chi-square, and Z scores (at.05 significance level). Results indicated significant differences in outcomes between the experimental group and the control group. The experimental group showed more science vocabulary learning than the control group and experienced more interference from the

Implementation of Problem Based Learning among Nursing Students

Science.gov (United States)

Hamdan, Abdul Rahim; Kwan, Chan Li; Khan, Aqeel; Ghafar, Mohamed Najib Abdul; Sihes, Ahmad Johari

2014-01-01

Critical thinking and effective problem solving skills have been regarded as an important element and as an educational outcome in professional nursing. The purpose of this study is to examine the implementation of Problem Based Learning (PBL) among nursing students. More specifically, it compares pretest and post test scores of the implementation…

Owning and Operating a Small Business. A Guide for Industrial Cooperative Training Programs. Learning Activity Package No. 14.

Science.gov (United States)

Braden, Robert P.; Remzi, Kerim

This learning activity package (LAP) on starting a small business is designed for student self-study. It will help students learn about their aptitudes and abilities as well as about the basics of running a small business. Following a list of learning objectives, the LAP contains a pretest (answer key provided at the end of the LAP). Ten learning…

Pretest analysis document for Test S-FS-7

International Nuclear Information System (INIS)

Hall, D.G.

1985-06-01

This report documents the pretest calculations completed for Semiscale Test S-FS-7. This test will simulate a transient initiated by a 14.3% break in a steam generator bottom feedwater line downstream of the check valve. The initial conditions represent normal operating conditions for a C-E System 80 nuclear power plant. Predictions of transients resulting from feedwater line breaks in these plants have indicated that significant primary system overpressurization may occur. The results of a RELAP5/MOD2/CY21 code calculation indicate that the test objectives for Test S-FS-7 can be achieved. The primary system overpressurization will occur but pose no threat to personnel or to plant integrity. 3 refs., 15 figs., 5 tabs

Improving Problem Solving Skill and Self Regulated Learning of Senior High School Students through Scientific Approach using Quantum Learning strategy

Directory of Open Access Journals (Sweden)

M Sudirman

2017-12-01

Full Text Available This research is quasi experiment with control group pretest-postest design. The sampel in this research using the techique of purposive sampling so the samples used were two classes of the 11th grade students of SMAN 14 Bandung in the academic year 2017/2018. The experiment group uses saintific approach using Quantum Learning strategy and control group uses saintific approach. In collecting the data the researcher will use the test of problem solving ability and self regulated learning as the instrument. The aims of this research are to:1find out the improvement of students mathematical problem solving through scientific approach using Quantum Learning study, 2 find out students self regulated learning through scientific approach using Quantum Learning.

Heutagogy: An alternative practice based learning approach.

Science.gov (United States)

Bhoyrub, John; Hurley, John; Neilson, Gavin R; Ramsay, Mike; Smith, Margaret

2010-11-01

Education has explored and utilised multiple approaches in attempts to enhance the learning and teaching opportunities available to adult learners. Traditional pedagogy has been both directly and indirectly affected by andragogy and transformational learning, consequently widening our understandings and approaches toward view teaching and learning. Within the context of nurse education, a major challenge has been to effectively apply these educational approaches to the complex, unpredictable and challenging environment of practice based learning. While not offered as a panacea to such challenges, heutagogy is offered in this discussion paper as an emerging and potentially highly congruent educational framework to place around practice based learning. Being an emergent theory its known conceptual underpinnings and possible applications to nurse education need to be explored and theoretically applied. Through placing the adult learner at the foreground of grasping learning opportunities as they unpredictability emerge from a sometimes chaotic environment, heutagogy can be argued as offering the potential to minimise many of the well published difficulties of coordinating practice with faculty teaching and learning. Copyright © 2010 Elsevier Ltd. All rights reserved.

A Study on the Effects of Meditation on Anxiety and Foreign Language Vocabulary Learning

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Önem, E. E.

2015-01-01

This study aimed to find whether meditation can be effective in terms of anxiety and vocabulary learning in a foreign language learning context. To test this, an experimental pre-test and post-test study was designed. 61 students (14 male-47 female) from the English Language Teaching Department of a state university in Turkey were assigned into…

Effects of case-based learning on communication skills, problem-solving ability, and learning motivation in nursing students.

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Yoo, Moon-Sook; Park, Hyung-Ran

2015-06-01

The purpose of this study was to explore the effects of case-based learning on communication skills, problem-solving ability, and learning motivation in sophomore nursing students. In this prospective, quasi-experimental study, we compared the pretest and post-test scores of an experimental group and a nonequivalent, nonsynchronized control group. Both groups were selected using convenience sampling, and consisted of students enrolled in a health communication course in the fall semesters of 2011 (control group) and 2012 (experimental group) at a nursing college in Suwon, South Korea. The two courses covered the same material, but in 2011 the course was lecture-based, while in 2012, lectures were replaced by case-based learning comprising five authentic cases of patient-nurse communication. At post-test, the case-based learning group showed significantly greater communication skills, problem-solving ability, and learning motivation than the lecture-based learning group. This finding suggests that case-based learning is an effective learning and teaching method. © 2014 Wiley Publishing Asia Pty Ltd.

Can Propensity Score Analysis Approximate Randomized Experiments Using Pretest and Demographic Information in Pre-K Intervention Research?

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Dong, Nianbo; Lipsey, Mark W

2017-01-01

It is unclear whether propensity score analysis (PSA) based on pretest and demographic covariates will meet the ignorability assumption for replicating the results of randomized experiments. This study applies within-study comparisons to assess whether pre-Kindergarten (pre-K) treatment effects on achievement outcomes estimated using PSA based on a pretest and demographic covariates can approximate those found in a randomized experiment. Data-Four studies with samples of pre-K children each provided data on two math achievement outcome measures with baseline pretests and child demographic variables that included race, gender, age, language spoken at home, and mother's highest education. Research Design and Data Analysis-A randomized study of a pre-K math curriculum provided benchmark estimates of effects on achievement measures. Comparison samples from other pre-K studies were then substituted for the original randomized control and the effects were reestimated using PSA. The correspondence was evaluated using multiple criteria. The effect estimates using PSA were in the same direction as the benchmark estimates, had similar but not identical statistical significance, and did not differ from the benchmarks at statistically significant levels. However, the magnitude of the effect sizes differed and displayed both absolute and relative bias larger than required to show statistical equivalence with formal tests, but those results were not definitive because of the limited statistical power. We conclude that treatment effect estimates based on a single pretest and demographic covariates in PSA correspond to those from a randomized experiment on the most general criteria for equivalence.

Enhancing the Learning Achievements and Attitudes of Taiwan Vocational School Students in Accounting with the Dynamic Assessment System

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Shih, Ju-Ling; Ku, David Tawei; Hung, Su-Huan

2013-01-01

We investigate how the computerized dynamic assessment system improves the learning achievements of vocational high school students studying accounting. Our experiment was conducted under the one-group pretest-posttest design of 34 junior students. The questionnaire results were analyzed to determine student-learning attitudes and reactions toward…

The implementation of e-learning with team builder at vocational high schools

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Mahmud Al Haq Patwary

2015-06-01

Full Text Available This research is aimed at: (1 producing an appropriate e-learning for English language studies in vocational high school, (2 evaluating the suitability of the developed e-learning in terms of appropriateness, accuracy and clarity, screen presentation and design, and appropriateness of the team builder module aspect, and (3 evaluating the effectiveness of the e-learning in practical application. This research and development (R&D study used Alessi and Trollip’s model rearranged following ADDIE model, where the development of instruction followed Dick and Carey’s model and the need assessment procedures were adapted from Lee & Owens. Overall appropriateness and quality of the e-learning from alpha testing is ‘very appropriate’ and from beta testing is ‘excellent’. Alpha testing reveals that, the Team Builder Module is ‘very appropriate’ and beta testing reveals that, its overall quality is ‘excellent’. The e-learning is highly effective. The average score of the students raises 3.82 points (or 42.44% in the post-test from pre-test score. The minimum score of the post-test (i.e. 8 is more than the maximum score of the pre-test (i.e. 7, so it is concluded that the use of e-learning does not deteriorate the performance of the students, but improves their performance.

Effects of consumer-producer interactions in alternative food networks on consumers’ learning about food and agriculture

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Opitz Ina

2017-09-01

Full Text Available In the recent literature, Alternative Food Networks (AFN are discussed as a promising approach, at the urban-rural interface, to meeting the challenges of the current agri-food system. Consumer-producer collaboration is seen as a characteristic feature in this context. What is lacking, however, are general concepts for describing the topics of consumer-producer interactions (CPI. The present study aims (1 to develop an analytical framework relying on six CPI domains and (2 to apply it to investigate CPI effects on consumers’ learning about and appreciation of agriculture. We conducted 26 guided interviews with consumers and producers of the three most frequent AFN types in Germany: community-supported agriculture (CSA, food coops, and self-harvest gardens. The results show that AFN participation enhances consumers’ learning about food (seasonality, cooking/nutrition, housekeeping aspects and agricultural production (farmers’ perspectives, cultivation. Our results show that consumer’s learning is influenced by certain CPI domains, and each AFN type can be described by distinctive CPI domains. This led to the conclusion that specific AFN types open up specific learning channels and contents, with consumers learning from producers. AFNs at the urban-rural interface exploit knowledge of rurality.

Enhancing Lean Manufacturing Learning Experience through Hands-On Simulation

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Elbadawi, Isam; McWilliams, Douglas L.; Tetteh, Edem G.

2010-01-01

Finding appropriate interactive exercises to increase students' learning in technical topic courses is always challenging to educators. In this study, several paper plane hands-on simulation exercises were developed, used, and tested in a lean manufacturing course for beginning college students. A pretest and posttest was used to assess the…

The assessment of knowledge and learning in competence spaces: The gain-loss model for dependent skills.

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Anselmi, Pasquale; Stefanutti, Luca; de Chiusole, Debora; Robusto, Egidio

2017-11-01

The gain-loss model (GaLoM) is a formal model for assessing knowledge and learning. In its original formulation, the GaLoM assumes independence among the skills. Such an assumption is not reasonable in several domains, in which some preliminary knowledge is the foundation for other knowledge. This paper presents an extension of the GaLoM to the case in which the skills are not independent, and the dependence relation among them is described by a well-graded competence space. The probability of mastering skill s at the pretest is conditional on the presence of all skills on which s depends. The probabilities of gaining or losing skill s when moving from pretest to posttest are conditional on the mastery of s at the pretest, and on the presence at the posttest of all skills on which s depends. Two formulations of the model are presented, in which the learning path is allowed to change from pretest to posttest or not. A simulation study shows that models based on the true competence space obtain a better fit than models based on false competence spaces, and are also characterized by a higher assessment accuracy. An empirical application shows that models based on pedagogically sound assumptions about the dependencies among the skills obtain a better fit than models assuming independence among the skills. © 2017 The British Psychological Society.

Digital Games, Gender and Learning in Engineering: Do Females Benefit as Much as Males?

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Joiner, Richard; Iacovides, Jo; Owen, Martin; Gavin, Carl; Clibbery, Stephen; Darling, Jos; Drew, Ben

2011-04-01

The aim of this paper was to explore whether there is a gender difference in the beneficial effects of Racing Academy, which is a video game used to support undergraduate students learning of Mechanical Engineering. One hundred and thirty-eight undergraduate students (15 females and 123 males) participated in the study. The students completed a pre-test a week before they started using Racing Academy. The pre-test consisted of a test of students' knowledge of engineering, and a measure of students' motivation towards studying engineering. A week after using Racing Academy the students completed a post-test which was identical to the pre-test, except it also included a measure of how frequently they used Racing Academy and how motivating the students found playing Racing Academy. We found that after playing Racing Academy the students learnt more about engineering and there was no gender difference in the beneficial effect of Racing Academy, however there is some evidence that, female students found Racing Academy more motivating than male students. The implications for the use and design of video games for supporting learning for both males and females are discussed.

Geometry in flipbook multimedia, a role of technology to improve mathematics learning quality: the case in madiun, east java

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Andini, S.; Fitriana, L.; Budiyono

2018-04-01

This research is aimed to describe the process and to get product development of learning material using flipbook. The learning material is developed in geometry, especially quadrilateral. This research belongs to Research and Development (R&D). The procedure includes the steps of Budiyono Model such as conducting preliminary research, planning and developing a theoretical and prototype product, and determining product quality (validity, practicality, and effectiveness). The average assessment result of the theoretical product by the experts gets 4,54, while validity result of prototype product by the experts is 4,62. Practicability is obtained by the implementation of flipbook prototype in each meeting of limited-scale try out based on learning observation, with the average score of 4,10 and increasing of 4,50 in wide-scale try out. The effectiveness of the prototype product is obtained by the result from pretest and posttest on a limited-scale and a wide-scale try out. The limited-scale pre-test result showed a significant increase in average score of wide-scale pre-test of 25,2, and there is an increase in the average score of posttest on limited-scale try out and wide-scale try out is 8,16. The result of product quality can be concluded that flipbook media can be used in the geometry learning in elementary school which implemented curriculum 2013.

Using cognitive pre-testing methods in the development of a new evidenced-based pressure ulcer risk assessment instrument

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S. Coleman

2016-11-01

Full Text Available Abstract Background Variation in development methods of Pressure Ulcer Risk Assessment Instruments has led to inconsistent inclusion of risk factors and concerns about content validity. A new evidenced-based Risk Assessment Instrument, the Pressure Ulcer Risk Primary Or Secondary Evaluation Tool - PURPOSE-T was developed as part of a National Institute for Health Research (NIHR funded Pressure Ulcer Research Programme (PURPOSE: RP-PG-0407-10056. This paper reports the pre-test phase to assess and improve PURPOSE-T acceptability, usability and confirm content validity. Methods A descriptive study incorporating cognitive pre-testing methods and integration of service user views was undertaken over 3 cycles comprising PURPOSE-T training, a focus group and one-to-one think-aloud interviews. Clinical nurses from 2 acute and 2 community NHS Trusts, were grouped according to job role. Focus group participants used 3 vignettes to complete PURPOSE-T assessments and then participated in the focus group. Think-aloud participants were interviewed during their completion of PURPOSE-T. After each pre-test cycle analysis was undertaken and adjustment/improvements made to PURPOSE-T in an iterative process. This incorporated the use of descriptive statistics for data completeness and decision rule compliance and directed content analysis for interview and focus group data. Data were collected April 2012-June 2012. Results Thirty-four nurses participated in 3 pre-test cycles. Data from 3 focus groups, 12 think-aloud interviews incorporating 101 PURPOSE-T assessments led to changes to improve instrument content and design, flow and format, decision support and item-specific wording. Acceptability and usability were demonstrated by improved data completion and appropriate risk pathway allocation. The pre-test also confirmed content validity with clinical nurses. Conclusions The pre-test was an important step in the development of the preliminary PURPOSE-T and the

Prognostic significance of normal quantitative Tl-201 stress scintigraphy in relation to pretest likelihood of coronary artery disease

International Nuclear Information System (INIS)

Russo, D.J.; Russo, D.; Clements, J.; Wackers, F.

1984-01-01

A previous study reported an excellent prognosis and low cardiac event rate in patients(pts) with chest pain and normal quantitative T1-201 scintigraphy(SC). Such result would not be unexpected if the population under study had a predominance of pts with low pre-T1-201 likelihood(L) of significant coronary artery disease (CAD). Hence, the authors undertook telephone follow-up in pts with chest pain syndrome and normal quantitative T1-201 exercise SC, and related outcome to pretest L of CAD. Pretest L was determined by serial L analysis on the basis of: symptoms, age, sex, and exercise ECG. All pts had T1-201 SC immediately post exercise and 2 hrs later. After interpolative background correction, circumferential count and washout profiles were generated. All pts had unequivocally normal studies. Of a total of 96 pts studied in 1981-82, 20 pts were lost to follow-up. Of the remaining 76 pts, 45 were males and 31 females. The pretest L of CAD had an inverted Gaussian distribution: thirty-four pts(47%) had 66% L of CAD. Mean follow-up was 22+- 3 months. No deaths occurred. Two pts(3%) (with pretest L of 54% and 94%) had myocardial infarctions, 8 and 22 months respectively after T1-201 stress SC. One pt underwent percutaneous transluminal coronary angioplasty (PTCA) 16 months after T1-201 stress SC. These findings confirm excellent prognostic significance of normal quantitative T1-201 stress scintigraphy

Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge.

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Dyer, Joseph-Omer; Hudon, Anne; Montpetit-Tourangeau, Katherine; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

2015-03-07

Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning. Ninety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps. Pre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P example and completion example strategies to foster intervention selection.

Evaluation of a Coaching Experiential Learning Project on OT Student Abilities and Perceptions

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Erin A. Phillips

2017-01-01

Full Text Available Innovative teaching methods to address emerging practice needs are critical components of effective occupational therapy education. Experiential learning strategies can enhance skill development and translation of knowledge into OT clinical practice. In addition, skills such as coaching may provide important links to health promotion practices. Thirty-two occupational therapy students took part in an experiential project to connect occupational engagement and health for a community of older adults. A pretest/posttest design was used to evaluate program outcomes in student perceived abilities, and narrative reflection papers provided postexperience qualitative information. The students improved in all 10 areas of abilities selfassessment with mean total scores from pretest (M = 42 improving significantly at posttest (M = 58. Themes from reflection papers indicated a positive response to experiential learning and a desire for more opportunities to prepare for clinical practice, including the use of interprofessional training. The students improved in their abilities to use coaching and health promotion strategies through the use of experiential learning methods. Outcomes suggest that experiential learning opportunities are an effective way to enhance student competencies in coaching, improve readiness for wellness programming, and increase student confidence in application of skills in future clinical practice.

Self-regulated learning using multimedia programs in Dentistry posgraduate students. A multimethod approach

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Miguel Rivas LLORET

2009-10-01

Full Text Available The purpose of this study was to study the effect of a multimedia computing program on the production of activities and self-regulated learning processes in 18 students of the Dentistry postdegree (Celaya, Mexico. A multi-method design (quasi-experimental, pretest-post-test and qualitative: Think aloud protocol was used. Self-regulated activities were identified with the MSLQ questionnaire. Results of the MSLQ pretest/post-test questionnaire didn't show an intervention effect. In contrast, the qualitative methodology allowed the registration of a high frequency of self-regulated dimensions on the metacognitive area, on the making of inferences (cognitive area, and on the planning time and effort (behavioural area. Our data revealed the usefulness of a qualitative methodology for the understanding of the complex nature of the self-regulatory processes on learning environments based on computers.

Does Augmented Reality Affect High School Students' Learning Outcomes in Chemistry?

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Renner, Jonathan Christopher

Some teens may prefer using a self-directed, constructivist, and technologic approach to learning rather than traditional classroom instruction. If it can be demonstrated, educators may adjust their teaching methodology. The guiding research question for this study focused on how augmented reality affects high school students' learning outcomes in chemistry, as measured by a pretest and posttest methodology when ensuring that the individual outcomes were not the result of group collaboration. This study employed a quantitative, quasi-experimental study design that used a comparison and experimental group. Inferential statistical analysis was employed. The study was conducted at a high school in southwest Colorado. Eighty-nine respondents returned completed and signed consent forms, and 78 participants completed the study. Results demonstrated that augmented reality instruction caused posttest scores to significantly increase, as compared to pretest scores, but it was not as effective as traditional classroom instruction. Scores did improve under both types of instruction; therefore, more research is needed in this area. The present study was the first quantitative experiment controlling for individual learning to validate augmented reality using mobile handheld digital devices that affected individual students' learning outcomes without group collaboration. This topic was important to the field of education as it may help educators understand how students learn and it may also change the way students are taught.

Expert Systems as a Mindtool To Facilitate Mental Model Learning.

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Mason-Mason, Susan Dale; Tessmer, Martin A.

2000-01-01

This exploratory study investigated whether the process of constructing an expert system model promotes the formation of expert-like mental models. Discusses expert systems as mindtools, expert systems as learning tools, the assessment of mental models, results of pretests and posttests, and future research. (Contains 56 references.) (Author/LRW)

Pretest analysis document for Test S-FS-6

International Nuclear Information System (INIS)

Shaw, R.A.; Hall, D.G.

1985-05-01

This report documents the pretest analyses completed for Semiscale Test S-FS-6. This test will simulate a transient initiated by a 100% break in a steam generator bottom feedwater line downstream of the check valve. The initial conditions represent normal operating conditions for a C-E System 80 nuclear power plant. Predictions of transients resulting from feedwater line breaks in these plants have indicated that significant primary system overpressurization may occur. The enclosed analyses include a RELAP5/MOD2/CY21 code calculation and preliminary results from a facility hot, integrated test which was conducted to near S-FS-6 specifications. The results of these analyses indicate that the test objectives for Test S-FS-6 can be achieved. The primary system overpressurization will pose no threat to personnel or plant integrity

E-learning as a complement to presential teaching of blindness prevention: a randomized clinical trial

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Rodrigo Pessoa Cavalcanti Lira

2013-02-01

Full Text Available OBJECTIVE: To investigate if E-learning material improves the basal student knowledge level before attending the presential class of blindness prevention (BP and if helps to fix this information one-month after the class. METHODS: Fourth-year medical students were randomly assigned to have a presential class of BP (Traditional group = TG or to have a presential class of BP plus an additional E-learning material (E-learning group = ELG. This material was e-mailed one week before the presential class. The students were submitted to a multiple-choice test (with three options each with seven questions immediately before the presential class, immediately after the class, and one-month later. The three tests had the same questions; however, the answers options were distributed in different sequences. The primary outcome was immediate pretest score. The secondary outcomes were immediate posttest score and one-month posttest score. RESULTS: Among the 120 fourth-year medical students, a random sample of 34 students was assigned to the TG and 34 students was assigned to the ELG. The two groups showed similar immediate posttest score (TG=6.8 and ELG=6.9; P<.754, but the differences at the immediate pretest score (TG=3.6 and ELG=4.7; P<.001, and at the one-month posttest score, were significant (TG=6.1 and ELG=6.8; P<.001. CONCLUSIONS: The pretest and the one-month posttest results suggested that the E-learning material acts as an effective complementary tool of the presential class of blindness prevention.

IMPROVING THE STUDENTS‘ READING COMPREHENSION THROUGH KNOW-WANT-LEARN (KWL TECHNIQUE TO TEACH ANALYTICAL EXPOSITION ( Class Action Research

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Meike Imelda Wachyu

2017-12-01

Full Text Available This study is aimed at finding out the impacts of the use of Know-Want-Learn technique in improving the reading comprehension to teach analytical exposition among eleventh grade students of SMA N 2 Indramayu in the academic year of 2017/2018. The study was action research in two research cycles. In the study, the researcher collaborated with the English teachers and the students. The data of this study were qualitative in nature supported by quantitative data. Qualitative data were obtained from the results of classroom observation and collaborators‘ discussion. Quantitative data were obtained from pre-test and post test results. The instruments for collecting the data were observation guides, interview guides, and the pre-test and posttest. The data were in the form of field notes, interview transcripts, and the scores of the students‘ pre-test and posttest. The results of the two cycles show that the use of Know-WantLearn technique is effective to improve the students‘ reading comprehension. It is supported by the qualitative data which show that (1 Know-Want-Learn technique can help the teacher to scaffold the students‘ comprehension of the text by focusing on the steps before, during, and after reading; (2 Know-Want-Learn technique can help the students to preview the text, assess what they have learned after reading, and motivate their interest in reading; (3 The kind of activities given such as preeteaching vocabulary, using skimming and scanning, using fix-up strategies, and guessing meaning can help the students to read the text efficiently.

HIV pre-test information, discussion or counselling? A review of guidance relevant to the WHO European Region.

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Bell, Stephen A; Delpech, Valerie; Raben, Dorthe; Casabona, Jordi; Tsereteli, Nino; de Wit, John

2016-02-01

In the context of a shift from exceptionalism to normalisation, this study examines recommendations/evidence in current pan-European/global guidelines regarding pre-test HIV testing and counselling practices in health care settings. It also reviews new research not yet included in guidelines. There is consensus that verbal informed consent must be gained prior to testing, individually, in private, confidentially, in the presence of a health care provider. All guidelines recommend pre-test information/discussion delivered verbally or via other methods (information sheet). There is agreement about a minimum standard of information to be provided before a test, but guidelines differ regarding discussion about issues encouraging patients to think about implications of the result. There is heavy reliance on expert consultation in guideline development. Referenced scientific evidence is often more than ten years old and based on US/UK research. Eight new papers are reviewed. Current HIV testing and counselling guidelines have inconsistencies regarding the extent and type of information that is recommended during pre-test discussions. The lack of new research underscores a need for new evidence from a range of European settings to support the process of expert consultation in guideline development. © The Author(s) 2015.

A Referential Communication Demonstration versus a Lecture-Only Control: Learning Benefits

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Balch, William R.

2014-01-01

To evaluate a demonstration involving active and cooperative learning, 40 students in a cognitive psychology course and 132 students in an introductory psychology course completed a brief multiple-choice pretest on referential communication. Two days later, randomly assigned students either participated in a classroom referential communication…

Investigating alternative conceptions in learning disabled students

Science.gov (United States)

Cole, Terry Stokes

Science teachers have long noticed the fact that their students come to school with their own concepts, produced from daily experiences and interactions with the world around them. Sometimes these ideas are in agreement with accepted scientific theories, but often they are not. These "incorrect" ideas, or "misconceptions" have been the focus of many studies, which can be helpful to teachers when planning their lessons. However, there is a dearth of information that is geared specifically to students with learning disabilities. These students generally have deficits in areas of perception and learning that could conceivably influence the way they formulate concepts. The purpose of this study was to examine the concepts held by students with learning disabilities on the causes of the day/night cycle, the phases of the moon, and the seasons. An interview format was judged to be the best method of ensuring that the students' ideas were clearly documented. The subjects were five, sixth-grade students in a city school, who had been determined to have a learning disability. In examining the results, there did not seem to be any direct link between the type of misconception formed and the learning deficit of the child. It seemed more likely that students formed their concepts the way students usually do, but the various disabilities they exhibited interfered with their learning of more appropriate conceptions. The results of this study will be helpful to science teachers, curriculum planners, or anyone who works with students who have learning disabilities. It is hoped that this will begin to fill a void in the area of learning disabilities research.

Effectiveness of Blended Learning and Elearning Modes of Instruction on the Performance of Undergraduates in Kwara State, Nigeria

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Gambari, Amosa Isiaka; Shittu, Ahmed Tajudeen; Ogunlade, O. Olufunmilola; Osunlade, Olourotimi Rufus

2017-01-01

This study investigated the effectiveness of blended learning and E-learning modes of instruction on the performance of undergraduates in Kwara State, Nigeria. It also determined if the student performance would vary with gender. Quasi experimental that employs pretest, posttest, control group design was adopted for this study. This involves three…

A well test analysis method accounting for pre-test operations

International Nuclear Information System (INIS)

Silin, D.B.; Tsang, C.-F.

2003-01-01

We propose to use regular monitoring data from a production or injection well for estimating the formation hydraulic properties in the vicinity of the wellbore without interrupting the operations. In our approach, we select a portion of the pumping data over a certain time interval and then derive our conclusions from analysis of these data. A distinctive feature of the proposed approach differing it form conventional methods is in the introduction of an additional parameter, an effective pre-test pumping rate. The additional parameter is derived based on a rigorous asymptotic analysis of the flow model. Thus, we account for the non-uniform pressure distribution at the beginning of testing time interval caused by pre-test operations at the well. By synthetic and field examples, we demonstrate that deviation of the matching curve from the data that is usually attributed to skin and wellbore storage effects, can also be interpreted through this new parameter. Moreover, with our method, the data curve is matched equally well and the results of the analysis remain stable when the analyzed data interval is perturbed, whereas traditional methods are sensitive to the choice of the data interval. A special efficient minimization procedure has been developed for searching the best fitting parameters. We enhanced our analysis above with a procedure of estimating ambient reservoir pressure and dimensionless wellbore radius. The methods reported here have been implemented in code ODA (Operations Data Analysis). A beta version of the code is available for free testing and evaluation to interested parties

The impact of fraction magnitude knowledge on algebra performance and learning.

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Booth, Julie L; Newton, Kristie J; Twiss-Garrity, Laura K

2014-02-01

Knowledge of fractions is thought to be crucial for success with algebra, but empirical evidence supporting this conjecture is just beginning to emerge. In the current study, Algebra 1 students completed magnitude estimation tasks on three scales (0-1 [fractions], 0-1,000,000, and 0-62,571) just before beginning their unit on equation solving. Results indicated that fraction magnitude knowledge, and not whole number knowledge, was especially related to students' pretest knowledge of equation solving and encoding of equation features. Pretest fraction knowledge was also predictive of students' improvement in equation solving and equation encoding skills. Students' placement of unit fractions (e.g., those with a numerator of 1) was not especially useful for predicting algebra performance and learning in this population. Placement of non-unit fractions was more predictive, suggesting that proportional reasoning skills might be an important link between fraction knowledge and learning algebra. Copyright © 2013 Elsevier Inc. All rights reserved.

Guided university debate: Effect of a new teaching-learning strategy for undergraduate nursing students.

Science.gov (United States)

Arrue, Marta; Unanue, Saloa; Merida, David

2017-12-01

A number of studies have shown that the traditional lecture suffers from limitations in the development of many important competencies such as reasoning ability for nursing professionals. In view of this issue, the authors present a promising alternative to the traditional lecture: the Guided University Debate (GUD). With regard to this aim a teaching-learning sequence of schizophrenia is described based on the GUD. Next, the improvement in the argumentative and declarative knowledge of the students who have participated in the said methodology is demonstrated. Quasi-experimental study with pre-test and post-test design to measure differences in the improvement of declarative and argumentative knowledge. To determine if there is a statistically significant difference in the score obtained in the pre-test and in the post-test score a parametric t-tests was carried. 64 students participated in the study. Implementation of the study took place during the 2015-2016 academic year in the third year of the Nursing undergraduate degree course in the University of the Basque Country (UPV/EHU) as part of the Mental Health class. The results showed a statistically-significant improvement in the students' scores for all learning outcomes analysed: Identifies symptoms of schizophrenia (p≤0.001), identifies the nursing interventions (p≤0.001), provides a rationale for nursing interventions (p≤0.001) and provides evidence of nursing interventions (p≤0.001). That is, the declarative and argumentative capacity of the group improved significantly with the Guided University Debate methodology. Although the teaching design feasibility and outcomes may vary in different contexts, based on this studies' positive outcome, the authors call today's educators to be able to use GUD as a teaching method. Copyright © 2017 Elsevier Ltd. All rights reserved.

A diagnostic strategy for pulmonary embolism based on standardised pretest probability and perfusion lung scanning: a management study

International Nuclear Information System (INIS)

Miniati, Massimo; Monti, Simonetta; Bauleo, Carolina; Scoscia, Elvio; Tonelli, Lucia; Dainelli, Alba; Catapano, Giosue; Formichi, Bruno; Di Ricco, Giorgio; Prediletto, Renato; Carrozzi, Laura; Marini, Carlo

2003-01-01

Pulmonary embolism remains a challenging diagnostic problem. We developed a simple diagnostic strategy based on combination of assessment of the pretest probability with perfusion lung scan results to reduce the need for pulmonary angiography. We studied 390 consecutive patients (78% in-patients) with suspected pulmonary embolism. The pretest probability was rated low ( 10%, ≤50%), moderately high (>50%, ≤90%) or high (>90%) according to a structured clinical model. Perfusion lung scans were independently assigned to one of four categories: normal; near-normal; abnormal, suggestive of pulmonary embolism (wedge-shaped perfusion defects); abnormal, not suggestive of pulmonary embolism (perfusion defects other than wedge shaped). Pulmonary embolism was diagnosed in patients with abnormal scans suggestive of pulmonary embolism and moderately high or high pretest probability. Patients with normal or near-normal scans and those with abnormal scans not suggestive of pulmonary embolism and low pretest probability were deemed not to have pulmonary embolism. All other patients were allocated to pulmonary angiography. Patients in whom pulmonary embolism was excluded were left untreated. All patients were followed up for 1 year. Pulmonary embolism was diagnosed non-invasively in 132 patients (34%), and excluded in 191 (49%). Pulmonary angiography was required in 67 patients (17%). The prevalence of pulmonary embolism was 41% (n=160). Patients in whom pulmonary embolism was excluded had a thrombo-embolic risk of 0.4% (95% confidence interval: 0.0%-2.8%). Our strategy permitted a non-invasive diagnosis or exclusion of pulmonary embolism in 83% of the cases (95% confidence interval: 79%-86%), and appeared to be safe. (orig.)

Learning 2-Dimensional and 3-Dimensional Geometry with Geogebra: Which Would Students Do Better?

Directory of Open Access Journals (Sweden)

Zaleha Ismail

2017-08-01

Full Text Available The purpose of this study is to examine the geometric thinking of young children who worked with GeoGebra to learn two-dimensional (2-D and three-dimensional (3-D geometry. GeoGebra is an open sourced dynamic mathematics software which is applicable for learning mathematics from primary school to secondary school and to higher education. Thirty pupils studying in second grade (Year 2 at a school located in Pontian, a district in one of the Malaysian state participated in the study. They attended GeoGebra sessions to construct and analyze dynamics of two-dimensional and three-dimensional geometry after learning these topics in the conventional setting. Pretest and posttest on two-dimensional and three-dimensional spatial ability based on Van Hiele level of geometric thinking were administered to the pupils. The comparison between pretest and posttest results demonstrate significant enhancement in visualization and informal deduction for both 2-D and 3-D geometry. Moreover from the intervention, the students benefit most in analyzing 3-D and visualizing 2-D geometry. Interestingly, skills and knowledge acquired through activities using GeoGebra in student-centered learning environment could be successfully transferred to paper and pencil test.

Evaluating response shift in training evaluation: comparing the retrospective pretest with an adapted measurement invariance approach in a classroom management training program.

Science.gov (United States)

Piwowar, Valentina; Thiel, Felicitas

2014-10-01

Response shift (RS) can threaten the internal validity of pre-post designs. As RS may indicate a redefinition of the target construct, its occurrence in training evaluation is rather likely. The most common approach to deal with RS is to implement a retrospective pretest (then-test) instead of the traditional pre-test. In health psychology, an adapted measurement invariance approach (MIad) was developed as an alternative technique to study RS. Results produced by identifying RS with the two approaches were rarely studied simultaneously or within an experimental framework. To study RS in two different treatment conditions and compare results produced by both techniques in identifying various types of RS. We further studied validity aspects of the then-test. We evaluated RS by applying the then-test procedure (TP) and the measurement invariance apporach MIad within an experimental design: Participants either attended a short-term or a long-term classroom management training program. Participants were 146 student teachers in their first year of master's study. Pre (before training), post, and then self-ratings (after training) on classroom management knowledge were administered. Results indicated that the two approaches do not yield the same results. The MIad identified more and also group-specific RS as opposed to the findings of the TP, which found less and only little evidence for group-specific RS. Further research is needed to study the usability and validity of the respective approaches. In particular, the usability of the then-test seems to be challenged. © The Author(s) 2014.

Analyzing Data from a Pretest-Posttest Control Group Design: The Importance of Statistical Assumptions

Science.gov (United States)

Zientek, Linda; Nimon, Kim; Hammack-Brown, Bryn

2016-01-01

Purpose: Among the gold standards in human resource development (HRD) research are studies that test theoretically developed hypotheses and use experimental designs. A somewhat typical experimental design would involve collecting pretest and posttest data on individuals assigned to a control or experimental group. Data from such a design that…

Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study

Science.gov (United States)

Yang, Ya-Ting C.; Wu, Wan-Chi I.

2012-01-01

The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English…

Improving ability mathematic literacy, self-efficacy and reducing mathematical anxiety with learning Treffinger model at senior high school students

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Hafizh Nizham

2017-12-01

Full Text Available This study is a Quasi Experimental study with the design of The Pretest-Post-Test Non-Equivalent Group Design. Population in this research is all student of class X SHS in South Jakarta. Sampling is done by purposive sampling, to obtain an experimental class and control class. In the experimental class, students learn with Treffinger learning model and control, class learning with conventional learning. This study is also to examine the differences of self-efficacy improvement and students literacy skills, and decreased students' mathematical anxiety. Also, this study also examines the relevance of early mathematical abilities (high, medium, low with improving students' math literacy skills. The instrument used in this research is literacy skill test, self-efficacy scale, mathematical anxiety scale, observation sheet, and student interview. Data were analyzed by t-test, one-way ANOVA, and two lines. From the results of the data, it is found that: (1 The improvement of literacy ability of students who are learned with Treffinger model learning is not significantly higher than students who learn with conventional. (2 The self-efficacy of students who learning with the Treffinger model learning  is better than the student that is learning by conventional. (3 The mathematical anxiety of students learning with Treffinger model learning reduces better than students learning with conventional. (4 There is a difference in the improvement of students' mathematical literacy skills learning by learning the Treffinger model and students learning with conventional learning based on early mathematical abilities. (5 Student response to Treffinger model learning is better than students learning with conventional learning. Therefore, learning model Treffinger can be an alternative model of learning to improve students' mathematical literacy skills, and self-efficacy students, and able to reduce mathematical anxiety.

A Comparison Of Internet-Based Learning And Traditional Classroom Lecture To Learn Cpr For Continuing Medical Education

OpenAIRE

HEMMATI, Nima; OMRANI, Soghra; HEMMATI, Naser

2013-01-01

The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general ...

Enhancing Argumentative Essay Writing of Fourth-Grade Students with Learning Disabilities

Science.gov (United States)

Deatline-Buchman, Andria; Jitendra, Asha K.

2006-01-01

A within-subject pretest-posttest comparison design was used to explore the effectiveness of a planning and writing intervention in improving the argumentative writing performance of five fourth-grade students with learning disabilities. Students were taught to collaboratively plan and revise their essays and independently write their essays using…

Low dose CT reconstruction via L1 norm dictionary learning using alternating minimization algorithm and balancing principle.

Science.gov (United States)

Wu, Junfeng; Dai, Fang; Hu, Gang; Mou, Xuanqin

2018-04-18

Excessive radiation exposure in computed tomography (CT) scans increases the chance of developing cancer and has become a major clinical concern. Recently, statistical iterative reconstruction (SIR) with l0-norm dictionary learning regularization has been developed to reconstruct CT images from the low dose and few-view dataset in order to reduce radiation dose. Nonetheless, the sparse regularization term adopted in this approach is l0-norm, which cannot guarantee the global convergence of the proposed algorithm. To address this problem, in this study we introduced the l1-norm dictionary learning penalty into SIR framework for low dose CT image reconstruction, and developed an alternating minimization algorithm to minimize the associated objective function, which transforms CT image reconstruction problem into a sparse coding subproblem and an image updating subproblem. During the image updating process, an efficient model function approach based on balancing principle is applied to choose the regularization parameters. The proposed alternating minimization algorithm was evaluated first using real projection data of a sheep lung CT perfusion and then using numerical simulation based on sheep lung CT image and chest image. Both visual assessment and quantitative comparison using terms of root mean square error (RMSE) and structural similarity (SSIM) index demonstrated that the new image reconstruction algorithm yielded similar performance with l0-norm dictionary learning penalty and outperformed the conventional filtered backprojection (FBP) and total variation (TV) minimization algorithms.

Do Gender and Race Make a Difference in Acute Coronary Syndrome Pretest Probabilities in the Emergency Department?

Science.gov (United States)

Musey, Paul I; Kline, Jeffrey A

2017-02-01

The objective was to test for significant differences in subjective and objective pretest probabilities for acute coronary syndrome (ACS) in a large cohort of chest pain patients stratified by race or gender. Secondarily we wanted to test for any differences in rates of ACS, rates of 90-day returns, cost, and chest radiation exposure after these stratifications. This is a secondary analysis of a prospective outcomes study of ED patients with chest pain and shortness of breath. We performed two separate analyses. The data set was divided by gender for analysis 1 while the analysis 2 stratification was made by race (nonwhite vs. white). For each analysis, groups were compared on several variables: provider visual analog scales (VAS) for likelihood of ACS, PREtest Consult ACS probabilities, rates of ACS, total radiation exposure to the chest, total costs at 30 days, and 90-day recidivism (ED, overnight observations, and inpatient admissions). A total of 844 patients were studied. Gender information was present on all 844 subjects, while complete race/ethnicity information was available on 783 (93%) subjects. For the first analysis, female patients made up 57% (478/844) of the population and their mean provider VAS scores for ACS were significantly lower (p = 0.000) at 14% (95% confidence interval [CI] = 13% to 16%) than that of males at 22% (95% CI = 19% to 24%). This was consistent with the objective pretest ACS probabilities subsequently calculated via the validated online tool, PREtest Consult, which were also significantly lower (p = 0.000) at 2.7% (95% CI = 2.4% to 3.1%) for females versus 6.6% (95% CI = 5.9% to 7.3%) for males. However, comparing females to males, there was no significant difference in diagnosis of ACS (3.6% vs. 1.6%), mean chest radiation doses (5.0 mSv vs. 4.9 mSv), total costs at 30 days ($3,451.24 vs. $3,847.68), or return to the ED within 90 days (26% each). For analysis 2 by race, nonwhite patients also comprised 57% (444/783) of

THE USE OF NUMBERED HEADS TOGETHER (NHT LEARNING MODEL WITH SCIENCE, ENVIRONMENT, TECHNOLOGY, SOCIETY (SETS APPROACH TO IMPROVE STUDENT LEARNING MOTIVATION OF SENIOR HIGH SCHOOL

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B. Sutipnyo

2018-01-01

Full Text Available This research was aimed to determine the increasing of students' motivation that has been applied by Numbered Heads Together (NHT learning model with Science, Environment, Technology, Society (SETS approach. The design of this study was quasi experiment with One Group Pretest-Posttest Design. The data of students’ learning motivation obtained through questionnaire administered before and after NHT learning model with SETS approach. In this research, the indicators of learning-motivation were facing tasks diligently, showing interest in variety of problems, prefering to work independently, keeping students’ opinions, and feeling happy to find and solve problems. Increasing of the students’ learning motivation was analyzed by using a gain test. The results showed that applying NHT learning model with SETS approach could increase the students’ learning motivation in medium categories.

Use of complementary and alternative medicine among midlife Arab women living in Qatar

OpenAIRE

Gerber, L.M.; Mamtani, R.; Chiu, Y-L.; Bener, A.; Murphy, M.; Cheema, S.; Verjee, M.

2014-01-01

The prevalence of use of complementary and alternative medicine (CAM) is widespread and is growing worldwide. This cross-sectional study in Qatar examined the use of CAM and its correlates among Arab women in their midlife years. Women aged 40–60 years (n = 814) were recruited at primary health-care centres in Qatar and completed a specially designed, pre-tested questionnaire. Overall, 38.2% of midlife women in Qatar had used CAM in the previous 12 months. Nutritional remedies and herbal reme...

Development of Problem-Based Learning Oriented Teaching Learning Materials to Facilitate Students’ Mastery of Concept and Critical Thinking Skill

Science.gov (United States)

Reza, M.; Ibrahim, M.; Rahayu, Y. S.

2018-01-01

This research aims to develop problem-based learning oriented teaching materials to improve students’ mastery of concept and critical thinking skill. Its procedure was divided into two phases; developmental phase and experimental phase. This developmental research used Four-D Model. However, within this research, the process of development would not involve the last stages, which is disseminate. The teaching learning materials which were developed consist of lesson plan, student handbook, student worksheet, achievement test and critical thinking skill test. The experimental phase employs a research design called one group pretest-posttest design. Results show that the validity of the teaching materials which were developed was good and revealed the enhancement of students’ activities with positive response to the teaching learning process. Furthermore, the learning materials improve the students’ mastery of concept and critical thinking skill.

The Aplication of Problem Based Learning Model on Heat and Temperature

OpenAIRE

Simamora, Pintor; Rotua Estomihi Pardede, Victorya

2016-01-01

This study aims to determine the effect of Problem Based Learning model to student learning outcomes on subject of Heat and Temperature. This research is quasi-experimental. Techniques that used to gain a sample is random-cluster-sampling technique that was chosen two classes as experimental and control classes. Instruments in the form of essays tests and observation sheets to measure affectivepsychomotor of students. Pretest data on both classes showed that both classes have the same ability...

Pembelajaran Discovery Learning Untuk Meningkatkan Motivasi Belajar Dan Penguasaan Konsep Siswa

OpenAIRE

Anisa, Ewid Nur; Rudibyani, Ratu Betta; Sofya, Emmawaty

2017-01-01

The purpose was to describe the practicality, effectiveness and effect size of discovery learning to improve learning motivation and concept mastery on electrolyte and non-electrolyte solution topic. This research was conducted at class X, SMA N 16 Bandar Lampung for 2016/2017 academic year. The poor-experiment research used the one group pretest-posttest design by using technique cluster random sampling, it was obtained sample was the X.8. The data were analyzed descriptively include practic...

Integrating knowledge exchange and the assessment of dryland management alternatives - A learning-centered participatory approach.

Science.gov (United States)

Bautista, Susana; Llovet, Joan; Ocampo-Melgar, Anahí; Vilagrosa, Alberto; Mayor, Ángeles G; Murias, Cristina; Vallejo, V Ramón; Orr, Barron J

2017-06-15

The adoption of sustainable land management strategies and practices that respond to current climate and human pressures requires both assessment tools that can lead to better informed decision-making and effective knowledge-exchange mechanisms that facilitate new learning and behavior change. We propose a learning-centered participatory approach that links land management assessment and knowledge exchange and integrates science-based data and stakeholder perspectives on both biophysical and socio-economic attributes. We outline a structured procedure for a transparent assessment of land management alternatives, tailored to dryland management, that is based on (1) principles of constructivism and social learning, (2) the participation of stakeholders throughout the whole assessment process, from design to implementation, and (3) the combination of site-specific indicators, identified by local stakeholders as relevant to their particular objectives and context conditions, and science-based indicators that represent ecosystem services of drylands worldwide. The proposed procedure follows a pattern of eliciting, challenging, and self-reviewing stakeholder perspectives that aims to facilitate learning. The difference between the initial baseline perspectives and the final self-reviewed stakeholder perspectives is used as a proxy of learning. We illustrate the potential of this methodology by its application to the assessment of land uses in a Mediterranean fire-prone area in East Spain. The approach may be applied to a variety of socio-ecological systems and decision-making and governance scales. Copyright © 2016 Elsevier Ltd. All rights reserved.

Development and pretest of key visual imagery in a campaign for the prevention of child maltreatment.

Science.gov (United States)

Charest, Émilie; Gagné, Marie-Hélène; Goulet, Julie

2017-08-01

This article discusses the development and pretesting of key visual imagery in a promotional campaign developed in Quebec, Canada. This campaign is the media-based component of a broader prevention strategy involving the use of the Triple P program (Sanders, 1999). The purpose was to pretest with parents the preliminary version of a poster that uses the campaign's key visual imagery prior to final production. In total, 26 parents from the regions of Quebec City and Montreal participated in four focus groups. Two general themes emerged from the focus groups: (i) emotions and reactions arising from the key visual imagery; and (ii) comprehension of the message being conveyed. Based on this information, recommendations were made to the marketing agency, which then modified the campaign's key visual imagery and proposed a final layout.

An Exploration of Students' Science Learning Interest Related to Their Cognitive Anxiety, Cognitive Load, Self-Confidence and Learning Progress Using Inquiry-Based Learning With an iPad

Science.gov (United States)

Hong, Jon-Chao; Hwang, Ming-Yueh; Tai, Kai-Hsin; Tsai, Chi-Ruei

2017-12-01

Based on the cognitive-affective theory, the present study designed a science inquiry learning model, predict-observe-explain (POE), and implemented it in an app called "WhyWhy" to examine the effectiveness of students' science inquiry learning practice. To understand how POE can affect the cognitive-affective learning process, as well as the learning progress, a pretest and a posttest were given to 152 grade 5 elementary school students. The students practiced WhyWhy during six sessions over 6 weeks, and data related to interest in learning science (ILS), cognitive anxiety (CA), and extraneous cognitive load (ECL) were collected and analyzed through confirmatory factor analysis with structure equation modeling. The results showed that students with high ILS have low CA and ECL. In addition, the results also indicated that students with a high level of self-confidence enhancement showed significant improvement in the posttest. The implications of this study suggest that by using technology-enhanced science learning, the POE model is a practical approach to motivate students to learn.

Impact of interactive online units on learning science among students with learning disabilities and English learners

Science.gov (United States)

Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

2018-03-01

The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p English learner status, indicating that these two groups performed similarly to their peers; students with learning disabilities had significantly lower assessment scores overall. Teachers and students were moderately satisfied with the units.

Effects of Educational Blogging on Perceptions of Science and Technology Education Students toward Web as a Learning Tool

Directory of Open Access Journals (Sweden)

Erkan Tekinarslan

2012-06-01

Full Text Available The purpose of this study is to investigate effects of educational blogging on perceptions (e.g., attitude, self-efficacy of undergraduate students in Science and Technology Education program toward Web as a learning tool. In addition, this study examines opinions of the Science and Technology Education students about contribution of educational blogging to the students’ perceptions toward Web as a learning tool, knowledge in the field, and advantages and disadvantages of educational blogging. The methodological frame of this study is based on both one group pre-test and post-test design, and qualitative approaches including observations, interviews and document analyses. A total of 32 undergraduate students voluntarily participated in the pre-test and post-test sections, and 25 students participated in the interviews. The findings indicate that educational blogging have positive effects over the students’ attitudes on the usability, selfefficacy, affective and Web-based learning subscales. In addition, the qualitative findings reveal positive contributions of educational blogging to the students’ knowledge in the field, and to the perceptions and thoughts of the students toward Web as a learning tool

Understanding Sample Surveys: Selective Learning about Social Science Research Methods

Science.gov (United States)

Currin-Percival, Mary; Johnson, Martin

2010-01-01

We investigate differences in what students learn about survey methodology in a class on public opinion presented in two critically different ways: with the inclusion or exclusion of an original research project using a random-digit-dial telephone survey. Using a quasi-experimental design and data obtained from pretests and posttests in two public…

Role of state-dependent learning in the cognitive effects of caffeine in mice.

Science.gov (United States)

Sanday, Leandro; Zanin, Karina A; Patti, Camilla L; Fernandes-Santos, Luciano; Oliveira, Larissa C; Longo, Beatriz M; Andersen, Monica L; Tufik, Sergio; Frussa-Filho, Roberto

2013-08-01

Caffeine is the most widely used psychoactive substance in the world and it is generally believed that it promotes beneficial effects on cognitive performance. However, there is also evidence suggesting that caffeine has inhibitory effects on learning and memory. Considering that caffeine may have anxiogenic effects, thus changing the emotional state of the subjects, state-dependent learning may play a role in caffeine-induced cognitive alterations. Mice were administered 20 mg/kg caffeine before training and/or before testing both in the plus-maze discriminative avoidance task (an animal model that concomitantly evaluates learning, memory, anxiety-like behaviour and general activity) and in the inhibitory avoidance task, a classic paradigm for evaluating memory in rodents. Pre-training caffeine administration did not modify learning, but produced an anxiogenic effect and impaired memory retention. While pre-test administration of caffeine did not modify retrieval on its own, the pre-test administration counteracted the memory deficit induced by the pre-training caffeine injection in both the plus-maze discriminative and inhibitory avoidance tasks. Our data demonstrate that caffeine-induced memory deficits are critically related to state-dependent learning, reinforcing the importance of considering the participation of state-dependency on the interpretation of the cognitive effects of caffeine. The possible participation of caffeine-induced anxiety alterations in state-dependent memory deficits is discussed.

Alternatively Constrained Dictionary Learning For Image Superresolution.

Science.gov (United States)

Lu, Xiaoqiang; Yuan, Yuan; Yan, Pingkun

2014-03-01

Dictionaries are crucial in sparse coding-based algorithm for image superresolution. Sparse coding is a typical unsupervised learning method to study the relationship between the patches of high-and low-resolution images. However, most of the sparse coding methods for image superresolution fail to simultaneously consider the geometrical structure of the dictionary and the corresponding coefficients, which may result in noticeable superresolution reconstruction artifacts. In other words, when a low-resolution image and its corresponding high-resolution image are represented in their feature spaces, the two sets of dictionaries and the obtained coefficients have intrinsic links, which has not yet been well studied. Motivated by the development on nonlocal self-similarity and manifold learning, a novel sparse coding method is reported to preserve the geometrical structure of the dictionary and the sparse coefficients of the data. Moreover, the proposed method can preserve the incoherence of dictionary entries and provide the sparse coefficients and learned dictionary from a new perspective, which have both reconstruction and discrimination properties to enhance the learning performance. Furthermore, to utilize the model of the proposed method more effectively for single-image superresolution, this paper also proposes a novel dictionary-pair learning method, which is named as two-stage dictionary training. Extensive experiments are carried out on a large set of images comparing with other popular algorithms for the same purpose, and the results clearly demonstrate the effectiveness of the proposed sparse representation model and the corresponding dictionary learning algorithm.

Relative cortico-subcortical shift in brain activity but preserved training-induced neural modulation in older adults during bimanual motor learning.

Science.gov (United States)

Santos Monteiro, Thiago; Beets, Iseult A M; Boisgontier, Matthieu P; Gooijers, Jolien; Pauwels, Lisa; Chalavi, Sima; King, Brad; Albouy, Geneviève; Swinnen, Stephan P

2017-10-01

To study age-related differences in neural activation during motor learning, functional magnetic resonance imaging scans were acquired from 25 young (mean 21.5-year old) and 18 older adults (mean 68.6-year old) while performing a bimanual coordination task before (pretest) and after (posttest) a 2-week training intervention on the task. We studied whether task-related brain activity and training-induced brain activation changes differed between age groups, particularly with respect to the hyperactivation typically observed in older adults. Findings revealed that older adults showed lower performance levels than younger adults but similar learning capability. At the cerebral level, the task-related hyperactivation in parietofrontal areas and underactivation in subcortical areas observed in older adults were not differentially modulated by the training intervention. However, brain activity related to task planning and execution decreased from pretest to posttest in temporo-parieto-frontal areas and subcortical areas in both age groups, suggesting similar processes of enhanced activation efficiency with advanced skill level. Furthermore, older adults who displayed higher activity in prefrontal regions at pretest demonstrated larger training-induced performance gains. In conclusion, in spite of prominent age-related brain activation differences during movement planning and execution, the mechanisms of learning-related reduction of brain activation appear to be similar in both groups. Importantly, cerebral activity during early learning can differentially predict the amplitude of the training-induced performance benefit between young and older adults. Copyright © 2017 Elsevier Inc. All rights reserved.

Experiential Learning in Occupational Therapy: Can It Enhance Readiness for Clinical Practice?

Science.gov (United States)

Knecht-Sabres, Lisa Jean

2013-01-01

This mixed method study examined the effectiveness of experiential learning opportunities near the end of the occupational therapy students' didactic education. A pretest/posttest design with a gain score approach was used to determine whether there was a significant improvement in the occupational therapy students' self-perception of their…

Teaching Learning Disabled Adolescents to Think Critically Using a Problem-Solving Schema.

Science.gov (United States)

Williams, Joanna P.; Ellsworth, Nancy J.

1990-01-01

This study examined effectiveness of an instructional program designed to teach learning-disabled adolescents (N=70) to make better personal decisions. A pretest/posttest comparison design found that following instruction students showed better ability to both identify general schema for decision making and apply schema to novel problem…

Validity of a Residualized Dependent Variable after Pretest Covariance Adjustments: Still the Same Variable?

Science.gov (United States)

Nimon, Kim; Henson, Robin K.

2015-01-01

The authors empirically examined whether the validity of a residualized dependent variable after covariance adjustment is comparable to that of the original variable of interest. When variance of a dependent variable is removed as a result of one or more covariates, the residual variance may not reflect the same meaning. Using the pretest-posttest…

EFEKTIVITAS PROJECT BASED LEARNING TERHADAP KETERAMPILAN MENULIS BAHAN AJAR IPA CALON GURU SD

Directory of Open Access Journals (Sweden)

- Susilawati

2018-01-01

Full Text Available Abstract:. The purpose of this research is to analyze the effectiveness of Project Based Learning (PjBL of writing skills on Science teaching materials to elementary school teachers candidates.This research used experimental methods (single-one group pretest-posttest design with instruments such as portofolio assessment sheets, observation sheets, and  questionnaire sheets .The effectiveness of analyzing used n-gain and t-test .The subject of this research is elementary school teachers candidates who contracted “Science Learning”subject  in a program study teacher education of elementary school at University Muhammadiyah Cirebon. The findings of this study has produced a contextual book for Science teaching material. In addition, there is an increased of elementary school teachers candidates who prepared the teaching materials in a printed form relevant to the needs and characters of the students as well as the curriculum. It is proven by assessments that the ability rose significantly from 2,71 (category  is adequate skill to 3,83 (category is skilled and supported by the n-gain value  at 0,87. Based on the t-test count of 8,050 larger than t-table 2,045. Recommendations from this research is that PjBL as a learning model could become one of the alternative learning models to improve writing skills material for elementary school teachers candidates. Keyword: Project-Based-Learning, science-materials-teaching, elementary-schoo-teachers- candidates.   Abstrak: Tujuan penelitian ini untuk menganalisis efektivitas Project Based Learning (PjBL terhadap keterampilan menulis bahan ajar IPA Calon Guru SD. Penelitian ini menggunakan metode eksperimen (Single-One Group Pretest-Posttest Design dengan menggunakan instrumen berupa lembar penilaian portofolio, lembar observasi, dan lembar angket. Efektivitas dianalisis menggunakan n-gain dan uji T. Subjek penelitian ini adalah mahasiswa calon guru yang mengontrak matakuliah Pembelajaran IPA di

The alternative library

OpenAIRE

Collinson, Timothy; Williams, A.

2004-01-01

Much time and effort has been devoted to designing and developing library Web sites that are easy to navigate by both new students and experienced researchers. In a review of the Southampton Institute Library it was decided that in addition to updating the existing homepage an alternative would be offered. Drawing on theory relating to user interface design, learning styles and creative thinking, an Alternative Library navigation system was added to the more traditional library homepage. The ...

The Development of Learning Management System Using Edmodo

Science.gov (United States)

Joko; Septia Wulandari, Gayuh

2018-04-01

The development of Learning Management System (LMS) can be used as an online learning media by managing the teacher in delivering the material and giving a task. This study aims to: 1) to know the validity of learning devices using LMS with Edmodo, 2) know the student’s response to LMS implementation using Edmodo, and 3) to know the difference of the learning outcome that is students who learned by using LMS with Edmodo and Direct Learning Model (DLM). This research method is quasi experimental by using control group pretest-posttest design. The population of the study was the student at SMKN 1 Sidoarjo. Research sample X TITL 1 class as control goup, and X TITL 2 class as experimental group. The researcher used scale rating to analyze the data validity and students’ respon, and t-test was used to examine the difference of learning outcomes with significant 0.05. The result of the research shows: 1) the average learning device validity use Edmodo 88.14%, lesson plan validity is 92.45%, pretest-posttest validity is 89.15%, learning material validity is 84.64%, and affective and psychomotor-portfolio observation sheets validity is 86.33 included very good criteria or very suitable to be used for research; 2) the result of students’ response questionnaire after taught by using LMS with Edmodo 86.03% in very good category and students agreed that Edmodo can be used in learning; and 3) the learning outcome of LMS by using Edmodo with DLM are: a) there are significant difference of the student cognitive learning outcome which is taught by using Edmodo with the student who use DLM. The average of student learning outcome that is taught LMS using Edmodo is 81.69 compared to student with DLM outcome 76.39, b) there is difference of affective learning outcome that is taught LMS using Edmodo compared to student using DLM. The average of student learning outcomeof affective that is taught LMS by using Edmodo is 83.50 compared students who use DLM 80.34, and c) there is

Learning Cultures

DEFF Research Database (Denmark)

Rasmussen, Lauge Baungaard

1998-01-01

the article present different concepts and modelsof learning. It discuss some strutural tendenciesof developing environmental management systemsand point out alternatives to increasing formalization of rules.......the article present different concepts and modelsof learning. It discuss some strutural tendenciesof developing environmental management systemsand point out alternatives to increasing formalization of rules....

Solar adaptive optics: specificities, lessons learned, and open alternatives

Science.gov (United States)

Montilla, I.; Marino, J.; Asensio Ramos, A.; Collados, M.; Montoya, L.; Tallon, M.

2016-07-01

the Strehl and the Point Spread Function used in night time adaptive optics but not really suitable to the solar systems, and new control strategies more complex than the ones used in nowadays solar Multi Conjugate Adaptive Optics systems. In this paper we summarize the lessons learned with past and current solar adaptive optics systems and focus on the discussion on the new alternatives to solve present open issues limiting their performance.

Development of an E-learning System for the Endoscopic Diagnosis of Early Gastric Cancer: An International Multicenter Randomized Controlled Trial.

Science.gov (United States)

Yao, K; Uedo, N; Muto, M; Ishikawa, H; Cardona, H J; Filho, E C Castro; Pittayanon, R; Olano, C; Yao, F; Parra-Blanco, A; Ho, S H; Avendano, A G; Piscoya, A; Fedorov, E; Bialek, A P; Mitrakov, A; Caro, L; Gonen, C; Dolwani, S; Farca, A; Cuaresma, L F; Bonilla, J J; Kasetsermwiriya, W; Ragunath, K; Kim, S E; Marini, M; Li, H; Cimmino, D G; Piskorz, M M; Iacopini, F; So, J B; Yamazaki, K; Kim, G H; Ang, T L; Milhomem-Cardoso, D M; Waldbaum, C A; Carvajal, W A Piedra; Hayward, C M; Singh, R; Banerjee, R; Anagnostopoulos, G K; Takahashi, Y

2016-07-01

In many countries, gastric cancer is not diagnosed until an advanced stage. An Internet-based e-learning system to improve the ability of endoscopists to diagnose gastric cancer at an early stage was developed and was evaluated for its effectiveness. The study was designed as a randomized controlled trial. After receiving a pre-test, participants were randomly allocated to either an e-learning or non-e-learning group. Only those in the e-learning group gained access to the e-learning system. Two months after the pre-test, both groups received a post-test. The primary endpoint was the difference between the two groups regarding the rate of improvement of their test results. 515 endoscopists from 35 countries were assessed for eligibility, and 332 were enrolled in the study, with 166 allocated to each group. Of these, 151 participants in the e-learning group and 144 in the non-e-learning group were included in the analysis. The mean improvement rate (standard deviation) in the e-learning and non-e-learning groups was 1·24 (0·26) and 1·00 (0·16), respectively (Pe-learning system to expand knowledge and provide invaluable experience regarding the endoscopic detection of early gastric cancer (R000012039). Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

Use of Colour and Interactive Animation in Learning 3D Vectors

Science.gov (United States)

Iskander, Wejdan; Curtis, Sharon

2005-01-01

This study investigated the effects of two computer-implemented techniques (colour and interactive animation) on learning 3D vectors. The participants were 43 female Saudi Arabian high school students. They were pre-tested on 3D vectors using a paper questionnaire that consisted of calculation and visualization types of questions. The students…

Learning, Retention, and Forgetting of Newton's Third Law throughout University Physics

Science.gov (United States)

Sayre, Eleanor C.; Franklin, Scott V.; Dymek, Stephanie; Clark, Jessica; Sun, Yifei

2012-01-01

We present data from a between-student study on student response to questions on Newton's third law given in two introductory calculus-based physics classes (Mechanics and Electromagnetism) at a large northeastern university. Construction of a response curve reveals subtle dynamics in student learning not capturable by pretesting and post-testing.…

The development of learning materials based on core model to improve students’ learning outcomes in topic of Chemical Bonding

Science.gov (United States)

Avianti, R.; Suyatno; Sugiarto, B.

2018-04-01

This study aims to create an appropriate learning material based on CORE (Connecting, Organizing, Reflecting, Extending) model to improve students’ learning achievement in Chemical Bonding Topic. This study used 4-D models as research design and one group pretest-posttest as design of the material treatment. The subject of the study was teaching materials based on CORE model, conducted on 30 students of Science class grade 10. The collecting data process involved some techniques such as validation, observation, test, and questionnaire. The findings were that: (1) all the contents were valid, (2) the practicality and the effectiveness of all the contents were good. The conclusion of this research was that the CORE model is appropriate to improve students’ learning outcomes for studying Chemical Bonding.

A Comparative Study of Paper-based and Computer-based Contextualization in Vocabulary Learning of EFL Students

Directory of Open Access Journals (Sweden)

Mousa Ahmadian

2015-04-01

Full Text Available Vocabulary acquisition is one of the largest and most important tasks in language classes. New technologies, such as computers, have helped a lot in this way. The importance of the issue led the researchers to do the present study which concerns the comparison of contextualized vocabulary learning on paper and through Computer Assisted Language Learning (CALL. To this end, 52 Pre-university EFL learners were randomly assigned in two groups: a paper-based group (PB and a computer-based (CB group each with 26 learners. The PB group received PB contextualization of vocabulary items, while the CB group received CB contextualization of the vocabulary items thorough PowerPoint (PP software. One pretest, posttest, along with an immediate and a delayed posttest were given to the learners. Paired samples t-test of pretest and posttest and independent samples t-test of the delayed and immediate posttest were executed by SPSS software. The results revealed that computer-based contextualization had more effects on vocabulary learning of Iranian EFL learners than paper-based contextualization of the words. Keywords: Computer-based contextualization, Paper-based contextualization, Vocabulary learning, CALL

The Effect of Stereoscopic ("3D") vs. 2D Presentation on Learning through Video and Film

Science.gov (United States)

Price, Aaron; Kasal, E.

2014-01-01

Two Eyes, 3D is a NSF-funded research project into the effects of stereoscopy on learning of highly spatial concepts. We report final results on one study of the project which tested the effect of stereoscopic presentation on learning outcomes of two short films about Type 1a supernovae and the morphology of the Milky Way. 986 adults watched either film, randomly distributed between stereoscopic and 2D presentation. They took a pre-test and post-test that included multiple choice and drawing tasks related to the spatial nature of the topics in the film. Orientation of the answering device was also tracked and a spatial cognition pre-test was given to control for prior spatial ability. Data collection took place at the Adler Planetarium's Space Visualization Lab and the project is run through the AAVSO.

PENGEMBANGAN PERANGKAT PEMBELAJARAN IPS TERPADU BERBASIS OUTDOOR LEARNING

Directory of Open Access Journals (Sweden)

Nugraheni Rachmawati

2013-03-01

Full Text Available AbstrakPelaksanaan kegiatan pembelajaran tematik di SD kota Semarang belum optimal. Sebagian besar guru belum menyusun dan menggunakan perangkat pembelaja- ran IPS Terpadu berbasis outdoor learning. Tujuan penelitian ini mengembangkan, mengkaji keefektifan dan kepraktisan perangkat pembelajaran. Penelitian ini meru- pakan penelitian pengembangan yang dimodifikasi dari penelitian Borg and Gall. Subjek penelitian adalah siswa kelas 3 SD N Jatingaleh 01-02 Kota Semarang ta- hun pelajaran 2012/2013. Spesifikasi produk yang dikembangkan adalah perangkat pembelajaran IPS terpadu berbasis outdoor learning berupa silabus, RPP, media CD Interaktif, LKS dan alat evaluasi meliputi test kognitif, lembar observasi aktivi- tas serta angket respons siswa dan guru. Data dianalisis secara deskriptif dan Pretest- Posttest Control Group Design. Hasil penelitian menunjukkan bahwa pengembangan perangkat pembelajaran tergolong valid. Keefektifan perangkat dilihat dari aktivitas dan hasil belajar siswa. Aktivitas siswa tergolong sangat tinggi. Hasil belajar kog- nitif siswa setelah mengikuti pembelajaran IPS Terpadu berbasis Outdoor Learning mengalami peningkatan yang signifikan serta mencapai ketuntasan belajar. Rata- rata hasil belajar kognitif siswa secara signifikan lebih besar daripada kelompok siswa yang mengikuti pembelajaran in door. Saran, hendaknya dapat dikembangkan lagi keefektifanya sehingga dapat lebih menggali kemampuan siswa, tidak hanya dalam segi kognitif dan afektif tetapi juga psikomotor. AbstractImplementation of thematic learning activities in elementary school of Semarang is not opti- mal. Most of the teachers do not prepare and use integrated social science learning tools based on outdoor learning. This research is aimed to develop the tools and to review the effectiveness and practicality of integrated social science learning based on outdoor learning. This is a research and development study modified from the research developed by Borg and

Alternative Discipline Can Benefit Learning

Science.gov (United States)

Mergler, Mary Schmid; Vargas, Karla M.; Caldwell, Caroline

2014-01-01

Schools across the country are changing how they discipline students by implementing research- and evidence-based disciplinary practices that have yielded positive results for schools and students. These disciplinary practices--known as Restorative Justice, Positive Behavioral Interventions and Supports, and social and emotional learning--largely…

Using Hypnosis to Enhance Learning Second Language Vocabulary.

Science.gov (United States)

Çetin, Yakup; Çimen, O Arda; Yetkiner, Zeynep Ebrar

2016-04-01

In this article, we measure the effects of hypnosis and suggestions for learning second language vocabulary. Participants (N = 70) were randomly assigned to a hypnosis or a control group. They were pre-tested, and then presented 21 Spanish words, post-tested immediately and 1 week later. The data were analyzed using repeated measures analysis of variance with group (experimental versus control) as the between-subjects factor, and time as the within-subjects factor. The experimental group performed significantly better in both tests. Our results indicate that hypnosis is beneficial for second language vocabulary learning and retrieval.

The Effect of Project Based Learning on Seventh Grade Students' Academic Achievement

Science.gov (United States)

Kizkapan, Oktay; Bektas, Oktay

2017-01-01

The purpose of this study is to investigate whether there is a significant effect of project based learning approach on seventh grade students' academic achievement in the structure and properties of matter. In the study, according to the characteristics of quantitative research methods, pretest-posttest control group quasi-experimental design was…

Making Physiology Learning Memorable: A Mobile Phone-Assisted Case-Based Instructional Strategy

Science.gov (United States)

Kukolja Taradi, S.; Taradi, M.

2016-01-01

The goal of the present study was to determine whether an active learning/teaching strategy facilitated with mobile technologies can improve students' levels of memory retention of key physiological concepts. We used a quasiexperimental pretest/posttest nonequivalent group design to compare the test performances of second-year medical students (n…

Pretest analysis document for Semiscale Test S-FS-1

International Nuclear Information System (INIS)

Chen, T.H.

1985-02-01

This report documents the pretest analysis calculation completed with the RELAP5/MOD2/CY21 code for Semiscale Test S-FS-1. The test will simulate the double-ended offset shear of the main steam line at the exit of the broken loop steam generator (downstream of the flow restrictor) and the subsequent plant recovery. The recovery portion of the test consists of a plant stabilization phase and a plant cooldown phase. The recovery procedures involve normal charging/letdown operation, pressurizer heater operation, secondary steam and feed of the unaffected steam generator, and pressurizer auxiliary spray. The test will be terminated after the unaffected steam generator and pressurizer pressures and liquid levels are stable, and the average priamry fluid temperature is stable at about 480 K (405 0 F) for at least 10 minutes

PowerPoint presentation in learning physiology by undergraduates with different learning styles.

Science.gov (United States)

Ankad, Roopa B; Shashikala, G V; Herur, Anita; Manjula, R; Chinagudi, Surekharani; Patil, Shailaja

2015-12-01

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms. Copyright © 2015 The American Physiological Society.

The Application of Problem-Based Learning in Mechanical Engineering

Science.gov (United States)

Putra, Z. A.; Dewi, M.

2018-02-01

The course of Technology and Material Testing prepare students with the ability to do a variety of material testing in the study of mechanical engineering. Students find it difficult to understand the materials to make them unable to carry out the material testing in accordance with the purpose of study. This happens because they knowledge is not adequately supported by the competence to find and construct learning experience. In this study, quasy experiment research method with pre-post-test with control group design was used. The subjects of the study were students divided in two groups; control and experiment with twenty-two students in each group. Study result: their grades showed no difference in between the pre-test or post-test in control group, but the difference in grade existed between the pre-test and post-test in experiment group. Yet, there is no significant difference in the study result on both groups. The researcher recommend that it is necessary to develop Problem-Based Learning that suits need analysis on D3 Program for Mechanical Engineering Department at the State University of Padang, to ensure the compatibility between Model of Study and problems and need. This study aims to analyze how Problem-Based Learning effects on the course of Technology and Material Testing for the students of D3 Program of Mechanical Engineering of the State University of Padang.

Learning algebra through MCREST strategy in junior high school students

Science.gov (United States)

Siregar, Nurfadilah; Kusumah, Yaya S.; Sabandar, J.; Dahlan, J. A.

2017-09-01

The aims of this paper are to describe the use of MCREST strategy in learning algebra and to obtain empirical evidence on the effect of MCREST strategy es specially on reasoning ability. Students in eight grade in one of schools at Cimahi City are chosen as the sample of this study. Using pre-test and post-test control group design, the data then analyzed in descriptive and inferential statistics. The results of this study show the students who got MCREST strategy in their class have better result in test of reasoning ability than students who got direct learning. It means that MCREST strategy gives good impact in learning algebra.

Pretest-Posttest-Posttest Multilevel IRT Modeling of Competence Growth of Students in Higher Education in Germany

NARCIS (Netherlands)

Schmidt, Susanne; Zlatkin-Troitschanskaia, Olga; Fox, Gerardus J.A.

2016-01-01

Longitudinal research in higher education faces several challenges. Appropriate methods of analyzing competence growth of students are needed to deal with those challenges and thereby obtain valid results. In this article, a pretest-posttest-posttest multivariate multilevel IRT model for repeated

Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College

Directory of Open Access Journals (Sweden)

Joanna Blake

2013-12-01

Full Text Available Educators and policy makers have long recognised the central role that education can play in creating a more sustainable and equitable world. Yet some question whether current processes across mainstream higher education prepare learners sufficiently to graduate with the capabilities or motivation to shape and create a future that is life-sustaining. This paper presents findings from a qualitative research project carried out by Plymouth University in association with Schumacher College, Devon, UK. Schumacher College is an alternative, civil society college, owned by the Dartington Hall Trust that claims to provide transformative learning opportunities within a broad context of sustainability. The study explored the nature and application of transformative learning as a pedagogical approach to advance change towards sustainability. If learners claimed transformational learning experiences, the research asked whether, and to what extent, this transformation could be attributed to the pedagogies employed at the College. The paper begins by setting out the broad background to the relationship between marginal and mainstream educational settings, and definitions and theoretical underpinnings of transformative learning, and then leads into the research design and findings. The potential for transformative pedagogies to be applied to and employed within the wider higher education (HE sector is then discussed, and the overall findings and conclusions are presented.

Observational learning :Tell beginners what they are about to watch and they will learn better

Directory of Open Access Journals (Sweden)

Mathieu eAndrieux

2016-01-01

Full Text Available Observation aids motor skill learning. When multiple models or different levels of performance are observed, does learning improve when the observer is informed of the performance quality prior to each observation trial or after each trial? We used a knockdown barrier task and asked participants to learn a new relative timing pattern that differed from that naturally emerging from the task constraints (Blandin, Lhuisset, & Proteau, 1999. Following a physical execution pre-test, the participants observed two models demonstrating different levels of performance and were either informed of this performance prior to or after each observation trial. The results of the physical execution retention tests of the two experiments reported in the present study indicated that informing the observers of the demonstration quality they were about to see aided learning more than when this information was provided after each observation trial. Our results suggest that providing advanced information concerning the quality of the observation may help participants detect errors in the model’s performance, which is something that novice participants have difficulty doing, and then learn from these observations.

The effect of problem-based learning with cooperative-learning strategies in surgery clerkships.

Science.gov (United States)

Turan, Sevgi; Konan, Ali; Kılıç, Yusuf Alper; Özvarış, Şevkat Bahar; Sayek, Iskender

2012-01-01

Cooperative learning is used often as part of the problem-based learning (PBL) process. But PBL does not demand that students work together until all individuals master the material or share the rewards for their work together. A cooperative learning and assessment structure was introduced in a PBL course in 10-week surgery clerkship, and the difference was evaluated between this method and conventional PBL in an acute abdominal pain module. An experimental design was used. No significant differences in achievement were found between the study and control group. Both the study and control group students who scored low on the pretest made the greatest gains at the end of the education. Students in the cooperative learning group felt that cooperation helped them learn, it was fun to study and expressed satisfaction, but they complained about the amount of time the groups had to work together, difficulties of group work, and noise during the sessions. This study evaluated the impact of a cooperative learning technique (student team learning [STL]) in PBL and found no differences. The study confirms that a relationship exists between allocated study time and achievement, and student's satisfaction about using this technique. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

PENGGUNAAN INTERNET DAN E-LEARNING SEBAGAI MEDIA PEMBELAJARAN UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA KOMPETENSI DASAR MELAKUKAN PERTEMUAN / RAPAT KELAS X JURUSAN ADMINISTRASI PERKANTORAN DI SMK YPPM BOJA KABUPATEN KENDAL

Directory of Open Access Journals (Sweden)

Junita Sesarianti,

2012-10-01

Full Text Available Dalam dunia pendidikan hasil belajar merupakan hal yang tidak dapat dipisahkan dari proses belajar mengajar. Hal ini dapat terjadi dikarenakan hasil belajar sangat mempengaruhi guru dan siswa. Hasil belajar siswa penting bagi guru dikarenakan guru mampu mengetahui tingkat keberhasilan dalam memberikan suatu materi pembelajaran melalui hasil belajar siswa sehingga seorang guru dapat melakukan evaluasi apabila hasilnya kurang maksimal. Dengan media pembelajaran yang menggunakan internet nilai yang diperoleh para siswa jauh lebih baik jika dibandingkan dengan nilai tugas praktik yang jauh dari kriteria ketuntasan minimum,� SMK YPPM Boja Kabupaten Kendal pada kelas X AP1 terdapat 20 siswa (60,20%� tidak tuntas, sedangkan untuk kelas X AP2 terdapat 22 siswa (60,82% berada pada kriteria tidak tuntas. Terdapat dugaan adanya ketidaktuntasan nilai siswa disebabkan karena kurang efektifnya media pembelajaran yang digunakan oleh guru dalam mengajar.. Pada SMK YPPM Boja belum menggunakan internet sebagai media pembelajaran yang bisa mempermudah dan meningkatkan hasil belajar siswa-siswinya, sementara ini pembelajarannya sekedar mengenalkan apa itu internet secara umum dan hanya digunakan hal-hal yang tidak bermanfaat dan berhubungan dengan kegiatan belajar mengajar. Dari hasil penelitian di peroleh data sebagai berikut : rata-rata nilai pre-test pada kelas kontrol adalah 66,48 dan pada kelas eksperimen adalah 62,32, berarti rata-rata hasil pre-test antara kedua kelas tersebut hasilnya tidak berbeda jauh. rata-rata nilai post-test pada kelas kontrol adalah 72,51 dan pada kelas eksperimen adalah 73,41. Hasil belajar siswa kelompok eksperimen lebih baik dari kelompok kontrol. Hal ini dapat diketahui dari nilai rata-rata yang diperoleh kelompok eksperimen adalah 73,41 dan nilai rata-rata yang diperoleh oleh kelompok kontrol adalah 66,48. Hasil belajar siswa yang menggunakan media internet dan e-learning lebih baik dibandingkan dengan pembelajaran

Normal myocardial perfusion scan portends a benign prognosis independent from the pretest probability of coronary artery disease. Sub-analysis of the J-ACCESS study

International Nuclear Information System (INIS)

Imamura, Yosihiro; Fukuyama, Takaya; Nishimura, Sigeyuki; Nishimura, Tsunehiko

2009-01-01

We assessed the usefulness of gated stress/rest 99mTc-tetrofosmin myocardial perfusion single photon emission computed tomography (SPECT) to predict ischemic cardiac events in Japanese patients with various estimated pretest probabilities of coronary artery disease (CAD). Of the 4031 consecutively registered patients for a J-ACCESS (Japanese Assessment of Cardiac Events and Survival Study by Quantitative Gated SPECT) study, 1904 patients without prior cardiac events were selected. Gated stress/rest myocardial perfusion SPECT was performed and segmental perfusion scores and quantitative gated SPECT results were derived. The pretest probability for having CAD was estimated using the American College of Cardiology/American Heart Association/American College of Physicians- American Society of Internal Medicine guideline data for the management of patients with chronic stable angina, which includes age, gender, and type of chest discomfort. The patients were followed up for three years. During the three-year follow-up period, 96 developed ischemic cardiac events: 17 cardiac deaths, 8 nonfatal myocardial infarction, and 71 clinically driven revascularization. The summed stress score (SSS) was the most powerful independent predictor of all ischemic cardiac events (hazard ratio 1.077, confidence interval (CI) 1.045-1.110). Abnormal SSS (>3) was associated with a significantly higher cardiac event rate in patients with an intermediate to high pretest probability of CAD. Normal SSS (≤3) was associated with a low event rate in patients with any pretest probability of CAD. Myocardial perfusion SPECT is useful for further risk-stratification of patients with suspected CAD. The abnormal scan result (SSS>3) is discriminative for subsequent cardiac events only in the groups with an intermediate to high pretest probability of CAD. The salient result is that normal scan results portend a benign prognosis independent from the pretest probability of CAD. (author)

A Peer-Assisted Learning Program and Its Effect on Student Skill Demonstration

Science.gov (United States)

Carr, W. David; Volberding, Jennifer; Vardiman, Phillip

2011-01-01

Objective: To explore the effect of an intentional Peer-Assisted Learning (PAL) program on peer-tutors and peer-tutees for performance on specific psychomotor skills. Design and Setting: Randomized, pretest-posttest experimental design. Participants: Undergraduate students (N = 69, 42 females and 27 males, all participants were 18 to 22 years old,…

Multiple intelligences and alternative teaching strategies: The effects on student academic achievement, conceptual understanding, and attitude

Science.gov (United States)

Baragona, Michelle

The purpose of this study was to investigate the interactions between multiple intelligence strengths and alternative teaching methods on student academic achievement, conceptual understanding and attitudes. The design was a quasi-experimental study, in which students enrolled in Principles of Anatomy and Physiology, a developmental biology course, received lecture only, problem-based learning with lecture, or peer teaching with lecture. These students completed the Multiple Intelligence Inventory to determine their intelligence strengths, the Students' Motivation Toward Science Learning questionnaire to determine student attitudes towards learning in science, multiple choice tests to determine academic achievement, and open-ended questions to determine conceptual understanding. Effects of intelligence types and teaching methods on academic achievement and conceptual understanding were determined statistically by repeated measures ANOVAs. No significance occurred in academic achievement scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in logical-mathematical, interpersonal, kinesthetic, and intrapersonal intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by problem-based learning (PBL) as compared to peer teaching (PT). No significance occurred in conceptual understanding scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in musical, kinesthetic, intrapersonal, and spatial intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by lecture as compared to PBL. Students with

The Effectiveness of Attribution Retraining on Anxiety of Students with Learning Disabilities

OpenAIRE

Marzieh Yahyaei; Firouzeh Sajedi; Akbar Biglarian; Ma'soumeh Pourmohammadreza-Tajrishi

2014-01-01

Objective: The present study aimed to determine the effectiveness of attribution retraining group program on anxiety of students with learning disabilities. Materials & Methods: In this semi-experimental study pre-test and post-test design with control group was used. Two learning disorders centers were selected on purpose and conveniently in Tehran City in 2012-13 academic years. Thirty six students (9 girls and 27 boys who were educating in 2nd to 6th grade in elementary school) with le...

Relationship of beliefs, epistemology, and alternate conceptions to college student understanding of evolution and common descent

Science.gov (United States)

Miller, Joyce Catherine

Quantitative and qualitative methodologies were combined to explore the relationships between an understanding of evolution and 4 epistemology factors: (a) control of learning, (b) speed of learning , (c) stability of knowledge, and (d) belief in evolution/creationism. A 17-item instrument was developed that reliably measured a belief in creationism and subtle differences between this belief and an acceptance of evolution. The subjects were 45 students enrolled in a biology course at a 2-year community college. Evolution was taught in a traditional format, and common descent was taught in an inquiry-based laboratory session consisting of: (a) a comparison of hemoglobin DNA sequences of the human, chimpanzee, and gorilla; and (b) a comparison of 8 primate skull casts, including the modern human, chimpanzee, gorilla, and five prehistoric fossils. Prior to instruction the students completed an epistemology questionnaire and a knowledge test about evolution. Five weeks after instruction, the students completed a posttest. A t-test revealed no differences between the pretest and the posttest. However, the group of students that scored higher on the posttest than on the pretest was found to have a stronger belief in the uncertainty of knowledge. Pearson r was computed to check for relationships between the 4 epistemological factors and the understanding of evolution. There was a significant relationship between a belief in creationism and a lessor understanding of evolution as measured on both the pretest and the posttest (ps humans evolved from the chimpanzee. Additionally, students grouped the 8 primate skulls into just 2 categories: human and animals. Other misconceptions included a nonevolutionary use of the term, related, and the use of naive organizers leading to incorrect conclusions about the relatedness of certain organisms, such as a connection between fish and whales. These organizers included: (a) similarity of traits, (b) environment, (c) relative size, (d

Touchscreen Facilitates Young Children’s Transfer of Learning to Tell Time

Directory of Open Access Journals (Sweden)

Fuxing Wang

2016-11-01

Full Text Available Young children are devoting increasing time to playing on handheld touchscreen devices (e.g., iPads. Though thousands of touchscreen apps are claimed to be educational, there is a lack of sufficient evidence examining the impact of touchscreens on children’s learning outcomes. In the present study, the two questions we focused on were (a whether using a touchscreen was helpful in teaching children to tell time, and (b to what extent young children could transfer what they had learned on the touchscreen to other media. A pre- and posttest design was adopted. After learning to read the time on the iPad touchscreen for 10 minutes, three groups of 5- to 6-year-old children (N = 65 were respectively tested with an iPad touchscreen, a toy clock or a drawing of a clock on paper. The results revealed that posttest scores in the iPad touchscreen test group were significantly higher than those at pretest, indicating that the touchscreen itself could provide support for young children’s learning. Similarly, regardless of being tested with a toy clock or paper drawing, children’s posttest performance was also better than pretest, suggesting that children could transfer what they had learned on an iPad touchscreen to other media. However, comparison among groups showed that children tested with the paper drawing underperformed those tested with the other two media. The theoretical and practical implications of the results, as well as limitations of the present study, are discussed.

Comparison of Lecture-Based Learning vs Discussion-Based Learning in Undergraduate Medical Students.

Science.gov (United States)

Zhao, Beiqun; Potter, Donald D

2016-01-01

To compare lecture-based learning (LBL) and discussion-based learning (DBL) by assessing immediate and long-term knowledge retention and application of practical knowledge in third- and fourth-year medical students. A prospective, randomized control trial was designed to study the effects of DBL. Medical students were randomly assigned to intervention (DBL) or control (LBL) groups. Both the groups were instructed regarding the management of gastroschisis. The control group received a PowerPoint presentation, whereas the intervention group was guided only by an objectives list and a gastroschisis model. Students were evaluated using a multiple-choice pretest (Pre-Test MC) immediately before the teaching session, a posttest (Post-Test MC) following the session, and a follow-up test (Follow-Up MC) at 3 months. A practical examination (PE), which tested simple skills and management decisions, was administered at the end of the clerkship (Initial PE) and at 3 months after clerkship (Follow-Up PE). Students were also given a self-evaluation immediately following the Post-Test MC to gauge satisfaction and comfort level in the management of gastroschisis. University of Iowa Hospitals and Clinics and the Carver College of Medicine, Iowa City, IA. A total of 49 third- and fourth-year medical students who were enrolled in the general surgery clerkship were eligible for this study. Enrollment into the study was completely voluntary. Of the 49 eligible students, 36 students agreed to participate in the study, and 27 completed the study. Mean scores for the Pre-Test MC, Post-Test MC, and Follow-Up MC were similar between the control and intervention groups. In the control group, the Post-Test MC scores were significantly greater than Pre-Test MC scores (8.92 ± 0.79 vs 4.00 ± 1.04, p educational experience was more worthwhile than students in the control group did. After a single instructional session, there was a significant difference in the students' scores between the

Problem-Based Learning Method: Secondary Education 10th Grade Chemistry Course Mixtures Topic

Science.gov (United States)

Üce, Musa; Ates, Ismail

2016-01-01

In this research; aim was determining student achievement by comparing problem-based learning method with teacher-centered traditional method of teaching 10th grade chemistry lesson mixtures topic. Pretest-posttest control group research design is implemented. Research sample includes; two classes of (total of 48 students) an Anatolian High School…

Learning for pitch and melody discrimination in congenital amusia.

Science.gov (United States)

Whiteford, Kelly L; Oxenham, Andrew J

2018-03-23

Congenital amusia is currently thought to be a life-long neurogenetic disorder in music perception, impervious to training in pitch or melody discrimination. This study provides an explicit test of whether amusic deficits can be reduced with training. Twenty amusics and 20 matched controls participated in four sessions of psychophysical training involving either pure-tone (500 Hz) pitch discrimination or a control task of lateralization (interaural level differences for bandpass white noise). Pure-tone pitch discrimination at low, medium, and high frequencies (500, 2000, and 8000 Hz) was measured before and after training (pretest and posttest) to determine the specificity of learning. Melody discrimination was also assessed before and after training using the full Montreal Battery of Evaluation of Amusia, the most widely used standardized test to diagnose amusia. Amusics performed more poorly than controls in pitch but not localization discrimination, but both groups improved with practice on the trained stimuli. Learning was broad, occurring across all three frequencies and melody discrimination for all groups, including those who trained on the non-pitch control task. Following training, 11 of 20 amusics no longer met the global diagnostic criteria for amusia. A separate group of untrained controls (n = 20), who also completed melody discrimination and pretest, improved by an equal amount as trained controls on all measures, suggesting that the bulk of learning for the control group occurred very rapidly from the pretest. Thirty-one trained participants (13 amusics) returned one year later to assess long-term maintenance of pitch and melody discrimination. On average, there was no change in performance between posttest and one-year follow-up, demonstrating that improvements on pitch- and melody-related tasks in amusics and controls can be maintained. The findings indicate that amusia is not always a life-long deficit when using the current standard

A web-based e-learning application for wound diagnosis and treatment.

Science.gov (United States)

Veredas, Francisco J; Ruiz-Bandera, Esperanza; Villa-Estrada, Francisca; Rufino-González, Juan F; Morente, Laura

2014-10-01

Pressure ulcers (PrU) are considered as one of the most challenging problems that Nursing professionals have to deal with in their daily practice. Nowadays, the education on PrUs is mainly based on traditional lecturing, seminars and face-to-face instruction, sometimes with the support of photographs of wounds being used as teaching material. This traditional educational methodology suffers from some important limitations, which could affect the efficacy of the learning process. This current study has been designed to introduce information and communication technologies (ICT) in the education on PrU for undergraduate students, with the main objective of evaluating the advantages an disadvantages of using ICT, by comparing the learning results obtained from using an e-learning tool with those from a traditional teaching methodology. In order to meet this major objective, a web-based learning system named ePULab has been designed and developed as an adaptive e-learning tool for the autonomous acquisition of knowledge on PrU evaluation. This innovative system has been validated by means of a randomized controlled trial that compares its learning efficacy with that from a control group receiving a traditional face-to-face instruction. Students using ePULab gave significantly better (p<0.01) learning acquisition scores (from pre-test mean 8.27 (SD 1.39) to post-test mean 15.83 (SD 2.52)) than those following traditional lecture-style classes (from pre-test mean 8.23 (SD 1.23) to post-test mean 11.6 (SD 2.52)). In this article, the ePULab software is described in detail and the results from that experimental educational validation study are also presented and analyzed. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Maladaptive Schemas and Affective Control in Students with Learning Disability: Benefits of Mindfulness-Based Cognitive Therapy

OpenAIRE

Nasrollah Vaisi; Mohammad Rostami; Zohreh Zangooei; Mohammad-Ali Khaksar-Beldachi

2015-01-01

Objectives: This study intended to examine the effectiveness of mindfulness-based cognitive therapy on moderating maladaptive schemas and affective control in students suffering from learning disabilities. Methods: This experimental research was conducted using pretest-posttest and a control group. The population included all the female students who  were studying in the Koohdasht's middle schools (academic year: 2012-2013). The sample included 40 female students suffering from learn...

Learning Mediated by an Educational Hypermedia

Science.gov (United States)

Fagundes, Adriano Luiz; da Silva, Tatiana; Barroso, Marta Feijó

2015-12-01

The phases of the Moon is a learning subject composed of smaller units here elaborated by adopting the theory of cognitive load, including aspects related to visualization in science education and taking into account learning difficulties documented in the research literature on science/astronomy teaching as theoretical guiding. The complete research process involved 77 students attending an undergraduate physics course and included data collection instruments to investigate technical aspects of the material, quality of contents and learning. This work focused on learning mediated by a hypermedia digital resource. The instruments used at this stage were pre-testing and learning evaluation allowing a qualitative and quantitative assessment. The questions pointed to the knowledge of the Moon as a body without its own light, to representations of schematic diagrams with sequences of lunar phases and the possibility of observing the Sun and the Moon according to the time of the day, an explanation and a representation of the dynamics of synchronous rotation motion of the Moon. The result provided an overall average increase of 33% in learning. We point out the features of the material that may have contributed to a highest quality as a learning tool.

Promoting of Thematic-Based Integrated Science Learning on the Junior High School

Science.gov (United States)

Pursitasari, Indarini Dwi; Nuryanti, Siti; Rede, Amran

2015-01-01

This study was conducted to explain the effect of thematic based integrated science learning to the student's critical thinking skills and character. One group pretest-posttest design is involving thirty students in one of the junior high school in the Palu city. A sample was taken using purposive sampling. Data of critical thinking skills…

Development and evaluation of learning module on clinical decision-making in Prosthodontics.

Science.gov (United States)

Deshpande, Saee; Lambade, Dipti; Chahande, Jayashree

2015-01-01

Best practice strategies for helping students learn the reasoning skills of problem solving and critical thinking (CT) remain a source of conjecture, particularly with regard to CT. The dental education literature is fundamentally devoid of research on the cognitive components of clinical decision-making. This study was aimed to develop and evaluate the impact of blended learning module on clinical decision-making skills of dental graduates for planning prosthodontics rehabilitation. An interactive teaching module consisting of didactic lectures on clinical decision-making and a computer-assisted case-based treatment planning software was developed Its impact on cognitive knowledge gain in clinical decision-making was evaluated using an assessment involving problem-based multiple choice questions and paper-based case scenarios. Mean test scores were: Pretest (17 ± 1), posttest 1 (21 ± 2) and posttest 2 (43 ± 3). Comparison of mean scores was done with one-way ANOVA test. There was overall significant difference in between mean scores at all the three points (P posttest 1 > pretest. Blended teaching methods employing didactic lectures on the clinical decision-making as well as computer assisted case-based learning can be used to improve quality of clinical decision-making in prosthodontic rehabilitation for dental graduates.

Scientific method by argumentation design: learning process for maintaining student’s retention

Science.gov (United States)

Siswanto; Yusiran; Asriyadin; Gumilar, S.; Subali, B.

2018-03-01

The purpose of this research describes the effect of scientific methods designed by argumentation in maintaining retention of pre-service physics teachers (students) in mechanical concept. This learning consists of five stages including the first two stages namely observing and questioning. While the next three stages of reasoning, trying, and communicating are made of argumentation design. To know the effectiveness of treatment, students are given pre-test and post-test in one time. On the other hand, students were given advanced post-test to know the durability of retention as many as four times in four months. The results show that there was mean difference between pre-test and post-test based on the Wilcoxon test (z = -3.4, p=0.001). While the effectiveness of treatment is in the high category based on normalized gain values ( = 0.86). Meanwhile, mean difference of all post-test is significantly different based on Analysis of Varian (F = 365.63, p = 0.00). However, in the fourth month, students retention rates began to stabilize based on Tuckey’s HSD (p=0.074) for comparison of mean difference between fourth and fifth post-test. Overall, learning designed can maintain students retention within 4 months after the learning finish.

Effects of Art Therapy on Distress Levels of Adults with Cancer: A Proxy Pretest Study

Science.gov (United States)

Glinzak, Leara

2016-01-01

This study identified decreased distress after art therapy in a proxy pretest study with a convenience sample of 73 patients being treated for cancer. Art therapy outcomes from 4 settings (oncology unit, infusion clinic, individual sessions, and open studio) were measured via the self-report Distress Thermometer, which was collected as part of an…

Hebbian learning in a model with dynamic rate-coded neurons: an alternative to the generative model approach for learning receptive fields from natural scenes.

Science.gov (United States)

Hamker, Fred H; Wiltschut, Jan

2007-09-01

Most computational models of coding are based on a generative model according to which the feedback signal aims to reconstruct the visual scene as close as possible. We here explore an alternative model of feedback. It is derived from studies of attention and thus, probably more flexible with respect to attentive processing in higher brain areas. According to this model, feedback implements a gain increase of the feedforward signal. We use a dynamic model with presynaptic inhibition and Hebbian learning to simultaneously learn feedforward and feedback weights. The weights converge to localized, oriented, and bandpass filters similar as the ones found in V1. Due to presynaptic inhibition the model predicts the organization of receptive fields within the feedforward pathway, whereas feedback primarily serves to tune early visual processing according to the needs of the task.

Danish version of the Tilburg Frailty Indicator-translation, cross-cultural adaption and validity pretest by cognitive interviewing

DEFF Research Database (Denmark)

Andreasen, Jane; Sørensen, Erik E; Gobbens, Robbert J J

2014-01-01

The Tilburg Frailty Indicator (TFI) is a self-administered questionnaire with a bio-psycho-social integrated approach that measures the degree of frailty in elderly persons. The TFI was developed in the Netherlands and tested in a population of elderly Dutch men and women. The aim of this study...... was to translate and culturally adapt the TFI to a Danish context, and to test face validity of the Danish version by cognitive interviewing. An internationally recognized procedure was applied as a basis for the translation process. The primary tasks were forward translation, reconciliation, back translation......, harmonization and pretest. Pretest and review of the preliminary version by cognitive interviewing, were performed at a local community center and in an acute medical ward at the University Hospital in Aalborg, Denmark respectively. A large agreement regarding meaning of the items in the forward translation...

NESC-1 spinning cylinder experiment. Pre-test fracture analysis evaluation

International Nuclear Information System (INIS)

Moinereau, D.; Pitard-Bouet, J.M.

1996-10-01

A pre-test structural analysis evaluation has been conducted by Electricite de France (EDF) including several three dimensional elastic and elastic-plastic computations. Two cylinder geometries have been studied. Higher values of the stress intensity factor are obtained in both geometries in the elastic-plastic computations due to the yielding of the cladding during the thermal transient. The comparisons between the stress intensity factors and the expected base metal toughness show that cleavage initiation must occur preferably in base metal near the interface with cladding. The comparison between both geometries show also that the thicker vessel with a deeper semi-elliptical sub-clad flaw (70 mm deep) is more favourable to cleavage initiation near the base metal - cladding interface. (K.A.)

Alternative uses of didactics scripts and anatomy models in the teaching-learning in practical human anatomy

Directory of Open Access Journals (Sweden)

Gleidially Nayara Bezerra Moraes

2016-04-01

Full Text Available The teaching and learning process is complex and difficult presented with respect to the human anatomy. Thus, the improvement of teaching resources applied to the teaching of this discipline, shows up as a satisfactory trend and encourages student participation as an active subject in the search for new informations, giving essential support teaching-learning process. The aim of the study was to verify the existence and utilization of teaching scripts and anatomical models in practicals classes of Human Anatomy. The study was a descriptive systematic review, developed with scientific production indexed in electronic databases LILACS, MEDLINE, GOOGLE ACADEMICO and SciELO; as well as Brazilian proceedings. Among the 17 articles found, 9 showed the use of anatomical models, 7 showed other methods used, and only 1 on the use of didactic manual on classroom practice of this discipline. From the study, it can be observed that the use of teaching scripts for teaching in practical classes of Human Anatomy is an innovative method and the use of anatomical models alternative has shown positive results in the teaching-learning process. However, these methods, ever can replace the use of the corpse in the teaching of this discipline.

Self-Regulated Learning Using Multimedia Programs in Dentistry Postgraduate Students: A Multimethod Approach

Science.gov (United States)

Lloret, Miguel; Aguila, Estela; Lloret, Alejandro

2009-01-01

The purpose of this study was to study the effect of a multimedia computing program on the production of activities and self-regulated learning processes in 18 students of the Dentistry postdegree (Celaya, Mexico). A multi-method design (quasi-experimental, pretest-post-test and qualitative: Think aloud protocol) was used. Self-regulated…

A Teaching Method on Basic Chemistry for Freshman : Teaching Method with Pre-test and Post-test

OpenAIRE

立木, 次郎; 武井, 庚二

2003-01-01

This report deals with a teaching method on basic chemistry for freshman. This teaching method contains guidance and instruction to how to understand basic chemistry. Pre-test and post-test have been put into practice each time. Each test was returned to students at class in the following weeks.

Impact of Mobile Assisted Language Learning (MALL) on EFL: A Meta-Analysis

Science.gov (United States)

Taj, Imtiaz Hassan; Sulan, Norrihan Binti; Sipra, Muhammad Aslam; Ahmad, Waqar

2016-01-01

Mobile Assisted Language Learning (MALL) has emerged as a potential tool in the instruction of English as a foreign language (EFL). Meta-analysis of 13 studies published between year 2008 and 2015 was conducted. Four point criteria for the selection of studies for analysis is based on the year of publication, quasi-experimental design, pretest and…

Effectiveness of discovery learning model on mathematical problem solving

Science.gov (United States)

Herdiana, Yunita; Wahyudin, Sispiyati, Ririn

2017-08-01

This research is aimed to describe the effectiveness of discovery learning model on mathematical problem solving. This research investigate the students' problem solving competency before and after learned by using discovery learning model. The population used in this research was student in grade VII in one of junior high school in West Bandung Regency. From nine classes, class VII B were randomly selected as the sample of experiment class, and class VII C as control class, which consist of 35 students every class. The method in this research was quasi experiment. The instrument in this research is pre-test, worksheet and post-test about problem solving of mathematics. Based on the research, it can be conclude that the qualification of problem solving competency of students who gets discovery learning model on level 80%, including in medium category and it show that discovery learning model effective to improve mathematical problem solving.

A comparison of 200 kN magneto-rheological damper models for use in real-time hybrid simulation pretesting

International Nuclear Information System (INIS)

Jiang, Z; Christenson, R

2011-01-01

Control devices can be used to dissipate the energy of a civil structure subjected to dynamic loading, such as earthquake, wave and wind excitation, thus reducing structural damage and preventing failure. The magneto-rheological (MR) fluid damper is a promising device for use in civil structures due to its mechanical simplicity, inherent stability, high dynamic range, large temperature operating range, robust performance, and low power requirements. The MR damper is intrinsically nonlinear and rate dependent. Thus a challenging aspect of applying this technology is the development of accurate models to describe the behavior of such dampers for control design and evaluation purposes. In particular, a new type of experimental testing called real-time hybrid simulation (RTHS) combines numerical simulation with laboratory testing of physical components. As with any laboratory testing, safety is of critical importance. For RTHS in particular the feedback and dynamic interaction of physical and numerical components can result in potentially unstable behavior. For safety purposes, it is desired to conduct pretest simulations where the physical specimen is replaced with an appropriate numerical model yet the numerical RTHS component is left unchanged. These pretest simulations require a MR damper model that can exhibit stability and convergence at larger fixed integration time steps, and provide computational efficiency, speed of calculation, and accuracy during pretest verification of the experimental setup. Several models for MR dampers have been proposed, including the hyperbolic tangent, Bouc–Wen, viscous plus Dahl and algebraic models. This paper examines the relative performance of four MR damper models of large-scale 200 kN MR dampers as needed for pretest simulations of RTHS. Experimental tests are conducted on two large-scale MR dampers located at two RTHS test facilities at the Smart Structures Technology Laboratory at the University of Illinois at Urbana

USE OF A NOVEL BOARD GAME IN A CLINICAL ROTATION FOR LEARNING THORACIC DIFFERENTIAL DIAGNOSES IN VETERINARY MEDICAL IMAGING.

Science.gov (United States)

Ober, Christopher P

2017-03-01

When confronted with various findings on thoracic radiographs, fourth-year veterinary students often have difficulty generating appropriate lists of differential diagnoses. The purpose of this one-group, pretest, posttest experimental study was to determine if a game could be used as an adjunct teaching method to improve students' understanding of connections between imaging findings and differential diagnoses. A novel board game focusing on differential diagnoses in thoracic radiography was developed. One hundred fourth-year veterinary students took a brief pretest, played the board game, and took a brief posttest as a part of their respective clinical radiology rotations. Pretest results were compared to posttest results using a paired t-test to determine if playing the game impacted student understanding. Students' mean scores on the posttest were significantly higher than mean pretest scores (P game resulted in improved short-term understanding of thoracic differential diagnoses by fourth-year students, and use of the board game on a clinical rotation seems to be a beneficial part of the learning process. © 2016 American College of Veterinary Radiology.

The Effects of Problem-Based Learning (PBL) on the Academic Achievement of Students Studying "Electrochemistry"

Science.gov (United States)

Günter, Tugçe; Alpat, Sibel Kilinç

2017-01-01

This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying "Electrochemistry" within a course on Analytical Chemistry. The research was of a pretest-posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at…

Antidepressant-like effect of fluoxetine may depend on translocator protein activity and pretest session duration in forced swimming test in mice.

Science.gov (United States)

Kudryashov, Nikita V; Kalinina, Tatiana S; Shimshirt, Alexander A; Korolev, Anton O; Volkova, Anna V; Voronina, Tatiana A

2018-06-01

The antidepressant-like effect of fluoxetine (20 mg/kg i.p.) has been assessed using the forced swimming test (FST) in IRC (CD-1) mice exposed or not to a pretest session of different duration (5 or 20 min). The influence of the mitochondrial translocator protein (TSPO) activity on the antidepressant-like effect of fluoxetine (20 mg/kg i.p.) in the FST was also studied. The antidepressant-like effect of fluoxetine was observed only in mice subjected to a 5-min pretest session 24 h before the FST. The TSPO antagonist PK11195 [1-(2-chlorophenyl)-N-methyl-N-(1-methylpropyl)-3-isoquinolinecarboxamide; 1 or 3 mg/kg i.p.] inhibited the antidepressant activity of fluoxetine in the FST. In the present study, fluoxetine or PK11195 was administered for a short duration. We suppose that the functional activity of TSPO may depend on a pretest session and that using this procedure is necessary to detect antidepressant activity of fluoxetine-like drugs.

KEEFEKTIFAN EXPERIENTIAL LEARNING PEMBELAJARAN MATEMATIKA MTs MATERI BANGUN RUANG SISI DATAR

Directory of Open Access Journals (Sweden)

Dyahsih Alin Sholihah

2015-11-01

Full Text Available Penelitian ini bertujuan untuk menentukan keefektifan penerapan model experiential learning dan menentukan mana yang lebih efektif antara model experiential learning dan pembelajaran konvensionalpada pembelajaran matematika materi bangun ruang sisi datar ditinjau dari prestasi belajar dan apresiasi siswa terhadap matematika. Jenis penelitian ini adalah quasi-experiment dengan pretest-posttest nonequivalent comparison-group design. Populasi dan sampelnya adalah siswa Kelas VIII MTs Negeri Sidoharjo dan siswa Kelas VIIIA dan VIIIB. Untuk menguji keefektifan pembelajaran metamatika dengan model experiential learning dan konvensional digunakan analisis dengan uji proporsi. Untuk mengetahui perbedaan keefektifan pembelajaran matematika dengan model experiential learning dan konvensional, data dianalisis dengan menggunakan uji T2 Hotelling’s, dan uji t dengan kriteria Bonferroni untuk menentukan model pembelajaran manakah yang lebih efektif. Hasil penelitian menunjukkan bahwa penerapan model experiential learning lebih efektif dari pembelajaran konvensional pada pembelajaran matematika materi bangun ruang sisi datar ditinjau dari prestasi belajar dan apresiasi siswa terhadap matematika. Kata Kunci: model experiential learning, konvensional, prestasi belajar, dan apresiasi matematika.   THE EFFECTIVENESS OF EXPERIENTIAL LEARNING IN MATHEMATICS LEARNING  IN SUBJECT MATTER OF FLAT SIDE CONSTRUCT Abstract This study aims to determine the effectiveness of the experiential learning model and to determine which one is more effective between the experiential learning model and the conventional one in mathematics learning in subject matter of flat side construct viewed from the learning achieve-ment and students’ appreciationof mathematics. This study was a quasi-experimental study using the pretest-posttest nonequivalent comparison-group design. The research population comprised all Year VIII students, consisting of 4 classes of MTs Negeri Sidoharjo

Topics of Astronomy in Physics Teaching: the study of the oceanic tides addressed to the significant learning

Science.gov (United States)

Dos Santos Neta, Maria Luiza

2017-02-01

In the Medium Teaching when topics of Astronomy are supplied happen in Physics discipline with the use of methodologies that don't contribute to the development of the learning significant, however to turn them effective it is fundamental, for the apprehension of habitual events. By this context intends to analyze and to understand the current contributions of the use of a proposal of Teaching of Physics promoted the significant learning again, when topics of Astronomy be worked with the students of the Medium Teaching of a public school of the State Net of Teaching located in the city of Sirinhaém, in the south coast of Pernambuco. This research presented characteristic qualitative, as well as quantitative contemplating methodological procedures, such as: the application of a Pre-Test, the didactic intervention/sequences stages of the Cycle of Experience and Post-Test, following by situation-problem. As central theme one worked contents regarding the Astronomy, with prominence for the oceanic tides, being the significant learning stimulated to each stage: exhibition of videos, slides groups, discussions and activities written. The results obtained in the Pre-Test demonstrated that, the conditions of the previous knowledge presented by the students, in relation to the theme to be worked - oceanic tides - if they found inadequate to begin the study on the phenomenon. However, after the application of the didactic intervention/ sequences stages and comparing the result of the Post-Test in function of the Pre-Test was verified that, the previous knowledge are in appropriate conditions for the understanding of the event, as well as, for they be used in situation-problem that demands her understanding They suggests her that, the application of the Cycle of Experience as didactic sequence frequently happens, because it is verified that her use potentiates the construction of the significant learning.

The Effectiveness of the Continuation Task on Second Language Learning of English Articles

Science.gov (United States)

Jiang, Lin

2015-01-01

This article aims to uncover how alignment in the continuation task affects second language (L2) learning of English articles. Two classes of 47 Chinese students participated in the study which employed a pretest-treatment-posttest research design and lasted for a period of 20 weeks. One class received the continuation task treatment, during which…

Embedding spiritual value through science learning

Science.gov (United States)

Johan, H.; Suhandi, A.; Wulan, A. R.; Widiasih; Ruyani, A.; Karyadi, B.; Sipriyadi

2018-05-01

The purpose of this study was to embed spiritual value through science learning program especially earth planet. Various phenomena in earth planet describe a divinity of super power. This study used quasi experimental method with one group pre-test-post-test design. Convenience sampling was conducted in this study. 23 pre-service physics teacher was involved. Pre-test and post-test used a questionnaire had been conducted to collected data of spiritual attitude. Open ended question had been utilized at post-test to collected data. A fourth indicators of spiritual value related to divinity of God was used to embed spiritual value. The results show a shifted of students’ awareness to divinity of God. Before implementing the earth planet learning, 85.8% of total students strongly agree that learning activity embed spiritual value while after learning process, it increased be 93.4%. After learning earth planet, it known that students’ spiritual value was influenced by character of earth planet concept which unobservable and media visual which display each incredible phenomena process in our earth planet. It can be concluded that spiritual value can be embedded through unobservable phenomena of during learning earth planet process.

Energy alternatives

International Nuclear Information System (INIS)

Sweet, C.

1987-01-01

The designated successor to fossil fuels is nuclear fission/fusion and that turns out to be problematic. Alternative Energy Systems have great potential but political forces seem to be hampering their development and introduction. The technologies are flexible in their use and scale of operation. The learning curve will not be short but neither will it be as long and as costly as nuclear power. It is time that this is recognised and some serious rethinking takes place in what presently passes for energy policies both in the industrialised countries and in the Third World. Alternative energy systems are defined and some of them which are relevant to the United Kingdom are discussed. (author)

EFFECTIVENESS IN USING INQUIRY-BASED TEXTBOOK OF PHYSICS FOR PHYSICS LEARNING IN VOCATIONAL HIGH SCHOOL.

OpenAIRE

Faiz Nour Rohmah; Indrawati; I Ketut Mahardika; Sutarto; Joko Waluyo; Nuriman.

2018-01-01

This research aimed to describe the effectiveness in using inquiry-based textbook of Physics for Physics Learning in Vocational High School. The effectiveness was reflected by student learning outcomes and responses after the implementation of inquiry-based textbook of Physics. The research method was quasi-experimental research with design of One Group Pre-test Post-test. The subjects of the research were students of X Multimedia odd semester, Vocational High School Al-Qodiri Jember. Data co...

EFFECTS OF COOPERATIVE LEARNING METHOD ON THE DEVELOPMENT OF LISTENING COMPREHENSION AND LISTENING SKILLS

Directory of Open Access Journals (Sweden)

Abdülkadir

2017-04-01

Full Text Available In this study, the effect of the learning together technique, which is one of the cooperative learning methods, on the development of the listening comprehension and listening skills of the secondary school eighth grade students was investigated. Regarding the purpose of the research, experimental and control groups consisting of 75 students from, Yakutiye district Şair Nef'i Secondary School and Palandöken District, Alparslan Secondary School of Erzurum province were selected. Socio-economic statuses and success rates were taken into consideration when selecting the experimental and control groups. 'Listening-Comprehension Achievement Test' was applied to measure the listening skills of the experimental and control groups. In terms of pre-test scores, it was determined that the listening skills of the experiment and control group were similar. The selected experimental groups were taught by the learning together technique of cooperative learning method for seven weeks and the control group was taught in the traditional way. As a result of the research, the 'Listening-Comprehension Achievement Test', which was applied as the pre-test to the experimental and control groups, was applied again as the final test. When the findings obtained from the research were examined, it was determined that the students in the experimental group were more successful than the students in the control group in terms of post - test achievement scores. When the results of the study are examined, it can be said that the learning together technique, which is one of the cooperative learning methods, is more effective than the traditional learning method in improving the listening comprehension and the listening skills of the eighth grade students in Turkish class.

APPLICABILITY OF COOPERATIVE LEARNING TECHNIQUES IN DIFFERENT CLASSROOM CONTEXTS

Directory of Open Access Journals (Sweden)

Dr. Issy Yuliasri

2017-04-01

Full Text Available This paper is based on the results of pre-test post-test, feedback questionnaire and observation during a community service program entitled ―Training on English Teaching using Cooperative Learning Techniques for Elementary and Junior High School Teachers of Sekolah Alam Arridho Semarang‖. It was an English teaching training program intended to equip the teachers with the knowledge and skills of using the different cooperative learning techniques such as jigsaw, think-pair-share, three-step interview, roundrobin braistorming, three-minute review, numbered heads together, team-pair-solo, circle the sage, dan partners. This program was participated by 8 teachers of different subjects (not only English, but most of them had good mastery of English. The objectives of this program was to improve teachers‘ skills in using the different cooperative learning techniques to vary their teaching, so that students would be more motivated to learn and improve their English skill. Besides, the training also gave the teachers the knowledge and skills to adjust their techniques with the basic competence and learning objectives to be achieved as well as with the teaching materials to be used. This was also done through workshops using cooperative learning techniques, so that the participants had real experiences of using cooperative learning techniques (learning by doing. The participants were also encouraged to explore the applicability of the techniques in their classroom contexts, in different areas of their teaching. This community service program showed very positive results. The pre-test and post-test results showed that before the training program all the participants did not know the nine cooperative techniques to be trained, but after the program they mastered the techniques as shown from the teaching-learning scenarios they developed following the test instructions. In addition, the anonymous questionnaires showed that all the participants

The Disaggregation of Value-Added Test Scores to Assess Learning Outcomes in Economics Courses

Science.gov (United States)

Walstad, William B.; Wagner, Jamie

2016-01-01

This study disaggregates posttest, pretest, and value-added or difference scores in economics into four types of economic learning: positive, retained, negative, and zero. The types are derived from patterns of student responses to individual items on a multiple-choice test. The micro and macro data from the "Test of Understanding in College…

The Effect of Blog Use on Self-Regulatory Learning of Prospective German Language Teachers

Science.gov (United States)

Seyhan Yucel, Mukadder

2013-01-01

The purpose of the study was to examine the effect of blog use on self-regulatory learning of prospective German language teachers. The study is semi-experimental. Pretest-posttest, experiment control model was used. Blog activities were conducted as extensive beyond classroom activities only for the experiment group. As the data collection tool…

Use of a National Continuing Medical Education Meeting to Provide Simulation-Based Training in Temporary Hemodialysis Catheter Insertion Skills: A Pre-Test Post-Test Study

Directory of Open Access Journals (Sweden)

Edward G Clark

2014-10-01

Full Text Available Background: Simulation-based-mastery-learning (SBML is an effective method to train nephrology fellows to competently insert temporary, non-tunneled hemodialysis catheters (NTHCs. Previous studies of SBML for NTHC-insertion have been conducted at a local level. Objectives: Determine if SBML for NTHC-insertion can be effective when provided at a national continuing medical education (CME meeting. Describe the correlation of demographic factors, prior experience with NTHC-insertion and procedural self-confidence with simulated performance of the procedure. Design: Pre-test – post-test study. Setting: 2014 Canadian Society of Nephrology annual meeting. Participants: Nephrology fellows, internal medicine residents and medical students. Measurements: Participants were surveyed regarding demographics, prior NTHC-insertion experience, procedural self-confidence and attitudes regarding the training they received. NTHC-insertion skills were assessed using a 28-item checklist. Methods: Participants underwent a pre-test of their NTHC-insertion skills at the internal jugular site using a realistic patient simulator and ultrasound machine. Participants then had a training session that included a didactic presentation and 2 hours of deliberate practice using the simulator. On the following day, trainees completed a post-test of their NTHC-insertion skills. All participants were required to meet or exceed a minimum passing score (MPS previously set at 79%. Trainees who did not reach the MPS were required to perform more deliberate practice until the MPS was achieved. Results: Twenty-two individuals participated in SBML training. None met or exceeded the MPS at baseline with a median checklist score of 20 (IQR, 7.25 to 21. Seventeen of 22 participants (77% completed post-testing and improved their scores to a median of 27 (IQR, 26 to 28; p < 0.001. All met or exceeded the MPS on their first attempt. There were no significant correlations between demographics

Use of a national continuing medical education meeting to provide simulation-based training in temporary hemodialysis catheter insertion skills: a pre-test post-test study.

Science.gov (United States)

Clark, Edward G; Paparello, James J; Wayne, Diane B; Edwards, Cedric; Hoar, Stephanie; McQuillan, Rory; Schachter, Michael E; Barsuk, Jeffrey H

2014-01-01

Simulation-based-mastery-learning (SBML) is an effective method to train nephrology fellows to competently insert temporary, non-tunneled hemodialysis catheters (NTHCs). Previous studies of SBML for NTHC-insertion have been conducted at a local level. Determine if SBML for NTHC-insertion can be effective when provided at a national continuing medical education (CME) meeting. Describe the correlation of demographic factors, prior experience with NTHC-insertion and procedural self-confidence with simulated performance of the procedure. Pre-test - post-test study. 2014 Canadian Society of Nephrology annual meeting. Nephrology fellows, internal medicine residents and medical students. Participants were surveyed regarding demographics, prior NTHC-insertion experience, procedural self-confidence and attitudes regarding the training they received. NTHC-insertion skills were assessed using a 28-item checklist. Participants underwent a pre-test of their NTHC-insertion skills at the internal jugular site using a realistic patient simulator and ultrasound machine. Participants then had a training session that included a didactic presentation and 2 hours of deliberate practice using the simulator. On the following day, trainees completed a post-test of their NTHC-insertion skills. All participants were required to meet or exceed a minimum passing score (MPS) previously set at 79%. Trainees who did not reach the MPS were required to perform more deliberate practice until the MPS was achieved. Twenty-two individuals participated in SBML training. None met or exceeded the MPS at baseline with a median checklist score of 20 (IQR, 7.25 to 21). Seventeen of 22 participants (77%) completed post-testing and improved their scores to a median of 27 (IQR, 26 to 28; p < 0.001). All met or exceeded the MPS on their first attempt. There were no significant correlations between demographics, prior experience or procedural self-confidence with pre-test performance. Small sample-size and

Pre-test analysis results of a PWR steel lined pre-stressed concrete containment model

International Nuclear Information System (INIS)

Basha, S.M.; Ghosh, Barnali; Patnaik, R.; Ramanujam, S.; Singh, R.K.; Kushwaha, H.S.; Venkat Raj, V.

2000-02-01

Pre-stressed concrete nuclear containment serves as the ultimate barrier against the release of radioactivity to the environment. This ultimate barrier must be checked for its ultimate load carrying capacity. BARC participated in a Round Robin analysis activity which is co-sponsored by Sandia National Laboratory, USA and Nuclear Power Engineering Corporation Japan for the pre-test prediction of a 1:4 size Pre-stressed Concrete Containment Vessel. In house finite element code ULCA was used to make the test predictions of displacements and strains at the standard output locations. The present report focuses on the important landmarks of the pre-test results, in sequential terms of first crack appearance, loss of pre-stress, first through thickness crack, rebar and liner yielding and finally liner tearing at the ultimate load. Global and local failure modes of the containment have been obtained from the analysis. Finally sensitivity of the numerical results with respect to different types of liners and different constitutive models in terms of bond strength between concrete and steel and tension-stiffening parameters are examined. The report highlights the important features which could be observed during the test and guidelines are given for improving the prediction in the post test computation after the test data is available. (author)

Pre-test analysis of ATLAS SBO with RCP seal leakage scenario using MARS code

Energy Technology Data Exchange (ETDEWEB)

Pham, Quang Huy; Lee, Sang Young; Oh, Seung Jong [KEPCO International Nuclear Graduate School, Ulsan (Korea, Republic of)

2015-10-15

This study presents a pre-test calculation for the Advanced Thermal-hydraulic Test Loop for Accident Simulation (ATLAS) SBO experiment with RCP seal leakage scenario. Initially, turbine-driven auxfeed water pumps are used. Then, outside cooling water injection method is used for long term cooling. The analysis results would be useful for conducting the experiment to verify the APR 1400 extended SBO optimum mitigation strategy using outside cooling water injection in future. The pre-test calculation for ATLAS extended SBO with RCP seal leakage and outside cooling water injection scenario is performed. After Fukushima nuclear accident, the capability of coping with the extended station blackout (SBO) becomes important. Many NPPs are applying FLEX approach as main coping strategies for extended SBO scenarios. In FLEX strategies, outside cooling water injection to reactor cooling system (RCS) and steam generators (SGs) is considered as an effective method to remove residual heat and maintain the inventory of the systems during the accident. It is worthwhile to examine the soundness of outside cooling water injection method for extended SBO mitigation by both calculation and experimental demonstration. From the calculation results, outside cooling water injection into RCS and SGs is verified as an effective method during extended SBO when RCS and SGs depressurization is sufficiently performed.

Effectiveness of simulation-based learning on student nurses' self-efficacy and performance while learning fundamental nursing skills.

Science.gov (United States)

Lin, Hsin-Hsin

2015-01-01

It was noted worldwide while learning fundamental skills and facing skills assessments, nursing students seemed to experience low confidence and high anxiety levels. Could simulation-based learning help to enhance students' self-efficacy and performance? Its effectiveness is mostly unidentified. This study was conducted to provide a shared experience to give nurse educators confidence and an insight into how simulation-based teaching can fit into nursing skills learning. A pilot study was completed with 50 second-year undergraduate nursing students, and the main study included 98 students where a pretest-posttest design was adopted. Data were gathered through four questionnaires and a performance assessment under scrutinized controls such as previous experiences, lecturers' teaching skills, duration of teaching, procedure of skills performance assessment and the inter-rater reliability. The results showed that simulation-based learning significantly improved students' self-efficacy regarding skills learning and the skills performance that nurse educators wish students to acquire. However, technology anxiety, examiners' critical attitudes towards students' performance and their unpredicted verbal and non-verbal expressions, have been found as possible confounding factors. The simulation-based learning proved to have a powerful positive effect on students' achievement outcomes. Nursing skills learning is one area that can benefit greatly from this kind of teaching and learning method.

Critical-Inquiry-Based-Learning: Model of Learning to Promote Critical Thinking Ability of Pre-service Teachers

Science.gov (United States)

Prayogi, S.; Yuanita, L.; Wasis

2018-01-01

This study aimed to develop Critical-Inquiry-Based-Learning (CIBL) learning model to promote critical thinking (CT) ability of preservice teachers. The CIBL learning model was developed by meeting the criteria of validity, practicality, and effectiveness. Validation of the model involves 4 expert validators through the mechanism of the focus group discussion (FGD). CIBL learning model declared valid to promote CT ability, with the validity level (Va) of 4.20 and reliability (r) of 90,1% (very reliable). The practicality of the model was evaluated when it was implemented that involving 17 of preservice teachers. The CIBL learning model had been declared practice, its measuring from learning feasibility (LF) with very good criteria (LF-score = 4.75). The effectiveness of the model was evaluated from the improvement CT ability after the implementation of the model. CT ability were evaluated using the scoring technique adapted from Ennis-Weir Critical Thinking Essay Test. The average score of CT ability on pretest is - 1.53 (uncritical criteria), whereas on posttest is 8.76 (critical criteria), with N-gain score of 0.76 (high criteria). Based on the results of this study, it can be concluded that developed CIBL learning model is feasible to promote CT ability of preservice teachers.

The influence of discovery learning model application to the higher order thinking skills student of Srijaya Negara Senior High School Palembang on the animal kingdom subject matter

Science.gov (United States)

Riandari, F.; Susanti, R.; Suratmi

2018-05-01

This study aimed to find out the information in concerning the influence of discovery learning model application to the higher order thinking skills at the tenth grade students of Srijaya Negara senior high school Palembang on the animal kingdom subject matter. The research method used was pre-experimental with one-group pretest-posttest design. The researchconducted at Srijaya Negara senior high school Palembang academic year 2016/2017. The population sample of this research was tenth grade students of natural science 2. Purposive sampling techniquewas applied in this research. Data was collected by(1) the written test, consist of pretest to determine the initial ability and posttest to determine higher order thinking skills of students after learning by using discovery learning models. (2) Questionnaire sheet, aimed to investigate the response of the students during the learning process by using discovery learning models. The t-test result indicated there was significant increasement of higher order thinking skills students. Thus, it can be concluded that the application of discovery learning modelhad a significant effect and increased to higher order thinking skills students of Srijaya Negara senior high school Palembang on the animal kingdom subject matter.

The Effect of Scientific Inquiry Learning Model Based on Conceptual Change on Physics Cognitive Competence and Science Process Skill (SPS) of Students at Senior High School

Science.gov (United States)

Sahhyar; Nst, Febriani Hastini

2017-01-01

The purpose of this research was to analyze the physics cognitive competence and science process skill of students using scientific inquiry learning model based on conceptual change better than using conventional learning. The research type was quasi experiment and two group pretest-posttest designs were used in this study. The sample were Class…

Pretests or advance organizers for Web-based allergy-immunology medical education? A randomized controlled trial.

Science.gov (United States)

Rank, Matthew A; Volcheck, Gerald W; Swagger, Timothy; Cook, David A

2012-01-01

Web-based modules may facilitate instruction on core topics in allergy and immunology (AI). Pretests (PTs) have been shown to improve learning in Web-based courses, but their effectiveness in comparison with advance organizers (AOs) is unknown. We performed a randomized controlled trial of a Web-based educational intervention for teaching the practical aspects of allergen immunotherapy (AIT). AI Fellows-in-Training were randomly assigned to receive the introduction to the modules in an AO outline (AO group) or as PT questions (PT group). The primary outcome was the difference in posttest scores between groups. The secondary outcome was the difference in PT and posttest scores in the PT group. Thirty participants in the AO group and 35 in the PT group completed the modules and the posttest. The mean (SD) posttest score for the AO group was 74% (14%) compared with 73% (9%) for the PT group, a mean difference of -1% (95% CI, -7%, 5%; p = 0.67). A multivariate analysis controlling for year-in-training and total time spent on the modules revealed virtually identical results. The mean (SD) PT score for the PT group increased from 49 (10%) to 73% (9%), a mean difference of 24% (95% CI, 19%, 28%; p < 0.0001). Introducing Web-based allergy education with PT questions or an AO resulted in similar posttest scores. Posttest scores in the PT group improved significantly compared with PT scores.

The Impact of M-Learning Activities on the IT Success and M-Learning Capabilities of the Special Education Teacher Candidates

Directory of Open Access Journals (Sweden)

Emrah Soykan

2016-11-01

Full Text Available The advantages of using mobile devices and cloud computing services in education are accepted by many researchers. Also, in educating students who are in need of special education, the use of cloud computing services is inevitable. So, this case requires teacher candidates who are planning to teach in those special education centers to be able to use these technologies sufficiently, be able to perceive positively and in order to be able to follow future improvements and innovations. Therefore, the aim of this study is to identify the perceptions of teacher candidates’ mobile learning implementations that are supported by cloud computing services towards mobile learning. This is an experimental study. Study group consists of 56 teacher candidates from special education department. Lessons are lectured in a blended learning environment of SkyDrive cloud with a variety of materials. Pre-test and post-test results of the students in terms of using mobile tools in mobile learning environment, success in information technology.

Using ePortfolio-Based Learning Approach to Facilitate Knowledge Sharing and Creation among College Students

Science.gov (United States)

Chang, Chi-Cheng; Chou, Pao-Nan; Liang, Chaoyan

2018-01-01

The purpose of the present study was to examine the effects of the ePortfolio-based learning approach (ePBLA) on knowledge sharing and creation with 92 college students majoring in electrical engineering as the participants. Multivariate analysis of covariance (MANCOVA) with a covariance of pretest on knowledge sharing and creation was conducted…

The effect of physics-based scientific learning on the improvement of the student’s critical thinking skills

Science.gov (United States)

Zaidah, A.; Sukarmin; Sunarno, W.

2018-04-01

This study aimed to determine the influence of a physics-based scientific learning to increase student’s critical thinking skill. This type of this research was quantitative research with taking the conclusion through statistical analysis. This research was carried out in MA (Senior High School) Mu'allimat NW Pancor in the second semester in the academic year of 2016/2017 with all students of XI class. The sampling is done by using technique purposive sampling where the class was taken from XI 6 class. Based on the result of descriptive analysis, it was obtained an average pre-test score of 49.17 and an average post-test score of 82.43. Also, the results showed that the average score was gained of 0.67 with a medium category. Based on the inferential analysis showed the value of t = 22.559 while the ttable in significance level of 5% was 2.04. Thus, t > the ttable from Ha is accepted. Therefore, the pre-test and posttest were different significantly when the students used scientific-based learning. The result showed that a physics-based scientific learning has influenced to increase the student’s critical thinking skill.

Keefektifan setting TPS dalam pendekatan discovery learning dan problem-based learning pada pembelajaran materi lingkaran SMP

Directory of Open Access Journals (Sweden)

Rahmi Hidayati

2017-05-01

The purpose of this study was to describe the effectiveness of setting Think Pair Share (TPS in the approach to discovery learning and problem-based learning in terms of student achievement, mathematical communication skills, and interpersonal skills of the student.  This study was a quasi-experimental study using the pretest-posttest nonequivalent group design. The research population comprised all Year VIII students of SMP Negeri 1 Yogyakarta. The research sample was randomly selected from eight classes, two classes were elected. The instrument used in this study is the learning achievement test, a test of mathematical communication skills, and interpersonal skills student questionnaires. To test the effectiveness of setting Think Pair Share (TPS in the approach to discovery learning and problem-based learning, the one sample t-test was carried out. Then, to investigate the difference in effectiveness between the setting Think Pair Share (TPS in the approach to discovery learning and problem-based learning, the Multivariate Analysis of Variance (MANOVA was carried out. The research findings indicate that the setting TPS discovery approach to learning and problem-based approach to learning (PBL is effective in terms of learning achievement, mathematical communication skills, and interpersonal skills of the students. No difference in effectiveness between setting TPS discovery approach to learning and problem-based learning (PBL in terms of learning achievement, mathematical communication skills, and interpersonal skills of the students. Keywords: TPS setting in discovery learning approach, in problem-based learning, academic achievement, mathematical communication skills, and interpersonal skills of the student

An assessment of time involved in pre-test case review and counseling for a whole genome sequencing clinical research program.

Science.gov (United States)

Williams, Janet L; Faucett, W Andrew; Smith-Packard, Bethanny; Wagner, Monisa; Williams, Marc S

2014-08-01

Whole genome sequencing (WGS) is being used for evaluation of individuals with undiagnosed disease of suspected genetic origin. Implementing WGS into clinical practice will place an increased burden upon care teams with regard to pre-test patient education and counseling about results. To quantitate the time needed for appropriate pre-test evaluation of participants in WGS testing, we documented the time spent by our clinical research group on various activities related to program preparation, participant screening, and consent prior to WGS. Participants were children or young adults with autism, intellectual or developmental disability, and/or congenital anomalies, who have remained undiagnosed despite previous evaluation, and their biologic parents. Results showed that significant time was spent in securing allocation of clinical research space to counsel participants and families, and in acquisition and review of participant's medical records. Pre-enrollment chart review identified two individuals with existing diagnoses resulting in savings of $30,000 for the genome sequencing alone, as well as saving hours of personnel time for genome interpretation and communication of WGS results. New WGS programs should plan for costs associated with additional pre-test administrative planning and patient evaluation time that will be required to provide high quality care.

Clay and Anxiety Reduction: A One-Group, Pretest/Posttest Design with Patients on a Psychiatric Unit

Science.gov (United States)

Kimport, Elizabeth R.; Hartzell, Elizabeth

2015-01-01

Little research exists on using clay as an anxiety-reducing intervention with patients in psychiatric hospitals. This article reports on a study that used a one-group, pretest/posttest design with 49 adults in a psychiatric facility who created a clay pinch pot. The State-Trait Anxiety Inventory (STAI) was used as a pre- and posttest measure.…

BLENDED LEARNING (BL AS PEDAGOGICAL ALTERNATIVE TO TEACH BUSINESS COMMUNICATION COURSE: Case Study of UUM Executive Diploma Program

Directory of Open Access Journals (Sweden)

Hisham DZAKIRIA

2012-07-01

Full Text Available Globally, blended learning (BL technologies have been increasingly applied in a variety of fields, both public and private sectors. In recent years, universities, public and private businesses and organizations are among those employing blended learning methods and technologies in training and re-training of professionals in the workforce. In Malaysia, the increasing use of blended learning to enhance learning and enriching of soft skills among professionals and individuals in the work place is evident. The advancement of technology is an onset to many new avenues and tool for learning and teaching, and it is the coalescing of these various technologies with particular pedagogy or andragogy has helped to popularize BL. However, when an institution makes the critical choice of delivery methods, it is pertinent that the university needs to consider various success factors. One in particular is student-centered approach that entails the need to understand the students as the beneficiary of learning, and the support system they need to help them learn. This qualitative study reports in detail the experience of a small group of students undertaking Executive Diplomas at Executive Development Centre (EDC, Universiti Utara Malaysia as they progress through their Executive program. This paper looks at learning experiences as described by the learners- it is their story, their experience, and their perspective. This study suggests that BL offered a comfortable middle ground, and has lots of potential in higher education in Malaysia. It is a pedagogical alternative that could play a significant role not only for teaching Business Communication, but has the potential to promote lifelong learning initiatives in Malaysia in a much meaningful and inviting way. Although this study shows that BL contributed a significant and meaningful learning particularly for adult learners, it needs more definitive studies. Such information can be used to guide policy makers

Efficacy of Information and Communication Technology in Enhancing Learning Outcomes of Students with Hearing Impairment in Ibadan

Science.gov (United States)

Egaga, Patrick I.; Aderibigbe, S. Akinwumi

2015-01-01

The study aimed at examining the efficacy of Information and Communication Technology (ICT) in enhancing learning outcomes of students with hearing impairment in Ibadan. The study adopted a pretest, post-test, control group quasi-experimental research design. Purposive sampling techniques was used for the selection of thirty participants…

Pretest Predictions for Phase II Ventilation Tests

International Nuclear Information System (INIS)

Yiming Sun

2001-01-01

The objective of this calculation is to predict the temperatures of the ventilating air, waste package surface, and concrete pipe walls that will be developed during the Phase II ventilation tests involving various test conditions. The results will be used as inputs to validating numerical approach for modeling continuous ventilation, and be used to support the repository subsurface design. The scope of the calculation is to identify the physical mechanisms and parameters related to thermal response in the Phase II ventilation tests, and describe numerical methods that are used to calculate the effects of continuous ventilation. The calculation is limited to thermal effect only. This engineering work activity is conducted in accordance with the ''Technical Work Plan for: Subsurface Performance Testing for License Application (LA) for Fiscal Year 2001'' (CRWMS M and O 2000d). This technical work plan (TWP) includes an AP-2.21Q, ''Quality Determinations and Planning for Scientific, Engineering, and Regulatory Compliance Activities'', activity evaluation (CRWMS M and O 2000d, Addendum A) that has determined this activity is subject to the YMP quality assurance (QA) program. The calculation is developed in accordance with the AP-3.12Q procedure, ''Calculations''. Additional background information regarding this activity is contained in the ''Development Plan for Ventilation Pretest Predictive Calculation'' (DP) (CRWMS M and O 2000a)

Learners’ Evaluation Based on Data Mining in a Web Based Learning Environment

Directory of Open Access Journals (Sweden)

İdris GÖKSU

2015-06-01

Full Text Available This study has been done in order to determine the efficiency level in the extend of learners’ evaluation by means of comparing the Web Based Learning (WBL with traditional face to face learning. In this respect, the effect of WBL and traditional environment has been analyzed in the class of Visual Programming I, and the learners have been evaluated with the rule based data mining method in a WBL environment. The study has been conducted according to experimental design with pre-test and post-test groups. Experimental group has attended the class in WBL environment, and the control group in a traditional class environment. In accordance with the pre-test and post-test scores of experimental and control groups, both methods have been proved to be effective. According the average scores of post-test, the learners in experimental groups have been more successful than the ones in the control group. The guiding of WBL system prepared for the study has been found to be significant in terms of both underlining the points in which the learners are unsuccessful in a short time and having trust in the system technically.

The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

Science.gov (United States)

Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

2017-01-01

We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed. PMID:29146665

The effect of peer assisted learning (PAL) on anatomic competencies of prospective student’s biology teachers

Science.gov (United States)

Diana, S.

2018-05-01

Research about the effect of Peer Assisted Learning (PAL) strategy on Plant Anatomy Course, which aims to improve anatomic competencies of prospective student’s biology teacher, has been done. This study used a quasi-experimental pre-test post-test control group design. The draft includes a group of students who were given a pre-test which is then followed by observing the PAL treatment process and post-test. The other students group (control) was given the pre-test and post-test only. The PAL program began with a discussion between the lecturer and the tutor about the pretest results and then discussion between the tutors and their tutees in the class about the responses items. After that, all students were assigned to answer a set of response items, and then did the posttest. The results showed that the PAL strategy can increase student’s anatomic literacy significantly and can increase student’s anatomic lab skills no significantly. Thus the PAL strategy implementation has a potential to improve student’s anatomic competencies. The generally students weaknesses were they lack practice in interpreting of research results in the graphs form and rarely shared about anatomic lab skills. All students respond positively to the PAL strategy.

The Efficacy of Three Learning Methods Collaborative, Context-Based Learning and Traditional, on Learning, Attitude and Behaviour of Undergraduate Nursing Students: Integrating Theory and Practice.

Science.gov (United States)

Hasanpour-Dehkordi, Ali; Solati, Kamal

2016-04-01

Communication skills training, responsibility, respect, and self-awareness are important indexes of changing learning behaviours in modern approaches. The aim of this study was to investigate the efficacy of three learning approaches, collaborative, context-based learning (CBL), and traditional, on learning, attitude, and behaviour of undergraduate nursing students. This study was a clinical trial with pretest and post-test of control group. The participants were senior nursing students. The samples were randomly assigned to three groups; CBL, collaborative, and traditional. To gather data a standard questionnaire of students' behaviour and attitude was administered prior to and after the intervention. Also, the rate of learning was investigated by a researcher-developed questionnaire prior to and after the intervention in the three groups. In CBL and collaborative training groups, the mean score of behaviour and attitude increased after the intervention. But no significant association was obtained between the mean scores of behaviour and attitude prior to and after the intervention in the traditional group. However, the mean learning score increased significantly in the CBL, collaborative, and traditional groups after the study in comparison to before the study. Both CBL and collaborative approaches were useful in terms of increased respect, self-awareness, self-evaluation, communication skills and responsibility as well as increased motivation and learning score in comparison to traditional method.

Learning alternative movement coordination patterns using reinforcement feedback.

Science.gov (United States)

Lin, Tzu-Hsiang; Denomme, Amber; Ranganathan, Rajiv

2018-05-01

One of the characteristic features of the human motor system is redundancy-i.e., the ability to achieve a given task outcome using multiple coordination patterns. However, once participants settle on using a specific coordination pattern, the process of learning to use a new alternative coordination pattern to perform the same task is still poorly understood. Here, using two experiments, we examined this process of how participants shift from one coordination pattern to another using different reinforcement schedules. Participants performed a virtual reaching task, where they moved a cursor to different targets positioned on the screen. Our goal was to make participants use a coordination pattern with greater trunk motion, and to this end, we provided reinforcement by making the cursor disappear if the trunk motion during the reach did not cross a specified threshold value. In Experiment 1, we compared two reinforcement schedules in two groups of participants-an abrupt group, where the threshold was introduced immediately at the beginning of practice; and a gradual group, where the threshold was introduced gradually with practice. Results showed that both abrupt and gradual groups were effective in shifting their coordination patterns to involve greater trunk motion, but the abrupt group showed greater retention when the reinforcement was removed. In Experiment 2, we examined the basis of this advantage in the abrupt group using two additional control groups. Results showed that the advantage of the abrupt group was because of a greater number of practice trials with the desired coordination pattern. Overall, these results show that reinforcement can be successfully used to shift coordination patterns, which has potential in the rehabilitation of movement disorders.

The effect of team accelerated instruction on students’ mathematics achievement and learning motivation

Science.gov (United States)

Sri Purnami, Agustina; Adi Widodo, Sri; Charitas Indra Prahmana, Rully

2018-01-01

This study aimed to know the improvement of achievement and motivation of learning mathematics by using Team Accelerated Instruction. The research method used was the experiment with descriptive pre-test post-test experiment. The population in this study was all students of class VIII junior high school in Jogjakarta. The sample was taken using cluster random sampling technique. The instrument used in this research was questionnaire and test. Data analysis technique used was Wilcoxon test. It concluded that there was an increase in motivation and student achievement of class VII on linear equation system material by using the learning model of Team Accelerated Instruction. Based on the results of the learning model Team Accelerated Instruction can be used as a variation model in learning mathematics.

The relationship of learning motivation, achievement and satisfaction for nurses learning simple excel VBA information systems programming.

Science.gov (United States)

Lee, Ying Li; Chien, Tsai Feng; Kuo, Ming Chuan; Chang, Polun

2014-01-01

This study aims to understand the relationship between participating nurses' motivation, achievement and satisfaction before and after they learned to program in Excel Visual Basic for Applications (Excel VBA). We held a workshop to train nurses in developing simple Excel VBA information systems to support their clinical or administrative practices. Before and after the workshop, the participants were evaluated on their knowledge of Excel VBA, and a questionnaire was given to survey their learning motivation and satisfaction. Statistics softwares Winsteps and SPSS were used for data analysis. Results show that the participants are more knowledgeable about VBA as well as more motivated in learning VBA after the workshop. Participants were highly satisfied with the overall arrangement of the workshop and instructors, but didn't have enough confidence in promoting the application of Excel VBA themselves. In addition, we were unable to predict the participants' achievement by their demographic characteristics or pre-test motivation level.

From learning objects to learning activities

DEFF Research Database (Denmark)

Dalsgaard, Christian

2005-01-01

This paper discusses and questions the current metadata standards for learning objects from a pedagogical point of view. From a social constructivist approach, the paper discusses how learning objects can support problem based, self-governed learning activities. In order to support this approach......, it is argued that it is necessary to focus on learning activities rather than on learning objects. Further, it is argued that descriptions of learning objectives and learning activities should be separated from learning objects. The paper presents a new conception of learning objects which supports problem...... based, self-governed activities. Further, a new way of thinking pedagogy into learning objects is introduced. It is argued that a lack of pedagogical thinking in learning objects is not solved through pedagogical metadata. Instead, the paper suggests the concept of references as an alternative...

A Teaching Method on Basic Chemistry for Freshman (II) : Teaching Method with Pre-test and Post-test

OpenAIRE

立木, 次郎; 武井, 庚二

2004-01-01

This report deals with review of a teaching method on basic chemistry for freshman in this first semester. We tried to review this teaching method with pre-test and post-test by means of the official and private questionnaires. Several hints and thoughts on teaching skills are obtained from this analysis.

STEM LEARNING IN MATERIAL OF TEMPERATURE AND ITS CHANGE TO IMPROVE SCIENTIFIC LITERACY OF JUNIOR HIGH SCHOOL

OpenAIRE

N. Khaeroningtyas; A. Permanasari; I. Hamidah

2016-01-01

This research aims to determine the improvement of students’ scientific literacy after STEM (Science, Technology, Engineering, and Mathematics) learning using 6E Learning by DesignTM Model on temperature and its changes material. The research was conducted in SMP Negeri (State Junior High School) 1 Bumiayu in the academic year 2015/2016. The method used was quasi-experimental design with The Matching Only - pretest posttest control group design. This study used two group of experiment group o...

The Effect of 7E Learning Model on Conceptual Understandings of Prospective Science Teachers on 'de Broglie Matter Waves' Subject

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Meryem Gorecek Baybars

2018-04-01

Full Text Available The object of this study is to determine the conceptual understanding that prospective Science teachers have relating "de Broglie: Matter waves" and to investigate the effect of the instruction performed, on the conceptual understanding. This study was performed at a state university located in the western part of Turkey, with the Faculty of Education-Science Teaching students (2nd year / 48 individual in the academic year of 2010-2011. The study was planned as a single group pretest-posttest design. A two-step question was used in the study, prior to and after the instruction. Lessons were conducted using the 7E learning model in the instruction process. When all these results are evaluated, it can be said that the conceptual understanding of the prospective teachers regarding "de Broglie; matter waves" has been taken place. In general, when all the sections are examined, it has been observed that the prospective teachers have more alternative concepts prior to the instruction and more scientific concepts after the instruction. In this process, besides instruction, the prospective teachers have not taken any place in a different application regarding the basic concepts of quantum physics. Therefore, it has been determined that the 7E learning model used in the research and the activities included in the 7E learning model are effective in conceptual understanding.

The Effect of using Teams Games Tournaments (TGT Technique for Learning Mathematics in Bangladesh

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Abdus Salam

2015-07-01

Full Text Available Games-based learning has captured the interest of educationalists and industrialists who seek to reveal the characteristics of computer games as they are perceived by some to be a potentially effective approach for teaching and learning. Despite this interest in using games-based learning, there is a dearth of studies context of gaming and education in third world countries. This study investigated the effects of game playing on performance and attitudes of students towards mathematics of Grade VIII. The study was undergone by implementing TGT technique for the experimental group and typical lecture-based approach for the control group. A same achievement test was employed as in both pretest and post test, an inventory of attitudes towards mathematics were applied for the pretest and post test on TGT experimental and control group, an attitude scale on computer games was employed for the TGT experimental group, a semi-structured interview for teacher and an FGD guideline for students were applied to serving the purpose of research objectives. After three-weeks of intervention, it had been found out that TGT experimental group students had achieved a significant learning outcome than lecture based control group students. Attitude towards mathematics were differed to a certain positive extent on TGT experimental group. On the basis of findings of this study, some recommendations were made to overcome the barriers of integrating web-based game playing in a classroom.

The Evaluative Advantage of Novel Alternatives: An Information-Sampling Account.

Science.gov (United States)

Le Mens, Gaël; Kareev, Yaakov; Avrahami, Judith

2016-02-01

New products, services, and ideas are often evaluated more favorably than similar but older ones. Although several explanations of this phenomenon have been proposed, we identify an overlooked asymmetry in information about new and old items that emerges when people seek positive experiences and learn about the qualities of (noisy) alternatives by experiencing them. The reason for the asymmetry is that people avoid rechoosing alternatives that previously led to poor outcomes; hence, additional feedback on their qualities is precluded. Negative quality estimates, even when caused by noise, thus tend to persist. This negative bias takes time to develop, and affects old alternatives more strongly than similar but newer alternatives. We analyze a simple learning model and demonstrate the process by which people would tend to evaluate a new alternative more positively than an older alternative with the same payoff distribution. The results from two experimental studies (Ns = 769 and 805) support the predictions of our model. © The Author(s) 2015.

The Effectiveness of Problem Based Learning (PBL on Intermediate Financial Accounting Subject

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Nunuk Suryanti

2016-12-01

Full Text Available This research aims to know the effectiveness of Problem Based Learning (PBL Model comparing to Drill Model on Intermediate Financial Accounting subject. The research was a quasi-experimental research. Population was four classes of Accounting Education students in the year of 2014/2015 at Faculty of Educational Science and Teaching of Riau Islamic University (UIR. Sample was taken by using purposive sampling. Then, it used Problem Based Learning (PBL at experimental class and Drill Model at controlled class. Data was collected by using interview, observation, and tests (pre-test and post-test. Moreover, data were analyzed by using independent sample test. Findings show that there is no any difference of learning outcomes between students who taught by Problem Based Learning (PBL Model and Drill Model on Intermediate Financial Accounting.

Effectiveness of computer-assisted learning in biology teaching in primary schools in Serbia

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Županec Vera

2013-01-01

Full Text Available The paper analyzes the comparative effectiveness of Computer-Assisted Learning (CAL and the traditional teaching method in biology on primary school pupils. A stratified random sample consisted of 214 pupils from two primary schools in Novi Sad. The pupils in the experimental group learned the biology content (Chordate using CAL, whereas the pupils in the control group learned the same content using traditional teaching. The research design was the pretest-posttest equivalent groups design. All instruments (the pretest, the posttest and the retest contained the questions belonging to three different cognitive domains: knowing, applying, and reasoning. Arithmetic mean, standard deviation, and standard error were analyzed using the software package SPSS 14.0, and t-test was used in order to establish the difference between the same statistical indicators. The analysis of results of the post­test and the retest showed that the pupils from the CAL group achieved significantly higher quantity and quality of knowledge in all three cognitive domains than the pupils from the traditional group. The results accomplished by the pupils from the CAL group suggest that individual CAL should be more present in biology teaching in primary schools, with the aim of raising the quality of biology education in pupils. [Projekat Ministarstva nauke Republike Srbije, br. 179010: Quality of Educational System in Serbia in the European Perspective

Comparison of two methods: TBL-based and lecture-based learning in nursing care of patients with diabetes in nursing students

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Masoud Khodaveisi

2016-08-01

Full Text Available Learning plays an important role in developing nursing skills and right care-taking. The Present study aims to evaluate two learning methods based on team –based learning and lecture-based learning in learning care-taking of patients with diabetes in nursing students. In this quasi-experimental study, 64 students in term 4 in nursing college of Bukan and Miandoab were included in the study based on knowledge and performance questionnaire including 15 questions based on knowledge and 5 questions based on performance on care-taking in patients with diabetes were used as data collection tool whose reliability was confirmed by cronbach alpha (r=0.83 by the researcher. To compare the mean score of knowledge and performance in each group in pre-test step and post-test step, pair –t test and to compare mean of scores in two groups of control and intervention, the independent t- test was used. There was not significant statistical difference between two groups in pre terms of knowledge and performance score (p=0.784. There was significant difference between the mean of knowledge scores and diabetes performance in the post-test in the team-based learning group and lecture-based learning group (p=0.001. There was significant difference between the mean score of knowledge of diabetes care in pre-test and post-test in base learning groups (p=0.001. In both methods team-based and lecture-based learning approaches resulted in improvement in learning in students, but the rate of learning in the team-based learning approach is greater compared to that of lecturebased learning and it is recommended that this method be used as a higher education method in the education of students.

Evaluation of learning: practices and alternatives to school inclusion

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Ana Carolina Christofari

2012-11-01

Full Text Available This paper aims to analyze the evaluation of learning, considering this assessment as a process focusing on pedagogical relationship. Thus, we discuss the implications that emerge as nexus between a questioning on the evaluation and goal of education for all children in the mainstream school, including those with disabilities. Throughout the text are also discussed the singularities associated with disability and debated the evaluation of learning as a process that should involve the group-class, no differences in evaluative logic, even though it may refer to procedures that indicate some variability. The theme of learning evaluation evokes one of the more complex facets of the school curriculum and announces problematizations referred to school inclusion policies such as: all students learn? How to build different intervention strategies for teaching the same group? How to evaluate students considering the singularities of them? This text should be understood as a reflection based in the ransom of the historicity of the subject treated in this work, the analysis of academic production, supporting the literature which has been discussing the processes of learning assessment, and the welcome signs everyday school - explicit in certain practices - to prepare the analysis. It is therefore in this context, to discuss a kind of resizing, reshaping the concept of learning assessment looking at possibilities for dialogue with the perspective of education for all. It is conceived, well, as the evaluation process that should serve as monitoring the process of teaching and learning with the objective of building teaching strategies considering the singularities of students.

Choreographer Pre-Testing Code Analysis and Operational Testing.

Energy Technology Data Exchange (ETDEWEB)

Fritz, David J. [Sandia National Laboratories (SNL-CA), Livermore, CA (United States); Harrison, Christopher B. [Sandia National Laboratories (SNL-CA), Livermore, CA (United States); Perr, C. W. [Sandia National Laboratories (SNL-CA), Livermore, CA (United States); Hurd, Steven A [Sandia National Laboratories (SNL-CA), Livermore, CA (United States)

2014-07-01

Choreographer is a "moving target defense system", designed to protect against attacks aimed at IP addresses without corresponding domain name system (DNS) lookups. It coordinates actions between a DNS server and a Network Address Translation (NAT) device to regularly change which publicly available IP addresses' traffic will be routed to the protected device versus routed to a honeypot. More details about how Choreographer operates can be found in Section 2: Introducing Choreographer. Operational considerations for the successful deployment of Choreographer can be found in Section 3. The Testing & Evaluation (T&E) for Choreographer involved 3 phases: Pre-testing, Code Analysis, and Operational Testing. Pre-testing, described in Section 4, involved installing and configuring an instance of Choreographer and verifying it would operate as expected for a simple use case. Our findings were that it was simple and straightforward to prepare a system for a Choreographer installation as well as configure Choreographer to work in a representative environment. Code Analysis, described in Section 5, consisted of running a static code analyzer (HP Fortify) and conducting dynamic analysis tests using the Valgrind instrumentation framework. Choreographer performed well, such that only a few errors that might possibly be problematic in a given operating situation were identified. Operational Testing, described in Section 6, involved operating Choreographer in a representative environment created through Emulytics^TM . Depending upon the amount of server resources dedicated to Choreographer vis-á-vis the amount of client traffic handled, Choreographer had varying degrees of operational success. In an environment with a poorly resourced Choreographer server and as few as 50-100 clients, Choreographer failed to properly route traffic over half the time. Yet, with a well-resourced server, Choreographer handled over 1000 clients without missrouting. Choreographer

Implementing blended learning in emergency airway management training: a randomized controlled trial.

Science.gov (United States)

Kho, Madeleine Huei Tze; Chew, Keng Sheng; Azhar, Muhaimin Noor; Hamzah, Mohd Lotfi; Chuah, Kee Man; Bustam, Aida; Chan, Hiang Chuan

2018-01-15

While emergency airway management training is conventionally conducted via face-to-face learning (F2FL) workshops, there are inherent cost, time, place and manpower limitations in running such workshops. Blended learning (BL) refers to the systematic integration of online and face-to-face learning aimed to facilitate complex thinking skills and flexible participation at a reduced financial, time and manpower cost. This study was conducted to evaluate its effectiveness in emergency airway management training. A single-center prospective randomised controlled trial involving 30 doctors from Sarawak General Hospital, Malaysia was conducted from September 2016 to February 2017 to compare the effectiveness of BL versus F2FL for emergency airway management training. Participants in the BL arm were given a period of 12 days to go through the online materials in a learning management system while those in the F2FL arm attended a-day of face-to-face lectures (8 h). Participants from both arms then attended a day of hands-on session consisting of simulation skills training with airway manikins. Pre- and post-tests in knowledge and practical skills were administered. E-learning experience and the perception towards BL among participants in the BL arm were also assessed. Significant improvements in post-test scores as compared to pre-test scores were noted for participants in both BL and F2FL arms for knowledge, practical, and total scores. The degree of increment between the BL group and the F2FL arms for all categories were not significantly different (total scores: 35 marks, inter-quartile range (IQR) 15.0 - 41.0 vs. 31 marks, IQR 24.0 - 41.0, p = 0.690; theory scores: 18 marks, IQR 9 - 24 vs. 19 marks, IQR 15 - 20, p = 0.992; practical scores: 11 marks, IQR 5 -18 vs. 10 marks, IQR 9 - 20, p = 0.461 respectively). The overall perception towards BL was positive. Blended learning is as effective as face-to-face learning for emergency airway management training

E-learning Sudan, formal learning for out-of-school children

NARCIS (Netherlands)

Stubbé, Hester; Badri, Aiman; Telford, Rebecca; van der Hulst, Anja; van Joolingen, Wouter

2016-01-01

E-Learning Sudan (ELS) is a custom-built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote village, without a teacher. This research study assessed the

PENGARUH PROJECT BASED LEARNING TERHADAP KETERAMPILAN PROSES SAINS SISWA KELAS X SMA NEGERI SIDOARJO

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Nuril Maghfiroh

2016-08-01

Tujuan penelitian ini adalah untuk mengetahui pengaruh pembelajaran Project Based Learning terhadap keterampilan proses sains siswa kelas X SMA Negeri 4 Sidoarjo. Penelitian ini menggunakan metode Quasi Eksperimen dengan rancangan pretest postest non-equivalent control group design. Penentuan sampel mempertimbangkan kemampuan kognitif yang setara antara dua kelas yang menjadi kelompok kontrol dan kelompok eksperimen. Keterampilan proses sains diukur melalui tes tulis yang kemudian dianalisis dengan rubrik penilaian yang sudah disesuaikan untuk setiap aspek keterampilan proses sains. Hasil penelitian menunjukkan bahwa ada pengaruh pembelajaran Project Based Learning terhadap keterampilan proses sains siswa.

30 CFR 250.1504 - May I use alternative training methods?

Science.gov (United States)

2010-07-01

... 30 Mineral Resources 2 2010-07-01 2010-07-01 false May I use alternative training methods? 250... Safety Training § 250.1504 May I use alternative training methods? You may use alternative training methods. These methods may include computer-based learning, films, or their equivalents. This training...

Comparison of technology-based cooperative learning with technology-based individual learning in enhancing fundamental nursing proficiency.

Science.gov (United States)

Lin, Zu-Chun

2013-05-01

The aim of nursing education is to prepare students with critical thinking, high interests in profession and high proficiency in patient care. Cooperative learning promotes team work and encourages knowledge building upon discussion. It has been viewed as one of the most powerful learning methods. Technology has been considered an influential tool in teaching and learning. It assists students in gathering more information to solve the problems and master skills better. The purpose of this study was to compare the effect of technology-based cooperative learning with technology-based individual learning in nursing students' critical thinking in catheterization knowledge gaining, error discovering, skill acquisitions, and overall scores. This study used a pretest-posttest experimental design. Ninety-eight students were assigned randomly to one of two groups. Questionnaires and tests were collected at baseline and after completion of intervention. The results of this study showed that there was no significant difference in related catheterization skill performance. However, the remaining variables differed greatly between the two groups. CONCLUSIONS AND APPLICATIONS: This study's findings guide the researchers and instructors to use technology-based cooperative learning more appropriately. Future research should address the design of the course module and the availability of mobile devices to reach student-centered and learn on the move goals. Copyright © 2011 Elsevier Ltd. All rights reserved.

Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

Science.gov (United States)

Uyanik, Gökhan

2016-01-01

The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different…

Differential Learning as a Key Training Approach to Improve Creative and Tactical Behavior in Soccer

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Santos, Sara; Coutinho, Diogo; Gonçalves, Bruno; Schöllhorn, Wolfgang; Sampaio, Jaime; Leite, Nuno

2018-01-01

Purpose: The aim of this study was to identify the effects of a differential-learning program, embedded in small-sided games, on the creative and tactical behavior of youth soccer players. Forty players from under-13 (U13) and under-15 (U15) were allocated into control and experimental groups and were tested using a randomized pretest to posttest…

Student motivation and achievement in learning English as a second language using Second Life

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Tosti H. C. Chiang

2014-03-01

Full Text Available This study investigates the impact of a 3D virtual learning environment based on Second Life on student motivation and achievement in learning English as a second language. Twenty-one university students participate in this study, with the support of an English instructor. The Motivated Strategies for Learning Questionnaire (MSLQ was used to evaluate students’ intrinsic and extrinsic goal orientation and self-efficacy in Second Life. The pre-test and post-test were used to assess students’ learning achievement. The results showed that students’ intrinsic and extrinsic goal orientations in English learning in Second Life had a positive influence on their self-efficacy. In addition, students’ self-efficacy of English learning in Second Life was found to positively relate to their learning achievement. Moreover, students’ intrinsic and extrinsic goal orientations were found to significantly influence their learning achievement via self-efficacy. In other words, instructors can utilize Second Life to enhance student motivation and achievement in English learning.

The Enhancement of Junior High School Students' Abilities in Mathematical Problem Solving Using Soft Skill-based Metacognitive Learning

OpenAIRE

Murni, Atma; Sabandar, Jozua; S. Kusumah, Yaya; Kartasamita, Bana Goerbana

2013-01-01

The aim of this study is to know the differences of enhancement in mathematical problem solving ability (MPSA) between the students who received soft skill- based metacognitive learning (SSML) with the students who got conventional learning (CL). This research is a quasi experimental design with pretest-postest control group. The population in this study is the students of Junior High School in Pekanbaru city. The sample consist of 135 students, 68 of them are from the high-level...

Academic Staff Perspectives Towards Adoption of E-learning at Melaka Manipal Medical College: Has E-learning Redefined our Teaching Model?

Science.gov (United States)

Bhardwaj, A; Nagandla, K; Swe, K Mm; Abas, A Bl

2015-01-01

E-learning is the use of Information and Communication Technology (ICT) to provide online education and learning. E- Learning has now been integrated into the traditional teaching as the concept of 'blended learning' that combines digital learning with the existing traditional teaching methods to address the various challenges in the field of medical education. Structured e-learning activities were started in Melaka Manipal Medical College in 2009 via e-learning platform (MOODLE-Modular Object-Oriented Dynamic Learning Environment). The objective of the present study is to investigate the faculty opinions toward the existing e-learning activities, and to analyse the extent of adopting and integration of e-learning into their traditional teaching methods. A cross sectional study was conducted among faculties of Medicine and Dentistry using pre-tested questionnaires. The data was analyzed by using the statistical package for social science, SPSS, version 16.0. The result of our survey indicates that majority of our faculty (65.4%) held positive opinion towards e-learning. Among the few, who demonstrated reservations, it is attributed to their average level of skills and aptitude in the use of computers that was statistically significant (pe-learning that enables smooth transition of the faculty from their traditional teaching methods into blended approach. Our results are anticipated to strengthen the existing e-learning activities of our college and other universities and convincingly adopt e-learning as a viable teaching and learning strategy.

Effects of Cooperative Learning STAD on Mathematical Communication Ability of Elementary School Student

Science.gov (United States)

Maelasari, E.; Wahyudin

2017-09-01

The aim of this study is to describe the increasing of mathematical communications capability, and difference between students who get STAD cooperative learning and students who receive Direct Instruction. This study is a quasi-experimental study with pretest posttest study design. Subjects in this study in one of the fifth grade elementary school located in Cibeureum District, Kuningan. The research instrument used was a written test mathematical communication skills. The results showed that the improvement of mathematical communication capabilities Direct Instruction students who scored significantly better than students who learned with STAD cooperative learning. By grouping according to the ability of students will show a positive impact on student achievement in the classroom.

Cooperative learning and algebra performance of eighth grade students in United Arab Emirates.

Science.gov (United States)

Alkhateeb, Haitham M; Jumaa, Mustafa

2002-02-01

This study investigated the effect of cooperative learning on eighth grade students' performance in algebra. 54 boys and 57 girls in four middle-school mathematics classes of Grade 8 in the UAE participated. Over a 3-wk. period, two classes (57 students) were taught using a cooperative learning method, and the other two classes (54 students) were taught using the traditional lecture method. Analysis of covariance using pretest scores as a covariant showed no statistically significant increase in the algebra performance for students in the cooperative learning groups compared with the traditional groups. However, boys in the cooperative setting improved significantly on the performance test compared with boys in the traditional setting.

Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9

Science.gov (United States)

Berninger, Virginia W.; Nagy, William; Tanimoto, Steve; Thompson, Rob; Abbott, Robert D.

2014-01-01

Effectiveness of iPad computerized writing instruction was evaluated for 4th to 9th graders (n=35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword- (handwriting), word- (spelling), and syntax- (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities. PMID:25378768

Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9.

Science.gov (United States)

Berninger, Virginia W; Nagy, William; Tanimoto, Steve; Thompson, Rob; Abbott, Robert D

2015-02-01

Effectiveness of iPad computerized writing instruction was evaluated for 4 th to 9 th graders ( n =35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword - (handwriting), word - (spelling), and syntax - (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities.

Design e-learning with flipped learning model to improve layout understanding the concepts basic of the loop control structure

Science.gov (United States)

Handayani, D. P.; Sutarno, H.; Wihardi, Y.

2018-05-01

This study aimed in design and build e-learning with classroom flipped model to improve the concept of understanding of SMK students on the basic programming subject. Research and development obtained research data from survey questionnaire given to students of SMK class X RPL in SMK Negeri 2 Bandung and interviews to RPL productive teacher. Data also obtained from questionnaire of expert validation and students' assessment from e-learning with flipped classroom models. Data also obtained from multiple-choice test to measure improvements in conceptual understanding. The results of this research are: 1) Developed e- learning with flipped classroom model considered good and worthy of use by the average value of the percentage of 86,3% by media experts, and 85,5% by subjects matter experts, then students gave judgment is very good on e-learning either flipped classroom model with a percentage of 79,15% votes. 2) e-learning with classroom flipped models show an increase in the average value of pre-test before using e-learning 26.67 compared to the average value post-test after using e- learning at 63.37 and strengthened by the calculation of the index gains seen Increased understanding of students 'concepts by 50% with moderate criteria indicating that students' understanding is improving.

PENGARUH STRATEGI PEMBELAJARAN GENIUS LEARNING TERHADAP HASIL BELAJAR FISIKA SISWA

Directory of Open Access Journals (Sweden)

Henok Siagian

2012-12-01

Full Text Available Abstrak. Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar Fisika siswa dengan menerapkan strategi pembelajaran Genius Learning. Subjek penelitian adalah siswa kelas X SMA Negeri 1 Pancur Batu, di mana dari kelas X-A sebagai kelas eksperimen (strategi pembelajaran Genius Learning dan kelas X-B sebagai kela kontrol (pembelajaran konvensional dengan masing-masing kelas berjumlah 40 siswa. Penelitian ini merupakan jenis penelitian quasi experiment dengan menggunakan metode groups pretest-posttest desaign dalam pengambilan data penelitian. Berdasarkan data yang diperoleh dari hasil penelitian menunjukkan, bahwa rata-rata hasil belajar fisika siswa dengan strategi pembelajaran Genius Learning mengalami peningkatan. Data penelitian berupa hasil belajar kognitif diperoleh dari test hasil belajar yang diperoleh untuk mengetahui peningkatan hasil belajar siswa. Hasil analisis data menunjukkan adanya peningkatan hasil belajar kognitif. Dari hasil analisis tersebut dapat disimpulkan bahwa penerapan stategi pembelajaran Genius Learning dapat meningkatkan hasil belajar fisika siswa.

Flipped Classroom as an Alternative Strategy for Teaching Stoichiometry

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Norrie E. Gayeta

2017-11-01

Full Text Available This study aimed to compare the effectiveness of flipped classroom and traditional classroom instruction in measuring conceptual change and to determine if flipped classroom instruction would be an alternative method of teaching to traditional lecture method. This study covered the level of conceptual understanding of students on stoichiometry and the type of conceptual change before and after exposure to flipped and traditional classroom environment. Qualitative and quantitative research methods were used in the study. Respondents were two sections of third year Bachelor of Secondary Education, Biological Science. Frequency, percentage, ranking, mean, standard deviation, Hake factor test, and t-test were the statistical tools applied to answer specific questions. Results showed profound increase towards conceptual change representing a shift from intuitive understanding to correct incomplete understanding level. Thus, change for the better, in theoretical type was determined from pretest to posttest of students exposed to flipped and traditional classroom. Results also indicated that there is no significant difference on students’ conceptual change on stoichiometry exposed to flipped and traditional classroom environment thus, flipped classroom instruction can be used as an alternative teaching method to traditional lecture method in teaching stoichiometry

Prospective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement

Science.gov (United States)

Yildiz, Ali

2012-01-01

In the present study, the comprehension levels of special relativity theory in prospective teachers who take the Introduction to Modern Physics lesson in the faculty of education science teaching department and the effect of writing for learning on their achievement is researched. In the research, a control group pre-test post-test…

Influence of Web-Aided Cooperative Learning Environment on Motivation and on Self-Efficacy Belief in Biology Teaching

Science.gov (United States)

Hevedanli, Murat

2015-01-01

The purpose of this study is to investigate the influence of the web-aided cooperative learning environment on biology preservice teachers' motivation and on their self-efficacy beliefs in biology teaching. The study was carried out with 30 biology preservice teachers attending a state university in Turkey. In the study, the pretest-posttest…

The integrated learning management using the STEM education for improve learning achievement and creativity in the topic of force and motion at the 9th grade level

Science.gov (United States)

Kakarndee, Nampetch; Kudthalang, Nukool; Jansawang, Natchanok

2018-01-01

The aims of this research study were to investigate and analyze the processing performances and the performance results (E1/E2) efficiency at the determining criteria for planning students' improvements to their learning processes toward their scientific knowledge were investigated, carry out the investigations, gathering evidence, and proposing explanations were developed and predicted. Students' engagements to their needs in unambiguous and clearly content of science teaching onto the instructional processes were attempted for establishing a national approach with the STEM education instructional method were strategized. Research administrations were designed to a sample size consisted of 40 secondary students in science class at the 9th grade level in Borabu School with the purposive sampling technique was selected. Using the STEM Education instructional innovation's lesson plans were managed learning activities. Students' learning achievements were assessed with the Pre-Test and Post-Test designs of 30 items. Students' creative thinking abilities were determined of their perceptions that obtained of the 3-item Creative Thinking Ability Test. The results for the effectiveness of the innovative instructional lesson plans based on the STEM Education Method, the lessoning effectiveness (E1/E2) evidences of 78.95/76.58 over the threshold setting is 75/75. Pretest-posttest designs for assessing students' learning achievements that impact a student's ability to achieve and explains with the STEM education instructional method were differences, significantly (ρ<.001) and the posttest of the 3-item Creative Thinking Ability Test designs for assessing Students' creative thinking abilities that impact a student's ability to have a good skill level in originality, fluency and flexibility thinking with the STEM education instructional method were differences, significantly (ρ<.001).

Pre-test genetic counseling services for hereditary breast and ovarian cancer delivered by non-genetics professionals in the state of Florida.

Science.gov (United States)

Vadaparampil, S T; Scherr, C L; Cragun, D; Malo, T L; Pal, T

2015-05-01

Genetic counseling and testing for hereditary breast and ovarian cancer now includes practitioners from multiple healthcare professions, specialties, and settings. This study examined whether non-genetics professionals (NGPs) perform guideline-based patient intake and informed consent before genetic testing. NGPs offering BRCA testing services in Florida (n = 386) were surveyed about clinical practices. Among 81 respondents (response rate = 22%), approximately half reported: sometimes scheduling a separate session for pre-test counseling lasting 11-30 min prior to testing, discussing familial implications of testing, benefits and limitations of risk management options, and discussing the potential psychological impact and insurance-related issues. Few constructed a three-generation pedigree, discussed alternative hereditary cancer syndromes, or the meaning of a variant result. This lack of adherence to guideline-based practice may result in direct harm to patients and their family members. NGPs who are unable to deliver guideline adherent cancer genetics services should focus on identification and referral of at-risk patients to in person or telephone services provided by genetics professionals. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

An Empirical Study on the Application of Cooperative Learning to Comprehensive English Classes in a Chinese Independent College

Science.gov (United States)

Meng, Ji

2017-01-01

This research investigated a comparison between the effect of cooperative learning and lecture teaching on Comprehensive English classes in a Chinese Independent College. An empirical study for two semesters was carried out in the forms of pretest, posttest, questionnaire and interviews. While control class was taught in the conventional way,…

Impact of an e-learning program regarding patients' harmful alcohol consumption on the knowledge, attitudes and perceived competencies

Science.gov (United States)

Evers, Eva; Hahn, Sabine; Metzenthin, Petra

2018-01-24

Background: Harmful alcohol consumption is associated with approximately 1600 deaths in Switzerland annually, and is the third-largest risk factor for various diseases worldwide. It has been shown that through early identification of problematic drinking behaviours along with preventive intervention, alcohol-related illnesses and mortality can be reduced. Therefore, nurses play a crucial role for patients with alcohol problems. However, the most common reasons for nurses not providing preventive intervention are a lack of knowledge, personal attitudes and uncertainty. Learning programs hold the potential for influencing these factors. Aim: The aim of this study was to assess the impact of an e-learning program regarding patients’ harmful alcohol consumption on the knowledge, attitudes and perceived competencies of nurses in an acute care hospital. Method: A pretest-posttest-study was conducted with 33 registered nurses prior to and upon completion of the e-learning program. Data was collected from December 2013 to March 2014 using a literature-based questionnaire. Results: It was shown that knowledge and perceived competencies significantly improved from pre-test to post-test. No significant differences were measured with regard to the attitudes. Conclusions: The results suggest that the alcohol e-learning program could be used to enhance nurses’ knowledge and perceived competencies, both of which are related to the reduction of uncertainty and improvement of confidence. To foster non-judgemental attitudes towards affected people, classroom courses are recommended in addition to the e-learning program and the implementation of directives.

Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory Course

Science.gov (United States)

Zetriuslita; Wahyudin; Jarnawi

2017-01-01

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students' Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with…

Pretest thermal analysis of the Tuff Water Migration/In-Situ Heater Experiment

International Nuclear Information System (INIS)

Bulmer, B.M.

1980-02-01

This report describes the pretest thermal analysis for the Tuff Water Migration/In-Situ Heater Experiment to be conducted in welded tuff in G-tunnel, Nevada Test Site. The parametric thermal modeling considers variable boiling temperature, tuff thermal conductivity, tuff emissivity, and heater operating power. For nominal tuff properties, some near field boiling is predicted for realistic operating power. However, the extent of boiling will be strongly determined by the ambient (100% water saturated) rock thermal conductivity. In addition, the thermal response of the heater and of the tuff within the dry-out zone (i.e., bounded by boiling isotherm) is dependent on the temperature variation of rock conductivity as well as the extent of induced boiling

Best practices for learning physiology: combining classroom and online methods.

Science.gov (United States)

Anderson, Lisa C; Krichbaum, Kathleen E

2017-09-01

Physiology is a requisite course for many professional allied health programs and is a foundational science for learning pathophysiology, health assessment, and pharmacology. Given the demand for online learning in the health sciences, it is important to evaluate the efficacy of online and in-class teaching methods, especially as they are combined to form hybrid courses. The purpose of this study was to compare two hybrid physiology sections in which one section was offered mostly in-class (85% in-class), and the other section was offered mostly online (85% online). The two sections in 2 yr ( year 1 and year 2 ) were compared in terms of knowledge of physiology measured in exam scores and pretest-posttest improvement, and in measures of student satisfaction with teaching. In year 1 , there were some differences on individual exam scores between the two sections, but no significant differences in mean exam scores or in pretest-posttest improvements. However, in terms of student satisfaction, the mostly in-class students in year 1 rated the instructor significantly higher than did the mostly online students. Comparisons between in-class and online students in the year 2 cohort yielded data that showed that mean exam scores were not statistically different, but pre-post changes were significantly greater in the mostly online section; student satisfaction among mostly online students also improved significantly. Education researchers must investigate effective combinations of in-class and online methods for student learning outcomes, while maintaining the flexibility and convenience that online methods provide. Copyright © 2017 the American Physiological Society.

Accelerated Learning dalam Proses Pembelajaran dan E-learning sebagai Alat Bantu Pembelajaran

OpenAIRE

M. Djajalaksana, Yenni

2005-01-01

The rapid development of learning methods in education has generated many alternative learning methods that are different from the traditional learning methods. Accelerated learning methods has been known as one of the new approaches that uses almost the opposite methods as compared to the traditional ones. Learning IT subjects is usually one of the boring and difficult-to-understand subjects to learn. Therefore,implementing the accelerated learning methods for learning IT subjects would help...

Round-robin pretest analyses of a 1:6-scale reinforced concrete containment model subject to static internal pressurization

International Nuclear Information System (INIS)

Clauss, D.B.

1987-05-01

Analyses of a 1:6-scale reinforced concrete containment model that will be tested to failure at Sandia National Laboratories in the spring of 1987 were conducted by the following organizations in the United States and Europe: Sandia National Laboratories (USA), Argonne National Laboratory (USA), Electric Power Research Institute (USA), Commissariat a L'Energie Atomique (France), HM Nuclear Installations Inspectorate (UK), Comitato Nazionale per la ricerca e per lo sviluppo dell'Energia Nucleare e delle Energie Alternative (Italy), UK Atomic Energy Authority, Safety and Reliability Directorate (UK), Gesellschaft fuer Reaktorsicherheit (FRG), Brookhaven National Laboratory (USA), and Central Electricity Generating Board (UK). Each organization was supplied with a standard information package, which included construction drawings and actual material properties for most of the materials used in the model. Each organization worked independently using their own analytical methods. This report includes descriptions of the various analytical approaches and pretest predictions submitted by each organization. Significant milestones that occur with increasing pressure, such as damage to the concrete (cracking and crushing) and yielding of the steel components, and the failure pressure (capacity) and failure mechanism are described. Analytical predictions for pressure histories of strain in the liner and rebar and displacements are compared at locations where experimental results will be available after the test. Thus, these predictions can be compared to one another and to experimental results after the test

Multisensory perceptual learning of temporal order: audiovisual learning transfers to vision but not audition.

Directory of Open Access Journals (Sweden)

David Alais

2010-06-01

Full Text Available An outstanding question in sensory neuroscience is whether the perceived timing of events is mediated by a central supra-modal timing mechanism, or multiple modality-specific systems. We use a perceptual learning paradigm to address this question.Three groups were trained daily for 10 sessions on an auditory, a visual or a combined audiovisual temporal order judgment (TOJ. Groups were pre-tested on a range TOJ tasks within and between their group modality prior to learning so that transfer of any learning from the trained task could be measured by post-testing other tasks. Robust TOJ learning (reduced temporal order discrimination thresholds occurred for all groups, although auditory learning (dichotic 500/2000 Hz tones was slightly weaker than visual learning (lateralised grating patches. Crossmodal TOJs also displayed robust learning. Post-testing revealed that improvements in temporal resolution acquired during visual learning transferred within modality to other retinotopic locations and orientations, but not to auditory or crossmodal tasks. Auditory learning did not transfer to visual or crossmodal tasks, and neither did it transfer within audition to another frequency pair. In an interesting asymmetry, crossmodal learning transferred to all visual tasks but not to auditory tasks. Finally, in all conditions, learning to make TOJs for stimulus onsets did not transfer at all to discriminating temporal offsets. These data present a complex picture of timing processes.The lack of transfer between unimodal groups indicates no central supramodal timing process for this task; however, the audiovisual-to-visual transfer cannot be explained without some form of sensory interaction. We propose that auditory learning occurred in frequency-tuned processes in the periphery, precluding interactions with more central visual and audiovisual timing processes. Functionally the patterns of featural transfer suggest that perceptual learning of temporal order

Multisensory perceptual learning of temporal order: audiovisual learning transfers to vision but not audition.

Science.gov (United States)

Alais, David; Cass, John

2010-06-23

An outstanding question in sensory neuroscience is whether the perceived timing of events is mediated by a central supra-modal timing mechanism, or multiple modality-specific systems. We use a perceptual learning paradigm to address this question. Three groups were trained daily for 10 sessions on an auditory, a visual or a combined audiovisual temporal order judgment (TOJ). Groups were pre-tested on a range TOJ tasks within and between their group modality prior to learning so that transfer of any learning from the trained task could be measured by post-testing other tasks. Robust TOJ learning (reduced temporal order discrimination thresholds) occurred for all groups, although auditory learning (dichotic 500/2000 Hz tones) was slightly weaker than visual learning (lateralised grating patches). Crossmodal TOJs also displayed robust learning. Post-testing revealed that improvements in temporal resolution acquired during visual learning transferred within modality to other retinotopic locations and orientations, but not to auditory or crossmodal tasks. Auditory learning did not transfer to visual or crossmodal tasks, and neither did it transfer within audition to another frequency pair. In an interesting asymmetry, crossmodal learning transferred to all visual tasks but not to auditory tasks. Finally, in all conditions, learning to make TOJs for stimulus onsets did not transfer at all to discriminating temporal offsets. These data present a complex picture of timing processes. The lack of transfer between unimodal groups indicates no central supramodal timing process for this task; however, the audiovisual-to-visual transfer cannot be explained without some form of sensory interaction. We propose that auditory learning occurred in frequency-tuned processes in the periphery, precluding interactions with more central visual and audiovisual timing processes. Functionally the patterns of featural transfer suggest that perceptual learning of temporal order may be

The Relationship of Vocabulary Learning Strategies and Self-Efficacy with Medical English and Terminology.

Science.gov (United States)

Wang, Ya-Huei; Kao, Pan-Fu; Liao, Hung-Chang

2016-02-01

This study examined the relationship between the use of vocabulary learning strategies and self-efficacy in medical English learning, and whether after an initial six-week course to master the basics of medical terminology, those with higher use of vocabulary learning strategies and those with a higher degree of self-efficacy would have significant score improvements in the medical English proficiency. Second-year medical students (N = 115; M age = 19.6, SD = 0.5; 82 men, 33 women) participated in the study. A one-group pretest-posttest design was used. Measures included medical English tests, the English Vocabulary Learning Strategies Survey (EVLSS), and the English Learning Self-Efficacy Scale (ELSES). Results showed that there was no significant correlation between vocabulary learning strategies and English learning self-efficacy. In addition, as a whole, vocabulary learning strategies and self-efficacy significantly predicted students' score improvements in medical English proficiency. © The Author(s) 2016.

The European Resource Centre for Alternatives in Higher Education.

Science.gov (United States)

de Boo, Jasmijn; Dewhurst, David; van der Valk, Jan

2004-06-01

The European Resource Centre for Alternatives in Higher Education (EURCA: http://www.eurca.org) is an exciting new project, which aims to enable teachers using animals in teaching to be more creative and innovative in their approach to teaching and learning, to foster high-quality training for science students, and to significantly reduce the number of animals used, often unnecessarily, in teaching. This will be achieved by: a) establishing a resource centre--a collection of mainly electronic alternatives, and taking this to relevant scientific meetings in Europe, where it would function as a drop-in advice centre for teachers; b) creating a network of academic teachers who actively use alternatives, to take responsibility for disseminating information about alternatives to other teachers in the European Union, to participate in the activity outlined above, and to share experiences and good practice; c) setting up an Internet website with an expansive, information-rich database (peer-reviews, demos, peer-evaluations, peer-recommendations, links to users, etc.) on selected "tried and tested" alternatives; and d) encouraging and promoting the findings of evaluative studies on the effectiveness of alternatives in higher education teaching and learning.

Elementary school students’ mathematical intelligence based on mathematics learning using classical music of the baroque era as the backsound

OpenAIRE

Karlimah

2018-01-01

Many studies suggest that classical music can inccrease the listeners’ intelligence, including mathematical intelligence [3, 12, 2, 11]. In this research, we used the classical music of Baroque era as the backsound during math learning. The research method used was quasi experiment with nonequivalent pretest-posttest control group design to grade V SD students in Tasikmalaya city. The results show that the use of classical music of Baroque era during the learning of mathematics gave a high co...

Integration of living values into physics learning based on local potentials

Science.gov (United States)

Sarah, S.; Prasetyo, Z. K.; Wilujeng, I.

2018-05-01

Living values are the principles and beliefs that influence the way of life and behavior of people in society. These values are defined to determine the individuals’ characteristics in the physical, intellectual, social-emotional, and spiritual dimensions. Such values could be acquired through physics learning. Therefore, the study concerned here was aimed at determining the difference in the living values acquired between students of the grade officially termed Grade X at a state senior high school referred to as SMAN 1 Selomerto, Central Java, Indonesia, who learned physics by using content based on local potentials and those who learned physics without using that content. A quasi-experiment with the control group pre-test post-test design was conducted to collect the data. The data were analyzed by using tests of normality, homogeneity, and different. The results indicate no difference in the living values acquired between students learning physics by using local-potential content and those learning physics without using that content.

The effect of four instructional methods, gender, and time of testing on the achievement of sixth graders learning to interpret graphs

Science.gov (United States)

Young, Jerry Wayne

The purpose of this study was to determine the effects of four instructional methods (direct instruction, computer-aided instruction, video observation, and microcomputer-based lab activities), gender, and time of testing (pretest, immediate posttest for determining the immediate effect of instruction, and a delayed posttest two weeks later to determine the retained effect of the instruction) on the achievement of sixth graders who were learning to interpret graphs of displacement and velocity. The dependent variable of achievement was reflected in the scores earned by students on a testing instrument of established validity and reliability. The 107 students participating in the study were divided by gender and were then randomly assigned to the four treatment groups, each taught by a different teacher. Each group had approximately equal numbers of males and females. The students were pretested and then involved in two class periods of the instructional method which was unique to their group. Immediately following treatment they were posttested and two weeks later they were posttested again. The data in the form of test scores were analyzed with a two-way split-plot analysis of variance to determine if there was significant interaction among technique, gender, and time of testing. When significant interaction was indicated, the Tukey HSD test was used to determine specific mean differences. The results of the analysis indicated no gender effect. Only students in the direct instruction group and the microcomputer-based laboratory group had significantly higher posttest-1 scores than pretest scores. They also had significantly higher posttest-2 scores than pretest scores. This suggests that the learning was retained. The other groups experienced no significant differences among pretest, posttest-1, and posttest-2 scores. Recommendations are that direct instruction and microcomputer-based laboratory activities should be considered as effective stand-alone methods for

Changing University Students' Alternative Conceptions of Optics by Active Learning

Science.gov (United States)

Hadžibegovic, Zalkida; Sliško, Josip

2013-01-01

Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the…

TGT for chemistry learning to enhance students' achievement and critical thinking skills

Science.gov (United States)

Bolhassan, Norlailatulakma; Taha, Hafsah

2017-05-01

The form of cooperative learning known as Teams-Games-Tournament (TGT) in this study favors the use of teams work and learning tools combined with student play and practice to foster students' achievement and critical thinking skills. Using this paradigm, this study incorporates Teams-Games-Tournament and Flash Cards Games Kit during an 8-weeks experimental instruction period that includes 67 Form Four students; 34 students in the experimental group and 33 in the control group. The learning design in experimental group emphasizes scaffolding, guided practices, cooperative learning, and active participation in learning. While the experimental group experienced the TGT approach, the control group encountered the conventional teaching approach of chemistry drills. An achievement chemistry test and Watson Glaser Critical Thinking Appraisal (WGCTA) were used for the pretest and posttest. The finding indicates that TGT learning was more effective than drills in promoting chemistry performance, and the playful competiveness among students promotes students' critical thinking. In addition, TGT cooperative learning also creates an active learning environment in solving problems and discussions among students and teachers.

Effect Of Open Ended Teaching Learning Approach On Secondary School Students Mathematics Achievement In Learning Three Dimensional Geometry

Directory of Open Access Journals (Sweden)

Chogo C.N.

2017-12-01

Full Text Available Mathematics is globally valued for use by an individual and society. It plays a significant role in the development of modern science and technology. Despite its importance students motivation to learn and achievement at national examinations globally and at the KCSE mathematics examination in Kenya particularly has been dismal over the years. The learners low achievement in the subject has been attributed to the didactic teaching methods that the teachers use among other factors. The study of geometry in Mathematics poses a number of difficulties to learners which are different in nature from those of arithmetic and algebra. This is because geometry is primarily abstract in nature. The purpose of this study was to determine the effects of Open Ended Teaching and Learning Approach OETLA on Secondary School students mathematics achievement in learning Three Dimensional Geometry 3DG. The study employed Solomon four non-equivalent control group design. The two experimental groups E1amp E2 received OETLA treatment while the control groups C1ampC2 were taught using the conventional teaching and learning methods. Only E1amp C1 took a pre-test and a post test for all the groups. The target population for this study was form four 17 year old students of secondary schools in Marani Sub County in Kisii County. Purposive sampling was used to obtain the four county mixed-sex secondary schools for the study. A total of 152 students formed the sample size. Students Mathematics Achievement Test SMAT was used to collect data. The instruments were validated by three experts from the department of curriculum and instruction of Egerton University and three Secondary School Mathematics Heads of Department. The reliability of the instruments were established using Cronbachs Alpha. A reliability coefficient of 0.92 was obtained and thus considered acceptable. The SMAT was administered to two groups as a pretest before the treatment and as a posttest to all the four

Precision Learning Assessment: An Alternative to Traditional Assessment Techniques.

Science.gov (United States)

Caltagirone, Paul J.; Glover, Christopher E.

1985-01-01

A continuous and curriculum-based assessment method, Precision Learning Assessment (PLA), which integrates precision teaching and norm-referenced techniques, was applied to a math computation curriculum for 214 third graders. The resulting districtwide learning curves defining average annual progress through the computation curriculum provided…

Roles and Responsibilities of Coordinators/Alternates in Managing IAEA Projects

International Nuclear Information System (INIS)

Otwoma, D.

2009-01-01

Indicates that, the responsibilities of the coordinators include, to collect lessons learned from past experiences of coordinators/alternates in implementation and to collect information from all stake holders who include, coordinators' and alternates' institutions, regulatory,operations, general public

The Organization of Informal Learning

Science.gov (United States)

Rogoff, Barbara; Callanan, Maureen; Gutiérrez, Kris D.; Erickson, Frederick

2016-01-01

Informal learning is often treated as simply an alternative to formal, didactic instruction. This chapter discusses how the organization of informal learning differs across distinct settings but with important commonalities distinguishing informal learning from formal learning: Informal learning is nondidactic, is embedded in meaningful activity,…

PENERAPAN PEMBELAJARAN BERBASIS PROYEK BERBANTUAN E-LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA

Directory of Open Access Journals (Sweden)

Nur Jannatu Na’imah

2016-01-01

Full Text Available Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dengan menerapkan metode pembelajaran berbasis proyek berbantuan e-learning. Penelitian ini dilakukan di suatu SMA N di Mranggen. Desain penelitian yang digunakan adalah pretest and postest group design. Sampel yang digunakan sebanyak dua kelas dengan teknik cluster random sampling. Metode pengumpulan data berupa metode tes dan observasi. Data yang diperoleh kemudian dianalisis dengan menggunakan uji t dan uji n gain. Hasil uji perbedaan rata-rata menunjukkan bahwa thitung 5,43 lebih besar dari tkritis 1,99 dengan taraf signifikansi 5%. Uji normalitas gain menunjukkan bahwa rata-rata hasil posttest mengalami peningkatan sebesar 0,57 dan 0,52 dengan kriteria sedang pada kelas eksperimen dan kelas kontrol. Penelitian ini menunjukkan bahwa ketercapaian indicator psikomotorik dan afektif menurut analisis deskriptif rata-rata kelas eksperimen lebih baik daripada kelas kontrol. Menurut analisis koefisien determinasi diperoleh hasil bahwa penelitian ini berkontribusi dalam meningkatkan hasil belajar siswa sebesar 12,60%. Berdasarkan hasil analisis tersebut disimpulkan bahwa penerapan pembelajaran berbasis proyek berbantuan e-learning dapat meningkatkan hasil belajar siswa. This research aims to improve student learning outcomes by applying methods project based learning assisted e-learning. The research was conducted at SMA in Mranggen. The research design was pretest and posttest group design. The sample used as much as two groups with cluster random sampling technique. The method of data collection which was utilized in this study was test and observation. Those data are analyzed using t test and normality gain. Based on the mean difference test showed tcalculated 5.43 greater than tcritical 1,99 with 5% significance level. Gain normality test showed that the posttest average increased by 0.57 and 0.52 with medium criteria at the experimental and control groups.The result of this study

Academic Achievement from Using the Learning Medium Via a Tablet Device Based on Multiple Intelligences in Grade 1 Elementary Student.

Science.gov (United States)

Nuallaong, Winitra; Nuallaong, Thanya; Preechadirek, Nongluck

2015-04-01

To measure academic achievement of the multiple intelligence-based learning medium via a tablet device. This is a quasi-experimental research study (non-randomized control group pretest-posttest design) in 62 grade 1 elementary students (33 males and 29 females). Thirty-one students were included in an experimental group using purposive sampling by choosing a student who had highest multiple intelligence test scores in logical-mathematic. Then, this group learned by the new learning medium via a tablet which the application matched to logical-mathematic multiple intelligence. Another 31 students were included in a control group using simple random sampling and then learning by recitation. Both groups did pre-test and post-test vocabulary. Thirty students in the experimental group and 24 students in the control group increased post-test scores (odds ratio = 8.75). Both groups made significant increasing in post-test scores. The experimental group increased 9.07 marks (95% CI 8.20-9.93) significantly higher than the control group which increased 4.39 marks (95% CI 3.06-5.72) (t = -6.032, df = 51.481, p learning from either multiple intelligence-based learning medium via a tablet or recitation can contribute academic achievement, learningfrom the new medium contributed more achievement than recitation. The new learning medium group had higher post-test scores 8.75 times than the recitation group. Therefore, the new learning medium is more effective than the traditional recitation in terms of academic achievement. This study has limitations because samples came from the same school. However, the previous study in Thailand did notfind a logical-mathematical multiple intelligence difference among schools. In the future, long-term research to find how the new learning medium affects knowledge retention will support the advantage for life-long learning.

STEM LEARNING IN MATERIAL OF TEMPERATURE AND ITS CHANGE TO IMPROVE SCIENTIFIC LITERACY OF JUNIOR HIGH SCHOOL

Directory of Open Access Journals (Sweden)

N. Khaeroningtyas

2016-04-01

Full Text Available This research aims to determine the improvement of students’ scientific literacy after STEM (Science, Technology, Engineering, and Mathematics learning using 6E Learning by DesignTM Model on temperature and its changes material. The research was conducted in SMP Negeri (State Junior High School 1 Bumiayu in the academic year 2015/2016. The method used was quasi-experimental design with The Matching Only - pretest posttest control group design. This study used two group of experiment group of students who learned the material with STEM learning using 6E Learning by DesignTM, while the control group students learned with non-STEM learning. The analysis showed that the students' scientific literacy in experiment group is better than control group. The conclusion that can be drawn is STEM learning using 6E Learning by DesignTM on temperature and its changes material can improve students’ scientific literacy.

Rhythm Perception and Its Role in Perception and Learning of Dysrhythmic Speech.

Science.gov (United States)

Borrie, Stephanie A; Lansford, Kaitlin L; Barrett, Tyson S

2017-03-01

The perception of rhythm cues plays an important role in recognizing spoken language, especially in adverse listening conditions. Indeed, this has been shown to hold true even when the rhythm cues themselves are dysrhythmic. This study investigates whether expertise in rhythm perception provides a processing advantage for perception (initial intelligibility) and learning (intelligibility improvement) of naturally dysrhythmic speech, dysarthria. Fifty young adults with typical hearing participated in 3 key tests, including a rhythm perception test, a receptive vocabulary test, and a speech perception and learning test, with standard pretest, familiarization, and posttest phases. Initial intelligibility scores were calculated as the proportion of correct pretest words, while intelligibility improvement scores were calculated by subtracting this proportion from the proportion of correct posttest words. Rhythm perception scores predicted intelligibility improvement scores but not initial intelligibility. On the other hand, receptive vocabulary scores predicted initial intelligibility scores but not intelligibility improvement. Expertise in rhythm perception appears to provide an advantage for processing dysrhythmic speech, but a familiarization experience is required for the advantage to be realized. Findings are discussed in relation to the role of rhythm in speech processing and shed light on processing models that consider the consequence of rhythm abnormalities in dysarthria.

Pre-test calculations for FAL-19 and FAL-20 using the ITHACA code

International Nuclear Information System (INIS)

Bradley, S.J.; Ketchell, N.

1992-08-01

Falcon is a small scale experimental apparatus, designed to simulate the transport of fission products through the primary circuit and containment of a nuclear power reactor under severe accident conditions. Information gained from the experiments in Falcon will be used to guide and assist in understanding the much larger Phebus-FP experiments. This report presents the results of pre-test calculations performed using ITHACA for the two tests: FAL-19 and FAL-20. Initial calculations were concerned solely with the thermal-hydraulic conditions in the containment while later ones briefly investigated the effect of the injection of an insoluble aerosol into the containment with the same thermal-hydraulic conditions. (author)

FUMEX cases 1, 2, and 3 calculated pre-test and post-test results

Energy Technology Data Exchange (ETDEWEB)

Stefanova, S; Vitkova, M; Passage, G; Manolova, M; Simeonova, V [Bylgarska Akademiya na Naukite, Sofia (Bulgaria). Inst. za Yadrena Izsledvaniya i Yadrena Energetika; Scheglov, A; Proselkov, V [Russian Research Centre Kurchatov Inst., Moscow (Russian Federation); Kharalampieva, Ts [Kombinat Atomna Energetika, Kozloduj (Bulgaria)

1994-12-31

Two versions (modified pre-test and modified post-test) of PIN-micro code were used to analyse the fuel rod behaviour of three FUMEX experiments. The experience of applying PIN-micro code with its simple structure and old conception of the steady-state operation shows significant difficulties in treating the complex processes like those in FUMEX experiments. These difficulties were partially overcame through different model modifications and corrections based on special engineering estimations and the results obtained as a whole do not seem unreasonable. The calculations have been performed by a group from two Bulgarian institutions in collaboration with specialists from the Kurchatov Research Center. 1 tab., 14 figs., 8 refs.

The effect of teaching based on dominant learning style on nursing students' academic achievement.

Science.gov (United States)

Vizeshfar, Fatemeh; Torabizadeh, Camellia

2018-01-01

The recognition of learning styles and teaching based on that recognition will help lecturers use suitable methods of teaching. The aim of this study was to evaluate the effect of education based on dominant learning styles on the academic achievement of nursing students. The population of this quasi-experimental research consisted of 40 third-semester nursing students. The data were collected by using Kolb's Learning Style questionnaire. To determine the dominant learning style of the students, the researchers had them take a pre-test; then, based on the dominant learning style, the students were taught through group discussion. A formative exam and a summative exam were taken. The most and least preferred learning styles of the participants were the divergent style and the assimilative style respectively. Education based on learning styles, particularly for college students, can not only enhance students' academic achievement and teachers' professional satisfaction, but can help with training professional nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.

Dutch translation and cross-cultural adaptation of the PROMIS® physical function item bank and cognitive pre-test in Dutch arthritis patients.

Science.gov (United States)

Oude Voshaar, Martijn Ah; Ten Klooster, Peter M; Taal, Erik; Krishnan, Eswar; van de Laar, Mart Afj

2012-03-05

Patient-reported physical function is an established outcome domain in clinical studies in rheumatology. To overcome the limitations of the current generation of questionnaires, the Patient-Reported Outcomes Measurement Information System (PROMIS®) project in the USA has developed calibrated item banks for measuring several domains of health status in people with a wide range of chronic diseases. The aim of this study was to translate and cross-culturally adapt the PROMIS physical function item bank to the Dutch language and to pretest it in a sample of patients with arthritis. The items of the PROMIS physical function item bank were translated using rigorous forward-backward protocols and the translated version was subsequently cognitively pretested in a sample of Dutch patients with rheumatoid arthritis. Few issues were encountered in the forward-backward translation. Only 5 of the 124 items to be translated had to be rewritten because of culturally inappropriate content. Subsequent pretesting showed that overall, questions of the Dutch version were understood as they were intended, while only one item required rewriting. Results suggest that the translated version of the PROMIS physical function item bank is semantically and conceptually equivalent to the original. Future work will be directed at creating a Dutch-Flemish final version of the item bank to be used in research with Dutch speaking populations.

The use of Virtual Analogy Simulation (VAS) in physics learning

Science.gov (United States)

Faizin, M. Noor; Samsudin, A.

2018-05-01

The purpose of this research is to explore the use of VAS software in electrical dynamic learning in junior high student, so as to obtain an overview of this software consistency in help students build a scientific conception. This research was administered via research and Development (R & D) with the design of embedded experimental models. The respondents which were involved in this research were 60 students of ninth grade in one of junior high schools in Kudus central java. The improving process of students’ concept is examined based on normalized gain analysis from pretest and posttest scores. The result of this research shows that there was difference between learning using conventional learning (power point software) with VAS software. VAS is more effective to assist students in understanding the electrical dynamic concept shown with N-gain of 0.36, or 36 % were included in the medium category, whereas the conventional learning with N-gain of 0.28, or 28%.

STRATEGI SELF-REGULATED LEARNING UNTUK MENURUNKAN TINGKAT PROKRASTINASI AKADEMIK SISWA

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Muhammad Iqbalul Ulum

2016-12-01

Full Text Available Academic procrastination is a behavior that should be avoided by students because it would give a bad influence, especially the academic achievement. One of the factors that lead to academic procrastination is lack of self-regulation in learning. Therefore, it is necessary for students to have self-regulated learning. This research aimed to test the self-regulated learning strategy to reduce the level of academic procrastination XI grade student of SMAN 1 Ngamprah of the academic year 2015/2016 West Bandung Regency. The method used is a quasi-experimental nonequivalent (pretest and posttest control group design. Sampling was done by using purposive sampling technique. Instrument used is The Academic Procrastination State Inventory (APSI developed by Henri C. Schouwenburg. The sample are 68 students whereas devided into experiment and control group. Data analyzed using the Mann-Whitney test. Result shows that self-regulated learning are effective for lowering the level of academic procrastination.

Impact of Mobile Assisted Language Learning (MALL on EFL: A Meta-Analysis

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Imtiaz Hassan Taj

2016-04-01

Full Text Available Mobile Assisted Language Learning (MALL has emerged as a potential tool in the instruction of English as a foreign language (EFL. Meta-analysis of 13 studies published between year 2008 and 2015 was conducted. Four point criteria for the selection of studies for analysis is based on the year of publication, quasi-experimental design, pretest and posttest method and finally use of mobile device for intervention. Findings of the analysis suggest that MALL has fostered the EFL instruction. Overall effect size was (d = 0.8 which is considered a large effect size. Keywords: MALL, technology assisted language learning, EFL, vocabulary acquisition, vocabulary instruction, meta-analysis

Development of multi-representation learning tools for the course of fundamental physics

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Huda, C.; Siswanto, J.; Kurniawan, A. F.; Nuroso, H.

2016-08-01

This research is aimed at designing a learning tool based on multi-representation that can improve problem solving skills. It used the research and development approach. It was applied for the course of Fundamental Physics at Universitas PGRI Semarang for the 2014/2015 academic year. Results show gain analysis value of 0.68, which means some medium improvements. The result of t-test is shows a calculated value of 27.35 and a table t of 2.020 for df = 25 and α = 0.05. Results of pre-tests and post-tests increase from 23.45 to 76.15. Application of multi-representation learning tools significantly improves students’ grades.

The effect of Cardiac Arrhythmias Simulation Software on the nurses' learning and professional development.

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Bazrafkan, Leila; Hemmati, Mehdi

2018-04-01

One of the important tasks of nurses in intensive care unit is interpretation of ECG. The use of training simulator is a new paradigm in the age of computers. This study was performed to evaluate the impact of cardiac arrhythmias simulator software on nurses' learning in the subspecialty Vali-Asr Hospital in 2016. This study was conducted by quasi-experimental randomized Salomon four group design with the participation of 120 nurses in subspecialty Vali-Asr Hospital in Tehran, Iran in 2016 that were selected purposefully and allocated in 4 groups. By this design other confounding factors such as the prior information, maturation and the role of sex and age were controlled by Solomon 4 design. The valid and reliable multiple choice test tools were used to gather information; the validity of the test was approved by experts and its reliability was obtained by Cronbach's alpha coefficient 0.89. At first, the knowledge and skills of the participants were assessed by a pre-test; following the educational intervention with cardiac arrhythmias simulator software during 14 days in ICUs, the mentioned factors were measured for the two groups again by a post-test in the four groups. Data were analyzed using the two way ANOVA. The significance level was considered as ptest results, using cardiac arrhythmias simulator software as an intervention was effective in the nurses' learning since a significant difference was found between pre-test and post-test in the first group (ptest showed that there was no interaction between pre-test and intervention in all of the three knowledge areas of cardiac arrhythmias, their treatments and their diagnosis (P>0.05). The use of software-based simulator for cardiac arrhythmias was effective in nurses' learning in light of its attractive components and interactive method. This intervention increased the knowledge of the nurses in cognitive domain of cardiac arrhythmias in addition to their diagnosis and treatment. Also, the package can be

Childhood fever management program for Korean pediatric nurses: A comparison between blended and face-to-face learning method.

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Jeong, Yong Sun; Kim, Jin Sun

2014-01-01

A blended learning can be a useful learning strategy to improve the quality of fever and fever management education for pediatric nurses. This study compared the effects of a blended and face-to-face learning program on pediatric nurses' childhood fever management, using theory of planned behavior. A nonequivalent control group pretest-posttest design was used. A fever management education program using blended learning (combining face-to-face and online learning components) was offered to 30 pediatric nurses, and 29 pediatric nurses received face-to-face education. Learning outcomes did not significantly differ between the two groups. However, learners' satisfaction was higher for the blended learning program than the face-to-face learning program. A blended learning pediatric fever management program was as effective as a traditional face-to-face learning program. Therefore, a blended learning pediatric fever management-learning program could be a useful and flexible learning method for pediatric nurses.

The Effects of Learning-Style Based Activities on Students' Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

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Balci, Özgül

2017-01-01

This study investigated the effects of learning-style based activities on students' reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary…

Using the 5E Learning Cycle with Metacognitive Technique to Enhance Students’ Mathematical Critical Thinking Skills

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Runisah Runisah

2017-02-01

Full Text Available This study aims to describe enhancement and achievement of mathematical critical thinking skills of students who received the 5E Learning Cycle with Metacognitive technique, the 5E Learning Cycle, and conventional learning. This study use experimental method with pretest-posttest control group design. Population are junior high school students in Indramayu city, Indonesia. Sample are three classes of eighth grade students from high level school and three classes from medium level school. The study reveal that in terms of overall, mathematical critical thinking skills enhancement and achievement of students who received the 5E Learning Cycle with Metacognitive technique is better than students who received the 5E Learning Cycle and conventional learning. Mathematical critical thinking skills of students who received the 5E Learning Cycle is better than students who received conventional learning. There is no interaction effect between learning model and school level toward enhancement and achievement of students’ mathematical critical thinking skills.

Effects of Nursing Students' Practices Using Smartphone Videos on Fundamental Nursing Skills, Self-Efficacy, and Learning Satisfaction in South Korea

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Jeong, HyeSun

2017-01-01

This is a quasi-experimental study with a non-equivalent group pre-test and post-test designed to investigate the effects of learning with smartphone video recordings in fundamental nursing practice. General "intramuscular injection" practice for sophomore nursing students was given to the experimental and control groups for two weeks.…

Internet-Based Assessment of Oncology Health Care Professional Learning Style and Optimization of Materials for Web-Based Learning: Controlled Trial With Concealed Allocation.

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Micheel, Christine M; Anderson, Ingrid A; Lee, Patricia; Chen, Sheau-Chiann; Justiss, Katy; Giuse, Nunzia B; Ye, Fei; Kusnoor, Sheila V; Levy, Mia A

2017-07-25

Precision medicine has resulted in increasing complexity in the treatment of cancer. Web-based educational materials can help address the needs of oncology health care professionals seeking to understand up-to-date treatment strategies. This study aimed to assess learning styles of oncology health care professionals and to determine whether learning style-tailored educational materials lead to enhanced learning. In all, 21,465 oncology health care professionals were invited by email to participate in the fully automated, parallel group study. Enrollment and follow-up occurred between July 13 and September 7, 2015. Self-enrolled participants took a learning style survey and were assigned to the intervention or control arm using concealed alternating allocation. Participants in the intervention group viewed educational materials consistent with their preferences for learning (reading, listening, and/or watching); participants in the control group viewed educational materials typical of the My Cancer Genome website. Educational materials covered the topic of treatment of metastatic estrogen receptor-positive (ER+) breast cancer using cyclin-dependent kinases 4/6 (CDK4/6) inhibitors. Participant knowledge was assessed immediately before (pretest), immediately after (posttest), and 2 weeks after (follow-up test) review of the educational materials. Study statisticians were blinded to group assignment. A total of 751 participants enrolled in the study. Of these, 367 (48.9%) were allocated to the intervention arm and 384 (51.1%) were allocated to the control arm. Of those allocated to the intervention arm, 256 (69.8%) completed all assessments. Of those allocated to the control arm, 296 (77.1%) completed all assessments. An additional 12 participants were deemed ineligible and one withdrew. Of the 552 participants, 438 (79.3%) self-identified as multimodal learners. The intervention arm showed greater improvement in posttest score compared to the control group (0.4 points

User/Tutor Optimal Learning Path in E-Learning Using Comprehensive Neuro-Fuzzy Approach

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Fazlollahtabar, Hamed; Mahdavi, Iraj

2009-01-01

Internet evolution has affected all industrial, commercial, and especially learning activities in the new context of e-learning. Due to cost, time, or flexibility e-learning has been adopted by participators as an alternative training method. By development of computer-based devices and new methods of teaching, e-learning has emerged. The…

The utility of e-Learning to support training for a multicentre bladder online adaptive radiotherapy trial (TROG 10.01-BOLART)

International Nuclear Information System (INIS)

Foroudi, Farshad; Pham, Daniel; Bressel, Mathias; Tongs, David; Rolfo, Aldo; Styles, Colin; Gill, Suki; Kron, Tomas

2013-01-01

Background and purpose: An e-Learning programme appeared useful for providing training and information regarding a multi-centre image guided radiotherapy trial. The aim of this study is to demonstrate the utility of this e-Learning programme. Materials and methods: Modules were created on relevant pelvic anatomy, Cone Beam CT soft tissue recognition and trial details. Radiation therapist participants’ knowledge and confidence were evaluated before, at the end of, and after at least 6 weeks of e-Learning (long term). Results: One hundred and eighty-five participants were recruited from 12 centres, with 118 in the first, and 67 in the second cohort. One hundred and forty-six participants had two tests (pre and post e-Learning) and 39 of these had three tests (pre, post, and long term). There was an increase confidence after completion of modules (p < 0.001). The first cohort pre scores increased from 67 ± 11 to 79 ± 8 (p < 0.001) post. The long term same question score was 73 ± 14 (p = 0.025, comparing to pre-test), and different questions’ score was 77 ± 13 (p = 0.014). In the second cohort, pre-test scores were 64 ± 10, post-test same question score 78 ± 9 (p < 0.001) and different questions’ score 81 ± 11 (p < 0.001). Conclusions: e-Learning for a multi-centre clinical trial was feasible and improved confidence and knowledge

Impact of Service-Learning on Leadership and an Interest in Social Justice.

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Barnes, Margaret

2016-01-01

Many articles describe how service-learning has been implemented, but few studies have demonstrated its effectiveness. A service-learning component was added to a course in a registered nurse-to-baccalaureate degree (RN-to-BSN) completion program. The service-learning component included a 5-hour service requirement and class discussions. The purpose of this study was to evaluate service-learning's impact on postlicensure RN-to-BSN students' self-evaluation of their leadership skills and their interest in social justice. This study used a quantitative, pretest-posttest control group design and a Likert scale survey. Variations in precourse and postcourse responses of the control group did not demonstrate a measurable effect; responses of the service-learning group revealed a small effect size for both the leadership construct and the social justice construct. This study was unique in that it addressed nontraditional RN-to-BSN students in an accelerated program, 70% of whom were taking the course in an online format. Copyright 2016, SLACK Incorporated.

Implementing Google Apps for Education as Learning Management System in Math Education

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Widodo, S.

2017-09-01

This study aims to find the effectiveness of math education using Google Apps for Education (GAFE) as learning management system to improve mathematical communication skill primary school preservice teacher. This research used quasi-experimental approach, utilizing the control group pre-test - post-test design of two group of primary school preservice teachers at UPI Kampus Purwakarta. The result of this study showed that mathematical communication skill of primary school preservice teacher in the experiment group is better than the control group. This is because the primary school preservice teacher in the experiment group used GAFE as a tool to communicate their idea. The students can communicate their idea because they have read the learning material on the learning management system using GAFE. All in all, it can be concluded that the communication tool is very important, beside the learning material, and also the options to choose the learning model to achieve the better result.

Flipping Radiology Education Right Side Up.

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O'Connor, Erin E; Fried, Jessica; McNulty, Nancy; Shah, Pallav; Hogg, Jeffery P; Lewis, Petra; Zeffiro, Thomas; Agarwal, Vikas; Reddy, Sravanthi

2016-07-01

In flipped learning, medical students independently learn facts and concepts outside the classroom, and then participate in interactive classes to learn to apply these facts. Although there are recent calls for medical education reform using flipped learning, little has been published on its effectiveness. Our study compares the effects of flipped learning to traditional didactic instruction on students' academic achievement, task value, and achievement emotions. At three institutions, we alternated flipped learning with traditional didactic lectures during radiology clerkships, with 175 medical students completing a pretest on general diagnostic imaging knowledge to assess baseline cohort comparability. Following instruction, posttests and survey examinations of task value and achievement emotions were administered. Linear mixed effects analysis was used to examine the relationship between test scores and instruction type. Survey responses were modeled using ordinal category logistic regression. Instructor surveys were also collected. There were no baseline differences in test scores. Mean posttest minus pretest scores were 10.5% higher in the flipped learning group than in the didactic instruction group (P = 0.013). Assessment of task value and achievement emotions showed greater task value, increased enjoyment, and decreased boredom with flipped learning (all P flipped learning condition. Flipped learning was associated with increased academic achievement, greater task value, and more positive achievement emotions when compared to traditional didactic instruction. Further investigation of flipped learning methods in radiology education is needed to determine whether flipped learning improves long-term retention of knowledge, academic success, and patient care. Copyright © 2016 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

The Effect of Project Based Learning With Virtual Media Assistance on Student’s Creativity in Physics

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Gunawan Gunawan

2017-06-01

Full Text Available Abstract: Physics learning should be able to provide opportunities for learners to be creative in understanding the things that learned. One of the efforts made to improve the quality of physics learning was to apply the model of project based learning with virtual media. This study aimed to examine the effect of virtual media-aided model toward students’ creativity. This quasi experimental study used pretest-posttest control group design. The research instrument used a verbal and figural creativity test which had been validated by experts. Hypothesis test used employed variance test. The increase in creativity was determined based on the results of the N-gain test. The results showed that there was an increase of students' creativity in both classes. The experiment class had a higher creativity increase than the control class. Verbal and figural creativity improved in both classes. Verbal creativity increased higher than figural creativity. This shows that the model of project based learning with virtual media that applied successfully improve the students’ creativity in physics learning. EFEKTIVITAS PENERAPAN MODEL PROJECT BASED LEARNING BERBANTUAN MEDIA VIRTUAL TERHADAP KREATIVITAS FISIKA PESERTA DIDIK Abstrak: Pembelajaran fisika seharusnya mampu memberikan peluang bagi peserta didik untuk berkreasi dalam memahami hal yang dipelajari. Salah satu upaya yang dilakukan untuk meningkatkan kualitas pembelajaran fisika adalah dengan menerapkan model project based learning berbantuan media virtual. Penelitian ini bertujuan menguji pengaruh model berbantuan media virtual terhadap kreativitas peserta didik. Penelitian kuasi eksperimen ini menggunakan pretest-posttest control group design. Instrumen penelitian menggunakan tes kreativitas verbal dan figural yang telah divalidasi oleh para ahli. Uji hipotesis menggunakan uji t polled varian. Peningkatan kreativitas ditentukan berdasarkan hasil uji N-gain. Hasil penelitian menunjukkan adanya

Individual differences in implicit motor learning: task specificity in sensorimotor adaptation and sequence learning.

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Stark-Inbar, Alit; Raza, Meher; Taylor, Jordan A; Ivry, Richard B

2017-01-01

In standard taxonomies, motor skills are typically treated as representative of implicit or procedural memory. We examined two emblematic tasks of implicit motor learning, sensorimotor adaptation and sequence learning, asking whether individual differences in learning are correlated between these tasks, as well as how individual differences within each task are related to different performance variables. As a prerequisite, it was essential to establish the reliability of learning measures for each task. Participants were tested twice on a visuomotor adaptation task and on a sequence learning task, either the serial reaction time task or the alternating reaction time task. Learning was evident in all tasks at the group level and reliable at the individual level in visuomotor adaptation and the alternating reaction time task but not in the serial reaction time task. Performance variability was predictive of learning in both domains, yet the relationship was in the opposite direction for adaptation and sequence learning. For the former, faster learning was associated with lower variability, consistent with models of sensorimotor adaptation in which learning rates are sensitive to noise. For the latter, greater learning was associated with higher variability and slower reaction times, factors that may facilitate the spread of activation required to form predictive, sequential associations. Interestingly, learning measures of the different tasks were not correlated. Together, these results oppose a shared process for implicit learning in sensorimotor adaptation and sequence learning and provide insight into the factors that account for individual differences in learning within each task domain. We investigated individual differences in the ability to implicitly learn motor skills. As a prerequisite, we assessed whether individual differences were reliable across test sessions. We found that two commonly used tasks of implicit learning, visuomotor adaptation and the

Whatever It Takes A Case Study Of Our Childs Alternative Path To Literacy

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Shelly HUGGINS

2016-12-01

Full Text Available As public school educators, my husband and I struggled with making alternative academic choices for our child with learning differences. Choosing the alternative path was not easy or clear cut for us. This is a reflective record of the journey toward getting my son Whatever it Takes to help him learn. The article chronicles intuition about the early warning signs of learning differences. The article discusses the merits of the private school experience, the homeschooling experience and ultimately a modified and personalized learning plan that made learning natural, while preserving my sons confidence, self-esteem and integrity. Detailed in the article are the discussions concerning the many educational, instructional and sociological decisions that are necessary to individualize instruction to meet an individuals needs.

An Alternative to Ability Grouping

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Tomlinson, Carol Ann

2006-01-01

Ability grouping is a common approach to dealing with student variance in learning. In general, findings suggest that such an approach to dealing with student differences is disadvantageous to students who struggle in school and advantageous to advanced learners. The concept of differentiation suggests that there is another alternative to…

FLIPPED CLASSROOM LEARNING METHOD TO IMPROVE CARING AND LEARNING OUTCOME IN FIRST YEAR NURSING STUDENT

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Ni Putu Wulan Purnama Sari

2017-08-01

Full Text Available Background and Purpose: Caring is the essence of nursing profession. Stimulation of caring attitude should start early. Effective teaching methods needed to foster caring attitude and improve learning achievement. This study aimed to explain the effect of applying flipped classroom learning method for improving caring attitude and learning achievement of new student nurses at nursing institutions in Surabaya. Method: This is a pre-experimental study using the one group pretest posttest and posttest only design. Population was all new student nurses on nursing institutions in Surabaya. Inclusion criteria: female, 18-21 years old, majoring in nursing on their own volition and being first choice during students selection process, status were active in the even semester of 2015/2016 academic year. Sample size was 67 selected by total sampling. Variables: 1 independent: application of flipped classroom learning method; 2 dependent: caring attitude, learning achievement. Instruments: teaching plan, assignment descriptions, presence list, assignment assessment rubrics, study materials, questionnaires of caring attitude. Data analysis: paired and one sample t test. Ethical clearance was available. Results: Most respondents were 20 years old (44.8%, graduated from high school in Surabaya (38.8%, living with parents (68.7% in their homes (64.2%. All data were normally distributed. Flipped classroom learning method could improve caring attitude by 4.13%. Flipped classroom learning method was proved to be effective for improving caring attitude (p=0.021 and learning achievement (p=0.000. Conclusion and Recommendation: Flipped classroom was effective for improving caring attitude and learning achievement of new student nurse. It is recommended to use mix-method and larger sample for further study.

Optimizing classroom instruction through self-paced learning prototype

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Romiro Gordo Bautista

2015-09-01

Full Text Available This study investigated the learning impact of self-paced learning prototype in optimizing classroom instruction towards students’ learning in Chemistry. Two sections of 64 Laboratory High School students in Chemistry were used as subjects of the study. The Quasi-Experimental and Correlation Research Design was used in the study: a pre-test was conducted, scored and analyzed which served as the basis in determining the initial learning schema of the respondents. A questionnaire was adopted to find the learning motivation of the students in science. Using Pearson-r correlation, it was found out that there is a highly significant relationship between their internal drive and their academic performance. Moreover, a post-test was conducted after self-paced learning prototype was used in the development of select topics in their curricular plot. It was found out that the students who experienced the self-paced learning prototype performed better in their academic performance as evidenced by the difference of their mean post-test results. ANCOVA results on the post-test mean scores of the respondents were utilized in establishing the causal-effect of the learning prototype to the academic performance of the students in Chemistry. A highly significant effect on their academic performance (R-square value of 70.7% and significant interaction of the models to the experimental grouping and mental abilities of the respondents are concluded in the study.

Dynamic versus Static Dictionary with and without Printed Focal Words in e-Book Reading as Facilitator for Word Learning

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Korat, Ofra; Levin, Iris; Ben-Shabt, Anat; Shneor, Dafna; Bokovza, Limor

2014-01-01

We investigated the extent to which a dictionary embedded in an e-book with static or dynamic visuals with and without printed focal words affects word learning. A pretest-posttest design was used to measure gains of expressive words' meaning and their spelling. The participants included 250 Hebrew-speaking second graders from…

Using interactive multimedia e-Books for learning blood cell morphology in pediatric hematology.

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Hsiao, Chih-Cheng; Tiao, Mao-Meng; Chen, Chih-Cheng

2016-11-14

This prospective study compares the use of interactive multimedia eBooks (IME) with traditional PowerPoint (TPP) for teaching cell morphology of blood and bone marrow. Fifty-one interns from three Taiwan medical schools training by a single teacher in the pediatric hematology department of Kaohsiung Chang Gung Memorial Hospital, Taiwan, participated in this study. 25 interns were allocated for training with a traditional PowerPoint atlas and 26 interns for training with an interactive multimedia eBook atlas. Learning outcomes were examined by pre-test and post-test using the CellQuiz of CellAtlas App. Attitudes and perceptions were collected by survey questions regarding interest, motivation and effectiveness. There was no difference in the pre-test scores between TPP and IME groups (mean score 27.0 versus 27.9, p = 0.807). However, the interns in the interactive multimedia eBook group achieved significantly better scores in the post-test than the ones in the PowerPoint group (mean score 103.2 versus 70.6; p < 0.001). Overall results of interest, motivation and effectiveness were strongly positive in the multimedia eBook group. Our data supports that interactive multimedia eBooks are more effective than PowerPoint to facilitate learning of cell morphology of blood and bone marrow.

Improving Science Process Skills for Primary School Students Through 5E Instructional Model-Based Learning

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Choirunnisa, N. L.; Prabowo, P.; Suryanti, S.

2018-01-01

The main objective of this study is to describe the effectiveness of 5E instructional model-based learning to improve primary school students’ science process skills. The science process skills is important for students as it is the foundation for enhancing the mastery of concepts and thinking skills needed in the 21st century. The design of this study was experimental involving one group pre-test and post-test design. The result of this study shows that (1) the implementation of learning in both of classes, IVA and IVB, show that the percentage of learning implementation increased which indicates a better quality of learning and (2) the percentage of students’ science process skills test results on the aspects of observing, formulating hypotheses, determining variable, interpreting data and communicating increased as well.

Computer-Mediated Intersensory Learning Model for Students with Learning Disabilities

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Seok, Soonhwa; DaCosta, Boaventura; Kinsell, Carolyn; Poggio, John C.; Meyen, Edward L.

2010-01-01

This article proposes a computer-mediated intersensory learning model as an alternative to traditional instructional approaches for students with learning disabilities (LDs) in the inclusive classroom. Predominant practices of classroom inclusion today reflect the six principles of zero reject, nondiscriminatory evaluation, appropriate education,…

Constructivism, the so-called semantic learning theories, and situated cognition versus the psychological learning theories.

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Aparicio, Juan José; Rodríguez Moneo, María

2005-11-01

In this paper, the perspective of situated cognition, which gave rise both to the pragmatic theories and the so-called semantic theories of learning and has probably become the most representative standpoint of constructivism, is examined. We consider the claim of situated cognition to provide alternative explanations of the learning phenomenon to those of psychology and, especially, to those of the symbolic perspective, currently predominant in cognitive psychology. The level of analysis of situated cognition (i.e., global interactive systems) is considered an inappropriate approach to the problem of learning. From our analysis, it is concluded that the pragmatic theories and the so-called semantic theories of learning which originated in situated cognition can hardly be considered alternatives to the psychological learning theories, and they are unlikely to add anything of interest to the learning theory or to contribute to the improvement of our knowledge about the learning phenomenon.

Pretest round robin analysis of 1:4-scale prestressed concrete containment vessel model

International Nuclear Information System (INIS)

Hessheimer, M.F.; Luk, V.K.; Klamerus, E.W.; Shibata, S.; Mitsugi, S.; Costello, J.F.

2001-01-01

The work reported herein represents, arguably, the state of the art in the numerical simulation of the response of a prestressed concrete containment vessel (PCCV) model to pressure loads up to failure. A significant expenditure of time and money on the part of the sponsors, contractors, and Round Robin participants was required to meet the objectives. While it is difficult to summarize the results of this extraordinary effort in a few paragraphs, the following observations are offered for the reader's consideration: almost half the participants used ABAQUS as the primary computational tool for performing the pretest analyses. The other participants used a variety of codes, most of which were developed ''in house''. (author)

Predict-share-observe-explain learning activity for the Torricelli's tank experiment

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Panich, Charunya; Puttharugsa, Chokchai; Khemmani, Supitch

2018-01-01

The purpose of this research was to study the students' scientific concept and achievement on fluid mechanics before and after the predict-share-observe-explain (PSOE) learning activity for the Torricelli's tank experiment. The 24 participants, who were selected by purposive sampling, were students at grade 12 at Nannakorn School, Nan province. A one group pre-test/post-test design was employed in the study. The research instruments were 1) the lesson plans using the PSOE learning activity and 2) two-tier multiple choice question and subjective tests. The results indicated that students had better scientific concept about Torricelli's tank experiment and the post-test mean score was significantly higher than the pre-test mean score at a 0.05 level of significance. Moreover, the students had retention of knowledge after the PSOE learning activity for 4 weeks at a 0.05 level of significance. The study showed that the PSOE learning activity is suitable for developing students' scientific concept and achievement.

A board game to assist pharmacy students in learning metabolic pathways.

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Rose, Tyler M

2011-11-10

To develop and evaluate a board game designed to increase students' enjoyment of learning metabolic pathways; their familiarity with pathway reactions, intermediates, and regulation; and, their understanding of how pathways relate to one another and to selected biological conditions. The board game, entitled Race to Glucose, was created as a team activity for first-year pharmacy students in the biochemistry curriculum. A majority of respondents agreed that the game was helpful for learning regulation, intermediates, and interpathway relationships but not for learning reactions, formation of energetic molecules, or relationships, to biological conditions. There was a significant increase in students' scores on game-related examination questions (68.8% pretest vs. 81.3% posttest), but the improvement was no greater than that for examination questions not related to the game (12.5% vs. 10.9%). First-year pharmacy students considered Race to Glucose to be an enjoyable and helpful tool for learning intermediates, regulation, and interpathway relationships.

Mastery of Status Epilepticus Management via Simulation-Based Learning for Pediatrics Residents

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Malakooti, Marcelo R.; McBride, Mary E.; Mobley, Bonnie; Goldstein, Joshua L.; Adler, Mark D.; McGaghie, William C.

2015-01-01

Background Management of status epilepticus (SE) in the pediatric population is highly time-sensitive. Failure to follow a standard management algorithm may be due to ineffective provider education, and can lead to unfavorable outcomes. Objective To design a learning module using high-fidelity simulation technology to teach mastery achievement of a hospital algorithm for managing SE. Methods Thirty pediatrics interns were enrolled. Using the Angoff method, an expert panel developed the minimal passing score, which defined mastery. Scoring of simulated performance was done by 2 observers. Sessions were digitally recorded. After the pretest, participants were debriefed on the algorithm and required to repeat the simulation. If mastery (minimal passing score) was not achieved, debriefing and the simulation were repeated until mastery was met. Once mastery was met, participants graded their comfort level in managing SE. Results No participants achieved mastery at pretest. After debriefing and deliberate simulator training, all (n = 30) achieved mastery of the algorithm: 30% achieved mastery after 1 posttest, 63% after a second, and 6.7% after a third. The Krippendorff α was 0.94, indicating strong interrater agreement. Participants reported more self-efficacy in managing SE, a preference for simulation-based education for learning practice-based algorithms of critical conditions, and highly rated the educational intervention. Conclusions A simulation-based mastery learning program using deliberate practice dramatically improves pediatrics residents' execution of a SE management protocol. Participants enjoyed and benefited from simulation education. Future applications include improving adherence to other hospital protocols. PMID:26221431

Learning general phonological rules from distributional information: a computational model.

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Calamaro, Shira; Jarosz, Gaja

2015-04-01

Phonological rules create alternations in the phonetic realizations of related words. These rules must be learned by infants in order to identify the phonological inventory, the morphological structure, and the lexicon of a language. Recent work proposes a computational model for the learning of one kind of phonological alternation, allophony (Peperkamp, Le Calvez, Nadal, & Dupoux, 2006). This paper extends the model to account for learning of a broader set of phonological alternations and the formalization of these alternations as general rules. In Experiment 1, we apply the original model to new data in Dutch and demonstrate its limitations in learning nonallophonic rules. In Experiment 2, we extend the model to allow it to learn general rules for alternations that apply to a class of segments. In Experiment 3, the model is further extended to allow for generalization by context; we argue that this generalization must be constrained by linguistic principles. Copyright © 2014 Cognitive Science Society, Inc.

Effects of peer review on communication skills and learning motivation among nursing students.

Science.gov (United States)

Yoo, Moon Sook; Chae, Sun-Mi

2011-04-01

The purpose of this study was to investigate the effects of video-based peer review on communication skills and learning motivation among nursing students. A non-equivalent control with pretest-posttest design was used. The participants were 47 sophomore nursing students taking a fundamentals of nursing course at a nursing college in Korea. Communication with a standardized patient was videotaped for evaluation. The intervention group used peer reviews to evaluate the videotaped performance; a small group of four students watched the videotape of each student and then provided feedback. The control group assessed themselves alone after watching their own videos. Communication skills and learning motivation were measured. The intervention group showed significantly higher communication skills and learning motivation after the intervention than did the control group. The findings suggest that peer review is an effective learning method for nursing students to improve their communication skills and increase their motivation to learn. Copyright 2011, SLACK Incorporated.

Casual Games and Casual Learning About Human Biological Systems

Science.gov (United States)

Price, C. Aaron; Gean, Katherine; Christensen, Claire G.; Beheshti, Elham; Pernot, Bryn; Segovia, Gloria; Person, Halcyon; Beasley, Steven; Ward, Patricia

2016-02-01

Casual games are everywhere. People play them throughout life to pass the time, to engage in social interactions, and to learn. However, their simplicity and use in distraction-heavy environments can attenuate their potential for learning. This experimental study explored the effects playing an online, casual game has on awareness of human biological systems. Two hundred and forty-two children were given pretests at a Museum and posttests at home after playing either a treatment or control game. Also, 41 children were interviewed to explore deeper meanings behind the test results. Results show modest improvement in scientific attitudes, ability to identify human biological systems and in the children's ability to describe how those systems work together in real-world scenarios. Interviews reveal that children drew upon their prior school learning as they played the game. Also, on the surface they perceived the game as mainly entertainment but were easily able to discern learning outcomes when prompted. Implications for the design of casual games and how they can be used to enhance transfer of knowledge from the classroom to everyday life are discussed.

Radiotherapy Learning in Medical Undergraduate Courses.

Science.gov (United States)

de la Peña, L; Garcia-Linares, A

2016-12-01

Approximately 60 % of all cancer patients receive radiotherapy as a component of their treatment. Radiation Oncology concepts, specifically, are not formally introduced to students in most traditional school curricula until their clinical rotations or may only be included as an optional elective during the core clinical clerkships. The aim of this study is to determine whether the teaching of Radiation Oncology by radiation oncologists, in the third year, in block diagnostic and therapeutic procedures, is helpful for student training and changes their attitude towards the specialty. We administered a pre-test and post-test examination of the concepts in general radiation oncology, radiation physics, radiobiology, breast cancer and their opinion to the third year medical students. The 10-question, multiple choice tests were administered before starting the lessons and when they finished the course. Of the 130 third year students, 95 (73.07 %) participated in the pre-test and post-test analysis. For the entire cohort, improvement was seen in all questions except one regarding physics. A statistically significant improvement (p < 0.005) was seen in the question regarding the aspects of general radiotherapy, radiobiology, acute and after-effects of radiation and the management of early-stage breast cancer. With an adequate methodology, third year students can learn aspects of Radiation Oncology.

Impact of WhatsApp on Learning and Retention of Collocation Knowledge among Iranian EFL Learners

Directory of Open Access Journals (Sweden)

Zahra Ashiyan

2016-10-01

Full Text Available During the recent technological years, language learning has been attempted to transform its path from the conventional methods to instrumental applications. Mobile phone provides people to reach and exchange information through chats (WhatsApp. It is a tool or mode that means the facilities are used for main purposes. The unique features of the application are its compatibility to exchange information, enhance communication and relationship. A mobile phone provides to download, upload and store learning materials and information files. The purpose of the current study was to investigate the use and effect of mobile applications such as WhatsApp on school work and out of school work. In this way, Oxford Placement Test (OPT was conducted among 80 learners in order to select intermediate EFL learners.  In total, 60 participants whose scores were 70 or higher were elected as the intermediate level and were divided into experimental and control groups. In order to control the reliability of the collocation pretest, the test was pilot studied on 15 learners. Then, the pretest was conducted to measure the learner’s collocation knowledge in both of the groups. The experimental group frequently installed WhatsApp application in order to learning and practicing new collocations in order to learning and practicing new collocations, while the control group did not use any tool for learning them. An immediate posttest after the treatment was administered. The results in each group were statistically evaluated and the findings manifested that the experimental group who used WhatsApp application in learning collocation significantly outperformed the control group in posttest. Thus usage of WhatsApp application to acquire collocations can reinforce and enhance the process of collocations acquisition and it can guarantee retention of collocations. This study also prepares pedagogical implications for utilizing mobile application as an influential instrument

How initial representations shape coupled learning processes

DEFF Research Database (Denmark)

Puranam, Phanish; Swamy, M.

2016-01-01

Coupled learning processes, in which specialists from different domains learn how to make interdependent choices among alternatives, are common in organizations. We explore the role played by initial representations held by the learners in coupled learning processes using a formal agent-based model....... We find that initial representations have important consequences for the success of the coupled learning process, particularly when communication is constrained and individual rates of learning are high. Under these conditions, initial representations that generate incorrect beliefs can outperform...... one that does not discriminate among alternatives, or even a mix of correct and incorrect representations among the learners. We draw implications for the design of coupled learning processes in organizations. © 2016 INFORMS....

The Effect of Visual and Etymological Treatments on Learning Decomposable Idioms among EFL Learners

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Nassim Golaghaei

2015-09-01

Full Text Available The present study endeavors to investigate the impact of visual and etymological treatments on learning idioms among English language learners. Seventy-nine intermediate students at Rooz Academy Language School in Babol were selected from among a total number of 116 learners based on their performances on the Longman complete course for the TOEFL test to fulfill the purpose of the study. The students were then assigned into three experimental groups. Initially, a pre-test of idiomatic expressions including 48 idiomatic items was administered to the participants in all groups. During the instructional period, the groups were taught a group of abnormally decomposable idioms through different treatments, namely, visual, etymological, and a combination of visual-etymological elaboration. At the end of the instructional period, the participants in all groups were given a posttest which was the same as the pretest. The design of this study is quasi-experimental. The data obtained was analyzed using one-way ANOVA analysis. The results of data analysis revealed that the etymological treatment was more effective than visual aids on learning idioms among intermediate English language learners. However, the visual-etymological treatment was the most effective one. The findings of this study have implications for EFL teachers, students, and materials developers.

Developing Environmentally Responsible Behaviours Through the Implementation of Argumentation- and Problem-Based Learning Models

Science.gov (United States)

Fettahlıoğlu, Pınar; Aydoğdu, Mustafa

2018-04-01

The purpose of this research is to investigate the effect of using argumentation and problem-based learning approaches on the development of environmentally responsible behaviours among pre-service science teachers. Experimental activities were implemented for 14 weeks for 52 class hours in an environmental education class within a science teaching department. A mixed method was used as a research design; particularly, a special type of Concurrent Nested Strategy was applied. The quantitative portion was based on the one-group pre-test and post-test models, and the qualitative portion was based on the holistic multiple-case study method. The quantitative portion of the research was conducted with 34 third-year pre-service science teachers studying at a state university. The qualitative portion of the study was conducted with six pre-service science teachers selected among the 34 pre-service science teachers based on the pre-test results obtained from an environmentally responsible behaviour scale. t tests for dependent groups were used to analyse quantitative data. Both descriptive and content analyses of the qualitative data were performed. The results of the study showed that the use of the argumentation and problem-based learning approaches significantly contributed to the development of environmentally responsible behaviours among pre-service science teachers.

Academic Departments: Problems, Variations, and Alternatives.

Science.gov (United States)

McHenry, Dean E.; And Others

Do academic departments promote scholarship, protect higher learning from stagnation and interference, and provide a sound basis for hiring and advancing faculty? Or do they stifle teaching and research, foster parochialism, and limit the development of professors and students? There exist operating alternatives to conventional departments. Those…

BWR full integral simulation test (FIST) pretest predictions with TRACBO2

International Nuclear Information System (INIS)

Sutherland, W.A.; Alamgir, M.

1984-01-01

The Full Integral Simulation Test program is a three pronged approach to the development of best-estimate analysis capability for BWR systems. An analytical method development program is underway to extend the BWR-TRAC computer code to model reactor kinetics and major interfacing systems, including balance-of-plant, to improve application modeling flexibility, and to reduce computer running time. An experimental program is underway in a new single bundle system test facility to extend the large break loss-of-coolant accident LOCA data base to small breaks and operational transients. And a method qualification program is underway to test TRACBO2 against experiments in the FIST facility. The recently completed Phase 1 period included a series of LOCA and power transient tests, and successful pretest analysis of the large and small break LOCA tests with TRACBO2. These comparisons demonstrate BWR-TRAC capability for small and large break analysis, and provide detailed understanding of the phenomena

Change in self-assessed comfort level of first-year pharmacy students as an alternative approach to measure teaching effectiveness and learning outcomes.

Science.gov (United States)

Oelschlaeger, Peter

2017-05-01

Objective measures for assessing teaching effectiveness and learning outcomes in the pharmacy curriculum are needed for improving quality of instruction and faculty development. The purpose of this article is to introduce a new teaching assessment method that focuses on self-assessed change in student comfort with the topics taught rather than evaluation of the instructor and to evaluate its performance in comparison to conventional student evaluations of teaching (SET). Six successive cohorts of first-year pharmacy students were surveyed regarding their comfort level at the beginning and end of a 10-week pharmacology course. The change in self-assessed comfort level (ΔSACL) was interpreted as the amount of learning that occurred. This indicator was compared to ratings of a statement from SET designed to obtain the same information. An increasing ΔSACL suggests an increase in learning over time. Differences were observed between ΔSACL and corresponding results from SET, suggesting that there could be extrinsic factors influencing the results. The use of ΔSACL could provide an alternative or complementary approach to assess teaching effectiveness that focuses less on the instructor and more on the actual student learning outcomes. Copyright © 2017 Elsevier Inc. All rights reserved.

The Effect of WhatsApp Messenger As Mobile Learning Integrated with Group Investigation Method of Learning Achievement

Directory of Open Access Journals (Sweden)

Hendrik Pratama

2017-12-01

Full Text Available The purpose of this research was determined the effect of application WhatsApp Messenger in the Group Investigation (GI method on learning achievement. The methods used experimental research with control group pretest-postest design. The sampling procedure used the purposive sampling technique that consists of 17 students as a control group and 17 students as an experimental group. The sample in this research is students in Electrical Engineering Education Study Program. The experimental group used the GI method that integrated with WhatsApp Messenger. The control group used lecture method without social media integration. The collecting data used observation, documentation, interview, questionnaire, and test. The researcher used a t-test for compared the control group and the experimental group’s learning outcomes at an alpha level of 0,05. The results showed differences between the experiment group and the control group. The study result of the experimental higher than the control groups. This learning was designed with start, grouping, planning, presenting, organizing, investigating, evaluating, ending’s stage. Integration of WhatsApp with group investigation method could cause the positive communication between student and lecturer. Discussion in this learning was well done, the student’s knowledge could appear in a group and the information could spread evenly and quickly.

MOBILE LEARNING – AN ALTERNATIVE APPROACH IN HIGHER EDUCATION

OpenAIRE

Khalil Alsaadat

2017-01-01

Due to the swift proliferation of mobile technology, the use of mobile devices, like notebook computers, and mobile phones, as learning tools has offered people the flexibility and convenience to acquire new knowledge anytime and anywhere. In light of this, growing attention has been paid to the critical roles of perceived flexibility advantages in mobile and online learning (Huang et al, 2014). And because of the increasing use of mobile technologies in society and by the younger generation,...

Effects of a job crafting intervention program on work engagement among Japanese employees: a pretest-posttest study

OpenAIRE

Sakuraya, Asuka; Shimazu, Akihito; Imamura, Kotaro; Namba, Katsuyuki; Kawakami, Norito

2016-01-01

Abstract Background Job crafting, an employee-initiated job design/redesign, has become important for employees’ well-being such as work engagement. This study examined the effectiveness of a newly developed job crafting intervention program on work engagement (as primary outcome), as well as job crafting and psychological distress (as secondary outcomes), using a pretest-posttest study design among Japanese employees. Methods Participants were managers of a private company and a private psyc...

The Effect of Mind-Mapping Applications on Upper Primary Students' Success and Inquiry-Learning Skills in Science and Environment Education

Science.gov (United States)

Balim, Ali Günay

2013-01-01

This study aims at identifying the effects of the mind-mapping technique upon students' perceptions of inquiry-learning skills, academic achievement, and retention of knowledge. The study was carried out in the Science and Technology course. A quasi-experimental research design with a pre-test and post-test control group, which was selected from…

The use of errorless learning strategies for patients with Alzheimer's disease: a literature review.

Science.gov (United States)

Li, Ruijie; Liu, Karen P Y

2012-12-01

The aim of this article was to review the evidence of errorless learning on learning outcomes in patients with early-stage Alzheimer's disease. A computer-aided literature search from 1999 to 2011 was carried out using MEDLINE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), PsycINFO and PsycArticles. Keywords included 'errorless learning or practice' and 'Alzheimer's disease'. Four studies that fulfilled the inclusion criteria were selected and reviewed. Two of the studies were clinical controlled trials: one was a single-group pretest-post-test trial and the other was a multiple single-participant study. Demographic variables, design, treatment and outcome measures were summarized. Recall trials were used as the primary outcome measure. Results indicate that the use of errorless learning promotes better retention of specific types of information. Errorless learning is effective in memory rehabilitation of older adults with Alzheimer's disease. However, it would require more studies with unified outcome measures to allow for the formulation of standardized clinical protocol and recommendations.

Effect of Internet-Based Cognitive Apprenticeship Model (i-CAM) on Statistics Learning among Postgraduate Students.

Science.gov (United States)

Saadati, Farzaneh; Ahmad Tarmizi, Rohani; Mohd Ayub, Ahmad Fauzi; Abu Bakar, Kamariah

2015-01-01

Because students' ability to use statistics, which is mathematical in nature, is one of the concerns of educators, embedding within an e-learning system the pedagogical characteristics of learning is 'value added' because it facilitates the conventional method of learning mathematics. Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace. In a cognitive apprenticeship learning model, skills are learned within a community of practitioners through observation of modelling and then practice plus coaching. This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students. The results showed that, when compared to the conventional mathematics learning model, the i-CAM could significantly promote students' problem-solving performance at the end of each phase. In addition, the combination of the differences in students' test scores were considered to be statistically significant after controlling for the pre-test scores. The findings conveyed in this paper confirmed the considerable value of i-CAM in the improvement of statistics learning for non-specialized postgraduate students.

The play approach to learning in the context of families and schools: an alternative paradigm for nutrition and fitness education in the 21st century.

Science.gov (United States)

Rickard, K A; Gallahue, D L; Gruen, G E; Tridle, M; Bewley, N; Steele, K

1995-10-01

An alternative paradigm for nutrition and fitness education centers on understanding and developing skill in implementing a play approach to learning about healthful eating and promoting active play in the context of the child, the family, and the school. The play approach is defined as a process for learning that is intrinsically motivated, enjoyable, freely chosen, nonliteral, safe, and actively engaged in by young learners. Making choices, assuming responsibility for one's decisions and actions, and having fun are inherent components of the play approach to learning. In this approach, internal cognitive transactions and intrinsic motivation are the primary forces that ultimately determine healthful choices and life habits. Theoretical models of children's learning--the dynamic systems theory and the cognitive-developmental theory of Jean Piaget--provide a theoretical basis for nutrition and fitness education in the 21st century. The ultimate goal is to develop partnerships of children, families, and schools in ways that promote the well-being of children and translate into healthful life habits. The play approach is an ongoing process of learning that is applicable to learners of all ages.

Teaching And Learning Writing Using Teacher’s Written Feedback And Conference

Directory of Open Access Journals (Sweden)

Iisrohli Irawati

2012-06-01

Full Text Available The objective of this study is to find out whether there is a significant difference in terms of writing skills improvements between the 8th grade students of SMP N 1 Prambanan Sleman who are given teacher’s written feedback and conference and those who are not in the academic year of 2011/2012. This study involved 71 students from two groups, Class VIII B (35 students as the experimental group and Class VIII A (36 students as the control group. The experimental group was given teacher’s written feedback and conference in the writing learning process, whereas the control group was given peer’s feedback. The data were obtained by using two essay writing tests. They were administered to the two groups as the pre-test and post-test. The pre-test was given to both groups before the treatment was given and the post-test was given after the treatment finished. The data of the pre-test and post-test of both groups were analyzed by means of descriptive and inferential statistics. After the data were tested and found to be homogeneous and normal, the hypothesis was tested using the analysis of covariance (ANCOVA. The results show that there is a significant difference in the writing ability between the students who are given teacher’s written feedback and conference and those who were not. It can be seen in the result of the hypothesis testing using ANCOVA. The significant value of 0.001 is less than the significance level of 0.05 (0.001 < 0.05, which means that the data of this study are considered to have a significant difference. Therefore, the hypothesis of this study is accepted. It means that the technique of giving teacher’s written feedback and conference significantly improves the students’ writing ability in the English teaching and learning process in SMP N 1 Prambanan Sleman.

Improving student learning and views of physics in a large enrollment introductory physics class

Science.gov (United States)

Salehzadeh Einabad, Omid

Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage students to engage with each other and with physics concepts and to be actively involved in their own learning. These methods have been shown to be effective in introductory physics classes with small group recitations. This study examined student learning and views of physics in a large enrollment course that included IE methods with no separate, small-group recitations. In this study, a large, lecture-based course included activities that had students explaining their reasoning both verbally and in writing, revise their ideas about physics concepts, and apply their reasoning to various problems. The questions addressed were: (a) What do students learn about physics concepts and how does student learning in this course compare to that reported in the literature for students in a traditional course?, (b) Do students' views of physics change and how do students' views of physics compare to that reported in the literature for students in a traditional course?, and (c) Which of the instructional strategies contribute to student learning in this course? Data included: pre-post administration of the Force Concept Inventory (FCI), classroom exams during the term, pre-post administration of the Colorado Learning Attitudes About Science Survey (CLASS), and student work, interviews, and open-ended surveys. The average normalized gain (=0.32) on the FCI falls within the medium-gain range as reported in the physics education literature, even though the average pre-test score was very low (30%) and this was the instructor's first implementation of IE methods. Students' views of physics remained relatively unchanged by instruction

Development of an e-Learning Research Module Using Multimedia Instruction Approach.

Science.gov (United States)

Kowitlawakul, Yanika; Chan, Moon Fai; Tan, Sharon Swee Lin; Soong, Alan Swee Kit; Chan, Sally Wai Chi

2017-03-01

Students nowadays feel more comfortable with new technologies, which increase their motivation and, as a result, improve their academic performance. In the last two decades, the use of information communication technology has been increasing in many disciplines in higher education. Online learning or e-learning has been used and integrated into the curriculum around the world. A team of nursing faculty and educational technology specialists have developed an e-learning research module and integrate it into the nursing curriculum. The aim was to assist master of nursing and postgraduate nursing students in developing their research knowledge before and throughout their enrollment in the research course. This e-learning module includes interactive multimedia such as audiovisual presentation, graphical theme, animation, case-based learning, and pretest and posttest for each topic area. The module focuses on three main topic areas: (1) basic research principles (for review), (2) quantitative method, and (3) qualitative method. The e-learning module is an innovative use of the information and communication technology to enhance student engagement and learning outcomes in a local context. This article discusses the development journey, piloting process, including the variety of evaluation perspectives, and the ways in which the results influenced the e-learning resource before its wider distribution.

Profile of students’ learning styles in Sorogan-Bandongan organic chemistry lecture

Science.gov (United States)

Rinaningsih; Kadarohman, A.; Firman, H.; Sutoyo

2018-05-01

Individual-based independent curriculum as one of target of national education of Indonesia in XXI century can be achieved with the implementation of Sorogan-Bandongan model. This kind of learning model highly facilitates students in understanding various concepts with their own, respective learning styles. This research aims to perceive the effectiveness of Sorogan-Bandongan in increasing the mastery of concept in various learning styles. The samples of this research are students majoring in chemistry amounted to 31 students. Using pre-test and post-test instrument, data are analyzed in descriptive-qualitative method. Based on the result of the data analysis, it is found that 16% of students have mathematical/logical learning style, 22.6% naturalist, 9.7% visual/spatial, 13% kinesthetic, 6% linguistic, 13% intrapersonal, 9.7% interpersonal, and 10% musical. After the implementation of Sorogan-Bandongan model in the Organic Chemistry lectures, improvement of classical learning outcomes as 11,07 is obtained. Six out of eight learning styles of students experienced increase in mastery of concept, where 7 students have the naturalist learning style, 4 students experienced decrease in mastery of concept while 1 student is stagnant (0); meanwhile, 2 out of 4 students that have the interpersonal learning style experienced decrease in mastery of concept.

Challenges Encountered in Creating Personalised Learning Activities to Suit Students Learning Preferences

OpenAIRE

O'Donnell, Eileen; Wade, Vincent; Sharp, Mary; O'Donnell, Liam

2013-01-01

This book chapter reviews some of the challenges encountered by educators in creating personalised e-learning activities to suit students learning preferences. Technology-enhanced learning (TEL) alternatively known as e-learning has not yet reached its full potential in higher education. There are still many potential uses as yet undiscovered and other discovered uses which are not yet realisable by many educators. TEL is still predominantly used for e-dissemination and e-administration. This...

The effectiveness of advance organiser model on students' academic achievement in learning work and energy

Science.gov (United States)

Gidena, Asay; Gebeyehu, Desta

2017-11-01

The purpose of this study was to investigate the effectiveness of the advance organiser model (AOM) on students' academic achievement in learning work and energy. The design of the study was quasi-experimental pretest-posttest nonequivalent control groups. The total population of the study was 139 students of three sections in Endabaguna preparatory school in Tigray Region, Ethiopia. Two sections with equivalent means on the pretest were taken to participate in the study purposely and one section assigned as the experimental group and the other section assigned as the control group randomly. The experimental group was taught using the lesson plan based on the AOM, and the control group was taught using the lesson plan based on the conventional teaching method. Pretest and posttest were administered before and after the treatment, respectively. Independent sample t-test was used to analyse the data at the probability level of 0.05. The findings of the study showed that the AOM was more effective than the conventional teaching method with effect size of 0.49. This model was also effective to teach male and female students and objectives namely understanding and application. However, both methods were equally important to teach work and energy under the objective knowledge level.

Simulation-based education with mastery learning improves residents' lumbar puncture skills

Science.gov (United States)

Cohen, Elaine R.; Caprio, Timothy; McGaghie, William C.; Simuni, Tanya; Wayne, Diane B.

2012-01-01

Objective: To evaluate the effect of simulation-based mastery learning (SBML) on internal medicine residents' lumbar puncture (LP) skills, assess neurology residents' acquired LP skills from traditional clinical education, and compare the results of SBML to traditional clinical education. Methods: This study was a pretest-posttest design with a comparison group. Fifty-eight postgraduate year (PGY) 1 internal medicine residents received an SBML intervention in LP. Residents completed a baseline skill assessment (pretest) using a 21-item LP checklist. After a 3-hour session featuring deliberate practice and feedback, residents completed a posttest and were expected to meet or exceed a minimum passing score (MPS) set by an expert panel. Simulator-trained residents' pretest and posttest scores were compared to assess the impact of the intervention. Thirty-six PGY2, 3, and 4 neurology residents from 3 medical centers completed the same simulated LP assessment without SBML. SBML posttest scores were compared to neurology residents' baseline scores. Results: PGY1 internal medicine residents improved from a mean of 46.3% to 95.7% after SBML (p < 0.001) and all met the MPS at final posttest. The performance of traditionally trained neurology residents was significantly lower than simulator-trained residents (mean 65.4%, p < 0.001) and only 6% met the MPS. Conclusions: Residents who completed SBML showed significant improvement in LP procedural skills. Few neurology residents were competent to perform a simulated LP despite clinical experience with the procedure. PMID:22675080

A motor learning approach to training wheelchair propulsion biomechanics for new manual wheelchair users: A pilot study.

Science.gov (United States)

Morgan, Kerri A; Tucker, Susan M; Klaesner, Joseph W; Engsberg, Jack R

2017-05-01

Developing an evidence-based approach to teaching wheelchair skills and proper propulsion for everyday wheelchair users with a spinal cord injury (SCI) is important to their rehabilitation. The purpose of this project was to pilot test manual wheelchair training based on motor learning and repetition-based approaches for new manual wheelchair users with an SCI. A repeated measures within-subject design was used with participants acting as their own controls. Six persons with an SCI requiring the use of a manual wheelchair participated in wheelchair training. The training included nine 90-minute sessions. The primary focus was on wheelchair propulsion biomechanics with a secondary focus on wheelchair skills. During Pretest 1, Pretest 2, and Posttest, wheelchair propulsion biomechanics were measured using the Wheelchair Propulsion Test and a Video Motion Capture system. During Pretest 2 and Posttest, propulsion forces using the WheelMill System and wheelchair skills using the Wheelchair Skills Test were measured. Significant changes in area of the push loop, hand-to-axle relationship, and slope of push forces were found. Changes in propulsion patterns were identified post-training. No significant differences were found in peak and average push forces and wheelchair skills pre- and post-training. This project identified trends in change related to a repetition-based motor learning approach for propelling a manual wheelchair. The changes found were related to the propulsion patterns used by participants. Despite some challenges associated with implementing interventions for new manual wheelchair users, such as recruitment, the results of this study show that repetition-based training can improve biomechanics and propulsion patterns for new manual wheelchair users.

Oncology E-Learning for Undergraduate. A Prospective Randomized Controlled Trial.

Science.gov (United States)

da Costa Vieira, René Aloisio; Lopes, Ana Helena; Sarri, Almir José; Benedetti, Zuleica Caulada; de Oliveira, Cleyton Zanardo

2017-06-01

The e-learning education is a promising method, but there are few prospective randomized publications in oncology. The purpose of this study was to assess the level of retention of information in oncology from undergraduate students of physiotherapy. A prospective, controlled, randomized, crossover study, 72 undergraduate students of physiotherapy, from the second to fourth years, were randomized to perform a course of physiotherapy in oncology (PHO) using traditional classroom or e-learning. Students were offered the same content of the subject. The teacher in the traditional classroom model and the e-learning students used the Articulate® software. The course tackled the main issues related to PHO, and it was divided into six modules, 18 lessons, evaluated by 126 questions. A diagnosis evaluation was performed previous to the course and after every module. The sample consisted of 67 students, allocated in groups A (n = 35) and B (n = 32), and the distribution was homogeneous between the groups. Evaluating the correct answers, we observed a limited score in the pre-test (average grade 44.6 %), which has significant (p e-learning, a fact that encourages the use of e-learning in oncology. REBECU1111-1142-1963.

The effect of note-taking skills training on the achievement motivation in learning on B.A students in Shahid Bahonar University of Kerman and Kerman University of Medical Sciences (Iran).

Science.gov (United States)

Sharifi, Parvane; Rahmati, Abbas; Saber, Maryam

2013-10-01

To evaluate the effect of note-taking skills training on the achievement motivation in learning. The experimental study comprised graduate students of the 2010-11 batch at Kerman's Bahonar University and Kerman's Medical Sciences University, Iran. The study sample included 110 people; 55 in the test group, and 55 in the control group. They were randomly selected and replaced through the single-stage cluster sampling. To collect the data, a questionnaire was used. Pre-test was performed before the training session in two groups. After training course, a post-test was taken. For data analysis, the independent t-test, was used. The average pre-test score of the test group was 182 +/- 34.15, while for the control group it was 191 +/- 30.37 (p motivation in learning increased significantly after imparting training in note-taking skills. Authorities in the educational system should invest more for promotion of such skills.

Teaching Economics: A Cooperative Learning Model.

Science.gov (United States)

Caropreso, Edward J.; Haggerty, Mark

2000-01-01

Describes an alternative approach to introductory economics based on a cooperative learning model, "Learning Together." Discussion of issues in economics education and cooperative learning in higher education leads to explanation of how to adapt the Learning Together Model to lesson planning in economics. A flow chart illustrates the process for a…

THE LEARNING RESULT DIFFERENCE OF STUDENT TEACH BY USING ENHANCEMENT LEARNING MODEL OF STUDENT’S THINKING ABILITY WITH CONVENSIONAL MODEL FOR FORCE AND NEWTON LAWS MATERIAL

Directory of Open Access Journals (Sweden)

Derlina .

2013-06-01

Full Text Available This research was done to observe the difference of learning achievement between student who have been teach by Enhancement Learning Model of Student’s Thinking Ability and Conventional Model. This research was done at SMP Negeri 2 Gebang. Type of this research is quasi experiment. Research population is every student of grade VIII semester 2 SMP Negeri 2 Gebang. Research sample was taken by random sampling around 2 classes as 34 students for experiment class and 34 students for control class. Learning achievement of test objective 20 of multiple choice was done as an instrument. The experiment result of pretest average is 37.94 for experiment class and 36.82 for control class. Treatment was done to each class, post test average score is 73.38 for experiment class and for student who have been teach by conventional learning is 67.05. Hypothetical testing is tcalculate > ttabe i.e 3.459 > 1.66 with significance standard α = 0.05 and dk = 66. It means that Ha was accepted, so it may conclude that there is a difference of learning achievement between Enhancement Learning Model of Student’s Thinking Ability with Conventional Learning Model for Force and Newton Laws on Grade VIII SMP Negeri 2 Gebang Annual Year 2011/2012.

Effect of coping with stress training on the social adjustment of students with learning disability

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Saifolah Khodadadi

2017-06-01

Full Text Available Learning disability includes wide range of educational problems which treating these problems need child's social, emotional and behavior treatment. As prevalence of learning disabilities among children and their difficulties, the purpose of this study was to investigate the effect of coping with stress training on social adjustment of students with learning disabilities. The statistical population consists of all boy student with learning disabilities in learning disabilities center, in which 34 students were selected by convenience sampling. The social adjustment questionnaire was used. The experimental group had coping strategies training in 9 sessions for 90 minutes every week. Covariance analysis was used to compare the scores. The results showed that there was significant difference in pretest and posttest of experimental group. The findings also indicated that coping strategies training increased social adjustment, affective and educational adjustments of experimental group in comparison of control group. Appropriate strategies can be used for dealing with stress in students with learning disabilities. Coping training can be used as supplemental program in schools and centers of learning disabilities to improve the adjustment problems of these students.

The influence of learning context of implementation intentions over the increase in fruit consumption: Preliminary results from a pilot study

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Roxana Păcurar

2016-12-01

Full Text Available The present research is aiming to investigate the influence of the context of learning implementation intentions over the efficiency of the intervention. 73 participants enrolled for participation in this study. They learned a behavioral self-regulation strategy meant to help them implement their intentions to increase fruit consumption. The participants were randomized in one of the three experimental conditions: ego-depletion, control, hopelessness. All the participants, regardless of the experimental condition they were assigned to, where given a presentation on implementation intentions. They all designed "if-then" plans to increase fruit consumption. The pretest results concerning fruit consumption within the 48 hours before participation showed that approximately half of the participants already eat more than three fruits within the last 48 hours before pretest. Hence we decided to exclude them from the analysis, because they would benefit less from implementing an implementation intention strategy as they are already eating at least two fruits / day as a minimum intake. The preliminary analyses made on the retained sample showed that there are no significant differences between the three experimental conditions regarding a change in quantity, calories or pieces of fruit from fruit intake. Even though the results are not statistically significant, in this pilot study we have noticed a descriptive trend suggesting that the ego-depletion effect might be less intense and transitory because the fruit intake (quantity, calories and pieces, at 96 hours after the experiment, seems to be almost the same as it was in pretest.

Using interactive multimedia e-Books for learning blood cell morphology in pediatric hematology

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Chih-Cheng Hsiao

2016-11-01

Full Text Available Abstract Background This prospective study compares the use of interactive multimedia eBooks (IME with traditional PowerPoint (TPP for teaching cell morphology of blood and bone marrow. Methods Fifty-one interns from three Taiwan medical schools training by a single teacher in the pediatric hematology department of Kaohsiung Chang Gung Memorial Hospital, Taiwan, participated in this study. 25 interns were allocated for training with a traditional PowerPoint atlas and 26 interns for training with an interactive multimedia eBook atlas. Learning outcomes were examined by pre-test and post-test using the CellQuiz of CellAtlas App. Attitudes and perceptions were collected by survey questions regarding interest, motivation and effectiveness. Results There was no difference in the pre-test scores between TPP and IME groups (mean score 27.0 versus 27.9, p = 0.807. However, the interns in the interactive multimedia eBook group achieved significantly better scores in the post-test than the ones in the PowerPoint group (mean score 103.2 versus 70.6; p < 0.001. Overall results of interest, motivation and effectiveness were strongly positive in the multimedia eBook group. Conclusions Our data supports that interactive multimedia eBooks are more effective than PowerPoint to facilitate learning of cell morphology of blood and bone marrow.

LASH Ship Pretest Results of the Joint Logistics-Over-the-Shore (LOTS) Test and Evaluation Program.