Impact of GeoGebra on the Students’ Conceptual

2021 ◽  
Vol 2 (4) ◽  
pp. 539-548
Author(s):  
Kado Kado
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Limit Function ◽  
Mathematical Concepts ◽  
The Social ◽  
Group A ◽  
Group B ◽  
Assisted Instruction ◽  
Static Group

The paradigm shift from traditional didactic instruction to technology-enriched teaching and learning environments significantly benefits learners. Educational technology can visualize abstract mathematical concepts contextually and graphically and allow learners to actively construct this knowledge. This study aims to ascertain the efficacy of a computer-assisted instruction method using GeoGebra in further developing the concept of the function limit for grade XI students. This study employed a quasi-experiment static-group comparison design with 60 students from Gongzim Ugyen Dorji Central School at Haa in Bhutan. The students were divided into two equal groups. Group ‘A’ used the GeoGebra software, while group ‘B’ used the conventional method to learn the limit of the function. The data was collected through a Conceptual Knowledge Test of Limit Function. In addition, an independent sample t-test was employed using the Statistical Package for the Social Sciences (SPSS 22.0). This study demonstrated that students who were taught using GeoGebra outperformed those who learned through conventional methods. The results confirmed that GeoGebra software could enhance and significantly improve students’ conceptual understanding of the limit of the function.

scholarly journals Effectiveness of GeoGebra in Developing the Conceptual Understanding of Definite Integral at Gongzim Ugyen Dorji Central School, in Haa Bhutan

2020 ◽  
pp. 60-65
Author(s):  
. Kado ◽  
Nim Dem
Keyword(s):  
Learning Environment ◽  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Definite Integral ◽  
Teaching And Learning Environment ◽  
Group A ◽  
Group B ◽  
Assisted Instruction ◽  
Integral Knowledge

As recommended by the Education Blueprint 2014-2020, education system in Bhutan transformed from traditional instructions to technology-enriched and enabled teaching and learning environment with adoption of emerging and relevant technology to produce the globally competent learners. The integration of educational technology in the teaching and learning of definite integral creates a conceptually rich learning environment. From this perspective, this study aims to ascertain the effectiveness of a computer-assisted instruction method using GeoGebra in developing the conceptual understanding of definite integral for grade 12 students. This study employed a quasi-experiment static-group comparison design with 60 students from Gongzim Ugyen Dorji Central School in Haa. The students were divided into two equal groups. Group ‘A’ used the GeoGebra software, while group ‘B’ used the conventional method to learn definite integral. The data were collected through Definite Integral Knowledge Test. An Independent sample t-test was employed using the Statistical Package for the Social Sciences (SPSS 22.0). Findings of the study showed that students who were taught using GeoGebra outperformed those who learned through conventional methods. The results confirmed that GeoGebra software is capable of enhancing and significantly improving students’ conceptual understanding of definite integral.

scholarly journals A Randomized Control Trial for conservative management of parotid abscess in children

2018 ◽  
Vol 7 (1) ◽  
pp. 56-59
Author(s):  
Meenakshi Basnet ◽  
Rajkumar Bedajit ◽  
Bijay Neupane ◽  
Bibek Ghimire
Keyword(s):  
Treatment Protocol ◽  
Cross Sectional Study ◽  
Computer Assisted ◽  
Cross Sectional ◽  
Incision And Drainage ◽  
Medical College ◽  
Severe Diarrhea ◽  
Group A ◽  
Group B ◽  
Incision Drainage

Background: The optimal conservative treatment protocol of parotid abscess in children is evaluated.Material and Methods: This is a randomized, prospective, cross-sectional study conducted between November 2013 and June 2017 in Nobel Medical College and Teaching Hospital. Thirty children (below 14 years age) suffering from parotid abscess diagnosed by ultrasonography were included in this study. Recurrent parotid abscess cases were excluded. The children were divided into 2 groups by computer assisted randomization into15 patients each. Group A were treated with intravenous Clindamycin while group B were given intravenous Ampicilin + Cloxacillin combination. Results: Five patients of group B did not respond to treatment and were then put on intravenous Clindamycin. Three of these patients responded to treatment but 2 developed multi-lobulated fluctuation and required incision + drainage. Remaining 10 patients in group B and all patients in Group A responded to medical treatment without recurrence. Five patients in group B developed severe diarrhea during antibiotic treatment but none of the patients in group A had this complaint. No patient developed any complications like parapharyngeal abscess or septicemia. Conclusion: Parotid abscess in children can be managed conservatively with intravenous Clindamycin without the need for incision and drainage. Journal of Nobel Medical College Volume 7, Number 1, Issue 12, January-June 2018, Page: 56-59 

Small Group Dynamics and Survival on Chronic Hemodialysis

1978 ◽  
Vol 8 (2) ◽  
pp. 105-116 ◽  
Author(s):  
F. Gordon Foster ◽  
F. Patrick McKegney
Keyword(s):  
Group Dynamics ◽  
Treatment Decision ◽  
Chronic Hemodialysis ◽  
Social Psychological ◽  
Dialysis Unit ◽  
Group Assignment ◽  
The Social ◽  
Staff Interactions ◽  
Group A ◽  
Group B

Two groups of patients undergoing hemodialysis for chronic renal failure were prospectively studied for twenty-four months. Group A patients (n=12) were dialyzed on Mondays and Thursdays; Group B patients (n=9) on Tuesdays and Fridays. Although patients were supposedly assigned to dialysis groups on a random basis, over a twenty-four month period Group A had significantly more deaths (7 patients) than did Group B (none). This phenomenon is interpreted in the framework of an ongoing intergroup interaction among patients and between patients and staff, as conceptualized in the Tavistock Model propounded by Bion. It is hypothesized that in the dialysis unit, unconscious splitting by the staff led to a bias in patient-group assignment, such that those patients with more severe personality disruption, and “bad” in that sense, were assigned to Group A. Since patients in Groups A and B did not differ significantly in biological or demographic parameters at time of entry into the study, it is suggested that the increasing density of psychopathology in Group A was related to poorer care, more physical morbidity and a decreasing survival rate. Although no intermediary psychobiological mechanisms were defined, these findings suggest a significant interaction between the social, psychological and biological factors determining survival on chronic renal hemodialysis, beginning with the treatment decision and continuing throughout the course of treatment. These phenomena should be studied further and may have important implications for planning patient care and patient-staff interactions.

scholarly journals O significado do cuidar humanizado: vivências ensino-aprendizagem dos alunos do curso de licenciatura

2011 ◽  
Vol 2 (4) ◽  
pp. 239-244
Author(s):  
Henriqueta Ilda Verganista Martins Fernandes ◽  
Karla Maria Carneiro Rolim ◽  
Maria Céu Barbieri Figueiredo
Keyword(s):  
Nursing Care ◽  
Teaching And Learning ◽  
Well Being ◽  
Process Of Care ◽  
Usual Model ◽  
First Semester ◽  
School Of Nursing ◽  
Group A ◽  
Group B ◽  
Teaching Learning

Estudo descritivo e qualitativo desenvolvido com dois grupos (A e B) de estudantes do Curso de Licenciatura em Enfermagem (CLE). Grupo A – Universidade de Fortaleza-CE. Grupo B – Escola Superior de Enfermagem do Porto. Pretendemos compreender o significado do aprender a cuidar. A coleta de dados do grupo A (36 sujeitos) ocorreu entre 2002 e 2003 nas aulas teóricas e práticas do 4º semestre na disciplina Enfermagem – Processo de Cuidar da Criança e Adolescente. A coleta do grupo B (34 sujeitos) ocorreu em 2005, no 1.º semestre do 3.º ano no Módulo de Enfermagem Pediátrica, nas aulas teóricas e teórico-práticas. Ao grupo A aplicou-se um formulário com questões abertas e, ao B, a reflexão individual escrita, que contemplaram aspectos como a visão de humanização, a relação enfermeiro-criança-família, o significado do cuidado vivenciado e o papel do docente na humanização do cuidar em enfermagem. Os dados obtidos foram submetidos à análise de conteúdo. O processo analítico revelou que os alunos consideram a humanização como um estado de bem-estar e, ao serem sensibilizados para esse fato durante a formação acadêmica, torna visível o caráter humanístico dos cuidados de enfermagem e que o docente pode fazer do cuidado humano uma prática de vida. Existe necessidade de modificar o modelo habitual do processo de ensinar a cuidar, no qual o aluno coparticipe da edificação do conhecimento.Descritores: Enfermagem, Humanização, Ensino, Aprendizagem, Cuidar.The meaning of humanized care: teaching and learning experiences of students of license courseQualitative and descriptive study developed with two groups (A and B) of students from License Nursing Course (CLE). Group A – University of Fortaleza-CE. Group B – School of Nursing of Porto. We aim to understand the meaning of learning to care. Data collection in group A (36 subjects) occurred between 2002 and 2003 in the classroom and the fourth semester course in Nursing – Process of Care for Children and Adolescents. The collection of group B (34 subjects) occurred in 2005, in the first semester of the third year in Pediatric Nursing Module, in theoretical and theoretical-practical classes. The group A was applied to a form with open questions and, B, individual reflection writing, covering issues such as the vision of humanization, the relationship between nurse-child-family, the meaning of care and the experienced teacher's role in the humanization of nursing care. The data were submitted to content analysis. The analytical process revealed that students consider the humanization as a state of well-being and to be aware during the academic background to this fact makes visible the humanistic nature of nursing care and the teaching of human care can make a practice of life. There is need to modify the usual model of the process of teaching to care, in which the student participates in the co-construction of knowledge.Descriptors: Nursing, Humanization, Teaching, Learning, Caring.El significado de la atención humanizada: la enseñanza y las experiencias de aprendizaje de los estudiantes del curso de licenciatura Estudio descriptivo y cualitativo desarrollado con dos grupos (A y B) de los estudiantes de la Licenciatura en Enfermería (CLE). Grupo A – Universidad de Fortaleza-CE. Grupo B – Escuela de Enfermería de Porto. Nuestro objetivo es entender el significado de aprender a cuidar. La recolección de datos en el grupo A (36 sujetos) se produjo entre 2002 y 2003 en el aula y el curso de cuarto semestre en Enfermería – Proceso de Atención a la Infancia y la Adolescencia. La recogida del grupo B (34 sujetos) se produjo en 2005 en el primer semestre del tercer año en el módulo de enfermería pediátrica, en las clases teóricas y prácticas. A el grupo A se aplicó un formulario con preguntas abiertas y, B, escribir la reflexión individual, que abarca temas tales como la visión de la humanización, la relación entre enfermera-niño-familia, el significado del cuidado y el papel del profesor con experiencia en la humanización de cuidados de enfermería. Los datos fueron sometidos a análisis de contenido. El proceso de análisis reveló que los estudiantes consideran la humanización como un estado de bienestar y tener en cuenta, durante la formación académica a este hecho, hace visible el carácter humanista de los cuidados de enfermería y la enseñanza del cuidado humano puede hacer una práctica de la vida. No hay necesidad de modificar el modelo habitual del proceso de enseñanza a la atención, en la que el estudiante participa en la co-construcción del conocimiento.Descriptores: Enfermería, Humanización, Enseñanza, Aprendizaje, Cuidado.

scholarly journals Risk Factors of Inability to Exist Independently Among Patients With Lung Cancer

2020 ◽  
Author(s):  
Marek Tradecki ◽  
Jolanta Ziółkowska ◽  
Roma Roemer-Ślimak ◽  
Grzegorz Mazur ◽  
Aleksandra Butrym
Keyword(s):  
Risk Factors ◽  
Lung Cancer ◽  
Daily Living ◽  
Social Insurance ◽  
Histopathological Diagnosis ◽  
Small Cell Lung ◽  
The Social ◽  
Group A ◽  
Group B ◽  
Independent Existence

Abstract Background: This study examined risk factors of the inability to live independently among people with lung cancer.Methods: This paper involved 134 men and women who wanted to get a certificate of the inability to an independent existence issued by the Social Insurance Institution (ZUS). The study protocol was approved by the Commission of Bioethics. The analysis of the results was performed using the IBM SPSS Statistics 26 program.Results: In the analyzed period, 75% of people obtained a certificate of the inability to an independent existence (group A) and 25% did not (group B). In group A 56.4% of people were men, and in group B 42.4%. In group A 11.8% of people were diagnosed with small cell lung cancer, no such case was found in group B. Metastases were revealed in 83.2% of applicants from group A while in 57.6% from group B. Statistically significantly lower body mass index (BMI) and a lower sum of points in the Barthel Index for Activities of Daily Living (BI) were found in group A compared to group B. Conclusions: In the authors’ opinion, information on BMI, histopathological diagnosis and the presence of metastases are useful in assessing the risk of being unable to live independently in people with lung cancer. BI seems to be helpful in assessing the inability to live independently.

scholarly journals Measuring Students’ Understanding in Probability Concept between Two Different Cohort using Rasch Measurement

2019 ◽  
Vol 8 (2S11) ◽  
pp. 613-620
Keyword(s):  
Conceptual Knowledge ◽  
High Reliability ◽  
Rasch Measurement ◽  
Counting Rule ◽  
Branch Group ◽  
Probability Concept ◽  
Group A ◽  
Mathematical Sciences ◽  
The Difference ◽  
Group B

The students’ level of proficiency in any particular course is individually distinctive. Therefore, it is necessary for the educators to be able to address their student’s level of ability in understanding of the course they enrolled. Particularly, educators should be able to design a set of questions which suits the level of their students’ ability. For this reason, this study is concentrated on identifying the level of student’s ability in understanding probability concepts that has been included in the statistics course (STA150: Probability and Statistics 1). This course was enrolled by two groups of students (Group A and Group B) from the Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA Perak branch. Group A enrolled the course in December 2015 until March 2016 whilst Group B enrolled in June until November 2016 sessions. Since the aims of this study are to investigate the difference in students’ conceptual knowledge and understanding of probability concepts, as well as to examine which concepts were found most difficult by the students, hence the Rasch measurement approach was used to explore those aims. An instrument consists of 20 items in a test based on the “Counting Rule” topic was formed by an experienced lecturer to measure the level of student’s ability between the two groups. Based on the findings, it was found that there is a high reliability index of 0.93 (Group A) and 0.88 (Group B) which suggests the suitability of the instrument developed in this study to be replicated to the other samples, even though, the person student’s responses to the items for both groups appeared differently in terms of their difficulties in understanding the probability concepts which represents the student’s ability on this particular topic.

scholarly journals Do pharmacists have the most potential for patient safety in Japan? Learning from a 2010 nationwide survey

2018 ◽  
Vol 7 (3) ◽  
pp. 40
Author(s):  
Masahiro Hirose ◽  
Nobuhiro Nishimura ◽  
Toshihiko Kawamura ◽  
Shunichi Kumakura ◽  
John Telloyan ◽  
...  
Keyword(s):  
Patient Safety ◽  
Social Insurance ◽  
Nationwide Survey ◽  
Full Time ◽  
Mean Values ◽  
Medical Institutions ◽  
The Social ◽  
Group A ◽  
Group B ◽  
Fee Schedule

Background: Unlike in many other countries, patient safety (PS) in Japan has been promoted under the social insurance medical fee schedule, with the implementation of preferential medical fee paid to medical institutions as incentives. Meanwhile, many hospitals do not assign a full-time physician as PS manager at PS division due to the shortage of physicians.Objective: The Health Ministry in Japan has been promoting PS by utilizing the preferential patient safety countermeasure fee (PPSCF) since 2006. This study aims to address the potential of pharmacists for PS at hospitals implementing the PPSCF.Methods: A nationwide questionnaire survey targeting 2,674 hospitals with the PPSCF was performed from 2010 to 2011. Of the 669 hospitals that responded, 627 hospitals were eligible for analysis, including 178 hospitals implementing PPSCF 1 with 400 beds or more (group A), 286 hospitals implementing PPSCF 1 with 399 beds or fewer (group B), and 163 hospitals implementing PPSCF 2 (group C).Results: Although the mean values of PS activities for nurses were the highest among physicians, nurses, and pharmacists, the values per person recalculated for pharmacists were the highest, and the ranges of the values per person for pharmacists were narrowest across the three professional groups. For example, the number per person of incident reports filed in group A was 2.37 ± 0.30 for pharmacists, 1.14 ± 0.11 for physicians, and 2.09 ± 0.31 for nurses (p = .002). For pharmacists, those values were 2.37 ± 0.30 in group A, 2.43 ± 0.14 in group B and 2.35 ± 0.19 in group C (p = .802).Conclusions: Across health professionals, pharmacists may have the most potential for PS under the social insurance medical fee schedule in Japan.

A Review of Computer-Assisted Instruction for Students With Visual Impairment

2021 ◽  
pp. 002246692110509
Author(s):  
Michael Tuttle ◽  
Erik W. Carter
Keyword(s):  
Visual Impairment ◽  
Intervention Studies ◽  
Computer Assisted Instruction ◽  
School Age Children ◽  
Computer Assisted ◽  
Neighborhood Schools ◽  
Content Areas ◽  
Grade Levels ◽  
The Social ◽  
Assisted Instruction

Computer-assisted instruction (CAI) is a critical tool for accessing information and instruction among students with visual impairment (VI). This systematic review examined eight CAI intervention studies implemented with 92 school-age children with VI. The interventions were implemented with a diverse group of students across a variety of school types (e.g., neighborhood schools, schools for the blind), grade levels, and content areas (e.g., math, reading). Although some findings were promising, the effects of CAI were inconsistent across studies. This review highlights the need for (a) additional high-quality intervention evaluations, (b) more information on the social validity of CAI interventions, and (c) evaluations of CAI among students with a wider range of needs. Implications for practice and research aimed at enhancing the use of CAI are addressed.

Hybrid Teaching and Learning of Computer Programming Language

2010 ◽  
pp. 487-502
Author(s):  
Fu Lee Wang ◽  
Tak-Lam Wong
Keyword(s):  
Large Class ◽  
Class Size ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Computer Assisted ◽  
Large Class Size ◽  
Hybrid Teaching ◽  
Face To Face Instruction ◽  
Assisted Instruction ◽  
Programming Courses

Teaching and learning computer programming has created significant difficulties to both teacher and student. Large class size is one of the major barriers to effective instruction. A well-designed pedagogy can make the instruction most effective. Hybrid teaching and learning combines face-to-face instruction and computer-assisted instruction to maximize students’ learning. This chapter will share the authors’ experiences in City University of Hong Kong (CityU) as they teach computer programming courses with large class size by hybrid learning model. Evaluation has showed that hybrid teaching and learning provide great flexibilities to both teaching and learning of computer programming. The students’ academic results have been significantly improved in computer programming courses.

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