scholarly journals Can Guided Notes Support Students’ Note-taking in Mathematics Lectures?

2021 ◽  
Author(s):  
Frank Feudel ◽  
Anja Panse
Keyword(s):  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Note Taking ◽  
Guided Notes ◽  
Making Sense ◽  
Mixed Method Design ◽  
Traditional Mathematics ◽  
The One ◽  
Support Students

AbstractIn traditional mathematics lectures the instructor normally writes the definitions, theorems, and proofs covered on the board, and gives informal oral explanations that help to make sense of them. The students have to take notes. However, there are serious problems concerning students’ note-taking in traditional mathematics lectures. Students often cannot think about the information presented during the lecture as they are busy writing. Making sense of the content later is also difficult because many students do not include the lecturer’s oral explanations in their notes. One approach to addressing these problems can be the use of guided notes: a modified version of the instructor’s notes with certain blanks the students have to fill in during the lecture. We investigated to what extent guided notes can support students in their note-taking in mathematics lectures in a study using a mixed-method design. This study provides on the one hand quantitative data suggesting that guided notes are perceived as beneficial by many students for several aspects of their note-taking. On the other hand, it offers qualitative data illustrating how the use of guided notes can influence these aspects. The results indicate in particular that the use of guided notes can address some of the problems concerning students’ note-taking in traditional mathematics lectures, while it can also lead to new problems that one needs to be aware of.

scholarly journals Does Problem-Based Learning Affect Students’ Speaking Skill and Attitude toward ELL?

2020 ◽  
Vol 6 (2) ◽  
pp. 131-138
Author(s):  
Gede Sutrisna ◽  
Luh Putu Artini
Keyword(s):  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Problem Based Learning ◽  
Affective Attitude ◽  
Mixed Method Design ◽  
Scientific Approach ◽  
Speaking Skill ◽  
The Impact ◽  
Approach Problem

As a typical learning method which is grounded from a scientific approach, problem-based learning (PBL) does not only enhance students’ critical thinking but also helps them actively construct their knowledge and skill. The objectives of this study were to investigate the impact of PBL on (1) students’ speaking skill and (2) their attitude toward ELL. This study employed an embedded mixed-method design which combined one-group pretest-posttest and descriptive qualitative design. It involved a group of 41 students as the sample. The quantitative data were collected through pretest-posttest and questionnaire (closed-ended). Meanwhile, the qualitative data were obtained through observation and open-ended questionnaire. The findings of the study found that students demonstrated better speaking performance after being treated through PBL activities. Besides, they exhibited more positive behavioral, cognitive, and affective attitude toward ELL.

scholarly journals Factors Influencing Teaching of Chemistry in Class Nine and Ten in the Schools under Chhukha District, Bhutan

2021 ◽  
pp. 13-25
Author(s):  
Ngawang Chogyel ◽  
Norbu Wangdi
Keyword(s):  
Secondary Schools ◽  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Structured Interview ◽  
Chemistry Teachers ◽  
Factors Influencing ◽  
Analysis Technique ◽  
Mixed Method Design ◽  
Structured Questionnaire

This study investigated the factors influencing the teaching of chemistry in class nine and ten in the schools under Chhukha District, Bhutan. Adopting convergent mixed method design, the study employed structured questionnaire to collect quantitative data and semi-structured interview and classroom observation to collect qualitative data. The sample comprised of 10 Chemistry teachers and 500 students from class nine and ten from three middle secondary schools and two higher secondary schools. Quantitative data were analyzed using descriptive statistics in the form of tables, mean and standard deviation whereas the qualitative data were analyzed based on content analysis technique. The findings of this study highlighted that the lack of laboratory resources, limited time allocated for chemistry theory and practical classes, and teachers’ heavy workload impacted teaching of chemistry negatively while the teacher’s sound knowledge on the chemistry subject impacted the teaching of chemistry positively.

scholarly journals The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting

2019 ◽  
Vol 12 (9) ◽  
pp. 105
Author(s):  
Jihan Zayed ◽  
Huda Al-Ghamdi
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Affective Factors ◽  
Saudi Students ◽  
Self Confidence ◽  
Mixed Method Design ◽  
High Motivation ◽  
Predictive Relationships

Adopting a mixed-method design, the current study attempted to specify the relationships among four affective factors (i.e., motivation, attitudes, self-confidence, and anxiety) involved in learning English as a Foreign Language (EFL). Seventy-three students – from Administration and Humanities College, Mustaqbal University and Jubail University College, KSA – responded to a questionnaire of two parts: Part I and Part II, which yielded quantitative data. Qualitative data were generated through the analysis of Part I results to prove that there was no relationship between Saudi students’ EFL proficiency and their awareness of the affective factors involved in learning it. Findings of Part II confirmed the interrelatedness among the four affective factors in the learning process in general, except for self-confidence did not significantly correlate with anxiety; the former got the highest mean (48.79) while the latter got the lowest (34.93). Calculating Standard Multiple Regression for the four affective factors, the study concluded giving four arithmetic equations of the predictive relationships among these factors. In the Saudi setting, the current study confirmed that anxiety does not affect learners with high motivation and good attitudes to a great extent. Besides, it does not affect self-confident learners at all.

scholarly journals The Perception of Using Technology Canva Application as a Media for English Teacher Creating Media Virtual Teaching and English Learning in Loei Thailand

2021 ◽  
Vol 5 (1) ◽  
pp. 62
Author(s):  
Elsa Elsa ◽  
Khoirul Anwar
Keyword(s):  
Online Learning ◽  
Mixed Method ◽  
Quantitative Data ◽  
Online Teaching ◽  
Qualitative Data ◽  
English Learning ◽  
English Teacher ◽  
Mixed Method Design ◽  
Media Creation ◽  
Main Factor

Online Learning requires teachers to think creatively and innovatively to attract students. Learning media becomes the main factor in helping teachers make it happen. This study aims to find out the perception of English teachers in the use of canva application as a virtual learning media creation in Loei Thailand.This research applies mixed method design that starts with collecting quantitative data. After analyzing quantitative data, qualitative data is then collected and analyzed. 20 teachers were asked to fill out a questionnaire to find out their perspective on the use of Canva. This research has proven that canva application can be used to create learning media. The result in this research was the function and benefit of canva divided into two, namely as sumplemen and subtitusi. The supplement function of canva is (1) Canva fasilitated teacher to make learning media, (2) Canva Application Improve online teaching process. The substitution function of canva is (1) Canva Application Improves learning media effectively, (2) Learning media of Canva is easy to distribute to students (3) Canva application can help the technology requirement. That is, the function of Canva obtained in this study.

scholarly journals Flipped classroom in Indonesian higher education: A mixed-method study on students' attitudes and experiences

2021 ◽  
Vol 8 (1) ◽  
pp. 243-257
Author(s):  
Ika Wahyuni Lestari
Keyword(s):  
Mixed Method ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
Qualitative Data ◽  
Focus Group Interview ◽  
Mixed Method Study ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Mixed Method Design ◽  
Students Attitudes

The flipped classroom has been widely applied in many educational settings. Thus, it is significant to understand how its implementation is perceived by students. This mixed-method study aimed to find out the fourth-year students’ attitudes at a university in Indonesia on the flipped classroom they attended. It was also aimed at exploring their perception of the benefits and pitfalls they experienced when attending the flipped classroom. Employing a convergent mixed-method design, the quantitative data were obtained from 75 students (n=75) who were asked to complete a questionnaire. For the qualitative data, 13 students, divided into two groups, were invited to participate in a focus group interview to explore their experiences in attending the flipped classroom. The findings indicated that the students had positive attitudes towards the flipped classroom (M=2.87) and reported several benefits they perceived. Nonetheless, aspects regarding motivation (M=2.50) and the use of videos (M=2.49) and other technological supports indicated negative attitudes and were considered as pitfalls in the implementation of the model. Implications and recommendations were addressed for the better implementation of a flipped classroom.

scholarly journals Exploring the Demotivating and Re-Motivating Factors among MA Students of TEFL at Wollega University, Ethiopia

2019 ◽  
Vol 1 (1) ◽  
pp. 14
Author(s):  
Shibeshi Alebachew ◽  
Eba Mejena
Keyword(s):  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Point Of View ◽  
Motivating Factors ◽  
Curriculum Revision ◽  
Explanatory Factor Analysis ◽  
Significant Difference ◽  
The One ◽  
One Way Anova

<em>The present study explored the demotivating and re-motivating factors from the point of view of MA students at Wollega University. The study employed mixed method, and the quantitative data were gathered from 161 students, and to gather the qualitative data, six students were interviewed. SPSS 16 was employed to analyse the quantitative data. The qualitative data were analysed using NVivo. An explanatory factor analysis was conducted to revalidate the questionnaire and to explore the sampling adequacy and factorability of the items. Based on the result, nine demotivating factors were retained. As the result of independent t-tests revealed, there were no significant differences between male and female students and government and self-sponsor students regarding the demotivating factors. However, the one-way ANOVA revealed a statistically significant difference across respondents’ year of study for most of the factors except instructors’ characteristics and administrative decisions. The interviews were analysed to explore the possible re-motivating factors. Three major sub-themes (curriculum revision, improving facilities and improving administrative decisions) were emerged. It was concluded that curriculum decision is the most prevalent problem for MA in TEFL students. To solve this problem, the researchers recommended the need for MA in TEFL curriculum.</em>

Feedback of Certificate in Medical Teaching Programme at King Edward Medical University Lahore

2021 ◽  
Vol 15 (10) ◽  
pp. 2564-2566
Author(s):  
Salman Javed ◽  
Mehwish Ayyaz ◽  
Bushra Adeel ◽  
Wajeeha Imran Andrabi ◽  
Amna Khanum ◽  
...  
Keyword(s):  
Mixed Method ◽  
Qualitative Data ◽  
Mixed Method Research ◽  
Medical Teaching ◽  
Study Objective ◽  
Teaching Programme ◽  
Mixed Method Design ◽  
Medical University ◽  
E Mail ◽  
Method Approach

Background: The concept of feedback is central to medical education. There is gradual shift from sandwich feedback to Pendleton feedback which is learner centred. Pragmatic worldview was proposed in this study. Certificate in Medical Teaching (CMT) programme was initiated at King Edward Medical University (KEMU) Lahore since 2019.The study objective was to improve learning outcome. Methods: Mixed Method research design was chosen, out of all mixed method procedures “Convergent parallel mixed method design” was followed collecting simultaneously quantitative and qualitative data, then results were analysed and compared separately. This study was carried out from 01-06-2020 to 31-03-2021 at King Edward Medical University Lahore. Sample size of 43 participants from CMT (Certificate in Medical Teaching) Batch 1 and 2 took part in this study. Doctors from clinical side, demonstrators and personnel of Allied health sciences attended this course. A predesigned proforma designed on google form was sent to each participant via e-mail.. Results: Quantitative data collected was interpreted as percentages and in form of tables and presented as pie charts. Qualitative data collected was analysed by segregating data into codes. Corresponding themes were made of each code and presented in tabular form. Conclusion: On the basis of feedback and mixed method approach, it can be concluded that certificate in medical teaching is a new teaching program at king Edward Medical University Lahore which can serve as basis to start master’s degree at this institution. Keywords: Feedback, medical teaching, KEMU

scholarly journals The Affect Of The Asean China Free Trade Agreement (Acfta) On The SME’s Performance

2019 ◽  
Vol 5 (1) ◽  
pp. 30
Author(s):  
Wisnu Panggah Setiyono ◽  
Dewi Andriyani ◽  
Boy Isma Putra
Keyword(s):  
Financial Performance ◽  
Free Trade ◽  
Mixed Method ◽  
Quantitative Data ◽  
Free Trade Agreement ◽  
Qualitative Data ◽  
Trade Agreement ◽  
Paired Samples ◽  
Library Research ◽  
Before And After

This research is aimed to analyze the influence of ASEAN-China Free Trade Agreement (ACFTA) on the financial performance of SMEs in Sidoarjo. The financial performance of SMEs in this study was measured by the level of sales comparation between the period before and after ACFTA. This research applied mix method technique with squids mixed method strategy, especially sequential explanatory strategy. It is a strategy for the researchers to combine the data that was found from one method with the other method. The steps were begun with the researcher collecting the quantitative data by performing different test or Paired samples T-test then continued with collecting the qualitative data by doing library research. The results show that  there are significant differences in financial performance; first, it is seen from the sales between before and after ACFTA, and second,  it is proven that  that the existence of ACFTA significantly affects the sales rate of SMEs.

scholarly journals Contradictions within an activity of second language reading literacy

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Sonja Brink ◽  
Carisma Nel
Keyword(s):  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Early Reading ◽  
Document Analysis ◽  
Literacy Skills ◽  
Second Language Reading ◽  
Reading Literacy ◽  
Classroom Observations ◽  
Cultural Historical Activity

Background: In investigating the early reading literacy of a group of Setswana-speaking children who learnt to read in Afrikaans, cultural historical activity theory (CHAT) was chosen as a conceptual framework because of its proven utility value in helping researchers make sense of complex social systems.Aim: The application of this heuristic not only proved valuable as organising principle but also unexpectedly revealed the situation with a clarity that brought about a richer understanding of the intricate dynamics underlying reading literacy in a second language.Setting: The study was conducted at a small-town Afrikaans medium school.Methods: In this mixed method inquiry, qualitative data was collected through interviews with parents and educators, classroom observations and document analysis. The quantitative data was obtained through the administering of an early reading literacy assessment.Results: The overarching finding of this study was that the Setswana-speaking children developed early reading literacy skills at a rate and level commensurate with that of their Afrikaans-speaking peers. Where the application of CHAT as heuristic proved invaluable was in bringing to light a pattern revealing the agency which was exercised by parents and educators to support the children’s reading literacy learning.Conclusion: Despite various obstacles and tensions, parents and teachers exercise considerable agency in supporting the children’s early reading literacy. Although the empirical aspects of the study are described, it is a conceptual gaze of the situation, employing CHAT as a lens, which is the focus of this article.

Research trends in the study of gamification

2019 ◽  
Vol 36 (5) ◽  
pp. 373-380
Author(s):  
Raed S. Alsawaier
Keyword(s):  
Research Design ◽  
Mixed Method ◽  
Quantitative Data ◽  
Empirical Studies ◽  
Research Problem ◽  
Data Sources ◽  
Mixed Method Research ◽  
Content Type ◽  
Holistic Understanding ◽  
Mixed Method Design

Purpose The purpose of this paper is to examine the research design of several publications on the study of gamification and proposes a mixed-method research design for creating a holistic understanding of the gamification phenomenon. It presents an argument in support of combining both qualitative and quantitative data sources through mixed-method design as being equally important in illuminating all aspects of the research problem. Design/methodology/approach The paper covers a number of methodological themes relevant to the study of gamification: research design trends in the study of gamification; the importance of mixed-method design in the study of gamification; methodological challenges; conclusion and recommendations. Findings Majority of the studies on gamification before 2015 are either quantitative or described as mixed method but overly focused on quantitative data sources. However, there is a tendency between 2015 and 2017 to adopt mixed-method design. Research limitations/implications The study does not examine all research done on the topic of gamification but relies on 56 empirical studies reviewed by Hamari, Koivisto, Sarsa (2014) and Seaborn and Fels (2015) between 2009 and 2015. Originality/value The author believes it to be one of the few studies of its kind on proposing a methodological design for the study of gamification as a pedagogical tool.

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