scholarly journals Assessment of Practical and Scientific Writing Skills for Pre-University Students through Project-Based Learning

2021 ◽  
Author(s):  
Wan Roslina Wan Yusof ◽  
Melody Kimi ◽  
Wan Sharifatun Handayani Wan Zullkiplee ◽  
Mohd Alhafiizh Zailani ◽  
Mardhiah Shahabudin ◽  
...  
Keyword(s):  
University Students ◽  
Writing Skills ◽  
Project Based Learning ◽  
Scientific Writing

scholarly journals Project-Based Learning: A Hands-On Activity to Improve Students’ Scientific Writing Skills through Lesson Study in Microtechnique Course

2019 ◽  
Vol 8 (3) ◽  
pp. 340-347
Author(s):  
Tutut Indria Permana ◽  
Sri Wahyuni
Keyword(s):  
Undergraduate Students ◽  
Lesson Study ◽  
Writing Skills ◽  
Biology Education ◽  
Project Based Learning ◽  
Scientific Writing ◽  
Scientific Article ◽  
Descriptive Research ◽  
Hands On ◽  
Department Faculty

Project-based learning has been recognized as a dynamic classroom approach in which students actively explore real-world problems to obtain deeper knowledge. This study aimed to describe the implementation of project-based learning to improve students’ scientific writing skills. This action research study conducted based on Lesson Study (LS) which incorporated plan-do-see phase. The descriptive research was using 40 undergraduate students in the sixth semester in Biology Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang who attended Microtechnique course. The students’ scientific writing skills were measured using student worksheet which asked them to develop a scientific article. The measured parameters were how student proposed introduction, problem statement, method, result, discussion, conclusion, and reference. The data were analyzed descriptively. The result showed that students’ scientific writing skills were improved after implementing project-based learning. Some of the obstacles to implementing LS were related to the schedule and preparation. It can be resolved by conducting more intense coordination and regular discussions involving all research members.

Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project

2021 ◽  
Vol 44 (3) ◽  
pp. 151-170
Author(s):  
Dhara Baiden
Keyword(s):  
Critical Thinking ◽  
Gifted And Talented ◽  
Arts Integration ◽  
Writing Skills ◽  
Gifted Students ◽  
Subject Area ◽  
Project Based Learning ◽  
Learning Opportunity ◽  
Integrated Project ◽  
Talented Students

The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.

scholarly journals Engaging university students in multidisciplinary, project-based learning through the Southeast Asia mobility (SAM) program

2021 ◽  
Author(s):  
Yuli Rahmawati ◽  
Achmad Ridwan ◽  
Susi Fitri ◽  
Maria Paristiowati ◽  
Fauzan Khairi Che Harun ◽  
...  
Keyword(s):  
University Students ◽  
Southeast Asia ◽  
Project Based Learning

scholarly journals Evaluation of error correction in writing process

2019 ◽  
Vol 3 (2) ◽  
pp. 45-51
Author(s):  
Cuong Phu Nguyen
Keyword(s):  
University Students ◽  
Error Correction ◽  
Positive Attitude ◽  
Writing Process ◽  
Writing Skills ◽  
Mutual Understanding ◽  
English Writing ◽  
The World ◽  
Popular Language ◽  
Giving Feedback

It is obvious that English has become a popular language in many countries in the world. As a means of communication, English guarantees better mutual understanding and has become indispensable for most of people around the world. Thus, it is necessary to find out an appropriate and effective methods of giving feedback to help university students improve their English writing skills. The result of this study indicates that using indirect coded feedback in error correction help students make noticeable progress. The students’ positive attitude towards teacher’s feedback (indirect coded feedback) means that they enjoyed using error codes to find and correct their errors. Moreover, their confidence was boosted because error codes motivated them.

scholarly journals Mobile-Assisted Mind Mapping (MAMMAT) as a Tool to Support University Students’ Argumentative Writing

2021 ◽  
Vol 15 (05) ◽  
pp. 43
Author(s):  
Rafidah Abd Karim ◽  
Airil Haimi Mohd Adnan ◽  
Abdul Ghani Abu ◽  
Noorzaina Idris ◽  
Izwah Ismail
Keyword(s):  
University Students ◽  
Writing Skills ◽  
Peninsular Malaysia ◽  
Analysis Of Covariance ◽  
Mapping Technique ◽  
Control Group ◽  
Argumentative Writing ◽  
Mind Mapping ◽  
Test Items ◽  
Quasi Experimental

<p class="0abstract">This study examined the use of a mobile-based technological tool known as Mobile-assisted Mind Mapping Technique (MAMMAT) to support ESL university students’ argumentative writing skills performance. The participants of this study were 45 ESL university students from two lecture groups at a public university campus in Peninsular Malaysia. The study employed a quasi-experimental research design. The experimental group was taught utilizing the MAMMAT whilst the control group was taught utilizing the conventional method. The pre-test and post-test scores were analysed through analysis of covariance (ANCOVA). The analysis of covariance (ANCOVA) results showed that there were statistically significant differences between the groups when test items were measured. As a conclusion, the MAMMAT has supported ESL university students’ argumentative writing skills performance. The study implicates that the use of MAMMAT can support students’ argumentative writing in ESL classroom.</p>

scholarly journals Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders

2021 ◽  
Vol 12 ◽  
Author(s):  
Matías E. Rodríguez-Rivas ◽  
Adolfo J. Cangas ◽  
Daniela Fuentes-Olavarría
Keyword(s):  
Mental Disorders ◽  
University Students ◽  
Intervention Group ◽  
Project Based Learning ◽  
Controlled Study ◽  
Control Group ◽  
Global Score ◽  
Stigma Reduction ◽  
Before And After ◽  
The Impact

Stigma toward mental disorders is one of today's most pressing global issues. The Covid-19 pandemic has exacerbated the barriers to social inclusion faced by individuals with mental disorders. Concurrently, stigma reduction interventions, especially those aimed at university students, have been more difficult to implement given social distancing and campus closures. As a result, alternative delivery for programs contributing to stigma reduction is required, such as online implementation. This paper reports the results of a controlled study focused on an online multi-component program on reducing stigma toward mental illness that included project-based learning, clinical simulations with standardized patients and E-Contact with real patients. A total of 40 undergraduate students from the Universidad del Desarrollo in Santiago, Chile, participated in the study. They were randomly divided between an intervention and control group. The intervention group participated in the online multi-component program, while the control group participated in an online educational program on cardiovascular health. We assessed the impact of the program by using the validated Spanish-language versions of the Attribution Questionnaire AQ-27 and the Questionnaire on Student Attitudes toward Schizophrenia with both groups, before and after the intervention. In addition, an ad hoc Likert scale ranging from 0 to 5 was used with the intervention group in order to assess the learning strategies implemented. Following the intervention, the participants belonging to the intervention group displayed significantly lower levels of stereotypes, perception of dangerousness, and global score toward people with schizophrenia (p &lt; 0.001). In addition, participants presented lower levels of dangerousness-fear, avoidance, coercion, lack of solidarity, and global score (p &lt; 0.001). The control group displayed no statistically significant differences in the level of stigma before and after the evaluation, for all of the items assessed. Finally, the overall assessment of each of the components of the program was highly positive. In conclusion, the study shows that online programs can contribute to reducing stigma toward mental disorders. The program assessed in this study had a positive impact on all the dimensions of stigma and all of the components of the program itself were positively evaluated by the participants.

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