The effect of interaction between knowledge map and collaborative learning strategies on teachers’ learning performance and self-efficacy of group learning

2020 ◽  
pp. 1-15
Author(s):  
Ning Ma ◽  
Lei Du ◽  
Yan-Ling Zhang ◽  
Zhi-Jun Cui ◽  
Rui Ma
Keyword(s):  
Collaborative Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Group Learning ◽  
Learning Performance ◽  
Knowledge Map

The Effect of Scaffolding-Assisted Group Investigation Learning and Self-Efficacy on Social Problem-Solving Ability

2020 ◽  
Vol 11 (4) ◽  
pp. 1-18
Author(s):  
Wiwik Wiwik
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Social Problem ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Group Learning ◽  
Social Problem Solving ◽  
Control Group ◽  
Research Subjects ◽  
Problem Solving Skills

The purpose of this study is to examine the effect of group investigation learning assisted by scaffolding and self-efficacy on social problem-solving skills. The experimental design used in this study was a quasi-factorial design experiment pretest-posttest nonequivalent control group design with a 2x2 factorial version. Data were analyzed with two-way ANOVA. The research subjects involved 67 students of class 9 SMP Negeri 36 Surabaya. Learning applies two different treatments, the investigation group learning strategy assisted by scaffolding which is applied to 9A students and group investigation learning strategies without scaffolding applied to students in 9B. There are two findings in this research: (1) The group of students who learned by the investigation group learning strategy assisted by scaffolding was better than without scaffolding. (2) The group of students who have high self-efficacy gets better social problem-solving learning outcomes. The originality of this research is the learning of scaffolding-assisted group investigation to improve social problem-solving skills.

Insight into strategies adopted by the residents who passed exit fellowship examination in first few attempts

2020 ◽  
Vol 14 (1) ◽  
pp. 10-15
Author(s):  
Humera Zafar Ali Khan ◽  
Amina Ahmad ◽  
Abid Ashar ◽  
Hamid Mahmood
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Structural Description ◽  
Snowball Sampling ◽  
Emotional Wellbeing ◽  
Self Directed Learning ◽  
Self Confidence ◽  
Helpful Factors ◽  
Emotional Burnout

Background: The residents who pass exit fellowship examination in few attempts adopt certain strategies for early success. The lived experiences of residents passing FCPS final examination in few attempts, barriers to success and strategies to overcome those barriers were studied. Participants and methodology: This phenomenological research study was conducted at Services Hospital, Lahore, Pakistan from June 2015 to May 2017. Purposeful snowball sampling was done. Eleven residents who passed their Final FCPS examination in few attempts, in the last 15 years were included in the study. Semi-structured open-ended interview of the residents was audio-recorded and transcribed. Three themes of helpful factors, barriers encountered and suggestions to overcome those barriers to get through the final FCPS examination and the emerging sub-themes were analyzed and textural and structural description were assigned. Results: Three themes were based on the aim of study and their related emerging sub-themes were found. The helpful factors included self-directed learning, peer assisted learning, interactive educational environment, rehearsal and self-determination. Barriers encountered were related to learning difficulties, competing responsibilities and physical and emotional burnout. Lastly, suggestions to overcome the barriers were use of multiple technology based learning strategies, developing self-confidence and self-efficacy together with prioritization of emotional and physical wellbeing. Conclusions: This study found that self-regulation and internal motivation were important strategies for success in the FCPS exit examination. Barriers can be overcome through technology based learning and increased self-efficacy and prioritizing physical and emotional wellbeing.

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

An Analysis of Factors Influencing Foreign Language Self-Efficacy Based on C5.0 Decision Tree Algorithm in Data Mining

2014 ◽  
Vol 538 ◽  
pp. 460-464
Author(s):  
Xue Li
Keyword(s):  
Data Mining ◽  
Decision Tree ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Decision Tree Algorithm ◽  
Tree Algorithm ◽  
C5.0 Decision Tree

Based on inter-correlation and permeability among disciplines, the author makes an attempt to apply the information science to cognitive linguistics to provide a new perspective for the study of foreign languages. The correlation between self-efficacy and such four factors as anxiety, learning strategies, motivation and learners’ past achievement is analyzed by means of data mining and the extent to which the above factors affect self-efficacy in language learning is explored in this paper. The paper employs the decision tree algorithm in SPSS Clementine. C5.0 decision tree algorithm is adopted to analyze data in the study. The results are elicited from the researches carried out in this paper. The increased anxiety is bound to weaken learners’ motivation over time. It is obvious that learners have low self-efficacy. It is very important to employ strategies in foreign language learning. Ignorance of using learning strategies may result in unplanned learning with unsatisfactory achievements in spite of more efforts involved. Self-efficacy in foreign language learning may be weakened accordingly. Learners’ past achievement is a reference dimension in measuring self-efficacy with weaker influence.

Impact of Collaborative Learning Strategies on Social Maturity of Secondary School Students

2021 ◽  
pp. 249-259
Author(s):  
J. N. Baliya ◽  
Shivani Sharma
Keyword(s):  
Collaborative Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Traditional Learning ◽  
Critical Ratio ◽  
School Students ◽  
Social Maturity ◽  
Post Test ◽  
The Impact

The purpose of this research was to study the impact of collaborative learning strategies on social maturity and its various dimensions viz. personal adequacy, interpersonal adequacy, and social adequacy, of secondary school students. The study was quasiexperimental and used matched pairs pre-test post-test research design. A Higher Secondary School in Educational Zone Hiranagar of District Kathua was chosen for the intervention. The study was conducted on sixty-six students of two sections of class 9th. Two sections were randomly assigned to collaborative and traditional learning conditions. Four methods of collaborative learning viz. Think-Pair-Share, Numbered Heads Together, Jigsaw, and Fish-Bowl were used for a period of over five weeks. The results were analyzed using mean, standard deviation and a critical ratio (CR). The results of the study showed that this approach was successful in increasing personal adequacy, interpersonal adequacy, social adequacy and overall social maturity of secondary school students.

scholarly journals Relationships between Academic Self-Efficacy, Learning-Related Emotions, and Metacognitive Learning Strategies with Academic Performance in Medical Students: A Structural Equation Model

2020 ◽  
Author(s):  
Ali Asghar Hayat ◽  
Karim Shatery ◽  
Mitra Amini ◽  
Nasrin Shokrpour
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Structural Equation ◽  
Positive Emotions ◽  
Mediating Effect ◽  
Academic Emotions ◽  
Metacognitive Learning ◽  
Academic Self Efficacy

Abstract Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effect of metacognitive learning strategies in the relationship between learning-related emotions and academic self-efficacy with academic performance in medical students. Methods: The present study was carried out on 279 students of medicine studying in Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3. Results: The results of structural equation modeling revealed that the students’ self-efficacy has an impact on their positive emotions and metacognitive learning strategies, and these in turn affect the students’ academic performance. Moreover, positive emotions influence the metacognitive learning strategies which in turn mediate the effect of positive emotions on the academic performance. Discussion: The results of this study revealed that metacognitive strategies can play a mediating role in the students’ self-efficacy, positive emotions, and academic performance. Therefore, in case we can strengthen the students’ self-efficacy and their positive academic emotions, their performance will improve.

scholarly journals The Relations Between Tutor Learning Strategy With Learning Performance in Equivalency Program Paket B

2021 ◽  
Vol 9 (3) ◽  
pp. 432
Author(s):  
Hayatul Husna ◽  
Irmawita Irmawita
Keyword(s):  
Social Studies ◽  
Learning Community ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Rank Order ◽  
Sampling Technique ◽  
Processing Technique ◽  
Learning Performance ◽  
Data Collection Technique

This research is motivated by the low learning outcomes of social science subjects for equivalence education package B at PKBM Suka Maju Sejahtera, Padang City. This can be seen from the learning strategy provided by the tutor is not good so that it affects the learning outcomes of learning residents. The objectives of the research are: (1) to see the description of the tutor's learning strategy (2) to see the description of the learning outcomes obtained by the learning community; and (3) to find out the relationship between tutor learning strategies and learning outcomes for social studies subjects in equivalence education package B.  This research is classified as quantitative with correlational type. The population in this study were 20 people, the sampling technique was in the form of random sampling and taken as much as 100% or all of those included in the population would be used as a sample of 20 people. The data collection technique uses a questionnaire with the tool in the form of a list of statements. The data were analyzed by the percentage formula and the data processing technique used the rank order formula. The results of this study are: (1) tutor learning strategies at PKBM Suka Maju Sejahtera Padang City are categorized as low. (2) the learning outcomes of social studies subjects are categorized as low. (3) there is a significant relationship between the tutor's learning strategy and the learning outcomes of social studies subjects for equivalence education package B at PKBM Suka Maju Sejahtera, Padang City. It is hoped that further researchers will be able to innovate by examining other variables.

scholarly journals THE EFFECT OF PROJECT-BASED COLLABORATIVE LEARNING ON CONCEPT MASTERY OF MUSHROOM: THE CASE OF SENIOR HIGH SCHOOL STUDENTS IN INDONESIA

2020 ◽  
Vol 17 (34) ◽  
pp. 45-52
Author(s):  
Fatma SUKMAWATI ◽  
Punaji SETYOSARI ◽  
Sulton SULTON ◽  
Purnomo PURNOMO
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Direct Instruction ◽  
T Test ◽  
Choice Test ◽  
Control Group ◽  
School Students ◽  
Concept Mastery

Biology learning is highly recommended to be presented contextually following daily experience and phenomena. This study, a quasi-experimental research using a pretest-posttest non-equivalent control group design, aimed to understand the effect of project-based collaborative learning towards the concept mastery of mushrooms. The subjects of the study were 75 tenth grade of high school students in Surakarta City, Indonesia, divided into two classes: 38 students in the experimental class 37 in the control class. In the experimental class, the students were treated with project-based collaborative learning strategies. In project-based collaborative learning strategy, students were challenged to create a project on oyster mushroom cultivation (Pleurotus ostreatus) With the media garden waste such as sawdust. In the control class, the students were treated with direct instruction. The instrument used was a multiple-choice test and essay developed by researchers to measure students' concept mastery towards mushrooms. Research data were analyzed by independent sample t-test. The results found that the average n-gain score for the experimental and the control classes were 63.09% and 45.73%, respectively. Moreover, all indicators of mushroom concept mastery showed the n-gain scores for the experimental class higher than the control class. Analysis of independent sample t-test proved that the significant differences existed between direct instruction and project-based collaborative learning in improving the concept mastery of mushroom. Finally, This research concluded that project-based collaborative learning is more effective in enriching the concept mastery than direct instruction.

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