scholarly journals Selectivity in social and asocial learning: investigating the prevalence, effect and development of young children's learning preferences

2016 ◽  
Vol 371 (1690) ◽  
pp. 20150189 ◽  
Author(s):  
Emma Flynn ◽  
Cameron Turner ◽  
Luc-Alain Giraldeau
Keyword(s):  
Social Learning ◽  
Experimental Design ◽  
Task Difficulty ◽  
Learning Strategy ◽  
Significant Proportion ◽  
Performance Outcomes ◽  
Learning Preferences ◽  
Developmental Trajectory ◽  
Relative Difficulty ◽  
Quasi Experimental

Culture evolution requires both modification and faithful replication of behaviour, thus it is essential to understand how individuals choose between social and asocial learning. In a quasi-experimental design, 3- and 5-year-olds (176), and adults (52) were presented individually with two novel artificial fruits, and told of the apparatus' relative difficulty (easy versus hard). Participants were asked if they wanted to attempt the task themselves or watch an experimenter attempt it first; and then had their preference either met or violated. A significant proportion of children and adults (74%) chose to learn socially. For children, this request was efficient, as observing a demonstration made them significantly quicker at the task than learning asocially. However, for 5-year-olds, children who selected asocial learning were also found to be highly efficient at the task, showing that by 5 years children are selective in choosing a learning strategy that is effective for them. Adults further evidenced this trend, and also showed selectivity based on task difficulty. This is the first study to examine the rates, performance outcomes and developmental trajectory of preferences in asocial and social learning, ultimately informing our understanding of innovation.

scholarly journals Problem-Based Learning Strategy in Improving Students’ Skill in Performing a Speech

2018 ◽  
Vol 1 (1) ◽  
pp. 13-27
Author(s):  
Hilmiyah Akib ◽  
Abd. Rauf Ibrahim
Keyword(s):  
Experimental Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
The People ◽  
Twelfth Grade ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
And Control

This study focused on students’ skill in performing a speech and had conducted based on the problem. The students think performing a speech is the difficult thing, the students think there are problems appear when the students perform a speech in front of the people, suddenly forgetting the script, getting anxious, and getting blank. The researcher considered to conduct this study when doing observation at MAN 2 Parepare since the students showed fair competence in performing a speech. The objective of the study is to give some abilities and knowledge in this case Contextual Teaching and Learning that focused in Problem-based. The study applied quasi-experimental design, with two groups namely experimental class and control class. The populations of the study were the twelfth grade students at MAN 2 Parepare where the total numbers were 84 students. The samples of the study were consisted of 39 students. The result showed that the students’ skill in performing a speech of the twelfth grade students of MAN 2 Parepare could be improved through Problem-Based Learning Strategy. In performing s speech, the speakers need to be brave, except having some abilities in performing a speech.

A Pilot Study on the Efficacy of Volunteer Mentorship for Young Adults With Self-Harm Behaviors Using a Quasi-Experimental Design

Crisis ◽  
2016 ◽  
Vol 37 (6) ◽  
pp. 415-426 ◽  
Author(s):  
Yik-Wa Law ◽  
Paul S. F. Yip ◽  
Carmen C. S. Lai ◽  
Chi Leung Kwok ◽  
Paul W. C. Wong ◽  
...  
Keyword(s):  
Experimental Design ◽  
Suicide Ideation ◽  
Intervention Group ◽  
Well Being ◽  
Control Group ◽  
Treatment As Usual ◽  
Prevention Services ◽  
Quasi Experimental ◽  
Self Harm ◽  
Volunteer Support

Abstract. Background: Studies have shown that postdischarge care for self-harm patients is effective in reducing repeated suicidal behaviors. Little is known about whether volunteer support can help reduce self-harm repetition and improve psychosocial well-being. Aim: This study investigated the efficacy of volunteer support in preventing repetition of self-harm. Method: This study used a quasi-experimental design by assigning self-harm patients admitted to the emergency departments to an intervention group with volunteer support and treatment as usual (TAU) for 9 months and to a control group of TAU. Outcome measures include repetition of self-harm, suicidal ideation, hopelessness, and level of depressive and anxiety symptoms. Results: A total of 74 cases were recruited (38 participants; 36 controls). There were no significant differences in age, gender, and clinical condition between the two groups at the baseline. The intervention group showed significant improvements in hopelessness and depressive symptoms. However, the number of cases of suicide ideation and of repetition of self-harm episodes was similar for both groups at the postintervention period. Conclusion: Postdischarge care provided by volunteers showed significant improvement in hopelessness and depression. Volunteers have been commonly involved in suicide prevention services. Further research using rigorous methods is recommended for improving service quality in the long term.

Causation and Quasi-Experimental Design

1980 ◽  
Vol 25 (10) ◽  
pp. 772-775 ◽  
Author(s):  
GENE V. GLASS ◽  
J. WILLIAM ASHER
Keyword(s):  
Experimental Design ◽  
Quasi Experimental

Playful activities in the learning of geometric notions in children of initial, Callao

2019 ◽  
Vol 1 (1) ◽  
pp. 22
Author(s):  
Carla Marilia Ayala Valladares ◽  
Juana Maria Cruz Montero ◽  
Angel Saldarriaga Melgar
Keyword(s):  
Experimental Design ◽  
Favorable Effect ◽  
Measuring Instruments ◽  
Geometric Shapes ◽  
Geometric Figures ◽  
Quasi Experimental ◽  
Probabilistic Sample

The main purpose of the research was to determine the effects of the program of ludic activities for the learning of geometry in children of five years in all their dimensions orientation and location, geometric shapes and measurement, through its components: location in space, identify locations and positions of objects, identify and characterize geometric figures and communicate the qualities of these, likewise identify, classify magnitudes and use various measuring instruments. The type of research was applied, with a quasi-experimental design, the population was constituted by 103 children, and a non-probabilistic sample was used for convenience with a sample of 51 children, divided into two control and experimental groups. The geometry instrument was used to collect information. The favorable effect of the program of playful activities in the learning of geometric notions in children of initial - Callao, 2018 was determined.

PROGRAM BIMBINGAN UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA

2017 ◽  
Vol 17 (1) ◽  
pp. 55
Author(s):  
Ismaniar Ismaniar Ismaniar
Keyword(s):  
Experimental Design ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Control Group ◽  
Research Approach ◽  
Purposive Sampling ◽  
Guidance Program ◽  
Quasi Experimental ◽  
11Th Grade

The present study is aimed at developing effective guidance program for increasing student’s learning motivation. The present study applies quantitative research approach with nonequivalent pre-posttest control group quasi-experimental design, and nonrandom-purposive sampling technique. The data were collected using inventory, interview, and documentary study. The study comes up with the main finding that the tested guidance program is proven to be effective for increasing learning motivation students of 11th grade at SMA Kartika XIX-2 Bandung.

EFEKTIVITAS STRATEGI CLOZE STORY MAPPING TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN PADA SISWA KELAS V DI SD 2 PADOKAN KASIHAN BANTUL

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Danuri Danuri ◽  
Dwendha Lahitani
Keyword(s):  
Data Analysis ◽  
Learning Strategy ◽  
T Test ◽  
Effective Learning ◽  
Average Value ◽  
Story Mapping ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Class Average

This study aims to determine the effectiveness of CSM strategies on comprehension reading skills in classes V Padokan 2 Elementary School. The research method used is a quasi-experimental method. In this study the subjects of the study were VA class students as the control class and V C as the experimental class with 28 VA and VC class students. Quantitative data analysis technique used is the calculation of independent sample t-test. Based on data analysis and discussion, researchers can conclude that CSM strategies are more effective than conventional methods of reading comprehension learning. The results of this study indicate that there is a significant difference between the experimental class and the control class as evidenced by the results of the independent sample t-test obtained by the value of Asymp. Sig (2-Tailed) 0.014 <0.05. CSM strategy is an effective learning strategy seen from the average value of the experimental class posstest which is 81.61 higher than the control class average value of 72.96.

MENGEMBANGKAN KEMAMPUAN BERPIKIR LOGIS MELALUI PERMAINAN MENCAMPUR WARNA PADA ANAK USIA DINI KELOMPOK 3-4 TAHUN

2019 ◽  
Vol 2 (5) ◽  
pp. 220
Author(s):  
Jeni Kristiana Pattisina ◽  
Komala Komala
Keyword(s):  
Early Childhood ◽  
Experimental Design ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Logical Thinking ◽  
Quasi Experimental

This research is important to develop the ability to think logically groups of 3-4 years. This research develops aspects of early childhood development, namely the ability to think logically. The purpose of this study was to determine the development of the ability to think logically 3-4 years of age through media mixing games. This type of research conducted by researchers is to use Quasi Experimental design with Nonequivalent Group Pretest Posttest Design. The results of the study showed the results of the SPPSS version 22 test get a sig value of 0.616> 0.05, thus Ha was accepted and Ho was rejected. If Ha is accepted then this shows that learning media mixing colors gives an influence on the development of logical thinking of children aged 3-4 years. Through the method of mixing colors in this study the teachers can not only develop the ability to think logically, but also can be done to develop several other aspects of development in children.Penelitian ini penting untuk  mengembangan kemampuan berpikir logis kelompok 3-4 tahun. Penelitian ini mengembangkan aspek perkembangan anak usia dini yaitu  kemampuan berpikir logis. Adapun tujuan dari penelitian ini untuk mengetahui pengembangan kemampuan berpikir logis usia 3-4 tahun melalui media permainan mencampur warna. Jenis penelitian yang dilakukan oleh peneliti adalah menggunakan Quasi Experimental dengan desain jenis Nonequivalent Group Pretest Posttest Design. Hasil dari penelitian menunjukkan hasil perhitungan uji SPPSS versi 22 tersebut mendapatkan nilai sig 0,616 > 0,05 dengan dengan demikian Ha diterima dan Ho di tolak. Jika Ha diterima maka hal ini menunjukan bahwa media pembelajaran mencampur warna memberikan pengaruh terhadap perkembangan berpikir logis anak usia 3-4 tahun. Melalui metode pencampuran warna dalam penelitian ini para guru tidak hanya dapat mengembangkan kemampuan berpikir logis saja tetapi juga dapat dilakukan untuk mengembangkan beberapa aspek-aspek perkembangan lainnya pada anak 

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

2021 ◽  
pp. 204275302098701
Author(s):  
Ünal Çakıroğlu ◽  
Mustafa Güler
Keyword(s):  
Experimental Study ◽  
Experimental Design ◽  
Positive Impact ◽  
Real Life ◽  
Literacy Skills ◽  
Statistical Literacy ◽  
Instructional Process ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Statistics

This study attempts to determine whether gamification can be used as a pedagogical technique to overcome the challenges in teaching statistics. A post-test quasi-experimental design was carried out in gamified and non-gamified groups in order to reveal the effect of gamification elements in cultivating students’ statistical literacy skills. Students in gamified group were also interviewed to understand the function of gamification process. The results suggest that; although gamifying the instructional process had a positive impact on developing students’ statistical literacy in medium and high score students; surprisingly the influence of the gamification to the low- achieved scores were not positive. The positive impact was discussed in accordance with the gradual structure of statistical literacy and suggestions for successful gamification applications due to the context were included.

scholarly journals Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Game Design ◽  
Learning Strategy ◽  
Experimental Studies ◽  
Quasi Experimental ◽  
Current Lines ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

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