Peer-to-Peer Learning: The Impact of Order of Performance on Learning Fundamental Movement Skills Through Video Analysis With Middle School Children

2021 ◽  
pp. 1-11
Author(s):  
Anna Thacker ◽  
Jennifer Ho ◽  
Arsalan Khawaja ◽  
Larry Katz
Keyword(s):  
Middle School ◽  
Video Analysis ◽  
Peer Learning ◽  
Learning Model ◽  
Peer To Peer ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Significant Difference ◽  
Body Roll ◽  
The Impact

Purpose: Through video analysis, this paper explores the impact that order of performance has on middle school students’ performance of fundamental movement skills within a peer-to-peer learning model. Order of performance refers to the order in which a student performed a skill while paired up with a peer. Method: Using a mobile application, Move Improve®, 18 students (eight males and 10 females) completed a standing jump and hollow body roll in partners assigned to order of performance (evaluator/performer). An independent samples t test was conducted to evaluate the differences in the mean scores between students who performed first and those who performed second for each skill. Results: There was a significant difference in standing jump scores (p < .01), where students who performed second had a higher average score than their peers who went first. Although not statistically significant (p = .293), results for hollow body roll also showed a similar performance pattern for students who went second compared with those who performed first. Conclusion: The order of performance within a peer-to-peer learning model may have a significant effect on performance scores for standing jump but not for hollow body roll. Reasons for the discrepancy may be due to a combination of skill familiarity, skill complexity, and training of observational learning.

scholarly journals The Effect of Video Project-Based Learning on Students' Critical Thinking Skills during the Covid-19 Pandemic

2021 ◽  
Vol 13 (3) ◽  
pp. 1858-1867
Author(s):  
Albi Anggito ◽  
Pratiwi Pujiastuti ◽  
Dhiniaty Gularso
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Average Increase ◽  
Significance Level ◽  
Significant Difference ◽  
The Impact

Project-based Learning using video is being used at the University of Yogyakarta in order to examine the impact on students' thinking skills. The Paired Sample t-test analytic method was employed in this study to conduct a quasi-experiment, which is described in detail below. The findings revealed that: 1) the average increase from the pretest score to the posttest score was 4.55 in the experimental class and 3.41 in the control class, and 2) a statistically significant difference in the average increase was observed in the experimental class when the Project-based learning model was used in the classroom. The experimental class uses Project-based Learning, 3) the data in the experimental class is 0.097 (pretest) and 0.062 (posttest). In contrast, the data in the control class is 0.083 (pretest) and 0.064 (posttest), 4) the results of the hypothesis test revealed a significance level of 0. 007 in the experimental class and 0.016 in the control class, both of which were less than the significance level of 0.005, so that H0 was rejected and H1 was accepted. According to the findings of this study, there appears to be an effect of applying the Project-based learning model on students' critical thinking skills in social studies classes. PjBL (project-based learning) models that include video can help students substantially enhance their critical thinking skills.

scholarly journals Study the Impact of Employing Action Research on Middle School Teachers' Performance

2016 ◽  
Vol 10 (12) ◽  
pp. 7
Author(s):  
Hourieh Rahmanimehr ◽  
Asghar Sharifi
Keyword(s):  
Middle School ◽  
Action Research ◽  
Organizational Performance ◽  
Middle School Teachers ◽  
School Teachers ◽  
Reliability Factor ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
The Impact

This research aims to study the impact of employing action research on middle school teachers' performance in district 3 education of Tehran in 2015 educational year. With regard to its aim, this study can be considered as an applied research and regarding the data collection method, it is a descriptive(ex post facto) research. The population of this study includes middle school teachers working in district 3 education of Tehran in 1394 educational year. A study sample of 100 individuals was selected through random stratified sampling method and divided into two groups of 50 teachers. Research tool was the organizational performance questionnaire by Hersey and Goldsmith (2003). This questionnaire was set up as a 5-point scale questionnaire and includes seven sub-scales(ability, clarity, assistance, encouragement, evaluation, validity and environment). Validity of instrument was determined by Goldsmith through content method and in this research content validity was used as well. In addition, reliability factor of the questionnaire is 87% which is calculated by Cronbach’s alpha. Data collected from questionaries was analyzed using independent T-tests and Manova   in two different levels of descriptive and Inferential statistics. The results of the current research indicate that in general deploying action research affects performance of middle school teachers in district 3 education of Tehran. In secondary hypotheses using action research is effective considering ability, clarity, assistance, encouragement, evaluation, validity and environment while it has no effect on examining teachers’ performance. Besides, analyzing lateral findings of multivariate analysis of variance claims that in sample group's view, there is no significant difference between teacher’s performance divided by years of experience or levels of education.

scholarly journals The Impact of Peer-to-Peer (P2P) Lending on Business Development of Small and Medium-Sized Enterprises

2021 ◽  
Vol 5 (2) ◽  
pp. 201
Author(s):  
Rindah Febriana Suryawati ◽  
Duhita Paramaramya Putri Nurdana
Keyword(s):  
Financial Institution ◽  
Peer To Peer ◽  
T Test ◽  
Least Square ◽  
Significant Difference ◽  
Before And After ◽  
P2p Lending ◽  
Peer Lending ◽  
The Impact ◽  
Paired T Test

The problem faced by most micro-entrepreneurs in Indonesia is financing business. Peer-to-peer (P2P) lending is a non-bank financial institution that can be an alternative source of financing because of the requirements and easy application usage. This study aims to analyze the impact of peer-to-peer lending on business expenses, business turnover, total employment, total sales of products, and profits before and after obtaining a peer-to-peer lending loan and analyze factors affecting the increase in business turnover after getting a loan through peer-to-peer lending. The methods used in this study include the descriptive analysis method, paired t-test, and ordinary least square (OLS). The paired t-test results indicate that there is a significant difference between business expenses, business turnover, the amount of labor, the number of product sales, and profit before and after obtaining a peer-to-peer lending loan. The result of analysis with the OLS method shows that the length of business and expenditure of the business has a significant effect on the development of respondents' business turnover.

scholarly journals Fundamental Movement Skills and Health-Related Outcomes: A Narrative Review of Longitudinal and Intervention Studies Targeting Typically Developing Children

2016 ◽  
Vol 12 (2) ◽  
pp. 148-159 ◽  
Author(s):  
Emily Bremer ◽  
John Cairney
Keyword(s):  
Longitudinal Design ◽  
Positive Influence ◽  
Narrative Review ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Universal Approach ◽  
Health Related ◽  
The Impact

Many children with typical development are highly sedentary, overweight/obese, and are deemed not ready for school at kindergarten entry. All of these concerns can be related to a lack of movement skill proficiency in this population. The purpose of this narrative review was to synthesize the literature examining the impact of movement skills on 5 areas of overall health: physical activity, physical fitness, body composition, self-beliefs, and executive functioning. To gain an understanding of these relationships, only studies employing an experimental or observational longitudinal design were reviewed. Although the results were limited in the number of studies available, there is evidence that movement skill may have a positive influence on these broad domains of health both naturally over the course of development and through intervention. We recommend that a universal approach to movement skill development is warranted, given the range of benefits that stem from developing proficiency in these skills.

scholarly journals Effectiveness of Dual Situated Learning Model in Improving High School Students’ Conceptions of Chemistry Equilibrium and Preventing Their misconceptions

2020 ◽  
Vol 3 (2) ◽  
pp. 99-105
Author(s):  
Muhammad Ali Kurniawan ◽  
Sri Rahayu ◽  
Fauziatul Fajaroh ◽  
Saeed Almuntasheri
Keyword(s):  
High School ◽  
High School Students ◽  
Situated Learning ◽  
Chemical Equilibrium ◽  
Learning Model ◽  
Positive Influence ◽  
School Students ◽  
Significant Difference ◽  
Science Educators ◽  
The Impact

This study aims to compare the impact of the Dual Situated Learning Model (DSLM) and conventional instructions in improving High School Students’ understanding of chemical equilibrium concepts and the prevention of possible misconceptions. The study utilized a quasi-pretest-posttest control and experimental group design with two classes of XI SMAN as the research sample (N=60 students). Pre-posttests consisting of 12 two-tier questions (r = 0.691) used to assess the learners’ understanding of the chemical equilibrium. The results showed a significant difference in favor of the learners who taught using the DSLM model in comparison to those in the conventional approaches (Fount = 4.149; p = 0.003). Students in the experimental class had a better understanding and fewer misconceptions about the concept of chemical equilibrium. Implications for science educators suggest that learning that is designed by considering students' misconceptions or preconceptions and anticipating them through appropriate learning steps will have a positive influence on the learners’ conceptual understanding.

scholarly journals Effect of Teaching Fundamental Movement Skills with an Inquiry-Based Instructional Model on Perceived Motor Competence

2021 ◽  
Vol 6 (2) ◽  
pp. 506
Author(s):  
Meral Demir ◽  
Mümine Soytürk ◽  
Özden Tepeköylü Öztürk
Keyword(s):  
Male Students ◽  
Control Group ◽  
Instructional Model ◽  
Motor Competence ◽  
Movement Skills ◽  
Fifth Grade Students ◽  
Fundamental Movement Skills ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction

The aim of this study is to investigate the effect of inquiry-based instruction in the teaching of fundamental movement skills to fifth-grade students on the children’s perceived motor competence. Utilizing a post-test experimental design with control group, the study was carried out with 260 fifth-grade students studying in ten different classes at five different schools located in the city centre of Manisa during the 2019-2020 academic year. For collection of the data, the “Perceived Motor Competence Questionnaire in Childhood” (PMC-C), and a “Personal Information Form” (PIF) developed by the researchers, were used. To test the effectiveness of the quasi-experimental process in the post-test design with control group, t-test was used. In the inquiry-based instruction in the teaching of fundamental movement skills of the students, a statistically significant difference was found in favour of the experimental group in the subscales of perceived motor competence. Regarding the gender variable of the students, a statistically significant difference was found between female and male students in favour of boys in the subscales of fundamental motor skills. In conclusion, it can be said that the inquiry-based instructional model was more effective than the direct instructional model in developing the fundamental motor skills of “locomotor skills” and “object control skills”. Moreover, when evaluated in terms of gender, male students benefited more from the inquiry-based instructional model in terms of “object control skills”.

scholarly journals Educators Perspectives on the Value of Physical Education, Physical Activity and Fundamental Movement Skills for Early Years Foundation Stage Children in England

Children ◽  
2021 ◽  
Vol 8 (5) ◽  
pp. 338
Author(s):  
Alexandra Dobell ◽  
Andy Pringle ◽  
Mark A. Faghy ◽  
Clare M. P. Roscoe
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Early Years ◽  
Structured Interviews ◽  
Stakeholder Views ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Lack Of Information ◽  
The Impact

There is a lack of information available for physical education (PE) provision in the early years foundation stage (EYFS), prompting concern about what is currently delivered in schools and the values behind the approaches taken. Using semi-structured interviews, this study investigated educators’ perspectives on the value of PE and physical activity (PA) for EYFS children across England in relation to opportunities for, barriers to, and benefits of PA and PE. This study collected important stakeholder views and can help shape the impact and implementation of fundamental movement skills (FMS) and PA interventions at the EYFS.

How women experience peer-to-peer learning model - a case study of an IT school in Russia

2021 ◽  
Author(s):  
Tanya Stanko ◽  
Maria Abramova ◽  
Elvira Sagirova ◽  
Oksana Zhirosh ◽  
Sergey Trapitsin
Keyword(s):  
Peer Learning ◽  
Learning Model ◽  
Peer To Peer

Skill-Based and Planned Active Play Versus Free-Play Effects on Fundamental Movement Skills in Preschoolers

2018 ◽  
Vol 125 (4) ◽  
pp. 651-668 ◽  
Author(s):  
Lindsay Roach ◽  
Melanie Keats
Keyword(s):  
Free Play ◽  
Significant Interaction Effect ◽  
Active Play ◽  
Fundamental Movement Skill ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Optimal Intervention ◽  
Significant Difference ◽  
Play Groups ◽  
Positive Intervention

Fundamental movement skill interventions are important for promoting physical activity, but the optimal intervention model for preschool children remains unclear. We compared two 8-week interventions, a structured skill-station and a planned active play approach, to a free-play control condition on pre- and postintervention fundamental movement skills. We also collected data regarding program attendance and perceived enjoyment. We found a significant interaction effect between intervention type and time. A Tukey honest significant difference analysis supported a positive intervention effect showing a significant difference between both interventions and the free-play control condition. There was a significant between-group difference in group attendance such that mean attendance was higher for both the free-play and planned active play groups relative to the structured skill-based approach. There were no differences in attendance between free-play and planned active play groups, and there were no differences in enjoyment ratings between the two intervention groups. In sum, while both interventions led to improved fundamental movement skills, the active play approach offered several logistical advantages. Although these findings should be replicated, they can guide feasible and sustainable fundamental movement skill programs within day care settings.

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