scholarly journals Increased learning by using board game on muscular system physiology compared with guided study

2019 ◽  
Vol 43 (2) ◽  
pp. 149-154 ◽  
Author(s):  
Kelly Cristina Gavião Luchi ◽  
Lais Tono Cardozo ◽  
Fernanda Klein Marcondes
Keyword(s):  
Undergraduate Students ◽  
Control Group ◽  
First Year ◽  
Board Game ◽  
Muscular System ◽  
Significance Level ◽  
System Physiology ◽  
Improved Learning ◽  
Student’S T ◽  
Teaching Learning

The aim of this work is to describe the “Muscular System Game,” created to assist in the teaching-learning process concerning the physiology of the muscular system, and to evaluate its effect on the learning of university students. Participating in this study were first-year undergraduate students of the pharmacy course (game group, n = 21, 5 men and 16 women, age 23.57 ± 4.92 yr) and the nursing course (control group, n = 22, 2 men and 20 women, age 22.90 ± 4.93 yr), who had the same level of preparation. After theoretical classes concerning the physiology of the muscular system, all students were instructed to study the topic. In the next week, the students of the game group performed the activity with the board game, and the students of the control group undertook a guided study activity, which contained a list of exercises with the same questions used in the game, to be answered by groups. In the week following these activities, all of the students answered evaluation questions about the topic. The scores obtained for the two groups in the evaluation were compared using Student’s t-test for unpaired samples, considering a significance level of 0.05. The score obtained for the control group (5.78 ± 0.38) was significantly lower than the score for the game group (7.50 ± 0.47; P < 0.05). The results obtained indicating that the use of an educational board game about the physiology of muscle contraction resulted in significantly improved learning, compared with the use of guided study.

scholarly journals The Role of Coconut Oil in Treating Patients Affected by Plaque-Induced Gingivitis: A Pilot Study

2020 ◽  
Vol 14 (04) ◽  
pp. 558-565
Author(s):  
Francesca Ripari ◽  
Federica Filippone ◽  
Giulia Zumbo ◽  
Francesco Covello ◽  
Francesca Zara ◽  
...  
Keyword(s):  
Coconut Oil ◽  
Mean Value ◽  
Plaque Formation ◽  
Control Group ◽  
Study Group ◽  
Clinical Parameters ◽  
Significant Drop ◽  
Significance Level ◽  
Student’S T

Abstract Objectives The aim of the study was to evaluate the coconut oil pulling efficacy as adjuvant in reducing plaque formation and in treating plaque-induced gingivitis. Materials and Methods A sample of 20 patients was divided into two groups: a study and a control group. In the study group, coconut oil, in form of mouthwash, was administered to a sample of patients affected by gingivitis, aged between 18 and 35. The protocol established a daily application of the product for 30 days, where clinical parameters for plaque formation and gingivitis—plaque index (PI), bleeding index (BI)—will be evaluated during the recalls on a specific periodontal chart. The control group did not associate a coadjuvant to the normal daily oral health procedures and the same clinical parameters were evaluated at t0 and after 30 days (t1). The data were statistically analyzed using Student’s t-test, establishing the significance level as p < 0.05. Results PI and BI decreased in both groups, with a more relevant and significant drop in the study group, from a mean value of PI of 58.0 to 19.3 and a mean value of BI of 33.5 to 5.0. In the control group, the values decreased, respectively, from 53.9 to 29.1 for PI, and from 33.5 to 16.2. Furthermore, no significant side effect was reported during coconut oil pulling therapy. Conclusions The collected data showed significant and promising improvements in reducing plaque formation and gingivitis. However, further researches have to be performed to have more consistent and statistically significant data on larger samples and to fully understand the mechanisms of action and effectiveness.

The Effect of Expressive Writing on Symptoms of Depression in College Students: Randomized Controlled Trial

2019 ◽  
Vol 38 (5) ◽  
pp. 427-450
Author(s):  
Sarah M. C. Robertson ◽  
Stephen D. Short ◽  
Abigail Asper ◽  
Kelly Venezia ◽  
Catherine Yetman ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Expressive Writing ◽  
Controlled Trial ◽  
Physical Illness ◽  
Control Group ◽  
Depression Symptoms ◽  
First Year ◽  
Post Intervention ◽  
Physician Visits ◽  
Symptoms Of Depression

Introduction: The first year of college can be particularly difficult for students, as they typically face a number of emotional, developmental, social, and financial challenges. Expressive writing (EW) is a writing intervention that requires participants to write about their thoughts and feelings related to a particular event over several days. Methods: Participants in this study included 90 first-year undergraduate students. Participants were assigned to the EW condition (writing about their thoughts and feelings related to their transition to college) or a control condition (writing about any object or event of their choosing). Participants completed 3 consecutive days of writing, and then completed two follow-up visits that occurred one month and six months post-intervention. Participants were divided into two groups based on their initial depression scores (one group with minimal symptoms, and a second group with mild/moderate/severe symptoms). Results: Among participants in the mild/moderate/severe group, those in the EW condition demonstrated significant decreases in depression symptoms over the six-month study period, while participants in the control condition did not. Among this same subset of participants, those in the EW condition also demonstrated significantly fewer physician visits due to physical illness when compared to the control group. Changes in depression and physical illness visits were not found for participants with minimal symptoms of depression. Discussion: EW is a low-cost procedure that has been empirically demonstrated to alleviate symptoms of depression six months post-intervention. However, this finding only held for participants who were initially categorized in the group of participants with mild/moderate/severe symptoms of depression (as opposed to those participants initially categorized with minimal symptoms of depression). Clinical implications and future directions are discussed.

scholarly journals A flipped classroom method based on a small private online course in physiology

2019 ◽  
Vol 43 (3) ◽  
pp. 345-349 ◽  
Author(s):  
Xiao-Min Zhang ◽  
Jian-Yun Yu ◽  
Yuan Yang ◽  
Cui-Ping Feng ◽  
Jing Lyu ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Online Course ◽  
Small Scale ◽  
Control Group ◽  
Learning Needs ◽  
Significant Difference ◽  
Improved Learning ◽  
Medical University

A small private online course (SPOC) supports blended learning on a small scale, enabling students to have a more comprehensive and deeper learning experience. It also provides instructors with a flexible and feasible model to better understand the students’ learning needs and to supervise students’ learning behaviors. In this study, we adopted SPOC flipped classroom blended teaching in the physiology course for clinical undergraduate students of Kunming Medical University. Compared with the control group [lecture-based learning (LBL)], the SPOC flipped classroom method significantly increased the scores of students in the preclass test (65.13 ± 12.45 vs. 53.46 ± 8.09, SPOC vs. LBL) and postclass test (80.43 ± 14.29 vs. 69.01 ± 12.81, SPOC vs. LBL), which is induced by students’ increased interest in self-learning. More importantly, the significant difference between the preclass scores of the two groups suggested that the video lecture-based preview is more effective than the textbook-based preview. The study indicated that the SPOC flipped classroom was effective in enhancing the examination scores of students, reflecting an improved learning efficiency and a deeper understanding of the knowledge. In summary, the flipped classroom based on SPOC improves learning outcomes compared with LBL and has a wide application in the learning of basic medical courses.

scholarly journals Changes on facial profile in the mixed dentition, from natural growth and induced by Balters' bionator appliance

2013 ◽  
Vol 18 (2) ◽  
pp. 108-115 ◽  
Author(s):  
Denise Rocha Goes Landázuri ◽  
Dirceu Barnabé Raveli ◽  
Ary dos Santos-Pinto ◽  
Luana Paz Sampaio Dib ◽  
Savana Maia
Keyword(s):  
Class Ii ◽  
Mixed Dentition ◽  
Skeletal Maturation ◽  
Control Group ◽  
Facial Profile ◽  
Significance Level ◽  
Nasolabial Angle ◽  
Division 1 ◽  
Profile Changes ◽  
Student’S T

OBJECTIVE: The purpose of this study was to evaluate the facial profile changes induced by Balters' bionator appliance in Class II division 1 patients, at mixed dentition stage. METHODS: The sample consisted of 28 prepubertal individuals at stages 1 and 2 of skeletal maturation (CVM), which were divided in two groups. The experimental group consisted of 14 individuals (7 boys and 7 girls, initial mean age of 8y12m) which were treated with Balters' bionator appliance for 14.7 months. The effects of treatment were compared to a control group of 14 subjects (7 boys and 7 girls, initial mean age of 8y5m) with Class II malocclusion, division 1, not orthodontically treated, which were followed up for 15.4 months. The statistical analysis was performed using Student's t test, at a significance level of 5%. RESULTS: The results showed that the Balters' bionator appliance promoted a significant increase on the mentolabial angle, in addition to demonstrating a tendency to reduce the facial skeletal convexity, to restrict the maxillary growth and to increase the nasolabial angle and the lower anterior facial height. CONCLUSION: It can be concluded that the Balters' bionator appliance improved the facial profile of children treated at mixed dentition stage.

scholarly journals THE IMPACTS OF A MARINE SCIENCE BOARD GAME ON MOTIVATION, INTEREST, AND ACHIEVEMENT IN MARINE SCIENCE LEARNING

2019 ◽  
Vol 18 (6) ◽  
pp. 907-923 ◽  
Author(s):  
Yen-Ling Lin ◽  
Shu Wen Huang ◽  
Cheng-Chieh Chang
Keyword(s):  
Science Learning ◽  
Learning Motivation ◽  
School Level ◽  
Control Group ◽  
Marine Science ◽  
Board Game ◽  
Measurement Instruments ◽  
High School Level ◽  
Teaching Learning ◽  
Learning Interest

This research sought to explore how teaching utilizing a marine science-related board game affected students’ motivation, interest, and achievement in marine science learning at the high school level. The research utilized an experimental design with pre-test and post-test measurements and a classroom setting, and included an experimental group containing 25 students and a control group containing 26 students. The experiment was carried out over the course of 12 lessons, with various questionnaires, including a marine science learning motivation (MSLM) inventory, a marine science learning interest (MSLI) inventory, and a marine science learning achievement (MSLA) inventory, being used as the measurement instruments. The research analysed the students’ scores on these inventories using one-way analysis of ANCOVA. The main results of this research were as follows: 1) with regard to the MSLM inventory, the ‘relevance’, ‘confidence’, and ‘total score’ were significantly different between the two groups; 2) with regard to the MSLI inventory, the ‘cognitions regarding marine science’ were significantly different between the two groups; and 3) with regard to the MSLA, all of the dimensions including ‘memory’, ‘understanding’, ‘high-level thinking’, and ‘total score’ were significantly different between the two groups. Keywords: board game teaching, learning interest, learning motivation, marine education, science education.

scholarly journals The Results of Development of the Online Instruction with Design-based Thinking for the Construction of Creative Products

TEM Journal ◽  
2021 ◽  
pp. 1715-1720
Author(s):  
Narasak Phunaploy ◽  
Pinanta Chatwattana ◽  
Pallop Piriyasurawong
Keyword(s):  
Undergraduate Students ◽  
Online Instruction ◽  
Educational Innovation ◽  
First Year ◽  
Significance Level ◽  
Innovation And Technology ◽  
Creative Products ◽  
High Level ◽  
Very High

This research is the development of the online instruction with design-based thinking for the construction of creative products. The population of this research included experts and the first year undergraduate students from the Department of Educational Innovation and Technology, Suan Sunandha Rajabhat University. According to the results, it is found that (1) the quality of the online lessons with design-based thinking is at a very high level, (2) the scores of learning achievement after learning the said online lessons are higher than those before learning these online lessons with a significance level of .01, (3) the scores of creative products created by the students after learning through the online lessons are at a very good level, and (4) the satisfaction toward the learning through online lessons with designbased thinking for the construction of creative products is at a very high level.

scholarly journals Effects of Functional Instruction on Types of Achievement in Reading Narrative Texts

2018 ◽  
Vol 10 (3) ◽  
pp. 80
Author(s):  
Aldo Bazan ◽  
Dorle Ramos ◽  
Monica Davila ◽  
Nestor Velarde ◽  
Maricel Rivera
Keyword(s):  
Secondary School ◽  
Group Intervention ◽  
Present Situation ◽  
Control Group ◽  
First Year ◽  
Narrative Texts ◽  
School Students ◽  
Post Evaluation ◽  
Low Levels ◽  
Teaching Learning

Seventeen first-year Secondary School students with low levels of reading comprehension of mystery and horror stories, received training during two weeks in 50-minutes daily sessions. The structural planning was sequentially organized, in four types of teaching - learning situations going from lower to higher level of complexity. The instruction was implemented in accordance with four types of achievement levels: linked to the object, linked to the situation, non-linked to the operation, and non-linked to present situation.  The results throughout the intervention revealed that in the two first levels (object-linked and operation-linked), average scores above 90% of achievement were obtained. In the two operation – non-linked levels (particular and present situation non-linked), averages scores between 73 and 76% of achievement were reached. Likewise, a significant change (p = 0.005) was found in a previous and post-evaluation of a school curricular unit for the group intervention, with no significant differences for the control group.

scholarly journals Form-Focused Instruction on Non-English-Majored Undergraduates’ Foreign Language Writing

2018 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Yougen Lou
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Teaching Method ◽  
Plant Protection ◽  
Control Group ◽  
First Year ◽  
Writing Ability ◽  
English Writing ◽  
Term Experiment ◽  
Language Writing

This paper reviewed a one-term experiment on form-focused instruction (FFI) in teaching foreign (English) writing to 162 first-year non-English-majored undergraduate students majored history, economics, computer, agriculture, plant protection, floriculture and veterinary from Yangtze University as participants. Participants in this study consisted of 81 non-English-majored undergraduate students in the control group (CG) and 81 non-English-majored undergraduate students in the treatment group (TG). The participants in CG were taught by the traditional method: grammar-translation teaching method and the participants in TG were taught by the new teaching method of FFI. The results showed that 1) compared with a teacher-dominated approach for CG, FFI in teaching English writing for TG did a better job in enhancing students’ English writing ability; 2) participates in TG hold positive opinions towards FFI in English writing..

The Use of Analogies and the Design Brief Information: Impact on Creative Outcomes

2021 ◽  
Author(s):  
Georgios Koronis ◽  
Hernan Casakin ◽  
Arlindo Silva ◽  
Jing Wen William Siew
Keyword(s):  
Undergraduate Students ◽  
The Other ◽  
Control Group ◽  
First Year ◽  
Pedagogical Tool ◽  
Analogical Thinking ◽  
Design Task ◽  
Improve Design ◽  
Design Students ◽  
University Setting

Abstract This study is aimed at ways to assess and improve design students’ creative outcomes and assist educators in crafting design briefs for design studios. The procedure entails a controlled yet analytical experiment in a university setting intended to test the potential of using analogical thinking to enhance the Novelty and Usefulness of design solutions. The control group received a brief that contained stimuli in the form of typical examples without instructions to use analogies. A second group was provided with a brief including stimuli elicited by text representations in the form of word pairs, and instructions to use textual analogies. The last group received the same stimuli as the other groups above; however, with instructions to identify negative features before using textual analogies. One hundred and seven first-year undergraduate students took part in the study. The results demonstrated that design briefs with specific instructions to use textual-based analogies contributed to highly novel outcomes. However, when analogies were elicited by statements concerning negative issues of the design task, students were able to produce more useful outcomes. We suggest that textual-based analogies can be employed as a good in-class pedagogical tool for improving novice designers’ creative outcomes overall.

scholarly journals EFEKTIVITAS QUANTUM TEACHING LEARNING PADA MATA PELAJARAN MATEMATIKA SISWA SEKOLAH DASAR

2018 ◽  
Vol 1 (2) ◽  
pp. 135
Author(s):  
OCTARINA HIDAYATUS SHOLIKAH
Keyword(s):  
Elementary School ◽  
Group Discussion ◽  
Sampling Technique ◽  
Analysis Data ◽  
School Level ◽  
Control Group ◽  
Control Group Design ◽  
Significance Level ◽  
Lecture Method ◽  
Teaching Learning

 The purpose of this research is to examines the effectiveness of quantum teaching learning by comparing the final results between students who use quantum teaching learning and without use quantum teaching learning at elementary school level learning. This research use a quasi-experimental research with a quantitative approach. The research design was Posttest Only Control Group Design by using quantum teaching learning in the experimental group discussion and lecture method in the control group. The population was all students in six grade of SDN Pojoksari academic year 2015/2016. The sampling technique used was cluster random sampling. Data collection methods used in this research is documentation and testing. Analysis data techniques in this research using t-test significance level of 5%. The result of this research is quantum teaching learning effective applied to elementary school mathematics courses.

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