scholarly journals Self-Regulation and Rubrics Assessment in Structural Engineering Subjects

2015 ◽  
Vol 2015 ◽  
pp. 1-8 ◽  
Author(s):  
María Consuelo Sáiz Manzanares ◽  
Miguel Ángel Sánchez Báez ◽  
Vanesa Ortega-López ◽  
Juan M. Manso Villalaín
Keyword(s):  
Structural Engineering ◽  
Procedural Knowledge ◽  
Self Regulation ◽  
Expert Assessment ◽  
Control Group ◽  
Structural Elements ◽  
Self Assessment ◽  
Perceptions Of Students ◽  
University Systems ◽  
Experimental Group

Present-day university systems need to educate graduates who are confident and highly independent, attributes that are especially relevant to engineering. We need to develop active methods that can analyze the prior knowledge of students and that impart teaching based on self-regulation and self-assessment by the student. In this study, we work with a sample of 116 students of architecture following a Structural Engineering subject module (61 in the experimental group and 55 in the control group). The objectives of the investigation are (1) to test whether significant differences exist in the knowledge of students after a training program in self-regulation and (2) to test whether the use of rubrics will improve the perceptions of students with regard to their own knowledge. We found that students trained in self-regulation methodologies improved their procedural knowledge in the field of structural engineering. Likewise, student self-perceptions of their own knowledge increased in relation to the design and expert assessment of structural elements and the graphic representation of constructive elements.

scholarly journals Duration of environmental therapy as a factor in correction of emotional-personality sphere of addicts

2021 ◽  
Vol 258 ◽  
pp. 07040
Author(s):  
Irina Skirtach ◽  
Svetlana Kuzenko
Keyword(s):  
Art Therapy ◽  
Self Regulation ◽  
Integrated Approach ◽  
Rehabilitation Program ◽  
Self Control ◽  
Control Group ◽  
Self Assessment ◽  
Remarkable Effect ◽  
Therapy Program ◽  
Experimental Group

The current state of alcoholism, based on the achievements of neurosciences, indicates that it is a multifactorial disorder, in the development of which, although biological predictors play an important role, predisposing psychological characteristics are no less important. That is why the need for an integrated approach to the rehabilitation of addicts is obvious. The use of art therapy in the work with addicts is quite common, but its effectiveness, optimal duration, features of its influence on the dynamics of indicators of strong-willed self-control, aggressiveness, and self-assessment of alcohol abusers are not studied enough. This paper presents the results of a study conducted on the basis of “Reshenie” rehabilitation center, 48 patients who are being treated for alcohol addiction took part in it. The people were divided into experimental and control groups. The standard rehabilitation program of the center for the experimental group was supplemented by a specially developed art-therapeutic complex, the control group received only a basic rehabilitation course. The research shows that the inclusion of art therapy in rehabilitation significantly increases the indicators of positive dynamics of strong-willed self-regulation of behavior in general, the dynamics of self-assessment indicators and negative dynamics of indicators and forms of aggressive behavior in the experimental group. It is shown that in order to obtain a remarkable effect from the rehabilitation program using art therapy methods in correcting the ability to control behavior, strong-willed control, inadequately inflated self-assessment, the duration of the art therapy program must be at least 8 weeks.

scholarly journals The Role of Self-assessment Guide on Improving Iranian EFL Learners’ Writing: The Portfolio Approach

2018 ◽  
Vol 7 (6) ◽  
pp. 192
Author(s):  
Farnaz Sahebkheir
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
The Self ◽  
Control Group ◽  
Self Assessment ◽  
Student Centered ◽  
Writing Skill ◽  
Efl Students ◽  
Experimental Group

Writing skill is one of the most difficult skills to be taught. Teachers try to find new ways to teach it especially via student-centered approaches. Self-assessment portfolio can be one of these learner-centered methods for improving learners writing skill. This study aims to investigate the effect of self-assessment portfolio on Iranian EFL students’ writing production. Two groups were selected through a KET test and they were randomly assigned as a control and an experimental group. The experimental group had to use a self-assessment guide and completed their writing tasks. They reflected and critically analyzed their own writing using the Self-assessment Guide. While the control group did not receive the self-assessment guide and they just received teacher written error correction for their writing tasks. They either did not analyze their written product critically. The experimental group outperformed the control group and the differences were statistically significant. Students in the experimental group engaged in constant critical thinking and developed a strong sense of responsibility for their learning. It can be concluded that teachers should engage their students in self-assessment portfolio to encourage more critical thinking and self-regulation.

THE IMPLEMENTATION OF FORMATIVE ASSESSMENT INTO CHEMISTRY EDUCATION AT SECONDARY SCHOOL

2019 ◽  
Author(s):  
Mária Babinčáková ◽  
◽  
Mária Ganajová ◽  
Ivana Sotáková ◽  
Veronika Jurková ◽  
...  
Keyword(s):  
Secondary School ◽  
Formative Assessment ◽  
Chemistry Education ◽  
Concept Map ◽  
Assessment Tools ◽  
Control Group ◽  
Self Assessment ◽  
Experimental Group

The results of the implementation of formative assessment into chemistry education at secondary school for the topic “Mixtures” are presented here. Students (12-14 years old, N=202) were divided into two groups – control (N=97) and experimental (N=105). Teachers of experimental group implemented formative assessment tools into ten lessons (a predictive card, Frayer model, self-assessment card, T-card, concept map, and exit card). Control group teachers taught without formative assessment. The Mann-Whitney U test confirmed statistically significant results (p<.05). Keywords: formative assessment, secondary school, mixtures.

scholarly journals Laryngeal and Vocal Characterization of Asymptomatic Adults With Sulcus Vocalis

2019 ◽  
Vol 23 (03) ◽  
pp. e331-e337 ◽  
Author(s):  
Alex Bruno Soares ◽  
Bruno Teixeira de Moares ◽  
Ana Nery Barbosa de Araújo ◽  
Noemi Grigoletto de Biase ◽  
Jonia Alves Lucena
Keyword(s):  
Auditory Perception ◽  
Control Group ◽  
Type I ◽  
Self Assessment ◽  
Acoustic Evaluation ◽  
Sulcus Vocalis ◽  
Vocal Quality ◽  
The Voice ◽  
Experimental Group

Introduction Sulcus vocalis is defined as a longitudinal depression on the vocal cord, parallel to its free border. Its most marked characteristic is breathlessness, caused by incomplete glottal closure, in addition to roughness, due to the decrease in mucosal wave amplitude of the vocal cords. Vocal acoustic aspects, such as fundamental voice frequency, jitter, and shimmer, may also be altered in individuals with this type of laryngeal disorder. To assess the voice of individuals with sulcus vocalis, studies generally include a sample of subjects with vocal symptoms, excluding asymptomatic persons. To better characterize the vocal characteristics of individuals with sulcus vocalis, their asymptomatic counterparts must also be included. Objective Characterize the larynx and voice of asymptomatic adults with sulcus vocalis. Method A total of 26 adults, 13 with sulcus vocalis (experimental group) and 13 without (control group) were assessed. All the participants were submitted to suspension microlaryngoscopy, voice self-assessment, auditory perception and acoustic evaluation of the voice. Results Among the individuals with sulcus vocalis, 78% of the sulci were type I and 22% type II. Auditory perception assessment obtained statistically significant lower scores in individuals with sulcus vocalis compared with the control group, and a slight difference in the overall degree of hoarseness and roughness. No statistically significant intergroup diferences were found in self-reported voice or acoustic assessment. Conclusion Type I was the predominant sulcus vocalis observed in individuals without voice complaints, who may also exhibit slight changes in vocal quality and roughness.

The Use of Wiki in Teaching Programming

2018 ◽  
Vol 16 (3) ◽  
pp. 18-45 ◽  
Author(s):  
Yu-Tzu Lin ◽  
Cheng-Chih Wu ◽  
Chiung-Fang Chiu
Keyword(s):  
Program Implementation ◽  
Procedural Knowledge ◽  
Control Group ◽  
Face To Face ◽  
Cooperative Program ◽  
Programming Students ◽  
Collaborative Programming ◽  
The Face ◽  
Quasi Experimental ◽  
Experimental Group

This article explores the feasibility of employing cooperative program editing tools in teaching programming. A quasi-experimental study was conducted, in which the experimental group co-edited the programs with peers using the wiki. The control group co-edited the programs with peers using only the face-to-face approach. The findings show that the co-editing platform was effective in assisting collaborative learning of programming, especially for program implementation. By observing editing histories, students could compare programs and then reflect more deeply about programming. The use of the wiki history tool also helped to illuminate nonlinear and dynamic procedures utilized in programming. Students who engaged more in the collaborative programming or interacted more with partners on the wiki showed greater program implementation achievements. The major benefit of using the wiki was the enhanced ability to observe the dynamic programming procedure and to encounter programming conflicts, which contributed to the process of procedural knowledge acquisition and elaboration.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills.Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals Pedagogical Consolidation of Pupil-Athletes’ Knowledge of Humanities

2021 ◽  
Vol 13 (1) ◽  
pp. 168-187 ◽  
Author(s):  
Maryna Komogorova ◽  
Borys Maksymchuk ◽  
Olena Bernatska ◽  
Svitlana Lukianchuk ◽  
Iryna Gerasymova ◽  
...  
Keyword(s):  
Control Group ◽  
Life Meaning ◽  
Self Assessment ◽  
Active Life ◽  
Universal Values ◽  
Overall Performance ◽  
Teachers And Parents ◽  
The Impact ◽  
Experimental Group ◽  
Material Tests

There appears to be the need to consolidate pupil-athletes’ knowledge of humanities (Ukrainian History, English, Ukrainian, Ukrainian literature), which greatly affect their emotional and value attitude towards the surrounding world, promote active life position and widen outlook, develop reading, linguistic and speech culture, enhance understanding of life meaning through the assimilation of ideals, universal values, norms of morality and patterns in behaviour culture. The research aims to disclose the impact of the developed system of assignments on the consolidation of knowledge of humanities in pupil-athletes in the process of training. The pedagogical experiment was conducted in Ukrainian comprehensive schools (142 participants in the experimental group and 150 participants in the control group). The diagnostic toolset includes questionnaires for identifying cognitive interest of pupils in humanities, questionnaires for teachers and parents, tests for identifying abilities to observe, concentrate attention, memorize and apply the content of educational material, tests for studying types of memory, methods of adolescents’ self-assessment, methods of unfinished sentences, notes, reading diaries, compositions. Thus, the indicator of creative nature in acquiring knowledge of humanities has increased (+ 19,1%) in the experimental group. Analyzing the results from the experiment, one can conclude that the designed system of assignments aimed at consolidating pupil-athletes’ knowledge of humanities has contributed to increasing the levels of their overall performance, responsibility and discipline.

scholarly journals Bimbingan Kelompok dengan Teknik Self-Instruction untuk Meningkatkan Self-Regulation Siswa

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Bambang Setiawan ◽  
M. Solehuddin ◽  
Anne Hafina
Keyword(s):  
Self Regulation ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Wide Range ◽  
Self Instruction ◽  
Experimental Group ◽  
Selection Of ◽  
Group Guidance

Triggered by the importance of self-regulation, then this research was conducted in order to test the effectiveness of group guidance with self-instruction technique in order to enhance self-regulation of the students. Self-regulation is considered as the As card of human personality as it is assumed to be able to strenghten and increase the ability of a person to face the demand of live as well as act as a guide of behaviours of the person himself. In addition, lack of self-regulation will also cause wide range of problems specifically for the students as it may affect the academic achivement of the students themselves. Quantitative approach with quasy-experimental design was used in this research. Meanwhile, the research method used was Nonequivalent Pretest-Posttest Control Group Design. The selection of the sample of the study was by using the purposive sampling technique, the total samples taken were 69 students, 39 students were placed in experimental group and other 30 students were in control group. The study found that in general the profile of the students’ self-regulation was on the moderate category, and empirically the group guidance with self-instruction technique was proven to be able to enhance students’ self-regulation.  

scholarly journals Increasing interprofessional socialization among psychology and nursing students by means of an educational intervention: A quasi-experimental study with a control group

2020 ◽  
Author(s):  
Juan-Luis González-Pascual ◽  
Margarita G. Márquez ◽  
Rocío Rodríguez-Rey ◽  
Ana María Muñoz-Cobo ◽  
Juan Carlos Pérez-Jiménez
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Educational Intervention ◽  
Interprofessional Education ◽  
Wilcoxon Test ◽  
Educational Activity ◽  
Control Group ◽  
Self Assessment ◽  
Quasi Experimental ◽  
Experimental Group

Abstract Background Interprofessional education helps health sciences students become better able to take part in future interprofessional collaborative practice. In general, interprofessional education activities seek to change knowledge levels, attitudes, and skills. However, a more ambitious objective would be to foster interprofessional socialization. Interprofessional socialization calls for the development of a dual identity: on the one hand, a professional identity, and on the other, an interprofessional identity as a member of a collaborative team. The objective of this research was to evaluate the effectiveness of an interprofessional activity in increasing self-assessment scores regarding interprofessional socialization. Methods This was a quasi-experimental study. Sixty psychology and nursing students at a university were divided into an experimental group and a control group. The experimental group participated in an activity designed in accordance with Khalili's interprofessional socialization framework. The control group performed their usual activities. Self-assessment of interprofessional socialization was measured in both groups using the Interprofessional Socialization and Values Scale (ISVS-21) before and after the activities. After the normality test, the inter-group difference (experimental vs. control groups) in the baseline ISVS score was analyzed using the Mann-Whitney U test. The intra-group variation (within each, the experimental group and control group) in the ISVS-21 score (pre-post change) was analyzed using the Wilcoxon test. Results The baseline ISVS-21 score was 93 for the experimental group and 98 for the control group, p=0.321. The experimental group’s ISVS-21 score increased from 93 to 104 after the educational intervention, p<0.01. There were no statistically significant changes in the control group (p=0.174). Conclusions The educational activity, designed in accordance with the Khalili model and carried out with the nursing and psychology students, favors interprofessional socialization in a statistically significant way, as do other activities described in the scientific literature. This matter should be researched in greater depth, using comparative studies to analyze which activities are more effective and efficient.

scholarly journals Enhancing the Conceptual, Procedural and Flexible Procedural Knowledge of Pre-Service Mathematics Teachers in Algebra

2019 ◽  
Vol 4 (2) ◽  
pp. 66-78
Author(s):  
Wasiu Ismaila Otun ◽  
Adetunji Abiola Olaoye
Keyword(s):  
Mathematics Teachers ◽  
Instructional Strategy ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Control Group ◽  
Knowledge Test ◽  
Knowledge For Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The study investigated the effects of Solve-Reflect-Pose Strategy (SRP) on pre-service mathematics teachers’ algebraic knowledge for teaching in Nigeria. A pre-test-post-test quasi experimental design was employed. Intact classes were used and in all, 182 pre-service mathematics teachers’ participated in the study (92 in the experimental group taught with the SRP and 90 in the control group taught using the Modified Conventional Method (MCM). One research instrument manipulated at three levels namely: Conceptual Knowledge Test (CKT), Procedural Knowledge Test (PKT) and Flexible Procedural Knowledge Test (FPKT), was used for the quantitative data and interview protocol for qualitative data. The two research questions formulated were analysed using descriptive statistics while independent sample t-test was used to analyse the two hypotheses. Results showed that there were statistically significant differences in the mean post-test achievement scores on conceptual knowledge test, procedural knowledge test and flexible procedural knowledge test between pre-service teachers exposed to the SRP and those exposed to the MCM, all in favour of the SRP group. Based on the results, SRP should be adopted as an instructional strategy and efforts should be made to integrate the philosophy of SRP into the pre-service teachers’ curriculum at the teacher-preparation institutions.

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