Conceptual versus Perceptual Training for Auditory Graphs

2005 ◽  
Vol 49 (17) ◽  
pp. 1598-1601 ◽  
Author(s):  
Bruce N. Walker ◽  
Michael A. Nees
Keyword(s):  
Undergraduate Students ◽  
Stock Price ◽  
Training Session ◽  
Point Estimation ◽  
Control Group ◽  
Estimation Task ◽  
Perceptual Training ◽  
Brief Training ◽  
Post Test ◽  
Experimental Training

A study examined different types of brief training for performance of a point estimation task with a sonified graph of quantitative data. For a given trial, participants estimated the price of a stock at a randomly selected hour of a 10-hour trading day as displayed by an auditory graph of the stock price. Sixty Georgia Tech undergraduate students completed a pre-test, an experimental training session, and a post-test for the point estimation task. In an extension of Smith and Walker (in press), a highly conceptual, task analysisderived method of training was examined along with training paradigms that used either practice alone, prompting of correct responses, or feedback for correct answers during the training session. A control group completed a filler task during training. Results indicated that practice with feedback during training produced better post-test scores than the control condition

scholarly journals IMPLEMENTATION OF PROBLEM-BASED LEARNING MODEL TO INCREASE SELF-CONFIDENCE AND UNDERGRADUATE STUDENTS UNDERSTANDING OF THE ELECTROCHEMISTRY CONCEPT IN CHEMICAL EDUCATION

2020 ◽  
Vol 17 (35) ◽  
pp. 216-226
Author(s):  
Ratu Betta RUDIBYANI
Keyword(s):  
Undergraduate Students ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Chemistry Teaching ◽  
Class A ◽  
Self Confidence ◽  
Class B ◽  
Post Test ◽  
Quasi Experimental

Chemistry is one of the scientific disciplines considered difficult for students to understand its microscopic and macroscopic concepts. Students also claim that this discipline is tedious and complicated. They are unable to connect what is shown in the visual structure to the process and phenomenon. In the context of self-motivation among university students, there is a higher chance of expanding the stimulation of learning. This study aimed to improve self-confidence and the mastery of concepts of chemistry teaching students using problem-based learning. The quasi-experimental method was used with the design of the non-equivalent pre-test-post-test control group. The population included all students in the electrochemistry class at Lampung University in 2019. The purposeful sampling technique employed divided the sample into two groups. The first group was called Class A and was considered as the experimental class - using problem-based learning -. The second group, Class B, was recognized as the control class - using the conventional model in which the teacher applied the speech method in the delivery of materials during the class -. Class A's self-confidence and mastery of concepts have a higher nGain value than class B, and the result of the effect size is that class B has a more significant effect than class A. Based on the outcome, one can conclude that problem-based learning has a significant influence on improving self-confidence and mastery of concepts on the electrochemical theme.

scholarly journals The Application of Cultural Model for Literacy through Legends to Enhance Speaking Ability of Second Semester English Students of Sriwijaya University

2014 ◽  
Vol 5 (2) ◽  
pp. 710-716
Author(s):  
Fitri Suci Puspita Sari Sari ◽  
Rita Inderawati ◽  
Zuraida Blani
Keyword(s):  
Undergraduate Students ◽  
T Test ◽  
Control Group ◽  
Cultural Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
And Control ◽  
English Students

This study aimed to find out whether or not there was any significant difference in speaking ability of the students who were taught by implementing CML (Cultural Model for Literacy) through legends and those who were not. The sample was 41 undergraduate students enrolled in English course at FKIP of Sriwijaya University which were taken by purposive sampling method from 85 total of population. This study used one of the quasi-experimental designs that were pretest posttest non equivalent control group or comparison group design. The students were divided into two groups the experimental and control groups. The experimental group was required to do some phases in treatment of 16 meetings including pre-test and posttest in accordance with introducing new model of teaching speaking that was CML through legends. The data were obtained through speaking test by measuring their oral interpretations to know the students speaking ability. The test was administered twice as pre-test and post-test in both groups. The results indicated that there were any significant differences at level 0.05 level found in the data which were analyzed by using paired sample t-test (t=12.156>t-table=2.080) and independent sample t-test (t=3.252, p<0.05). The results also showed that CML through legends could enhance students speaking ability of the second semester English students of Sriwijaya University.

scholarly journals Exploring the Effects of Automated Pronunciation Evaluation on L2 Students in Thailand

2021 ◽  
Vol 9 (3) ◽  
pp. 41-57
Author(s):  
Simon Moxon
Keyword(s):  
Speech Recognition ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Mother Tongue ◽  
Control Sample ◽  
Control Group ◽  
Test Analysis ◽  
Automated Evaluation ◽  
Post Test ◽  
Predominantly Female

A significant barrier to effective communication in a second language is the awareness and accurate reproduction of phonetic sounds absent in the mother tongue. This study investigated whether the automated evaluation of phonetic accuracy using speech recognition technology could improve the pronunciation skills of 105 (88 female, 17 male) Thai undergraduate students studying English in Thailand. A pre-test, post-test design was employed using treatment and control sample groups, reversed over two six-week periods. Treatment group students were given access to an online platform on which they could record and submit their speech for automated evaluation and feedback via SpeechAce, a speech recognition interface designed to evaluate pronunciation and fluency. Independent samples t-test analysis of the results showed statistically significant improvement in pronunciation accuracy of students in the treatment group when compared to those in the control group (t (89) = 2.086, p = .040, 95% CI [.083, 3.423]), (t (89) = -4.692, p < .001, 95% CI [-5.157, -2.089]). Pearson’s correlation analysis indicated a weak to moderate, but statistically significant correlation between frequency of practise and pronunciation test score (r =.508, p < .001), (r = .384, p = .021). The study has limitations as the sample group was predominantly female, and time constraints limited students’ use of the software. Future studies should investigate possible gender differences and experiment with different forms of visual feedback.

scholarly journals Designing Collaborative Learning Environment in Translator Training: An Empirical Research

2020 ◽  
Vol 18 (2) ◽  
pp. 137-150
Author(s):  
Özge Bayraktar-Özer ◽  
Gökçen Hastürkoğlu
Keyword(s):  
Collaborative Learning ◽  
Undergraduate Students ◽  
Control Group ◽  
Training Methods ◽  
Learning Method ◽  
Medical Texts ◽  
Post Test ◽  
Collaborative Learning Environment ◽  
The Difference ◽  
Experimental Group

The present study aims to investigate the efficacy of the collaborative learning method on the translation skills of students at the undergraduate level through a new model developed by the researchers. To this end, a pre-/post-test control group research design was followed to obtain empirical results in the translation of medical texts. The study group consisted of 60 undergraduate translation students in Turkey. Thirty students in the control group were instructed by using conventional training methods and each student worked individually. The completed translation was then evaluated by the instructor, as commonly applied in undergraduate translation programmes. The other 30 subjects in the experimental group were instructed through the collaborative learning method. The students participated in teamwork and undertook various roles such as terminologists, translators, proof-readers, and peer editors to check the final work. At the end of the three-week training, the difference between the translation performance scores of the two groups was found statistically significant in favour of the experimental group. The findings demonstrate the significant contribution of the collaborative learning method to the undergraduate students as this method provides them with an environment to improve the necessary translation skills for their future careers in terms of adopting different roles other than translators.

scholarly journals Effect of Instructionally Embedded Formative Assessment on Students' Motivation to Learn at Higher Education Level

2020 ◽  
Vol V (I) ◽  
pp. 488-499
Author(s):  
Shumaila Hameed ◽  
Mumtaz Akhter
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Undergraduate Students ◽  
Education Level ◽  
Control Group ◽  
Control Group Design ◽  
Positive Effects ◽  
Post Test ◽  
Positive Effect ◽  
Experimental Group

Formative assessment is known for its positive effects it has on students' achievement. This study was designed to find out the effect of formative assessment on students' motivation at the higher education level. This study was experimental in nature; intact pre-test post-test control group design was used for data collection purpose. Sample of the study was selected conveniently, which comprised of undergraduate students. Students belonging to the experimental group were taught with instructional embedded formative assessment, whereas students belonging to the control group were taught with formal teaching methods. Students of both groups were required to fill a motivation questionnaire at the start and end of the study to check the level of intervention. Data collected through pre-test and post-test were analyzed using SPSS. The findings of the current study had suggested that instructional embedded formative assessment had a significant positive effect on students' motivation towards learning at the higher education level.

scholarly journals Investigating the Effectiveness of Digital-Based Concept Mapping on Teaching Educational Technology for Undergraduate Students

2016 ◽  
Vol 10 (4) ◽  
pp. 737 ◽  
Author(s):  
Abdelrahman Ahmed ◽  
Ahmed Abdelraheem
Keyword(s):  
Educational Technology ◽  
Concept Mapping ◽  
Undergraduate Students ◽  
Control Group ◽  
Sultan Qaboos University ◽  
Mapping Strategy ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group ◽  
Better Than

The purpose of this study was to investigate the effects of using digital-based concept mapping as strategy on students’ achievements and attitudes. Data was collected from 58 students enrolled in the course of ”Introduction to Educational Technology” in Instructional and Teaching Technologies Department at Sultan Qaboos University. Two sections out of four sections were selected randomly as the sample of the study. One of the sections was randomly chosen as experimental group (n = 27) and the other was control group (n = 31). Both pre- and post- achievement tests were used. The results of the study revealed that students who were taught with digital-based concept mapping strategy performed better than those who were taught with the conventional method. There was a significant difference between male and female students in the post test scores of the experimental group in favor of females. In addition, no interaction effect for the independent variables was found. The study also showed that students in the experimental group had positive attitude towards using digital-based concept mapping in learning edu- cational technology.

scholarly journals The Effect of Using Web-Cam Chat on the Undergraduate EFL Students’ Pragmatic Competence

2015 ◽  
Vol 7 (2) ◽  
pp. 350
Author(s):  
Ahmad Mousa Bataineh ◽  
Nadhim Obaid Hussein
Keyword(s):  
Undergraduate Students ◽  
Positive Impact ◽  
Computer Mediated Communication ◽  
Pragmatic Competence ◽  
Control Group ◽  
College Level ◽  
Mediated Communication ◽  
Efl Learners ◽  
Post Test ◽  
Pragmatic Aspects

<p>This study aimed to investigate the effect of using web-cam chat on developing of the pragmatic aspects of language by college-level English as foreign language (EFL) learners in Jordan. A quantitative approach was applied to determine first, whether the use of web-cam chats had a positive effect on EFL learners’ pragmatic competence. Second, the effect of presenting pragmatic through two delivery systems face-to-face, in-class activities and computer-mediated communication (CMC) via web-cam chats i.e. Facebook and Skype was investigated in this study. The sample of the study consisted of thirty-two undergraduate students who made up two intact classes in a "Conversation Skills course, which call Penguin Functional English by Peter Watcyn-J0nes .Code N 1302109” at AL al-Bayt University in Jordan, during the second semester of the academic year 2013/2014. The students were interviewed in order to know their actual levels in the pragmatic aspects of English before starting the experiment. The sample  was divided into two groups; the control group (15 students) was taught the course content using the regular communicative method through which students received instructor-led lessons from the textbook, while group two, the experimental (17 students) was taught using web-cam chat. After conducting the activities, a post test was administered. Scores were tabulated and prepared for statistical analysis. The results showed that web-cam chat had a positive impact on the EFL learners’ pragmatic competence. Learners who studied via web-cam chat performed better on the pragmatic aspects of English post-test than those who did not. The findings also indicated that technology can be a valuable tool for delivering pragmatic instruction. Moreover, the findings of the study revealed that students acquired the speaking and listening skills in web-cam chat more efficiently and effectively than in the regular communicative method.</p>

scholarly journals The effect of a brief training program in acquiring the basic concepts of student counseling among a sample of staff members at Qassim University: أثر برنامج تدريبي مختصر في اكتساب مفاهيم أساسية في الإرشاد الطلابي لدى عينة من أعضاء هيئة التدريس بجامعة القصيم

2019 ◽  
Vol 3 (31) ◽  
Author(s):  
Bahjat Abdul Majeed Abu Sulaiman
Keyword(s):  
Training Program ◽  
Control Group ◽  
Control Groups ◽  
Staff Members ◽  
Brief Training ◽  
Student Counseling ◽  
Post Test ◽  
Basic Concepts ◽  
And Control ◽  
Experimental Group

  The present study aims at finding the effect of a brief training program in acquiring the basic concepts of student counseling among a sample of staff members at Qassim University. The sample consisted of (24) staff members in Qassim University, from those who suffer from low basic concepts in student counseling. Their degrees were an indicator of the level of basic concepts in student counseling before applying the brief training program. Then they were randomly distributed in two groups: experimental group whose members received a training program for a period of (6) sessions, one session per week, and control group whose members did not receive any training. Then, post-test measurement of the experimental group and the control group was taken. Results showed a significant differences on the level of (a = 0.05) between the experimental and control groups in the level of basic concepts in student counseling (post-test) in favour of the experimental group.    

scholarly journals Fostering University Students’ Idea Generation and Idea Evaluation Skills With a Cognitive-Based Creativity Training

2020 ◽  
Vol 7 (2) ◽  
pp. 284-308
Author(s):  
Kim van Broekhoven ◽  
Barbara Belfi ◽  
Ian Hocking ◽  
Rolf van der Velden
Keyword(s):  
Undergraduate Students ◽  
Repeated Measures ◽  
Idea Generation ◽  
Future Research ◽  
Control Group ◽  
Experimental Conditions ◽  
Creativity Training ◽  
Subject Design ◽  
Post Test ◽  
Idea Evaluation

Abstract This paper examines the effectiveness of a 10-hour cognitive-based creativity training on idea generation and idea evaluation among 51 undergraduate students (mean age 22) from a large university in the Netherlands. A pre-post-test within-subject design was conducted. All 51 students received the training as part of their bachelor program, and were assigned to receive the training in the first or second semester. As such, students participated in both experimental conditions (control and intervention), albeit at different times (within-subject design). The Alternative Uses Task (AUT) and specially designed idea evaluation tasks were used before and after the training. In the idea evaluation task, students were asked to evaluate ideas on their originality and feasibility. Their ratings were compared with content experts’ ratings. General Linear Models (GLM) for repeated measures were conducted to determine whether any change in idea generation and idea evaluation is the result of the interaction between type of treatment (i.e. intervention or control group) and time (pre- and post-test). The results indicated that students did not generate significantly more (i.e. fluency) and different kind of ideas (i.e. flexibility) after training. Most importantly, in line with recent research, the results suggested that training does not impact idea evaluation skills among students. This suggests that idea evaluation might be a more complex process to enhance than idea generation. The implications of these results for educational practice and future research are discussed.

scholarly journals The Effects of Process-Genre Approach on Academic Writing

2019 ◽  
Vol 4 (2) ◽  
pp. 89
Author(s):  
Rabiat Ajoke Alabere ◽  
Aspalila Shapii
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Traditional Approach ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Essay Writing ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Experimental Group

This study intends to find out the effectiveness of Process-genre Approach (PGA) on academic writing in English as a second language Students' essay writing. The purpose of this paper is to determine how far this current global approach can be of benefit for the development of academic writing skills of the university students who are learning English as a second or foreign language. The participants were subjected to pre-test and post-test before and after intervention respectively. The experimental group was taught with the Process-genre approach while the control group was taught with the product (traditional) approach. The two groups went through 6 weeks of training with the differ- ent approach. The participants are university undergraduate students. The groups had 40 students for each. The data was analyzed by using analysis of Covariance (ANCOVA) to compare the scores of the experimental group with that of the control group. The findings of the study show that, the experimental group outperformed the control group proving that PGA is effective in teaching academic writing in tertiary institutions. The participants are homogeneous at the beginning of the intervention with no significant difference in the pre-test scores of the two groups while there is significant difference in the post test of the two groups. The PGA group scored higher than the PA group proving that there is an impressive performance of the students in academic essay writing of the PGA group of students. Therefore, PGA is an effective approach to teaching academic writing if properly applied.

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