scholarly journals Improvisation as a Teaching Tool for Improving Oral Communication Skills in Premedical and Pre-Biomedical Graduate Students

2021 ◽  
Vol 8 ◽  
pp. 238212052110064
Author(s):  
Marianne Phelps ◽  
Catrina White ◽  
Lin Xiang ◽  
Hollie I Swanson
Keyword(s):  
Graduate Students ◽  
Communication Skills ◽  
Personal Growth ◽  
Creative Thinking ◽  
Oral Communication ◽  
Self Report ◽  
Professional Skills ◽  
Post Test ◽  
Empathy Quotient ◽  
The Impact

Objective: To evaluate the relationship between training in theatre improvisation and empathy, communication, and other professional skills. Methods: Undergraduate and graduate students who were participants of a 10-week summer undergraduate research program engaged in theatre improvisation techniques during a 3-hour workshop. In Study #1, a de-identified, self-report questionnaire (known as the Empathy Quotient) was administered prior to and following the workshop. Paired sample 2-tailed t-tests were performed to evaluate pre- and post-test scores. To identify additional benefits of engaging in theatre improvisation techniques, Study #2 was performed. Here, a survey was administered to the participants following their completion of the workshop to assess the impact on their personal growth and professional skills. An additional survey was administered at the end of the 10-week program to evaluate all program activities. Results: Study #1. Paired t-test analyses indicated that pre-test versus post-test Empathy Quotient scores were not significantly different, implying that participation in the theatre improvisation workshop did not impact empathy. Study #2. Survey results indicate that participation in the theatre improvisation workshop encouraged feelings of support by peers and creative thinking as well as increasing communication skills. Conclusion: Incorporating a theatre improvisation workshop into educational programs for pre-medical and pre-biomedical students is of value for enhancing self-confidence, oral communication skills and ability to think creatively.

scholarly journals Introduction, Connection, Application, Reflection, and Extension (ICARE) Learning Model: The Impact on Students’ Collaboration and Communication Skills

2020 ◽  
Vol 9 (1) ◽  
pp. 109-119
Author(s):  
Parsaoran Siahaan ◽  
Ermawati Dewi ◽  
Endi Suhendi
Keyword(s):  
High School ◽  
High School Students ◽  
Communication Skills ◽  
Oral Communication ◽  
Learning Model ◽  
Average Score ◽  
School Students ◽  
Physics Learning ◽  
Collaboration Skills ◽  
The Impact

The 21st-Century skills are skills that must be possessed by students to compete in the era of globalization. The provisioning of these skills to students can go through the physics learning process at school. Introduction, Connection, Application, Reflection, and Extension (ICARE) learning model is one of the learning models that can be applied in Physics learning in high school to train students' skills in critical thinking, creative thinking, communication, and collaboration. The purpose of this study was to determine the improvement of communication and collaboration skills of students after applying the ICARE learning model. The research method used was quasi-experimental with a single-group interrupted time series design. The sample were high school students in one of the Karawang districts, consisting of 12 male students and 15 female students. During the learning activities, students will be given a worksheet with several different questions each meeting tailored to the material being studied, and the answer will be used as a source for analyzing their written communication skills. These questions lead students to be able to communicate the results of their experiments following scientific principles. Experimental activities conducted by students will be analyzed to measure their collaborative skills, and students' presentations will be used to measure their oral communication skills. The improvement of those three aspects was analyzed at each meeting. The results showed that the implementation of learning using the ICARE approach was able to improve the ability of students to collaborate with an average score of 7.87 at the first meeting to 15.93 at the second meeting. While the communication, especially report-writing skills of students, increased from the average of1.53 at the first meeting to 3.6 at the second meeting. The aspect of making presentation material increased from 1.67 to 3.17, and the aspect of oral presentation increased from 1.53 to 3.53 at the second meeting. Based on the results obtained, it can be concluded that students' communication and collaboration skills improve after the ICARE learning model implemented

The Effect of Using Class PC and Interactive Boards on Students' Academic Achievement and Creative Thinking

2017 ◽  
Vol 7 (2) ◽  
pp. 1-23
Author(s):  
Mohamad M. Hileh ◽  
Abdel-Aziz Ahmad Sharabati ◽  
Tamara Yacoub Nasereddin ◽  
Suheir Mustafa Hussein
Keyword(s):  
Academic Achievement ◽  
Experimental Design ◽  
Primary Schools ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Traditional Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

The purpose of the article is to investigate the impact of teaching and learning methods on Jordanian students' performance in primary schools. This study is of quasi-experimental design. Three tools are used in this study: an interactive board, a class PC and traditional tools. The data was collected by questionnaires, and then regressions were used to test the hypothesis. The results indicate that for creativity thinking, the highest difference between pre and post-test is related to class PC followed by traditional learning and finally interactive boards. Moreover, results indicate that the three tools affect fluency, flexibility and originality, while they have no significant effect on elaboration. The results also indicate that for the academic achievement class the PC reported the highest mean, followed by interactive boards and finally by traditional tools. Furthermore, results show that using class the PC and interactive boards affect students' creative thinking as compared to traditional teaching.

The impact of self-perception on Iranian EFL learners' oral communication

2015 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Ali Soltani ◽  
Mohsen Ghafari
Keyword(s):  
Data Analysis ◽  
Communication Skills ◽  
Communication Strategies ◽  
Oral Communication ◽  
Strong Positive Correlation ◽  
Self Perception ◽  
Male And Female ◽  
Efl Learners ◽  
Efl Students ◽  
The Impact

This study investigates the probable relationship between Iranian EFL learners' self-perception and assertiveness and their oral communication skills. A sample of 80 male and female Iranian EFL students participated in this study. The participants were initially required to complete Belbin's self-perception questionnaire, they were then asked to complete Oral Communication Strategies Inventory (OCSI). The results of the data analysis indicated that there was a strong positive correlation between the two variables and thus the higher the level of self-perception and assertiveness, the higher the level of communication will be. Keywords: Communication Strategies, Self-perception, Assertiveness.

scholarly journals Conjuring cognition: a review of educational magic-based interventions

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e8747 ◽  
Author(s):  
Richard Wiseman ◽  
Caroline Watt
Keyword(s):  
Product Design ◽  
Future Study ◽  
Creative Thinking ◽  
Knowledge Retention ◽  
Self Report ◽  
Positive Outcomes ◽  
Control Groups ◽  
Short Period ◽  
And Mathematics ◽  
The Impact

For hundreds of years, magic tricks have been employed within a variety of pedagogic contexts, including promoting science and mathematics, delivering educational messaging, enhancing scepticism about the paranormal, and boosting creative thinking for product design. This review examines this diverse body of work, focusing on studies that have assessed the impact of such interventions. Although the studies tended to yield positive outcomes, much of the work suffered from methodological shortcomings, including measuring the impact of interventions over a relatively short period of time, focusing on self-report measures and failing to employ control groups. The paper makes several recommendations for future study in the area, including assessing the longer-term impact of magic-based interventions, comparing these interventions to other types of pedagogic techniques, focussing on knowledge retention and behavioural outcomes, and collaborating with magicians to develop more impactful interventions.

scholarly journals The Impact of Outdoor Education Camp Program in Building Resilience among University Students

2021 ◽  
Vol 17 (4) ◽  
pp. 71
Author(s):  
Shamsulariffin Samsudin ◽  
Tengku Fadilah Tengku Kamalden ◽  
Azlizam Aziz ◽  
Mohd Hafizal Ismail ◽  
Sam Shor Nahar Yaakob ◽  
...  
Keyword(s):  
Physical Education ◽  
University Students ◽  
Undergraduate Students ◽  
Classroom Environment ◽  
Outdoor Education ◽  
Personal Development ◽  
Development Program ◽  
Self Report ◽  
Post Test ◽  
The Impact

Abstract: Resilience is gained through life experiences that local university students lack from a classroom environment. This study investigated the effect of outdoor education camp programs on the levels of resilience among Physical Education students from two selected universities in Malaysia. A questionnaire was utilized as the primary research tool in this study to assess the participants' perceptions and knowledge acquisition as well as their level of resilience toward the outdoor education camp programs. A total of 162 undergraduate students were studied using a pre-test and post-test approach and a modified version of the Connor-Davidson in a 25 items self-report scale. Analysis of paired t-test showed differences in factors involved in resilience variables, personal competence, instincts and tolerance of negative behavior, positive acceptance of change, control, and spiritual influence. The findings indicated a positive effect towards resilience upon completion of the 14-day outdoor education camp program. A multivariate analysis of variance (MANOVA) was carried out to evaluate if participation in the outdoor education program influenced participants' perceived level of resilience. Overall, there were statistically significant increases in resilience levels from the pre-test to the post-test stage. These results lead to the need for in-depth research into the assessment of internal factors in an outdoor camp program to provide valuable information on the effect of the intervention and implications towards enhancing resilience of the participants in low to high-risk activities.   Keywords: Outdoor education, Personal Development, Program Evaluation, Physical Education, Resilience

scholarly journals The impact of collaborative model assisted by Google Classroom to improve students’ creative thinking skills

2021 ◽  
Vol 10 (2) ◽  
pp. 396
Author(s):  
Jumadi Jumadi ◽  
Riki Perdana ◽  
Muhammad Helmi Hariadi ◽  
Warsono Warsono ◽  
Andi Wahyudi
Keyword(s):  
Creative Thinking ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Mixed Design ◽  
Collaborative Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

Indonesian students' creative thinking skill is still at a low level. This study aimed to examine the effectiveness of project collaborative model assisted by Google Classroom (PjCM-GC) in improving students' creative thinking skills. This research explored the differences between students who learned through the demonstration model (DM), project collaborative model (PjCM), and project collaborative model assisted by Google Classroom (PjCM-GC). It was a quasi-experimental with pre and post-test design. The population of this research was students at Senior High School, Lombok Timur-Indonesia. Random sampling technique was employed in this study. The sample was 86 science students grade XI (15-16 ages) who studied in SMAN 1 Aikmel. The data analyzed by paired-sample t-test, comparative-descriptive analysis, and ANOVA mixed design using SPSS 24. The study showed that The PjCM-GC group had a significant difference in the level of creative thinking skills (sig .0000). The PjCM-GC was the most effective model to improve the skills with a gain score of .47 (medium). Learning with the PjCM-GC model can be an alternative for policymakers and teachers to solve the problems of creative thinking.

scholarly journals The impact of teaching communication strategies on EFL learners’ Willingness to Communicate

2014 ◽  
Vol 4 (1) ◽  
pp. 51-76 ◽  
Author(s):  
Abulfazl Mesgarshahr ◽  
Esmaeel Abdollahzadeh
Keyword(s):  
Communication Strategies ◽  
Language Instruction ◽  
Willingness To Communicate ◽  
Communication Strategy ◽  
Self Report ◽  
Strategy Training ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
The Impact

One of the pedagogical implications of the research on the Willingness to Communicate (WTC) might be to propose practical ways of making language learners more willing to communicate in the classroom. This study investigated the impact of teaching communication strategies (CSs) on Iranian EFL learners’ WTC. To this end, 8 intact classes were included as the experimental and control groups. The control group underwent regular language instruction, while the experimental group received the treatment (i.e., communication strategy training). The self-report measurement of WTC (MacIntyre, Baker, Clément, & Conrad, 2001) was done before (pre-test) and after the treatment (post-test). The results of the independent-samples t test showed that the degree of WTC of the treatment group was significantly higher compared with that of the control group. It was concluded that teaching CSs helps learners become more willing to communicate in the classroom.

The video cover letter: embedded assessment of oral communication skills

2018 ◽  
Vol 26 (4) ◽  
pp. 423-429
Author(s):  
Elise Pookie Sautter ◽  
Miguel Angel Zúñiga
Keyword(s):  
Communication Skills ◽  
Public Speaking ◽  
Business Students ◽  
Oral Communication ◽  
Cover Letter ◽  
Group Discussions ◽  
Content Type ◽  
Post Test ◽  
Targeted Marketing ◽  
Effective Development

Purpose This paper aims to describe the development and execution of the video cover letter exercise. This learning innovation challenges students to develop a concise, targeted marketing message using video technologies and tools. Design/methodology/approach In the first full semester of mandatory implementation, a pre-test/post-test design using McCroskey's measure of communication apprehension (CA) examined the effects of the exercise in reducing students' levels of CA. There were 200 students in the course, of which 139 completed both the pre-test and post-test measure survey. The measure captures overall levels of CA and more specifically examines anxiety associated with oral communication in group discussions, dyads, group meetings and public speaking. Findings Paired sample t-tests revealed that the CA was significantly reduced overall and more specifically in settings related to group discussions and public speaking. The tool provides an effective and efficient means for assessing basic oral communication skills. It also advances oral communication skills by significantly reducing levels of CA in undergraduate business students. Originality/value Oral communication skills are consistently ranked toward the top of faculty, student and recruiter lists of requisite skills for successful business graduates (Maes et al., 1997) and marketing majors more specifically (Nicholson et al., 2005). It is not surprising then that oral communication skills are also typically included as one of the most commonly assessed learning outcomes in college of business programs (Martell, 2007). Unfortunately, decreasing resources, growing class sizes and diverse course formats (e.g. online, face-to-face and blended) create ever growing challenges to effective development and assessment of oral communication skills in our marketing and business student populations.

scholarly journals Board 81: STEM Storytellers: Improving the Oral Communication Skills of STEM Graduate Students

2020 ◽  
Author(s):  
Shannon Willoughby ◽  
Brock LaMeres ◽  
Bryce Hughes ◽  
Chris Organ ◽  
Jennifer Green ◽  
...  
Keyword(s):  
Graduate Students ◽  
Communication Skills ◽  
Oral Communication

The Impact of Group Therapy for Adult Survivors of Childhood Sexual Abuse*

1989 ◽  
Vol 34 (8) ◽  
pp. 753-758 ◽  
Author(s):  
Claudia M. Carver ◽  
Carol Stalker ◽  
Elizabeth Stewart ◽  
Betsy Abraham
Keyword(s):  
Sexual Abuse ◽  
Childhood Sexual Abuse ◽  
Group Therapy ◽  
Depression Scale ◽  
Adult Survivors ◽  
Self Esteem ◽  
Self Report ◽  
Psychiatric Symptomatology ◽  
Post Test ◽  
The Impact

This article reports on 95 women who were referred to an outpatient psychiatry clinic for group therapy for adult survivors of childhood sexual abuse. Criteria for exclusion in group therapy are outlined and the format of the group therapy is described. Those who completed the groups are compared to dropouts. The group's effectiveness was evaluated using measures of psychiatric symptomatology (SCL 90), depression (Zung Self-Report Depression Scale), and self-esteem (Texas Social Behaviour Inventory) with a pre/post test design. Clients' evaluation questionnaires were also used. Group therapy was found to be effective in reducing symptomatology and change was in the expected direction in terms of depression and self-esteem.

Sign in / Sign up

Export Citation Format

Share Document