scholarly journals Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology

2014 ◽  
Vol 13 (1) ◽  
pp. 76-82 ◽  
Author(s):  
Arnel F. Gutierrez
Keyword(s):  
Teaching Methods ◽  
Traditional Teaching ◽  
Card Game ◽  
State University ◽  
Conventional Instruction ◽  
Design Organization ◽  
Traditional Teaching Methods ◽  
Biological Concepts ◽  
Supplementary Material ◽  
Experimental Group

The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest–posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University–Sarmiento Campus. Both classes received conventional instruction; however, the experimental group's instruction was supplemented with the card game, while the control group's instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory.

scholarly journals Integration of ICT into Education: Lessons Learnt at the State University of Zanzibar and the Midlands State University in Zimbabwe

2022 ◽  
Author(s):  
Shephard Pondiwa ◽  
Umayra El Nabahany ◽  
Margaret Phiri
Keyword(s):  
Teaching Methods ◽  
The State ◽  
Traditional Teaching ◽  
State University ◽  
Ict In Education ◽  
Knowledge Based ◽  
Digital Era ◽  
Traditional Teaching Methods ◽  
Challenges And Opportunities ◽  
Integration Of Ict

The provision of education using ICT has been adopted by many institutions in Africa. The use of ICT is critical in knowledge-based societies such as those in Zanzibar and Zimbabwe. This study looks at how the Midlands State University (MSU) and State University of Zanzibar (SUZA) have adopted the use of ICT in many ways. ICTs do not work for everyone in the same way. It has become inevitable, in the current digital era for educators to integrate ICT in their teaching and gradually replace traditional teaching methods with modern ones which are ICT led. The main objective of this study is to find out challenges and opportunities of using ICT in education.

scholarly journals The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study

2020 ◽  
Vol 7 (1) ◽  
pp. 89 ◽  
Author(s):  
Homoud Mohammed N Alanazi
Keyword(s):  
Teaching Methods ◽  
Math Anxiety ◽  
Significant Negative Correlation ◽  
Primary School Children ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Traditional Teaching Methods ◽  
And Performance ◽  
Experimental Group

<p>This study investigates the effect of active recreational maths games (ARMG) on 1st grade male students’ maths anxiety and performance. The sample was divided into two groups: an experimental group (N=28), which was taught maths with ARMG in addition to traditional teaching methods, and a control group (N=30), which was taught with traditional teaching methods only. The ARMG consisted of 24 sessions taking place over a period of two months. Students participated in three sessions per week, each of which lasted 45 minutes. The findings revealed a significant negative correlation (r=-0.482; p&lt;0.05) between maths anxiety and students’ performance. A significant difference (α= 0.05) in maths anxiety and performance emerged between the experimental and control groups. The experimental group obtained lower maths anxiety scores and higher performance scores than the control group. Considering these results, the study proposes several recommendations and suggestions to develop maths teaching with ARMG.</p>

Learning Management System Use to Increase Mathematics Knowledge and Skills in Puerto Rico

2017 ◽  
Vol 13 (2) ◽  
pp. 89-100 ◽  
Author(s):  
Angel M. Ojeda-Castro ◽  
Philip Murray-Finley ◽  
José Sánchez-Villafañe
Keyword(s):  
Puerto Rico ◽  
Teaching Methods ◽  
Management System ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
First Year ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
First Year University ◽  
Experimental Group

The purpose of this study was to compare the results of a mathematics comprehensive exam of two first-year university mathematics groups in Puerto Rico and measure the benefits and effectiveness of a learning management system (LMS) in math teaching and learning. The experimental group engaged in the use of a LMS and traditional teaching methods, while the control group was only engaged in traditional teaching methods. The population of the study was comprised of 579 first-year university students. The control groups included 287 participants, and the experimental group included 292 participants. The experimental group entered the university with significantly less mathematical knowledge (18% or less), and as such, had to learn more content (55% more). The learning outcomes of both courses expected students to acquire mathematical knowledge. The study revealed that the students who engaged in the use of the LMS in their teaching and learning methods, obtained significantly greater achievement of mathematical knowledge than the students who soley received traditional instruction.

scholarly journals Changing 8-9 Year-Old Pupil’s Mental Representations of Light: A Metaphor Based Teaching Approach

2016 ◽  
Vol 1 (1) ◽  
pp. 40
Author(s):  
James Rodriguez ◽  
David Castro
Keyword(s):  
Teaching Methods ◽  
Mental Representations ◽  
Control Group ◽  
Traditional Teaching ◽  
Education Students ◽  
Traditional Teaching Methods ◽  
Independent Entity ◽  
The Difference ◽  
The Stability ◽  
Experimental Group

<p>This research paper examines the role that teaching mediation plays in the destabilization and reconstruction of representations of the concept of light among primary education students. It investigates their comprehension of light as an entity that is transferred autonomously of the light source and the receiver. This problem has been studied with two groups of 8-9 year-old children. The experimental group (E.G) participated in a teaching process that aimed to lead pupils to the construction of a model compatible to the scientific own; the control group (C.G) followed traditional teaching methods. In all experimental situations studied the difference between pre-test and post-tests was significant for the subjects of the experimental group both at the level of explaining the light as independent entity and at the level of the stability of cognitive acquisitions. </p>

scholarly journals Teaching English Polysemy through Semantic Fields

2019 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Hsiu-Ying Liu ◽  
Cheng-Chung Kuo ◽  
Yun-Hsuan Chou
Keyword(s):  
Field Theory ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Semantic Field ◽  
Teaching English ◽  
Vocabulary Retention ◽  
Semantic Fields ◽  
Traditional Teaching Methods ◽  
The One ◽  
Experimental Group

The paper aims to explore the effectiveness of Semantic Field Theory in polysemy teaching by conducting action research. The objective is to cultivate students’ concept of metaphor and semantic fields in order to achieve systematic vocabulary retention on the one hand, and to prove that teaching vocabulary through Semantic Field Theory is more effective than traditional methods on the other hand. An experiment is given to sophomores in Asia University, with a pretest, in-class lesson, and posttest. The result shows that the students in the experimental group perform better in the posttest even though their performance in the pretest is worse, which furtherly proves that learning English polysemy through semantic fields is much more effective than traditional teaching methods.

scholarly journals The effect of computer-assisted foreign language teaching on the student’s attitude and success

2016 ◽  
Vol 13 (3) ◽  
pp. 6124
Author(s):  
Orhan Kocaman ◽  
Murat İskender
Keyword(s):  
High Schools ◽  
Teaching Methods ◽  
Positive Attitude ◽  
Control Group ◽  
Computer Assisted ◽  
Second Phase ◽  
Traditional Teaching ◽  
English Classes ◽  
Traditional Teaching Methods ◽  
Experimental Group

This research was carried out to determine the impact of computer-assisted teaching on teaching English. The first phase of the research was designed as an experiment and computer-assisted teaching and traditional teaching methods were conducted synchronically in two different groups. In the second phase, effects of variables such as gender, age, receiving private lesson and types of high schools of the students who attended the implementation were analysed.The sample of the research consisted of 40 first year undergraduate students from the first bachelor’s level program and another 40 from the second bachelor’s level program   in the Department of Computer Education and Instructional Technology in the Faculty of Education at Sakarya University in 2003-2004 academic year fall semester.  The students of the first bachelor’s level program were assigned to be the control group and the students of the second bachelor’s level program were assigned to be the experimental group. The experimental group was given the computer-assisted lessons for twelve weeks but traditional teaching methods were meanwhile used in the classes of the control group. The experimental group used a compact disc in the laboratory as an educational material, which was prepared by the researcher.Data for attitude evaluation were gathered by questionnaires and success was evaluated through students’ examination grades. In determining the success rate, pre-test and post-test grades were used as the data.At the end of the research, the results revealed that traditional teaching methods caused the students grouped according to the variables such as gender, age, private lessons and types of high schools to develop a negative attitude towards English lessons whereas computer-assisted teaching method led the students to develop a positive attitude. Although it was observed that traditional teaching methods made a positive impact on the success of the students in English classes, this impact was weaker than computer-assisted teaching did in the other group. The students who studied English in computer-assisted teaching classes showed a more positive attitude towards English classes than the ones who studied English using traditional teaching methods.

scholarly journals Construct, Face, and Content Validation on Voxel-Man® Simulator for Otologic Surgical Training

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
M. Varoquier ◽  
C. P. Hoffmann ◽  
C. Perrenot ◽  
N. Tran ◽  
C. Parietti-Winkler
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Surgical Training ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Virtual Reality Simulator ◽  
Expert Group ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Nose And Throat

Objective. To assess the face, content, and construct validity of the Voxel-Man TempoSurg Virtual Reality simulator. Participants and Methods. 74 ear, nose, and throat (ENT) surgeons participated. They were assigned to one of two groups according to their level of expertise: the expert group (n=16) and the novice group (n=58). The participants performed four temporal bone dissection tasks on the simulator. Performances were assessed by a global score and then compared to assess the construct validity of the simulator. Finally, the expert group assessed the face and content validity by means of a five-point Likert-type scale. Results. experienced surgeons performed better (p<.01) and faster (p<.001) than the novices. However, the groups did not differ in terms of bone volume removed (p=.11) or number of injuries (p=.37). 93.7% of experienced surgeons stated they would recommend this simulator for anatomical learning. Most (87.5%) also thought that it could be integrated into surgical training. Conclusion. The Voxel-Man TempoSurg Virtual Reality simulator constitutes an interesting complementary tool to traditional teaching methods for training in otologic surgery.

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