scholarly journals The effect of systematic education on learners’ epistemological beliefs, learning approaches, metacognitive awareness and academic achievement Dizgeli eğitim modelinin öğrenenlerin epistemolojik inanç, öğrenme yaklaşımları, üstbilişsel farkındalık ve akademik başarılarına etkisi

2016 ◽  
Vol 13 (2) ◽  
pp. 3073
Author(s):  
Şule Fırat Durdukoca
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Epistemological Beliefs ◽  
Metacognitive Awareness ◽  
Control Group ◽  
Educational Model ◽  
Cohen’S D ◽  
Systematic Education ◽  
Cohen's D ◽  
Experimental Group

This study aims to analyze the effect of systematic education on epistemological beliefs, educational approaches, metacognitive awareness and academic achievement of learners. The non-equivalent group pretest-posttest model, which is one of the quasi-experimental designs, was used in this study. The research sample included 102 prospective teachers enrolled in the Adiyaman University Faculty of Education, Primary School Classroom Teaching Program during the 2012-2013 academic year. The programs, prepared on the basis of systematic and traditional educational models, functioned as the experimental variables. The experiment was carried out with the experimental group (n=51) and the control group (n=51) in the 14-week (three course hours a week) "Teaching Principles and Methods" course. Research data was collected using the Epistemological Belief Scale developed by Schommer and translated into Turkish by Deryakulu and Buyukozturk (2002), who also examined its validity and reliability, Teaching Approaches Scale developed by the researcher, the Metacognitive Awareness Scale and the Academic Achievement Test.  The data collected for the study were analyzed using dependent and independent groups t-tests and Cohen's d value calculations. The research found that prospective teachers in the experimental group for which the systematic educational model was implemented did not believe that "learning depends on ability" and that "there exists only one truth" as strongly as those in the control group for which the traditional educational model was implemented. Moreover, prospective teachers in the experimental group had higher levels of "deep learning approach" as well as higher levels of metacognitive awareness and academic achievement. ÖzetBu araştırmada dizgeli eğitim modelinin öğrenenlerin epistemolojik inanç, öğrenme yaklaşımları, üstbilişsel farkındalık ve akademik başarılarına etkisini incelemek amaçlanmıştır. Araştırmada deneysel desenlerden yarı deneme modellerinden eşitlenmemiş kontrol gruplu ön test-son test modeli kullanılmıştır. Araştırmanın çalışma grubunu 2012-2013 eğitim öğretim yılında Adıyaman Üniversitesi Eğitim Fakültesi İlköğretim Bölümü Sınıf Öğretmenliği Programı’nda öğrenim gören 102 öğretmen adayı oluşturmaktadır. Deney değişkenleri olan dizgeli ve geleneksel eğitim modellerine dayalı olarak hazırlanan programlar, deney (n=51) ve kontrol (n=51) gruplarına haftada 3 ders saati olmak üzere toplam 14 hafta “Öğretim İlke ve Yöntemleri” dersinde yürütülmüştür. Araştırmanın verileri;  Schommer tarafından geliştirilen, Deryakulu ve Büyüköztürk (2002) tarafından Türkçeye uyarlanarak geçerlik ve güvenirlikleri incelenen Epistemolojik İnanç Ölçeği ve araştırmacı tarafından geliştirilen Öğrenme Yaklaşımları Ölçeği, Üstbilişsel Farkındalık Ölçeği ve Akademik Başarı Testi kullanılarak toplanmıştır.  Araştırmanın amacı doğrultusunda toplanan veriler bağımlı ve bağımsız gruplar t testi ve Cohen’s d değeri hesaplamaları kullanılarak analiz edilmiştir. Araştırmada dizgeli eğitim modelinin uygulandığı deney grubundaki öğretmen adaylarının; epistemolojik inanç açısından “öğrenmenin yeteneğe bağlı olduğuna” ve “tek bir doğrunun var olduğuna” dair inançlarının geleneksel eğitim modelinin uygulandığı kontrol grubuna göre daha az geliştiği, öğrenme yaklaşımları açısından “derin öğrenme yaklaşımı” düzeylerinin kontrol grubuna göre daha yüksek olduğu, üstbilişsel farkındalık açısından deney grubunun farkındalık düzeylerinin kontrol grubuna göre daha yüksek olduğu, akademik başarı açısından deney grubunun kontrol grubuna göre akademik başarılarının daha yüksek olduğu tespit edilmiştir.

scholarly journals Lower Extremity Rehabilitation in Patients with Post-Stroke Sequelae through Virtual Reality Associated with Mirror Therapy

2021 ◽  
Vol 18 (5) ◽  
pp. 2654
Author(s):  
Roxana Steliana Miclaus ◽  
Nadinne Roman ◽  
Ramona Henter ◽  
Silviu Caloian
Keyword(s):  
Virtual Reality ◽  
Muscle Strength ◽  
Lower Extremity ◽  
Range Of Motion ◽  
Control Group ◽  
Mirror Therapy ◽  
Cohen’S D ◽  
Cohen's D ◽  
Experimental Group ◽  
Post Therapy

More innovative technologies are used worldwide in patient’s rehabilitation after stroke, as it represents a significant cause of disability. The majority of the studies use a single type of therapy in therapeutic protocols. We aimed to identify if the association of virtual reality (VR) therapy and mirror therapy (MT) exercises have better outcomes in lower extremity rehabilitation in post-stroke patients compared to standard physiotherapy. Fifty-nine inpatients from 76 initially identified were included in the research. One experimental group (n = 31) received VR therapy and MT, while the control group (n = 28) received standard physiotherapy. Each group performed seventy minutes of therapy per day for ten days. Statistical analysis was performed with nonparametric tests. Wilcoxon Signed-Rank test showed that both groups registered significant differences between pre-and post-therapy clinical status for the range of motion and muscle strength (p < 0.001 and Cohen’s d between 0.324 and 0.645). Motor Fugl Meyer Lower Extremity Assessment also suggested significant differences pre-and post-therapy for both groups (p < 0.05 and Cohen’s d 0.254 for the control group and 0.685 for the experimental group). Mann-Whitney results suggested that VR and MT as a therapeutic intervention have better outcomes than standard physiotherapy in range of motion (p < 0.05, Cohen’s d 0.693), muscle strength (p < 0.05, Cohen’s d 0.924), lower extremity functionality (p < 0.05, Cohen’s d 0.984) and postural balance (p < 0.05, Cohen’s d 0.936). Our research suggests that VR therapy associated with MT may successfully substitute classic physiotherapy in lower extremity rehabilitation after stroke.

scholarly journals Information and Communication Technology in Teaching and Learning: Perspectives on E-Learning at Higher Education Level

2020 ◽  
Vol 8 (5) ◽  
pp. 4084-4086
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Control Group ◽  
Post Test ◽  
Information And Communication ◽  
E Learning ◽  
Teaching Learning ◽  
Experimental Group

Technology can be a powerful tool for transforming learning. To be a successful teacher one should be learner always and should have the mind to comprehend and design new methodologies in their transaction process. ELearning courseware is an effective model of teaching and learning framework that can enhance academic achievement of students. In this research, E-Learning courseware is developed for B.Ed curriculum and the effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. 80 students studying B.Ed. course are selected as sample by convenient sampling method. 40 of which are assigned in the experimental group and 40 in the control group. Experimental Group is subjected to E-Learning courseware and the Control group is subjected to Conventional method of teaching, Pre-test – Post Test non-equivalent groups design is used for the study. Achievement test developed and validated by the researcher is administered to measure the academic achievement of the prospective teachers as pre-test and post-test. Effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. In the analysis of data, t-test and descriptive analysis were used. Results showed that there is significant effect of ELearning courseware in enhancing the academic achievement of Prospective Teachers. This research opens new avenues in teaching learning process which can empower students.

scholarly journals EFFECT OF THE STEM ACTIVITIES RELATED TO WORK-ENERGY TOPICS ON ACADEMIC ACHIEVEMENT AND PROSPECTIVE TEACHERS' OPINIONS ON STEM ACTIVITIES

2019 ◽  
Vol 18 (4) ◽  
pp. 507-518
Author(s):  
Mert Büyükdede ◽  
Rabia Tanel
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Group Work ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Insufficient Time ◽  
Second Year ◽  
Experimental Group ◽  
Test Control

In this research, the effects of STEM (Science-Technology-Mathematics-Engineering) activities on academic achievement of prospective teachers were researched, their opinions on STEM activities were sought. The research was based on a semi-experimental model with pre-test and post-test control group. During the application phase, the topic of Work-Energy subject was taught through STEM based 5E model in the experimental group, while in the control group, the lessons were conducted using traditional teacher centred teaching. The research group is comprised of second-year students in Elementary Mathematics Education taking Physics I course at the Dokuz Eylul University in Turkey. A statistically significant difference was found in favour of the experimental group in terms of prospective teachers’ academic achievement. In addition, the positive opinions of the prospective teachers from the experimental group on STEM activities were that STEM activities included encouraging group work, assisting students to produce original work, enabling them to do research, and ensuring that the information learned is permanent. The negative opinions of them on STEM activities were insufficient time for the application, the dominance of some students during the group work, and difficulties with noise levels in class.

scholarly journals EFFECT OF THE STEM ACTIVITIES RELATED TO WORK-ENERGY TOPICS ON ACADEMIC ACHIEVEMENT AND PROSPECTIVE TEACHERS' OPINIONS ON STEM ACTIVITIES

2019 ◽  
Vol 18 (4) ◽  
pp. 507-518 ◽  
Author(s):  
Mert Büyükdede ◽  
Rabia Tanel
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Group Work ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Insufficient Time ◽  
Second Year ◽  
Experimental Group ◽  
Test Control

In this research, the effects of STEM (Science-Technology-Mathematics-Engineering) activities on academic achievement of prospective teachers were researched, their opinions on STEM activities were sought. The research was based on a semi-experimental model with pre-test and post-test control group. During the application phase, the topic of Work-Energy subject was taught through STEM based 5E model in the experimental group, while in the control group, the lessons were conducted using traditional teacher centred teaching. The research group is comprised of second-year students in Elementary Mathematics Education taking Physics I course at the Dokuz Eylul University in Turkey. A statistically significant difference was found in favour of the experimental group in terms of prospective teachers’ academic achievement. In addition, the positive opinions of the prospective teachers from the experimental group on STEM activities were that STEM activities included encouraging group work, assisting students to produce original work, enabling them to do research, and ensuring that the information learned is permanent. The negative opinions of them on STEM activities were insufficient time for the application, the dominance of some students during the group work, and difficulties with noise levels in class. Keywords: academic achievement, prospective teachers’ opinions, STEM activities, work-energy.

Ageism: can a museum exhibit make a difference?

2020 ◽  
Vol 32 (6) ◽  
pp. 777-780
Author(s):  
Moran Fruhauf ◽  
Israel (Issi) Doron ◽  
Yuval Palgi
Keyword(s):  
Effect Size ◽  
Good Effect ◽  
Control Group ◽  
Museum Exhibit ◽  
Museum Exhibits ◽  
Cohen’S D ◽  
Before And After ◽  
Images Of Aging ◽  
Cohen's D ◽  
Experimental Group

ABSTRACTAgeism is a key challenge to today’s aging societies. “Dialogue with Time” is an original Israeli interactive museum exhibit that aims to change negative ageist attitudes by creating a meaningful and stereotype-breaking encounter between visitors and old age. The objective of this study was to examine whether the exhibition reduces ageist attitudes among its visitors. The study employed a comparative pre-post structure with a comparison group. A closed-answer questionnaire was supplied to 100 participants in the experimental group, visitors to the “Dialogue with Time” exhibit, and to 100 participants in the control group. Participants were asked to complete the questionnaire before entering the exhibits and again after experiencing them. Changes in the level of ageism were measured using the Farboni Scale of Ageism. A significant reduction in ageism attitudes was shown in the experimental group when comparing before and after the visit, t(91) = 11.75, p = 0.001, with a good effect size of Cohen’s d = 0.50, whereas in the control group there was no significant change, t(76) = 0.05, p = 0.95, and a weak effect size of Cohen’s d = 0.00. The findings indicate that combating ageism can also be sustained by means of museum exhibits. We recommend that museums and other similar public institutions (e.g. art galleries, exhibition halls) use public spaces to advance multigenerational exposure to positive images of aging.

scholarly journals Distance Motor Learning during the COVID-19 Induced Confinement: Video Feedback with a Pedagogical Activity Improves the Snatch Technique in Young Athletes

2021 ◽  
Vol 18 (6) ◽  
pp. 3069
Author(s):  
Mohamed Abdelkader Souissi ◽  
Achraf Ammar ◽  
Omar Trabelsi ◽  
Jordan M. Glenn ◽  
Omar Boukhris ◽  
...  
Keyword(s):  
Retention Test ◽  
Horizontal Displacement ◽  
Test Session ◽  
Video Feedback ◽  
Control Group ◽  
Maximum Height ◽  
Kinematic Parameters ◽  
School Aged Children ◽  
Cohen’S D ◽  
Cohen's D

The purpose of the present study was to investigate which of two strategies, Video Feedback with Pedagogical Activity (VF-PA) or Video Feedback (VF), would be more beneficial for the remote error correction of the snatch weightlifting technique during the confinement period. Thirty-five school aged children with at least three months of weightlifting experience were randomized to one of three training conditions: VF-PA, VF or the Control group (CONT). Subjects underwent test sessions one week before (T0) and one day after (T1) a six-session training period and a retention test session a week later (T2). During each test session, the Kinovea version 0.8.15 software measured the kinematic parameters of the snatch performance. Following distance learning sessions (T1), the VF-PA improved various kinematic parameters (i.e., barbell horizontal displacements, maximum height, looping and symmetry) compared with T0 (p < 0.5; Cohen’s d = 0.58–1.1). Most of these improvements were maintained during the retention test (T2) (p<0.01, Cohen’s d = 1.2–1.3) when compared withT0. However, the VF group improved only twoparameters (i.e., barbell symmetry and horizontal displacement) at T1 (p < 0.05; Cohen’s d = 0.9), which were not maintained at T2. Better horizontal displacement and looping values were registered during the retention test in the VF-PA group compared with theCONT group (p < 0.05, Cohen’s d = 1.49–1.52). The present findings suggest combining video feedback with pedagogical activity during the pandemic induced online coaching or physical education to improve movement learning in school aged children.

Effect of Activity-Based Games on Students' Academic Achievement in Social Sciences

2021 ◽  
pp. 82-95
Keyword(s):  
Academic Achievement ◽  
Performance Test ◽  
Mean Value ◽  
Control Group ◽  
Second Phase ◽  
Initial Stage ◽  
Post Test ◽  
The Mean ◽  
Based Instruction ◽  
Experimental Group

The purpose of the research was to investigatethe effect of activity-based games on the academic achievement of graduate-level pupils in social sciences.An experimental research design with a pre-and post-test control group was used in this study. As pre-test and post-test, MCQ achievement tests containing 70 items were used as research methods for data collecting. The initial stage in this initiative was to collect data on what inspires children to learn. Both groups took a pre-test, and the results were tallied.The project's second phase was to study the effects of variousactivities on academic achievement. Both groups were given an MCQ performance test. The T-test was used to analyze the data. The findings of this study demonstrated that, compared to the control group, mostpupils'marks improved in the experimental group. The mean value showedthat experimental group participants scored 18.77on the post-test, while control group students scored 16.21. According to a post-lesson poll, most students regarded activity-based games to be more engaging than lecture-based instruction.

Effect of Dramatization on Speaking Skills ond Academic Achievement In English Among Primary Students

2021 ◽  
pp. 163-182
Author(s):  
Amit Kauts ◽  
Monika
Keyword(s):  
Academic Achievement ◽  
Analysis Of Variance ◽  
Traditional Method ◽  
The Other ◽  
Primary Students ◽  
Control Group ◽  
Gain Scores ◽  
Achievement Gain ◽  
Experimental Group ◽  
Speaking Skills

The present study intends to examine the effect of dramatization on speaking skills and academic achievement in English among primary students. The sample consisted of 240 fifth class students from four co-educational private schools of district Fazilka. The sample was divided into two groups randomly. One of the two groups was designated as Experimental Group and the other as Control Group. Experimental group was taught through Dramatization and the control group was taught through traditional method. The obtained data was analysed using two way Analysis of Variance. The results revealed that (i) Teaching through dramatization was found effective than traditional method with respect to achievement of students in English and gain scores in speaking skills (ii) Boys outperformed girls in case of achievement gain scores (iii) Girls outperformed boys in case of gain scores of speaking skills.

EXAMINING EFFECT OF ANIMATION APPLICATIONS ON STUDENT ACHIEVEMENT IN SCIENCE AND TECHNOLOGY COURSE

2015 ◽  
Author(s):  
Sedat Yüksel ◽  
◽  
Mestan Boyaci ◽  
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Science And Technology ◽  
Control Group ◽  
Constructivist Approach ◽  
8Th Grade ◽  
Living Organisms ◽  
And Control ◽  
Experimental Group ◽  
Technology Course

The aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key wordThe aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key words: animation, constructivist science education, teaching supported by computer. s: animation, constructivist science education, teaching supported by computer.

scholarly journals The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills

2020 ◽  
Vol 31 (4) ◽  
pp. 400-409
Author(s):  
Özlem Koray ◽  
◽  
Sercan Çetinkılıç ◽  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Problem Solving ◽  
Performance Level ◽  
Control Group ◽  
Critical Reading ◽  
Problem Solving Skills ◽  
Academic Level ◽  
Experimental Group ◽  
Science Performance

This study aimed to investigate the effect of critical reading (CR) practices in science courses on academic achievement, science performance level, and problem-solving skills. The experimental method and factorial design were used. The study was conducted with 102 seventh-grade students from a public school in Turkey during the 2014–2015 academic year. Experimental and control groups were formed. CR practices were followed in the experimental group and teaching practices appropriate to the curriculum were used in the control group. Data were collected with the “Multiple-Choice Academic Achievement Test” to determine the students’ academic level in the “Human and Environment Unit: The Science Performance Level Test” to determine their science performance level and the “Logical Thinking Group Test” to determine the level of their problem-solving skills. The variables of academic achievement and science performance levels were labeled “Academic Performance.” Independent samples two-way ANOVA was applied to analyze the data using SPSS 18.0 software. The results revealed that the students in the experimental group, who were taught science using CR practices, were significantly more successful than the students in the control group, whose teaching was appropriate to the current curriculum in terms of academic achievement, science performance level, and problem-solving skills. It is of critical importance to use such innovative practices, which combine various disciplines, to allow students to excel at reading, which is a basic skill, at all educational levels in order to raise contemporary and social individuals.

Sign in / Sign up

Export Citation Format

Share Document