scholarly journals Developing Visible Thinking and Motivation Through the Curricular Design of an Escape Room in Higher Education

2021 ◽  
Vol 25 (3) ◽  
pp. 1-20
Author(s):  
Naiara Bilbao-Quintana ◽  
Arantzazu López-de la Serna ◽  
Ainara Romero-Andonegui ◽  
Eneko Tejada-Garitano
Keyword(s):  
Higher Education ◽  
Cognitive Processes ◽  
Time Management ◽  
Self Regulation ◽  
Multiple Choice Questions ◽  
Pedagogical Design ◽  
Curricular Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Visible Thinking

Introduction. The term escape room has undergone a notable evolution in recent years, extending its presence to areas not only recreational but also business or educational. The defining traits (overcoming obstacles, problem-solving, teamwork, time management...) have proven to be valid in business and education. This study presents the pedagogical design of an escape room based on visible thinking and analyses its effect on the motivation and cognitive processes of higher education students. Method. For this purpose, a quasi-experimental research with pretest/post-test was conducted, and it was evaluated whether the instructional design of the escape room was adequate to enhance the learning of the 238 students, whether it was motivating, and whether it contributed to the development of cognitive processes. We used two structured questionnaires with multiple-choice questions and one questionnaire with open-ended questions. We also applied a mixed method for quantitative and qualitative data collection and analysis. Results. The results show that the students consider the characteristics of the escape room and the organization of its elements to be of high quality; they also show that the curricular design of the escape room enhances students’ learning. In particular, the students consider that they have developed group thinking, critical thinking, and the activation of prior knowledge through the escape room and have found it a motivating experience. Conclusions. The use of the escape room in educational environments has a high educational potential. This is not only because it encourages the development of higher-order cognitive processes but also because it contributes to teamwork, self-regulation, and student motivation. However, it must be designed as a significant part of the didactic program, taking special care in the development of competences and thinking.

scholarly journals Geology and Environment: A Problem-Based Learning Study in Higher Education

Geosciences ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
Tânia Pinto ◽  
António Guerner Dias ◽  
Clara Vasconcelos
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Problem Based Learning ◽  
Convenience Sample ◽  
Post Test ◽  
Quasi Experimental ◽  
Within Subjects ◽  
Two Phases ◽  
Experimental Group

We aimed to contribute to a shift in higher education teaching and learning methods by considering problem-based learning (PBL) as an approach capable of positively affecting students from a geology and environment (GE) curricular unit. In a convenience sample from a Portuguese public university, two groups of students were defined: (1) an experimental group (n = 16), to which an intervention program (IP) based on PBL was applied, and (2) a comparison group (n = 17), subjected to the traditional teaching approach. For nine weeks, students subject to the IP faced four problem scenarios about different themes. A triangulation of methods was chosen. The study involved two phases: (1) qualitative (sustained on content analysis of driving questions raised by students, registered in a monitoring sheet) and (2) quantitative (quasi-experimental study, based on data from a prior and post-test knowledge assessment). The qualitative results point to the development of more complex cognitive-level questioning skills after increasing familiarity with PBL. The data obtained in the quantitative study, which included both a “within-subjects” and a “between-subjects” design, show higher benefits in the experimental group, documenting gains in terms of scientific knowledge when using the PBL methodology.

scholarly journals OPTIMIZING PROJECT-BASED TRY ACTIVITY TO IMPROVE THE DIMENSION OF STUDENTS’ COGNITIVE PROCESS

2020 ◽  
Vol 3 (1) ◽  
pp. 15-27
Author(s):  
I Wayan Widiana ◽  
I Made Suarjana
Keyword(s):  
Cognitive Processes ◽  
Random Sampling ◽  
T Test ◽  
Learning Activities ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Cluster Random Sampling

This study was aimed at determining the differences in the dimensions of cognitive processes between groups of students who are taught with project-based trying learning activities and groups of students who are taught with conventional learning activities. This research is a quasi-experimental study with a post-test only control group design. The population of this study was the fifth-grade students of the 2016/2017 academic year in the Curriculum 2013 Elementary School in Buleleng Regency, which amounted to 326 students. The samples were taken by cluster random sampling which amounted to 60 students. The data collected in this study were the results of the dimensions of cognitive processes by using 20 multiple-choice tests and 5 item essays on the ecosystem theme. The hypothesis was tested using inferential t-test statistics. The results show that there are significant differences in the dimensions of cognitive processes between groups of students who were taught with project-based trying activities and groups of students who were taught using conventional learning activities. The optimizing project-based trying activities has a positive effect on the dimensions of students' cognitive processes.PENGOPTIMALAN AKTIVITAS MENCOBA DENGAN BERBASIS PROYEK UNTUK MENINGKATKAN DIMENSI PROSES KOGNITIF SISWAPenelitian ini bertujuan untuk mengetahui perbedaan dimensi proses kognitif antara kelompok siswa yang dibelajarkan dengan aktivitas pembelajaran mencoba berbasis proyek dan kelompok siswa yang dibelajarkan dengan aktivitas pembelajaran konvensional. Penelitian ini merupakan penelitian quasi eksperimen dengan rancangan penelitian post test only control group design. Populasi dari penelitian ini adalah siswa kelas V Tahun Pelajaran 2016/2017 di SD rintisan Kurikulum 2013 Kabupaten Buleleng yang berjumlah 326 orang. Sampel diambil dengan cara cluster?random sampling yang berjumlah 60 orang. Data yang dikumpulkan dalam penelitian ini adalah hasil dimensi proses kognitif dengan menggunakan tes pilihan ganda sebanyak 20 butir dan esai 5 butir soal pada tema ekosistem. Hipotesis diuji dengan menggunakan statistik inferensial t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan pada dimensi proses kognitif antara kelompok siswa yang dibelajarkan dengan aktivitas pembelajaran mencoba berbasis proyek dan kelompok siswa yang dibelajarkan dengan aktivitas pembelajaran konvensional Pengoptimalan aktivitas mencoba berbasis proyek berpengaruh positif terhadap dimensi proses kognitif siswa.

Cross Disciplinary Learning in Distance Higher Education

2010 ◽  
pp. 345-364
Author(s):  
Jonathan O. Osiki
Keyword(s):  
Higher Education ◽  
Direct Consequence ◽  
Control Technique ◽  
Distance Learners ◽  
Significant Treatment ◽  
Assignment Method ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Spiral Model

Adequately selecting and applying the multi-model structure from the backdrop of cross-disciplinary learning in stimulating professionals’ research empowerment in distance higher education, is a regular focus of research. How the benefits of research is developed, nurtured, continuously enhanced, and sustained in value-driven academic activities is the direct consequence of learners’ emotionality. The study argues that distance learners learn meaningfully when their emotionality is adequate. Using the emotional spiral model, the study in a pre-test, post-test, control quasi-experimental research design evaluated the impact of behaviour techniques subsumed psychotherapeutically in facilitating learners’ emotional stability for inducing research competences. The distance learners were initially screened for their fears in research activities and quantitative abilities, and then subsequently allotted into four independent intervention sub-groups. Under the vantage application of psychotherapy, for a four-week out of a six-week maximum teaching-learning encounter, prior to the post-evaluation (i.e. post-test) period, the learners were exposed to the benefits of the reframing techniques, rational emotive bahaviour techniques, assignment method, and the control technique (i.e the non-treatment) group. Utilizing the analysis of variance statistical method at the 0.05 alpha, the findings showed that the participants’ research prowess improved tremendously with a statistically significant treatment effect [F (4, 1052) =7.52; P

scholarly journals Effects of Online Learning on Nursing Students in South Korea during COVID-19

2021 ◽  
Vol 18 (16) ◽  
pp. 8506
Author(s):  
Sook-Young Kim ◽  
Shin-Jeong Kim ◽  
Soon-Hee Lee
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Self Regulation ◽  
Design Development ◽  
Additional Information ◽  
Post Test ◽  
Quasi Experimental ◽  
Learning Flow

Daily life has changed due to COVID-19. This has affected nursing education and caused a shift in online learning. This study examined the effects of online learning on nursing students’ knowledge, self-regulation, and learning flow. We used a quasi-experimental design on a sample comprising 164 senior nursing students. We compared pre- and post-test scores to examine the educational effects. The pre-test was conducted a week before the educational intervention, and the post-test was conducted a week after it. We found a significant increase in knowledge (t = −14.85, p < 0.001) and learning flow (t = −2.15, p = 0.033) in the post-test. We also found an increase in self-regulation (t = −1.57, p = 0.119) from the pre- to the post-test that was not statistically significant. The results could help instructors to provide additional information in online learning. They highlight the need to assess learners’ readiness for online learning and to prepare the learning environment with systematic educational planning, design, development, and evaluation for improving the effectiveness of online learning outcomes.

scholarly journals Graphic organizers to empower the teaching-learning process of grammar tenses in higher education

2021 ◽  
Vol 5 (3) ◽  
pp. 6-19
Author(s):  
Jazmín Marisol Medina ◽  
Jazmina Ivonne Mena Mayorga
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
English Language ◽  
Graphic Organizers ◽  
Target Population ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Experimental Group

Introduction. The English language is a mandatory subject in elementary, secondary, and higher education in Ecuador. To become proficient, a broad knowledge of grammar is needed because it is considered the backbone of a language. Objective. This research aims to implement graphic organizers in the teaching-learning process of grammar tenses. Methodology. This inquiry took place at a university of Riobamba with a target population of 62 A2 level students. A quasi-experimental research, was carried out with 31 students that were the experimental group and the same number of students as the control group. A pre-test was applied to both groups to evaluate their grammar skills. After that, both groups were given a post-test to determine if the graphic organizers implemented made any improvement on the students’ performance regarding grammar tenses. Results. The post-test results demonstrated that the competence of the experimental group students has been enhanced after implementing graphic organizers. Conclusion. The students were able to clear up their ideas and to establish better relationships between graphical and cognitive demands.

scholarly journals PENYELENGGARAAN PEMBELAJARAN VOKASI BERDASARKAN MINAT PESERTA DIDIK PADA MATA PELAJARAN KETERAMPILAN FUNGSIONAL PAKET C

2018 ◽  
Vol 13 (2) ◽  
pp. 145-155
Author(s):  
Ivo Yani
Keyword(s):  
Design Method ◽  
Multiple Choice Questions ◽  
Research Subjects ◽  
Functional Skills ◽  
Significance Level ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Vocational Learning

The package C equality education has the distinctiveness of entrepreneurship skills that are put in the functional skills subjects. During this time, the selection of the vocational types (skills) is determined  by the package C manager and without the certificate of competence even though the vocational types can be determined based on the student’s interests through the Rothwell Miller Interest Blank (RMIB) test. After completing the competency tests, the graduate students can obtain the competency certificates from the Competence Certification Institutiton (LSK). This study aims to investigate (1) the students’ interest in vocational learning and (2) vocational learning outcomes in package C’s functional skills subjects. The research was conducted to the 26 research subjects of the 6th level of 2nd advanced competency degree in four PKBM at North Sumatra from August to October 2017. In order to seek out the field validation, the quasi experimental design method with pretest and post-test was used. The data collection instrumentswere in the form of tests with 15 items of multiple choice questions. The program significance was tested with the correlated t-test. The finding showed that the value of the t > ttable was (7.01> 2.06). Therefore, it could be concluded that there was a significant difference in values obtained by the students from before and after participating in sewing learning at a 5% significance level. Thus, in determining the vocational interest, the students should pay attention to the availability of the competency test places.    References Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan.(2013). Pedoman peminatan peserta didik. Diakses melalui http://bk.fip.uny.ac.id/sites/ psikologi-pendidikanbimbingan.fip.uny.ac.id/files/PEDOMAN%20PEMINATAN%20SMA-SMK.pdf Departemen Pendidikan Nasional. (2003). Undang-Undang Republik Indonesia no. 20 tentang sistem pendidikan nasional. Jakarta. Departemen Pendidikan Nasional. (2005). Peraturan pemerintah no. 19 tentang standar nasional pendidikan. Jakarta. Direktorat Pembinaan Kursus dan Pelatihan. (2015). Kurikulum kursus dan pelatihan tata busana jenjang 2 dan 3 berbasis kerangka kualifikasi nasional Indonesia. Jakarta. Djamarah, S. B. (2008). Psikologi belajar. Jakarta: PT. Rineka Cipta.  Heri, P. (1998). Pengantar perilaku manusia. Jakarta: EGC.  Peraturan Menteri Pendidikan Nasional Nomor 14 Tahun 2007 tentang Standar Isi untuk Program Paket A, Program Paket B, dan Program Paket C. Peraturan Menteri Pendidikan Nasional Nomor 70 Tahun 2008 tentang Uji Kompetensi Bagi Peserta Didik Kursus dan Pelatihan dari Satuan Pendidikan Nonformal atau Warga Masyarakat yang Belajar Mandiri. Pusat Data dan Statistik Pendidikan dan Kebudayaan. (2016). Ikhtisar data pendidikan 2015/2016. Jakarta: Kemendikbud. Rothwell. (1947). Tes RMIB. Diakses melalui http://file.upi.edu/Direktori/FIP/JUR._PSIKOLOGI/195010101980022-SITI_WURYAN_INDRAWATI/TES_RMIB.pdf. Slameto. (2003). Belajar dan faktor-faktor yang mempengaruhinya. Jakarta: PT. Rineka Cipta.

The Effects of Assessment as Learning (AaL) on ESL students’ Academic Performance and Motivation in the light of self-Regulated Learning (SRL) Theor

2020 ◽  
Vol 14 (4) ◽  
pp. 26-42
Author(s):  
Preeta Hinduja ◽  
◽  
Martin Thomas
Keyword(s):  
Academic Performance ◽  
Self Regulation ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Assessment As Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance

This study intended to investigate the effects of Assessment as Learning (AaL) strategy on satisfaction of academic performance and motivational beliefs of ESL (English as Secondary Language) students of Public sector school. Using the quasi-experimental pre-post-test control group design, and assessment strategy recommended by Lee and Mak (2014), this study examined the effects of Assessment as Learning (AaL) on students’ studying ESL writing skills in Argumentative Essay. Through the convenience sampling technique, 60 ninth standard students were selected to participate in the study. Students' performance was analyzed with the help of Argumentative Essay Test and Motivation was investigated by using Motivated Strategies for Learning Questionnaire (MSLQ). Both control and experimental groups were trained through traditional teaching ESL strategies; however, experimental group students practiced an additional intervention identified as "Assessment as Learning (AaL)" strategy. After seven weeks of study, both groups' performance and motivation were evaluated through post-tests. The data from pre-tests and post-tests were analysed by Independent Sample t-tests. The results demonstrated that the experiment group’s academic scores and motivation were significantly higher, thus the implementation of AaL practice is recommended to raise self-regulation and performance of students.

scholarly journals Comprehending Personal Experience: Implementing Buzz Group in Teaching Reading

2019 ◽  
Vol 7 (1) ◽  
pp. 20
Author(s):  
Dian Hapsari ◽  
M Sayid Wijaya
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Experimental Design ◽  
Significant Influence ◽  
Personal Experience ◽  
Teaching Reading ◽  
Multiple Choice Questions ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year

The students’ reading comprehension of SMA Negeri 2 Tumijajar is still low especially in reading personal recount text. To solve the problem, the researcher applied Buzz Group. The objective of this research is to know whether there is a significant influence of using buzz group towards students’ reading comprehension on personal recount text at the eleventh grade of SMA Negeri 2 Tumijajar in the academic 2018/2019. The research methodology was quasi experimental design. In this research, the population was the eleventh grade of SMA Negeri 2 Tumijajar. The sample of this research was two classes consisting of 33 students for experimental class and 33 students for control class. In the experimental class, the researcher used buzz group and in the control class the teacher used think pair share. The treatments were held in 3 meetings in which 2 x 45 minutes for each class. In collecting data, the researcher used instrument in the form of multiple choice questions which had been tried out prior to the treatments. The instrument was given in pre-test and post-test. The researcher analyzed the data using SPSS to compute independent sample t-test. From the data analysis computed by SPSS, it was obtained that Sig. = 0.002 and α = 0.05. It means Ha is accepted because Sig. < α = 0.002 < 0.05. Therefore, there is a significant influence of using buzz group towards students’ reading comprehension on personal recount text at the eleventh grade of SMA Negeri 2 Tumijajar in the academic year 2018/2019.

scholarly journals The Tensions Between Student Dropout and Flexibility in Learning Design: The Voices of Professors in Open Online Higher Education

2021 ◽  
Vol 22 (4) ◽  
pp. 72-88
Author(s):  
Marlon Xavier ◽  
Julio Meneses
Keyword(s):  
Higher Education ◽  
Time Management ◽  
Qualitative Content Analysis ◽  
Self Regulation ◽  
Learning Design ◽  
Personalized Feedback ◽  
Continuous Assessment ◽  
Negative Effects ◽  
Student Dropout ◽  
E Learning

Flexibility is typical of open universities and their e-learning designs. While this constitutes their main attraction, promising learners will be able to study “anytime, anyplace,” this also demands more self-regulation and engagement, a cause for student dropout. This case study explores professors’ experiences of flexibility in e-learning design and continuous assessment and their perception of the risks and opportunities that more flexibility implies for student persistence and dropout. In-depth interviews with 18 full professors, who are the e-learning designers of undergraduate courses at the Open University of Catalonia (UOC), were analyzed, employing qualitative content analysis. According to the professors, the main causes for dropout are student-centered, yet they are connected to learning design: workload and time availability, as well as students’ expectations, profiles, and time management skills. In the professors’ view, flexibility has both positive and negative effects. Some are conducive to engagement and persistence: improvement of personalized feedback, formative assessment, and module workload. Others generate resistance: more flexibility may increase workload, procrastination, dropout, and risk of losing professorial control, and may threaten educational standards and quality. Untangling the tensions between dropout and flexibility may enhance learning design and educational practices that help prevent student dropout. Stakeholders should focus on measures perceived as positive, such as assessment extension, personalized feedback and monitoring, and course workload calibration. As higher education is globally turning to online delivery due to the COVID-19 viral pandemic, such findings may be useful in both hybrid and fully online educational contexts.

Effectiveness of Schema Therapy and Emotional Self-Regulation Therapy in the Components of Women’s Marital Conflicts

2020 ◽  
Vol 6 (4) ◽  
pp. 277-288
Author(s):  
Safieh Mohammadi ◽  
Keyword(s):  
Marital Conflict ◽  
Self Regulation ◽  
Analysis Of Covariance ◽  
Psychiatric Nurses ◽  
Control Group ◽  
Schema Therapy ◽  
Marital Conflicts ◽  
Post Test ◽  
Research Population ◽  
Quasi Experimental

Background: Marital conflicts partly happen due to the psychological disorders of couples, issues related to children, and the long periods of depression, all of which may lead to the failure of relationship and divorce. The present study aimed to investigate the effectiveness of schema therapy and emotional self-regulation therapy in the components of marital conflict in women referred to the psychological centers of Ahvaz City. Methods: It was a quasi-experimental study with a pre-test-post-test design and a control group. The research population consisted of all women with marital conflicts referring to the psychological centers of Ahvaz, in 2019. Using convenience sampling, 45 women who were willing to participate in the project were recruited and randomly assigned into two experimental groups (schema therapy and emotional self-regulation therapy) and a control group (n=15 per group). Data were collected with the Marital Conflict Questionnaire. Besides, the first and second intervention programs consisted of eight 90-minute sessions of schema therapy and eight 90-minute sessions of emotional self-regulation therapy, respectively. The obtained data were analyzed using the multivariate analysis of covariance in SPSS V. 24. Results: Schema therapy and emotional self-regulation therapy effectively improved the components of marital conflict in women (P<0.01). Also, the effects of the two interventions on the components of marital conflict did not significantly differ (P>0.05). Conclusion: According to the findings, schema therapy and emotional self-regulation therapy are suggested to be employed by psychologists and psychiatric nurses to improve the components of women’s marital conflict

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