scholarly journals Quasi-experiment in the educational reality

2021 ◽  
Vol 12 (1) ◽  
pp. 189-201
Author(s):  
Mariana Sirotová ◽  
Veronika Michvocíková ◽  
Krzysztof Rubacha
Keyword(s):  
Teaching Practice ◽  
Positive Influence ◽  
Positive Element ◽  
Serious Game ◽  
University Education ◽  
Control Group ◽  
Second Phase ◽  
Future Teachers ◽  
Practice Teaching ◽  
Quasi Experiment

Aim. The main aim of the study is a presentation of the results of a quasi-experiment related to using a serious game in the preparation phase of supervised teaching practice as well as during its completion.  Methods. The main method of the study is a quasi-experiment with the factor rotation technique. The method comprised two phases with two unequal groups of surveyed university students. In the first phase, the experimental influence was investigated in the first group and the second group served as the control group (to compare the results). In the second phase, the groups were switched around in the quasi-experiment; the control group became the experimental group and vice versa.   Results. The presented study has a theoretical-empirical character. In the theoretical part, the characteristics of quasi-experiment and its use are briefly discussed. In the empirical part, the quasi-experiment is applied to the educational reality of future teachers. Supervised practice teaching is an important part of the university education of future teachers. Using a serious game therein is a positive element also when it comes to the development of students’ approach  towards supervised teaching practice. Conclusion. Quasi-experiment is used as an experimental method for verification of examined reality. In the educational reality, its realisation is more difficult because it is a more demanding environment than a laboratory one. By realising the quasi-experiment, the theoretical supposition about the positive influence of serious games on the development of a university student’s personality can be confirmed.

scholarly journals Technology-supported global education: A mixed method study

2019 ◽  
Vol 9 (4) ◽  
pp. 1209-1244
Author(s):  
Şule Egüz ◽  
Cemil Öztürk ◽  
Alper Kesten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Mixed Method ◽  
Repeated Measures ◽  
Global Education ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Control Group ◽  
Second Phase ◽  
Experimental Group

The purpose of this study was to investigate the effects of using communication technologies in teaching of attainments related to global education in social studies course on students’ academic success, knowledge retention and their opinions on teaching practice. The research was carried out on the 6th grade students in a secondary school in the province of Samsun. In the research, exploratory order model, one of the mixed method research designs, was used. There were 44 students in the experimental group and 41 students in the control group. “Academic achievement test" was used for data collection. The second phase of the study was designed as a case study and a semi-structured interview form was used to collect data. The interview form prepared for 10 students in the experimental group was applied. One-factor ANOVA was used for the repeated measures of the relationship between pre-test, post-test and retention scores of the experimental and control groups to determine the retention of the program in learning. Descriptive analysis method was used in the analysis of qualitative data. At the end of the research, it was found that the technology supported teaching program applied to the experimental group was more effective in increasing students' academic achievement and learning retention compared to the teaching application in the control group which was not supported by communication technologies and where teacher-centered teaching -straight expression method- was used.

scholarly journals Pedagogická prax vysokoškolských študentov – budúcich učiteľov

2020 ◽  
pp. 255-258
Author(s):  
Veronika Michvocíková
Keyword(s):  
University Students ◽  
Swot Analysis ◽  
The Other ◽  
University Education ◽  
Practical Implementation ◽  
Future Teachers ◽  
Theoretical Part ◽  
Other Hand ◽  
Practice Teaching ◽  
The University

The presented contribution focuses on the description and presentation of the importance of supervised practice teaching in university education of university students – future teachers by scientific and institutional projects researched in the Department of Pedagogy at the University of Ss. Cyril and Methodius. Supervised practice teaching is an important way of university education of university students – future teachers. For this reason, there are definitions of supervised practice teaching in the theoretical part of mentioned scientific and institutional projects. Researchers of mentioned projects characterize supervised practice teaching by the analyzation of its theoretical characteristics and conceptions. On the other hand, we analyse the most significant benefits and shortcomings of supervised practice teaching by the view of university students – future teachers. There is the important area of surveyed issue - research of effectives of supervised practice teaching by mentioned group of population. Moreover, we obtained attitudes and opinions of surveyed university students – future teachers connected with the realization of supervised practice teaching by SWOT analysis. The main aim of the presented contribution is the description of mentioned projects. It acquaints us with particular results of mentioned projects. We found that some of surveyed university students consider supervised practice teaching as a way of practical implementation of their future job during their university education.

METHODS OF NETWORK COMMUNICATIVE COMPETENCE DEVELOPING WHEN PREPARING FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES IN THE ELECTRONIC EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 22 (12) ◽  
pp. 21-27
Author(s):  
Kostikova N.A.
Keyword(s):  
Teaching Practice ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Future Teachers ◽  
Electronic Information ◽  
Professional Activities ◽  
E Learning ◽  
Selection Of

Currently, in the context of the widespread use of e-learning technologies and distance educational technologies, it is necessary to train future teachers, taking into account the peculiarities of solving professional problems in an electronic information and educational environment, to develop students' relevant competencies, including network communicative competence. Despite the large number of studies devoted to the communicative aspect of the teacher's activities, the problem of the formation of network communicative competence in the electronic information and educational environment has not been sufficiently studied. Based on the analysis of scientific literature, the results of the questionnaire survey of students, some methods of forming network communicative competence in future teachers in the study of various disciplines, in the course of teaching practice, and scientific research are proposed. The analysis of the conditions and factors that determine the choice of methods for the formation of the specified competence has been carried out. These factors are associated with the teachers' perception of the peculiarities of communication in the electronic information and educational environment, the didactic and communicative potential of resources and tools of the electronic information and educational environment, the choice of methods and technologies for organizing interaction, the selection of educational material that allows the development of components of network communicative competence, the design of tasks and exercises for the development of network communicative competence, the choice of modes, schemes and forms of organization of interaction, the organization of feedback, control of the level of formation of the network communicative competence, the implementation of reflection. The formed network communicative competence will contribute to a more effective solution by the teacher of communicative tasks in the electronic information and educational environment, which will improve the quality of training of future teachers in the electronic information and educational environment.

Effectiveness the use of additive MEGA-VIT in the ration of mares of Shetland pony breed

2020 ◽  
pp. 60-67
Author(s):  
G. Uskov ◽  
A. Tsopanova ◽  
T. Perezhogina
Keyword(s):  
Physiological State ◽  
Mineral Elements ◽  
Positive Influence ◽  
Control Group ◽  
Physiological Indicators ◽  
Mineral Additive ◽  
Nutritional Needs ◽  
Young Horses ◽  
The Cost ◽  
Experimental Group

Complete feeding of ponies is provided on the basis of data on their nutritional needs depending on age, sex, physiological state and level of productivity (the amount of milk produced and the intensity of growth of young animals). Ponies are sensitive to a lack of vitamins and mineral elements in the feed. When there is a sufficient amount of organic and mineral substances, but a lack or absence of vitamins, horses and ponies have impaired metabolism. The purpose of this work is to study the effectiveness of the use of vitamin and mineral additive MEGA-VIT in the rations of pregnant and lactating mares of Shetland pony breed. It has been found during of the researches that the vitamin and mineral additive MEGA-VIT had a positive influence on the productive and physiological indicators of animals. The cost of spent feed for the entire period of experiment in the control group was 50,6 thousand rubles, and in the experimental group it was 11,8 thousand rubles more or 23,5 %. Revenue from the sale of young horses of the control group amounted to 400 thousand rubles, and experimental group – 440 thousand rubles, this is by 40 thousand rubles more than in control group. This led to the increase in profit in the experimental group of mares by 28,1 thousand rubles and accordingly the level of profitability by 3,2 %. It has been recommended on the results have been obtained on the base of researches to include 30 g/head/day in the rations of mares of Shetland pony breed during pregnancy, and 50 g/head/day during lactation.

The influence of probiotic drug Biolax-U on morphological and biochemical parameters of blood in cows

2020 ◽  
pp. 70-76
Author(s):  
A. Farkhutdinova
Keyword(s):  
Biochemical Parameters ◽  
Hematological Parameters ◽  
Experimental Studies ◽  
Positive Influence ◽  
Biologically Active ◽  
Feed Consumption ◽  
Control Group ◽  
Animal Blood ◽  
Black And White ◽  
White Breed

The expediency of using the probiotic drug Biolax-U in the rations of lactating and dry cows of Black-and-White breed has been studied and scientifically proved. The influence of this drug on the morphological and biochemical parameters of animal blood has been determined. The composition of the probiotic drug Biolax-U consists of eight strains of a balanced complex of living lactic acid bacteria, yeast and actinomycetes, as well as biologically active substances. For experimental studies conducted on 2 groups of cows have been selected by the method of pairs-analogs, the influence of feeding of feed have been prepared with the use of the microbiological drug with probiotic action Biolax-U on feed consumption, morphological and biochemical changes in blood has been studied. Analysis of the rations of cows indicates that the content of calcium, phosphorus, magnesium, sulfur and trace elements such as manganese, copper, zinc and cobalt in the feed has been reduced. It has been found by studies that the use of probiotic drug Biolax-U had the positive influence on the feed intake, digestibility and better assimilation of feed nutrients and contributed to the improvement of blood morphological and biochemical parameters. For example, in animals of the experimental group hemoglobin has increased by 3,6 % (Р < 0,05), red blood cells by 10,1 (P ≤ 0,05), the content of leukocytes by 4,43, carotene by 9,6, glucose by 3,4; reserve alkalinity by 15,6, calcium by 19,4 (P ≤ 0,01), and phosphorus by 18,4 % compared with the control group of animals. During the lactation significantly improved hematological parameters including alkalinity reserve by 5,11 %, calcium level by 11,1, phosphorus by 8,6, hemoglobin by 14,2 %, the content of erythrocytes by 12,3, leukocyte by 3,86, and carotene 11,1 % against the parameters of animals of control group. The improvement of morphological and biochemical parameters of blood of cows indicates about stimulating effect on hematopoiesis and the general clinical condition of animals that contributes to the improvement of metabolic processes when using feed prepared with the use of microbiological drug with probiotic action Biolax-U.

Pengaruh media teka-teki silang terhadap pengetahuan gizi seimbang pada anak sekolah dasar

2019 ◽  
Vol 2 (2) ◽  
pp. 107
Author(s):  
Umi Mahmudah
Keyword(s):  
T Test ◽  
Control Group ◽  
Paired T Test ◽  
Quasi Experiment

Latar Belakang: Anak-anak sekolah dasar merupakan salah satu kelompok rawan masalah gizi, baik pada gizi kurang maupun gizi lebih. Pendidikan gizi seimbang perlu diterapkan untuk mengatasi masalah gizi tersebut. Metode pendidikan mendorong peran serta dan keterlibatan anak untuk memberikan motivasi dalam belajar. Berbagai metode pendidikan yang menarik bagi anak antara lain permainan, tebak-tebakan, diskusi kelompok, serta peragaan. Tujuan: Untuk mengetahui pengaruh pendidikan gizi menggunakan media teka-teki silang (TTS) terhadap pengetahuan gizi seimbang pada anak sekolah dasar. Metode: Penelitian ini merupakan penelitian quasi experiment dengan rancangan pre-posttest with control group. Penelitian dilakukan pada anak Sekolah Dasar Negeri Donohudan I. Pengukuran pengetahuan gizi seimbang dilakukan sebanyak dua kali, yaitu pretest dan posttest. Penelitian ini dibagi menjadi dua kelompok, yaitu kelompok intervensi yang diberikan pendidikan gizi menggunakan teka-teki silang dan kelompok kontrol yang diberikan pendidikan gizi menggunakan ceramah. Pengukuran pengetahuan pretest dilakukan sebelum diberikan pendidikan gizi dan pengukuran pengetahuan posttest diberikan setelah dilakukan pendidikan gizi. Data dianalisis menggunakan Paired T-test dan Independent Sample T-test. Hasil: Terdapat perbedaan pengetahuan sebelum dan setelah dilakukan pendidikan gizi menggunakan media TTS dan media ceramah (p=0,010). Rerata peningkatan pengetahuan gizi menggunakan media TTS lebih tinggi dibandingkan dengan menggunakan metode ceramah pada anak sekolah dasar. Kesimpulan: Ada pengaruh pengetahuan gizi seimbang sebelum dan setelah diberikan pendidikan gizi, baik menggunakan media teka-teki silang maupun menggunakan media ceramah.

scholarly journals Assessing the Impact of Attendance Modality on the Learning Performance of a Course on Machines and Mechanisms Theory

Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 558
Author(s):  
David Valiente ◽  
Héctor Campello-Vicente ◽  
Emilio Velasco-Sánchez ◽  
Fernando Rodríguez-Mas ◽  
Nuria Campillo-Davo
Keyword(s):  
Statistical Tests ◽  
Group Testing ◽  
Test Group ◽  
Historical Record ◽  
Team Work ◽  
University Education ◽  
Learning Performance ◽  
Control Group ◽  
Face To Face ◽  
The Impact

University education approaches related to the field of science, technology, engineering and mathematics (STEM), have generally particularized on teaching activity and learning programs which are commonly understood as reoriented lessons that fuse theoretic concepts interweaved with practical activities. In this context, team work has been widely acknowledged as a means to conduct practical and hands-on lessons, and has been revealed to be successful in the achievement of exercise resolution and design tasks. Besides this, methodologies sustained by ICT resources such as online or blended approaches, have also reported numerous benefits for students’ active learning. However, such benefits have to be fully validated within the particular teaching context, which may facilitate student achievement to a greater or lesser extent. In this work, we analyze the impact of attendance modalities on the learning performance of a STEM-related course on “Machines and Mechanisms Theory”, in which practical lessons are tackled through a team work approach. The validity of the results is reinforced by group testing and statistical tests with a sample of 128 participants. Students were arranged in a test group (online attendance) and in a control group (face-to-face attendance) to proceed with team work during the practical lessons. Thus, the efficacy of distance and in situ methodologies is compared. Moreover, additional variables have also been compared according to the historical record of the course, in regards to previous academic years. Finally, students’ insights about the collaborative side of this program, self-knowledge and satisfaction with the proposal have also been reported by a custom questionnaire. The results demonstrate greater performance and satisfaction amongst participants in the face-to-face modality. Such a modality is prooven to be statistically significant for the final achievement of students in detriment to online attendance.

scholarly journals Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meysam Siyah Mansoory ◽  
Mohammad Rasool Khazaei ◽  
Seyyed Mohsen Azizi ◽  
Elham Niromand
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Serious Game ◽  
Control Group ◽  
Serious Gaming ◽  
E Learning ◽  
The Mean ◽  
Lecture Instruction

Abstract Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.

scholarly journals Predictors of Quality Internship Programs—The Case of Romanian Business and Administration University Education

2018 ◽  
Vol 10 (12) ◽  
pp. 4741
Author(s):  
Cristian Marinaș ◽  
Simona Goia (Agoston) ◽  
Ramona Igreț ◽  
Laura Marinaș
Keyword(s):  
Positive Influence ◽  
Third Parties ◽  
University Education ◽  
Business Professionals ◽  
Policy Makers ◽  
Future Potential ◽  
Main Factors ◽  
Internship Programs ◽  
Economic Studies

To a large extent, research regarding internship programs emphasizes their crucial role in the future career of students. Business professionals and educators acknowledge the positive influence in the engagement of companies towards future potential employees. However, the quality of these internship programs in Romania is sometimes questionable and further research is needed in the field. Our paper aims at identifying and analyzing the main factors which influence the quality of an internship program from Romanian business and administration students’ perspective. The findings and analysis of the current paper are based on a survey conducted on 458 undergraduate and master students of the Bucharest University of Economic Studies. By acknowledging these qualitative factors, third parties such as policy makers in educational sector, universities, and companies receive important information to better organize internships in order to meet students’ expectations and discover real high potential candidates.

scholarly journals Using the Concept of Game-Based Learning in Education

2020 ◽  
Vol 15 (14) ◽  
pp. 53
Author(s):  
Zi-Yu Liu ◽  
Zaffar Ahmed Shaikh ◽  
Farida Gazizova
Keyword(s):  
Cognitive Abilities ◽  
Teaching Practice ◽  
Negative Impact ◽  
Effective Means ◽  
Educational Material ◽  
Educational Game ◽  
Control Group ◽  
Game Based Learning ◽  
School Students ◽  
The Impact

A modern school deals with a generation of students who were born and grown up in a digital environment and require other teaching methods. Changes in the technological and social conditions of modern society need new professional skills, which are often called “21st century skills”. These skills should be devel-oped starting from the primary school, as they are psychological and behavioural, rather than practical. Game-based learning and gamification are effective means of such skills development. The use of video games in teaching practice is studied multifaceted, along with formats and requirements of educational game, methods for effectiveness assessment, and the effect of games on students. The controver-sial nature of game-based learning effect on students require deeper research, as the increase in motivation and learning efficiency cannot be disputed, as well as the negative impact of a long gaming on cognitive abilities, emotional state and social skills of students. The study tested both an increase in the motivation and attraction of school students for the learning process, and the impact on the prac-tical results of information assimilation. There was conducted a survey on the re-sults of the application of game training to determine the motivation and attraction of students. Likewise, we counted time, spent by the study and control group, for mastering the main educational material and the post-class study of game content and the educational material it presents. A comparative test was conducted on the results of educational material comprehension to determine the effectiveness of the methodology in mastering knowledge. The group, with game-based learning and gamification applied, showed an increase in motivation and attraction to learning, students paid additional efforts for assimilating the material studied, and also showed significantly higher learning outcomes compared to the control group.

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