Video-aided and Traditional Learning Method: A Comparison Regarding Students’ Knowledge Retention

Evolution of new technologies introduces new methods by which students can gain knowledge and professors can impart it. Each learning method offers its own distinctive advantages and disadvantages which affect students having different learning preferences and temperaments in different ways. The study aims to investigate student's attitude towards two modes of learning, namely traditional learning and e-learning and uncover the underlying factor structure governing student appraisal of such systems. The aspects of each type of learning that are attractive to students are shown. Further, the two modes of learning are compared using different statistical techniques, and the findings are used to decide whether a mixture of traditional and e-learning is indeed the way ahead.

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Hybrid Learning Based Competitive Sports Training

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.926-930.4514 ◽

2014 ◽

Vol 926-930 ◽

pp. 4514-4517

Author(s):

Zheng Zhi Wu ◽

Bin Wang

Keyword(s):

Computer Science ◽

Computer Technology ◽

Hybrid Learning ◽

Traditional Learning ◽

Competitive Sports ◽

Learning Method ◽

Sports Training ◽

Popular Method ◽

Advanced Technologies

Hybrid learning is a modern way for the education, fusing the traditional learning method in the classroom and the network based learning method. As the development of the multimedia and computer science, various advanced technologies are generalized to the education tasks. Hence, the hybrid learning would become as a popular method for the education. In this paper, specialized to the competitive training, we present the hybrid learning based competitive sports training. The key of the application of the computer technology and hybrid learning is presented as discuss, which would contribute to the development of the hybrid learning in the competitive training.

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The Implementation of APIQ Creative Mathematics Game Method in the Subject Matter of Greatest Common Factor and Least Common Multiple in Elementary School

10.31227/osf.io/quh8m ◽

2017 ◽

Author(s):

Ansari Saleh Ahmar ◽

Abdul Rahman ◽

Andi Nurani Mangkawani Arifin ◽

Dewi Satria Ahmar ◽

M. Agus ◽

...

Keyword(s):

Elementary School ◽

Subject Matter ◽

Common Factor ◽

Traditional Learning ◽

Learning Method ◽

Common Multiple ◽

Least Common Multiple ◽

Causal Factors ◽

Learning Mathematics ◽

The Subject

One of causal factors for uninterested feeling of the students in learning mathematics is a monotonous learning method, like in traditional learning method. One of the ways for motivating students to learn mathematics is by implementing APIQ (Aritmetika Plus Intelegensi Quantum) creative mathematics game method. The purposes of this research are (1) to describe students’ responses toward the implementation of APIQ creative mathematics game method on the subject matter of Greatest Common Factor (GCF) and Least Common Multiple (LCM) and (2) to find out whether by implementing this method, the student’s learning completeness will improve or not. Based on the results of this research, it is shown that the responses of the students toward the implementation of APIQ creative mathematics game method in the subject matters of GCF and LCM were good. It is seen in the percentage of the responses were between 76-100%. (2) The implementation of APIQ creative mathematics game method on the subject matters of GCF and LCM improved the students’ learning.

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THE EFFECTIVENESS OF COOPERATIVE LANGUAGE LEARNING IN TEACHING VOCABULARY

IJET (Indonesian Journal of English Teaching) ◽

10.15642/ijet2.2016.5.2.269-281 ◽

2016 ◽

Vol 5 (2) ◽

pp. 269-281

Author(s):

Wahyu Trimastuti

Keyword(s):

Language Learning ◽

Quantitative Research ◽

Teaching And Learning ◽

Language Teaching ◽

Initial Step ◽

Traditional Learning ◽

Learning Method ◽

Learning And Teaching ◽

Engineering Teams ◽

Language Teaching And Learning

This study aims to determine whether the Cooperative Language Teaching and Learning method is more effective than the traditional learning to teach vocabulary. This is an experimental quantitative research. The population for this study is freshmen majoring in management. The use of Cooperative Language Teaching and Learning method through engineering teams-games-tournament (TGT) in the English vocabulary learning is considered to be effective, creative, and fun to increase the students’ motivation to learn and to improve their vocabulary mastery. The findings showed that the Cooperative Language Teaching and Learning is an effective method to teach vocabulary. It is, thus, recommended that (1) the Cooperative Language Learning and Teaching improve the students’ ability to remember vocabulary, (2) students are expected to be more active in the learning process in order to improve the ability to solve the problem of vocabulary (3) the results of this study can be used as an initial step to hold further research.

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Contrastive Research of College Students' English Learning Methods Based on Internet and Traditional Environment

Advances in Social Sciences Research Journal ◽

10.14738/assrj.76.8530 ◽

2020 ◽

Vol 7 (6) ◽

pp. 745-756

Author(s):

Zhenying Li ◽

Mo Honghong

Keyword(s):

Smart Phone ◽

Virtual Learning ◽

Internet Technology ◽

Traditional Learning ◽

English Learning ◽

Learning Method ◽

Learning Methods ◽

Existing Problems ◽

Learning Interest ◽

New Situation

Before the popularity of smart phone, traditional English learning way was chosen by a lot of students. Traditional English learning way made the study more difficult for many students, and resulting in non-active study phenomenon. In recent years, with the help of smart phone APP, the quality and ability of students’ learning have been generally improved. It dramatically improves student's learning interest. The rapid emerging of Internet Technology in China provides tremendous development space for virtual learning. At the same time, it also launches enormous challenge to traditional learning way. Traditional learning way suffers unprecedented crisis, however, virtual learning way which from being questioned, there are inevitability and value of virtual learning which people begin to think about. In order to deal with the new situation, this paper outlines the online learning method and the traditional learning method respectively through comparative analysis. Through the literature review method to search the relevant references, the information obtained is integrated and summarized, the existing problems of network learning methods and traditional learning methods are analyzed. We can further put forward rational suggestions for future development.

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Effect of using Blended Learning Method on Final Year Students of BAMS to Learn Shalyatantra

Journal of Pharmaceutical Research International ◽

10.9734/jpri/2021/v33i34a31832 ◽

2021 ◽

pp. 129-134

Author(s):

Pooja Shrivastav ◽

Babaji Ghewade ◽

Shweta Parwe ◽

Devyani Dasar

Keyword(s):

Blended Learning ◽

Teaching Method ◽

Traditional Learning ◽

Learning Method ◽

Face To Face ◽

Conventional Teaching ◽

E Learning ◽

Group A ◽

Face To Face Learning ◽

Group B

Background: E – learning has been considered as one the most up-to-date learning techniques, which come with a slew of benefits like it allows worker to be trained, educated etc and negative aspect like dependence on technology, a lack of motivation, and a lack of human touch. Blended learning, on the other hand, is a mix of online and face-to-face learning. The aim of this study is to compare the efficacy of blended learning to traditional learning. Aim and Objectives: To study the effect of Blended learning method on Final year BAMS students in comparison with conventional teaching method to learn Shalyatantra. Methodology: The Final year BAMS students of MGAC.H & RC will be selected for the study and equally divided in two equal groups i.e A and B. ‘Kshar Karma’ will be taken as study topic. In Group A, topic will be taught by Conventional method while in Group B it will be taught by Blended learning method. Senior and experienced Shalyatantra faculty will be chosen. Sensitization of teacher and final year BAMS student regarding Blended learning method will be done. Total 70 students will be equally divided into two groups. Pretest (before commencing study) and posttest (after sessions) form consisting of 20 MCQ will be distributed and filled up by the participants. Results: Result will be drawn on the basis of the observations. Conclusion: Conclusion of the study will be drawn on the basis of statistical data calculated.

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Comparing Traditional Teaching Method and Experiential Teaching Method using Experimental Research

Journal of Education and Educational Development ◽

10.22555/joeed.v5i2.1816 ◽

2018 ◽

Vol 5 (2) ◽

pp. 276 ◽

Cited By ~ 3

Author(s):

Farhan Uddin Raja ◽

Najmonnisa Khan

Keyword(s):

Experiential Learning ◽

Communication Skills ◽

Experimental Research ◽

Teaching Method ◽

Business Communication ◽

Traditional Learning ◽

Traditional Teaching ◽

Learning Method ◽

Multinational Organizations ◽

Business Administration Students

The modern time is shaping a world of opportunities that has glorified the role and functions of multinational organizations across the globe. An individual has become a global citizen, who explores employment opportunities in different countries of the world. This has signified the importance of interpersonal skills that allow individuals to connect with people from different cultures. As a result, the role of business communication instructors has become vital because they impart the skills of communication among their students. For this, instructors’ sensitivity towards the teaching methods used in classrooms are of prime significance. These methods determine the interest level and motivation of students towards learning and acquisition of communication skills. Therefore, this study aims to compare experiential learning method and traditional learning method to explore which method inculcates and improves the communication skills of business administration students of a private sector university. The study was conducted in a quantitative paradigm using an experimental research design. The sample size comprised 60 BBA students from two different sections of business communication courses. The data were collected using a pretest and posttest. For the pretest, communication skills were imparted to both the groups using the traditional teaching method that heavily employed lecturing. For the posttest, the controlled group was taught using the same traditional teaching method while the treatment group was taught using the experiential learning method. Mean scores 20.46 & 19.90 with a significant value of 0.375 for the pretest established identical nature of both groups. Mean scores 27.80 & 30.36 with a significant value of .002 of posttest showed that the two groups under study had different identities in scores, which proved that experiential learning method improves students’ communication skills better than traditional communication skills.Keywords: business communication, experiential learning, experimental research, traditional learning

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Model Pembelajaran Bahasa Arab di Pesantren Salafi dan Khalafi

Al-Lisan ◽

10.30603/al.v6i1.966 ◽

2020 ◽

Vol 6 (1) ◽

pp. 64-95

Author(s):

Syindi Oktaviani R Tolinggi

Keyword(s):

Field Research ◽

Boarding School ◽

Arabic Language ◽

Language Teachers ◽

Traditional Learning ◽

Learning Method ◽

Grammatical Competence ◽

Vocabulary Building ◽

Grammar Rules ◽

Main Instrument

This study aims at finding out more deeply how the Arabic learning method in Salafi-style boarding school and Khalafi-style boarding school. This study selected Salafiyah Syafi`iyah boarding school in Pohuwato and Hubulo boarding school in Tapa, Gorontalo as the location. This study is field research using qualitative research methods. As the main instrument, the researchers used other instruments to collect data in the form of observation sheets, interview guidelines and documents. The subjects of this study were Arabic language teachers, students and Pesantren’s Leaders. Data analysis techniques used data reduction, data display and conclusion and verification. The results of this study indicated that the Salafiyah Boarding Shool Pohuwato is a Salafi-style Boarding School. Arabic instruction in this boarding school focuses on grammatical competence or language structure (Nahwu & Sarf) which is applied in the study of the bare book. The learning method used traditional learning methods, such as Sorogan, Bandongan, Wetonan, Pesantren Kilat. While the Hubulo boarding school Tapa is a khalafi-style with active Arabic learning that is not only theory and learning grammar rules, but the also implemented the communcative langauage teaching by practicing daily vocabulary building , daily conversation routine, daily expressions, and Arabic speech training.

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THE EFFECTIVENESS OF DISCOVERY LEARNING IN IMPROVING ENGLISH WRITING SKILL OF EXTROVERTED AND INTROVERTED STUDENTS

Jurnal Penelitian Humaniora ◽

10.23917/humaniora.v18i1.3639 ◽

2017 ◽

Vol 18 (1) ◽

pp. 41

Author(s):

Daniar Sofeny

Keyword(s):

Quantitative Research ◽

Discovery Learning ◽

Traditional Learning ◽

Learning Method ◽

Validity And Reliability ◽

English Writing ◽

Writing Skill ◽

Eleventh Graders ◽

Level Of Significance ◽

Academic Year

This study aimed to describe the effectiveness of discovery learning in improvingEnglish writing skill of extroverted and introverted students which is compared withdirect instruction as the traditional learning method. In this research, the researcheremployed a quantitative research by using experimental factorial design. Thepopulation in this research was the eleventh graders of state senior high school Salein academic year 2013/ 2014 and the samples were 20 students from both classesand categories. The try out was conducted to measure validity and reliability. Andthe two ways ANOVA was conducted to test the hypotheses, two –way analysis ofvariance with F-test at the 5% (0.05) level of significance. The result of this studyrevealed that the use of discovery learning was effective to the extroverted studentsthan the introverted students. In line with it, the finding indicates that the use of directinstruction was also effective to introverted students than the extroverted students. Inother words, the result of the used of discovery learning had a bigger influence to theextroverted students rather than introverted students.

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