scholarly journals Penggunaan POE-inqury melalui blended learning terhadap hasil belajar siswa pada pembelajaran materi sistem respirasi

2021 ◽  
Vol 4 (1) ◽  
pp. 44-49
Author(s):  
Triara Noerhandayani ◽  
Suhara Suhara ◽  
Rini Solihat
Keyword(s):  
Blended Learning ◽  
Respiratory System ◽  
P Value ◽  
Multiple Choice Questions ◽  
Gain Score ◽  
Face To Face ◽  
Student Learning Outcome ◽  
Significant Difference ◽  
Level Of Understanding ◽  
Full Face

The purposes of this research were to analyze the improvement of students’ learning outcomes after participating in learning the respiratory system using POE-Inquiry through Blended Learning by Google Classroom. The research used Quasy Experiment Method. The data in this research were collected using multiple-choice questions to find out students’ level of understanding and outcome. The questionnaire supports students’ responses to the lessons. The result shows that the teaching process using POE-Inquiry through Blended Learning by Google Classroom contribute and support the progress of student learning outcome, can be seen with the result of largest of N-gain score index: first of N-gain score as much as 22,2% low category; acquisition of second N-gain score as much as 44,4% in the high category; and third N-gain score as much as 66,7% in the medium category. The result of Mann-Whitney U test on the final posttest found that the p-value (0,548) is greater than α (0.05), so it can be concluded that does not have a significant difference between Blended Learning and without Blended Learning (full face to face). Nearly all students gave positive feedback on learning the respiratory system using POE-Inquiry through Blended Learning by Google Classroom.

Comparison of OSCE Scores of Surgical Clinical Education after Face-to-face vs. Blended Learning Methods among undergraduate medical students

2021 ◽  
pp. 1-13
Author(s):  
Masood Jawaid ◽  
Lubna Baig ◽  
Syed Moyn Aly ◽  
Admin
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Student Performance ◽  
Clinical Education ◽  
Teaching Method ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Learning Program ◽  
Face To Face ◽  
Significant Difference

Abstract Objective: Clinical education is an important component of undergraduate medical education. This study compares the efficacy of blended learning (BL) with contemporary face to face (F2F) teaching among medical students by assessing their OSCE scores at end of clinical posting. Methods: This experimental study was conducted in Dow University of Health Sciences from March to August 2014. Third-year medical students posted in the surgical units were divided into two groups. In the first month, one group in the unit was taught by BL while the second group posted in another unit was taught by F2F teaching. Both groups were assessed by same OSCE. In the second month, teaching method was flipped for both the groups with new learning contents. assessment was by the same OSCE for both groups. Data was analyzed by SPSS version 23 with inferential statistics with independent sample t test. Results: A total of 28 students were assessed at the end of posting OSCE in F2F group and 31 students in blended group. There was significant difference in OSCE score [p value = 0.049] after F2F teaching method (78.01 ± 13.29) as compared to BL (85.12 ± 13.77). The domain of “log book” and “clinical examination” scored higher in F2F as compared to BL group. Conclusion: This study showed that student performance can be improved with a blended surgical learning program. BL has proven to be more effective in comparison to face-to-face teaching alone, even in the setting of skill based curriculum like surgery.

scholarly journals Learning Effectivenss of Blended Learning in Higher Education Context

2019 ◽  
Vol 4 (2) ◽  
pp. 89-96
Author(s):  
Christiana Sidupa
Keyword(s):  
Blended Learning ◽  
Test Scores ◽  
Test Score ◽  
Learning Approach ◽  
Final Test ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Face To Face Learning ◽  
Data Collection Technique

The notion of applying ICT to support traditional learning approach (face-to-face learning) is obviously not new todays. This study aimed to seek the significant difference between the mid test and final test scores of students’ English listening and reading skills. Mid test score represents face-to-face learning approach applied from first meeting whereas final test score represents blended learning approach employed after the mid test. The method used in this study was quantitative.  A random selection of samples was carried out involving 133 first year undergraduates in Jakarta pursuing English as a compulsory course.  Data collection technique used mid and final tests of two English skills: listening and reading. This study revealed that there was a significant difference between the mid test and the post test scores.  

scholarly journals The Effect of Blended Learning on Nursing Students’ Knowledge

Jurnal NERS ◽  
2019 ◽  
Vol 14 (3) ◽  
pp. 1
Author(s):  
Ni Gusti Ayu Eka ◽  
Grace Solely Houghty ◽  
Juniarta Juniarta
Keyword(s):  
Nursing Students ◽  
Blended Learning ◽  
Industrial Revolution ◽  
Nursing School ◽  
Wilcoxon Test ◽  
P Value ◽  
Final Exam ◽  
Significant Difference ◽  
Statistics Course ◽  
The Mean

Introduction: Blended learning is assumed to improve the students’ understanding of learning at nursing school especially in the current industrial revolution 4.0 era.  The combination of classroom and online activities is expected to provide better study outcomes.  This research aimed to compare the knowledge scores of the nursing students in blended learning concerning a research and statistics course at a private faculty of nursing.Methods: The knowledge scores resulted from the student’s score in their mid and final examinations (0-100). A total of 474 respondents who were third year students involved in the study.  This study applied a pre-experimental design. Due to the data having a significant non-normal value (p value < 0.001), this study further compared the mean-rank of the students’ score using a Wilcoxon test analysis.Results: The results of this study revealed that there was a significant difference (p value < 0.0001) between the students’ score in the mid (Median 72.5; SD 9.82) and final exam examinations (Median 86.66; SD 4.75). This means that the students had a better score in their final exam.Conclusion: Applying a blended learning method was a positive experience for the nursing students in terms of knowledge. It is needed to explore the students’ understanding and interest in their learning process using blended learning.

scholarly journals E-MATHEMATICS: PRE-INSTRUCTIONAL AND SUPPLEMENT INSTRUCTION AND THEIR IMPACT OF STUDENT'S ONLINE PARTICIPATION AND FINAL EXAM SCORE

2009 ◽  
Vol 4 (1) ◽  
pp. 27-36
Author(s):  
Richard Ng ◽  
Abtar Kaur ◽  
Siti Farina Sheikh Mohamed ◽  
Latifah Abdol Latif ◽  
Ramli Bahroom
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Social Presence ◽  
Online Discussion ◽  
Exam Score ◽  
Final Exam ◽  
Online Participation ◽  
Face To Face ◽  
Online Discussion Forum ◽  
Significant Difference

Open University Malaysia (OUM), Malaysia's first open and distance learning with over 70.000 students, offers more than 51 programs to-date. More than 90% of its students are working adults who are unable to leave their jobs or families behind to pursue their dream of getting a degree. The blended learning approach adopted by OUM provides the flexibility for working adult's to obtain the required paper qualification and to upgrade their knowledge. One of the important elements of blended learning is the use of online discussion forum where learning takes place beyond classroom. Mathematics, a traditionally difficult course, forms part of the prerequisite for students to obtain a business degree at OUM. The adult learners at OUM generally have left school for at least five years and most of them have low grades in Mathematics at O' Level. Thus it is a big challenge for these adult learners to undertake a Mathematics course via online with minimum Face-to-Face contact with their tutors. This paper focuses on the implementation of pro-instruction workshop and supplemental instruction to find its impact on student's online participation and exam results of 88 students. The contents of the online forum were also analyzed using a 34-item instrument derived from the Community of Inquiry model. Results obtained showed that there was a strong correlation between workshop participation and final exam score. Independent samples t-test conducted showed that there was a significant difference between the mean score of online discussion ratio and final examination between participants attached to a tutor conducting the workshop and extended coaching compared to participants attached to another tutor using the normal teaching guide. The means COI score obtained for mathematics between the two tutors indicated that there is a difference in the teaching and cognitive presence but almost similar in the social presence.

scholarly journals Validation of the cultural adaptation of the Kujala score in Arabic

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Bassem I. Haddad ◽  
Mohammad Hamdan ◽  
Ula Isleem ◽  
Munther Ghassan Al-Saber ◽  
Fadi A. Al-Hadidi ◽  
...  
Keyword(s):  
Pearson Correlation ◽  
Intraclass Correlation ◽  
Calculated Data ◽  
Patellofemoral Pain ◽  
P Value ◽  
Multiple Choice Questions ◽  
Cross Sectional ◽  
Kujala Score ◽  
Significant Difference ◽  
The Mean

Abstract Background Patellofemoral pain is a common condition. The Kujala score is a well-established scoring system to assess anterior knee pain and has been translated into many languages including Arabic. The purpose of this cross-sectional study is to culturally adapt the Arabic version of the Kujala score and determine its validity. Methods The Kujala score is composed of 13 multiple-choice questions. We modified two questions in the score; running and squatting, and were replaced with questions related to walking on different terrain and prostration, each with the same number of answer choices as the original questions so as not to affect the final score. These modifications were written in Arabic by the same group who translated and validated the original score into Arabic. The original and modified Kujala scores was printed and given to patients complaining of patellofemoral pain to be filled during their visit to the orthopedic outpatient clinics. Final scores for the original and modified questionnaires were calculated. Data was analyzed using SPSS statistics version 21.0 measuring Cronbach’s alpha, intraclass correlation coefficient, and Pearson correlation. Results Ninety-four patients were included in the study, 28 (29.8%) men and 66 (70.2%) women. The mean age for the included patients was 43.67 (± 14.46) years. The mean score for the modified initial questionnaire was 63.91 (± 16.32), and the mean score for the modified re-test questionnaire was 66.52 (± 17.50). There was a statistically significant difference between the mean scores (p = 0.041), with a mean difference of 1.97 (95% CI 0.08 to 3.856). We found a significant strong correlation between the score before and after changing the questions with a p value of < 0.001. Conclusions The culturally modified Arabic Kujala questionnaire is shown to be a valid, well-designed tool and an appropriate method of measuring patellofemoral pain.

scholarly journals Blended teaching versus traditional teaching for undergraduate physiotherapy students at the University of the Witwatersrand

2021 ◽  
Vol 77 (1) ◽  
Author(s):  
Sadiya Ravat ◽  
Paula Barnard-Ashton ◽  
Monique M. Keller
Keyword(s):  
Blended Learning ◽  
Student Perceptions ◽  
Clinical Performance ◽  
Performance Outcomes ◽  
Health Science ◽  
Cross Sectional ◽  
Face To Face ◽  
Significant Difference ◽  
Physiotherapy Students ◽  
Blended Teaching

Background: Shifting from face-to-face teaching to incorporating technology may prepare students better for future work as health professionals. Evidence of blended teaching’s effect on the academic performance of undergraduate physiotherapy students’ performance is scarce.Objective: The purpose of our study was to determine students’ theoretical and clinical performance in a blended teaching module compared to their own performance in two knowledge areas taught face to face, and student perceptions of blended teaching in the third-year physiotherapy curriculum.Methods: The cross-sectional study design included 47 third-year physiotherapy students. The orthopaedic module was delivered using a blended teaching approach in two consecutive semesters, whilst two other physiotherapy knowledge areas, neuromusculoskeletal and cardiopulmonary, in the same semesters were delivered face to face. Theoretical and clinical performances of students were compared for significance and effect. Students were assessed on their theoretical and clinical knowledge in all areas using the same assessment methods. The students (n = 43) also completed a survey on their blended teaching experience.Results: Significantly higher theoretical marks for orthopaedics were calculated compared to neuromusculoskeletal and cardiopulmonary for both semesters with a large positive effect (average Cohen d = 4.44) for blended teaching on theoretical examination performance; no statistically significant difference for clinical performances. Students felt engaged in the blended teaching process, and 72% preferred blended teaching over face-to-face teaching or online delivery.Conclusion: Blended teaching improved the theoretical marks, demonstrating that knowledge acquisition was improved, but not clinical performance.Clinical implications: The study contributes to the knowledge base of blended learning in Health Science Education in South Africa. The authors identified a gap where future studies should investigate the effect of blended learning on clinical performance outcomes as a continuation from this one.

scholarly journals ANALYSIS OF RELATIONSHIP BETWEEN LEADERSHIP STYLES AND EMPLOYEE ENGAGEMENT

2019 ◽  
Vol 2 (1) ◽  
pp. 107-114
Author(s):  
Anton Vorina ◽  
Tina Ojsteršek
Keyword(s):  
Linear Regression ◽  
Leadership Styles ◽  
Employee Engagement ◽  
Leadership Style ◽  
Linear Regression Analysis ◽  
P Value ◽  
Significance Level ◽  
Face To Face ◽  
Dummy Variable ◽  
Significant Difference

This paper examines the correlation between leadership styles and employee engagement. For the purpose of our research, we have used a random sample of 594 respondents who are employed in both the public and the private sector in Slovenia. The main goal of the research is to contribute to the understanding of how one independent variable (X1- a Dummy variable for Leadership style; X1= 0 mostly or over 50% of the leaders use the autocratic style of leadership; X1= 1 otherwise) impacts the Y variable (employee engagement). Online surveys combined with face-to-face as well as online interviews were carried out from 4 January to 14 March 2016. For statistical analysis, IBM SPSS 20 has been used and linear regression analysis applied. Based on the linear regression F (1, 586) =1.786, p-value = 0.182, R-square = 0.003), we have found out that there is not any statistically significant (at the 5% significance level) correlation between leadership style and employee engagement. We have also come to a conclusion that autocratic style is mainly used in employee management by Slovenian leaders. Moreover, there is no statistically significant difference at the 5% significance level in leadership styles that are used between genders.

scholarly journals Achievement in Training: Recorded Video Compared to Face-to-Face Environments

2021 ◽  
pp. 1-3
Author(s):  
Kate Quigley
Keyword(s):  
Student Achievement ◽  
Instructional Methods ◽  
The Other ◽  
Test Results ◽  
Face To Face ◽  
Video Lectures ◽  
Significant Difference ◽  
Similar Vein ◽  
The Many ◽  
Full Face

During the 2020-2021 years, it has been necessary for organizations to rethink how they conduct their daily operations in light of COVID-19 restrictions. One of the many activities within organizations is to provide new and recurrent training to their employees. In a similar vein, universities also had to make adaptations to instructional methods. This change provided an opportunity to compare student achievement in two different instructional modalities; one with lectures delivered in a full face-to-face format, and the other with recorded video lectures delivered in online platform. Both formats were conducted in morning and afternoon sessions. Three sets of test results were measured to compare the outcomes between two years. This study had mixed results, two of the three test results sets between the years showed no significant difference between face-to-face and recorded video lectures, while one of the three test results provided evidence that the results were different between instructional methods. The results of this study could provide applicable information to organizations and help to provide a roadmap for providing training in different formats. It is noteworthy that providing instruction in recorded video formats could be less expensive to organizations and also provide more flexibility for employees to fit recurrent t into their daily schedules.

scholarly journals Sikap Orang Tua dan Siswa Terhadap Penerapan Protokol Kesehatan 5M pada Pembukaan Sekolah Tatap Muka di Masa Pandemi COVID-19

2021 ◽  
Vol 3 (2) ◽  
pp. 135
Author(s):  
Ai Evi ◽  
Tuti Surtimanah ◽  
Mila Mardotilah
Keyword(s):  
Research Design ◽  
P Value ◽  
Cross Sectional ◽  
Face To Face ◽  
Descriptive Research ◽  
Global Pandemic ◽  
Significant Difference ◽  
Students Attitudes ◽  
Purposive Sample

Latar Belakang.COVID-19 menjadi pandemi global, kasus baru COVID-19 masih terus bertambah dan memengaruhi segala bidang kehidupan termasuk sekolah harus dilakukan secara daring. Ada keinginan membuka sekolah tatap muka langsung, untuk itu perlu diketahui sikap siswa dan orang tua terkait penerapan protokol kesehatan sebagai masukan untuk kebijakan. Tujuan.identifikasi sikap orang tua dan siswa terhadap penerapan protokol kesehatan 5M pada pembukaan sekolah tatap muka dimasa pandemi COVID-19.Metode.Menggunakan disain penelitian deskriptif komparatif dengan pendekatan cross sectional. Populasi siswa dan orang tua siswa Madrasah Aliyah 384 orang dengan sampel purposif 160 orang. Pengumpulan data dilakukan melalui kuesioner yang dikemas menggunakan Google form.Hasil. Sebanyak 86,3% orang tua dan 82,5% siswa bersikap positif (mendukung) penerapan protokol kesehatan 5M.  Tidak adanya signifikan (p-value=0,469) antara sikap orang tua dan siswa. Sebagian besar orang tua (88,8%) dan siswa (90%) menyatakan tidak ada hambatan dalam penerapan protokol kesehatan 5M.Kesimpulan. Orang tua dan siswa sama-sama bersikap positif (mendukung) penerapan protokol kesehatan 5M pada pembukaan sekolah tatap muka di masa pandemic COVID-19. Orang tua diharapkan mendorong dan memfasilitasi siswa menerapkan 5M secara konsisten, sekolah mempersiapkan pengaturan pelaksanaan dan penyediaan sarana pendukung penerapan 5M.  ABSTRACTBackground.COVID-19 is a global pandemic. New cases of COVID-19 continue to grow and affect all areas of life, including schools thatmust be conducted online. There is a desire to open a face-to-face school; therefore, it is necessary to know the attitudes of students and parents regarding the implementation of health protocols as input for the policy. Objective.identify parents' and students' attitudes towards applying the 5M health protocol at the opening of face-to-face schools during the COVID-19 pandemic.Method.used comparative descriptive research design with a cross-sectional approach. The population of parents and students are 384 people, with a purposive sample of 160 people. The data was collected using questionnaires packaged in Google forms. Results.86.3% of parents and 82.5% of students supported the implementation of the 5M. There was no significant difference (p-value=0.469) between parents' and students' attitudes. Most parents (88.8%) and students (90%) stated no obstacles in implementing the 5M health protocol.Conclusion: Parents and students positively support implementing the 5M health protocol at the opening of face-to-face schools during the COVID-19 pandemic. Parents should encourage and facilitate students to apply 5M consistently, schools prepare implementation arrangements and provide supporting facilities for implementing 5M

scholarly journals Online, face-to-face, or blended learning? Faculty and medical students’ perception during the COVID-19 pandemic: A mixed-method study

2021 ◽  
Author(s):  
Hani Atwa ◽  
Mohamed Hany Shehata ◽  
Ahmed Al-Ansari ◽  
Archana Kumar ◽  
Ahmed Jaradat ◽  
...  
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Education ◽  
Blended Learning ◽  
Mixed Method ◽  
Statistical Significance ◽  
Faculty Members ◽  
Mixed Method Study ◽  
Face To Face ◽  
Significant Difference

Abstract Background: The COVID-19 pandemic forced educational institutions to adopt online methods which were inevitable to keep the continuity of education across all academia after the suspension of traditional educational systems. The aim of this study was to explore the experience of faculty and students of online learning and their preference of the mode of learning after the pandemic.Methods: This is a mixed-method study that encompassed a quantitative component (researcher-made survey consisting of 22 items under three domains) and a qualitative component (focus group discussions). Quantitative data analysis was done, and quantitative variables were presented as means and standard deviations. Paired samples t-test and Chi-square test were used. A p-value ˂ 0.05 was considered as a cut-off point of statistical significance. Thematic analysis of qualitative data was used to code, interpret, and make sense of the data. Results: The mean scores of responses of faculty members and students were in favor of face-to-face and blended learning compared to online learning in all survey items with a statistically significant difference. More than half of the students preferred the face-to-face mode of learning, while most of the faculty preferred the blended mode of learning.Qualitative analysis identified five themes and revealed suggestions that at least 30% of the curriculum could be taught online post-COVID-19. Some aspects of clinically oriented teaching including history taking and case discussions can also be delivered online in the future. Faculty members and students reported that dealing with online education was not difficult, although the transition was not smooth. Conclusion: The study revealed that although online learning is the possible educational adaptation during the pandemic, medical students and faculty still prefer face-to-face and blended modes of learning for their higher benefits.

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