scholarly journals The effectiveness of a training program based on active learning strategies among students of the College of Basic Education and their logical thinking

2021 ◽  
Vol 58 (1) ◽  
pp. 4319-4326
Author(s):  
Wafa Abd Al-Razzaq Abbas Al-Anabi, Dr.Saeed Hussain Ali Al-Thallab
Keyword(s):  
Active Learning ◽  
Training Program ◽  
Learning Strategies ◽  
Basic Education ◽  
Logical Thinking ◽  
Partial Control ◽  
First Semester ◽  
College Of Basic Education ◽  
Active Learning Strategies ◽  
Experimental Group

The aim of the current research is to identify (the effectiveness of the training program based on active learning strategies among students of the College of Basic Education and their logical thinking, and to achieve the goal of the research, the experimental design with partial control was used for two equivalent groups, one experimental and the other a control. The research sample was chosen randomly from the research community and the number of the sample was selected) 80) male and female students, where the training program was applied to the members of the experimental group after the researcher built and prepared it by reviewing the studies and special resources in building programs as well as the literature on active learning and its strategies, as well as building and preparing the test for logical thinking, Where it was applied to all the research sample after the completion of the training program on the experimental group, which was for a period of (12) weeks in the first semester of the year (2019-2020), and the researcher reached a set of results through which conclusions, recommendations and proposals that feed the field were drawn Educational information that helps the development of the educational progress process.

scholarly journals The impact of the use of some active learning strategies in the teaching of literary knowledge on the literary taste of high school students in the UAE

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Mohammed Abdul Rahman Al - Jagoub
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Group Performance ◽  
Control Group ◽  
Significance Level ◽  
Secondary Stage ◽  
Active Learning Strategies ◽  
The Impact ◽  
Experimental Group

The objective of this study was to develop an achievement test to measure the skills of literary tasting. It consists of (30) multiple choice types, which were applied to a sample of the stability test According to the KR 20 equation, the study used semi-experimental research methodology. The sample consisted of (120) male and female students of the 10th grade at Gulf Arab Secondary School for Boys and Al-Hira Secondary School for Girls in Sharjah. The people were chosen deliberately, (60) students, experimental subjects studied the material using active learning strategies, and the control group studied the same material in the normal way. After analyzing the data, the results of the study indicated that the students in the experimental group achieved a higher level of control group students Statistical analysis showed differences in the level of literary taste at the statistical significance level (α = 0.05); due to the active learning strategies, the total mathematical mean of the experimental group performance was on the post taste test (26.60) For the control group (20.90). The value of P (58.05), the value of the significance level (0.00), that is less than (0.05), which indicates that there are significant differences between the experimental group and the control group for the benefit of the experimental group, and the value of (P) Between the sex and the group was (1.00), which is not statistically significant value, where its significance (0.32), and does not indicate the existence of an effect of interaction between the teaching method and sex. The study concluded with recommendations calling on teachers to use active learning strategies in the teaching of literary knowledge. And focus on those strategies when writing Arabic language books for the secondary stage.

Nursing Education Innovations and Obstacles During COVID-19

2022 ◽  
pp. 162-188
Author(s):  
Amy M. Curtis ◽  
Tiffani L. Chidume ◽  
David R. Crumbley ◽  
Meghan C. Jones ◽  
Karol Renfroe ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Clinical Judgment ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
First Semester ◽  
Active Learning Strategies ◽  
Technology Strategies

The COVID-19 pandemic created a paradigm shift in the way educators employ active learning strategies. In this chapter, the authors discuss how engaging and innovative learning strategies were developed to teach baccalaureate-level nursing students during the COVID-19 pandemic. The initial focus is on the teaching and learning strategies created for first-semester students who are developing foundational nursing skills and concepts. The discussion transitions to complex strategies developed for fourth-semester students, solidifying critical thinking and clinical judgment skills. Highlighted are active learning strategies used in the classroom, skills lab, and simulated clinical environment. These promote clinical judgment and present practical direction for adapting technology to provide an engaging learning environment. Throughout the chapter, the authors use several strategies to showcase how a nursing program responded to COVID-19 restrictions, including active learning and technology strategies, and how they can be applied across a curriculum using varying levels of technology.

scholarly journals Active Learning in Language Study and Science: Transforming Teacher Practice in North Sumatra’s Elementary Schools

2011 ◽  
Vol 2 (2) ◽  
pp. 90-96 ◽  
Author(s):  
Ely Djulia ◽  
Tita Juwitaningsih ◽  
Abdul Hamid ◽  
Roslin Siallagan ◽  
Parapat Gultom ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Active Learning ◽  
Learning Strategies ◽  
Science Teachers ◽  
Basic Education ◽  
Participant Observation ◽  
Intervention Strategy ◽  
Action Research Project ◽  
Active Learning Strategies

AbstractAn action research project to investigate the implementation of active learning strategies to improve the quality of teaching and learning was conducted in three government elementary schools (Sekolah Dasar) in North Sumatra that had received training in teaching for active learning under the auspices of the USAID-sponsored project, Decentralized Basic Education 2. Three cycles of data collection utilizing classroom observations, focus group discussions, and participant observation were conducted in each school. Data were analyzed both holistically and categorily to develop a better understanding of teachers’ successes and challenges in teaching for active learning. Finally, an intervention strategy involving modeling of teaching for active learning strategies was designed and implemented by members of the research team in each school. Our results suggest that language and science teachers developed more confidence in utilizing active learning strategies in their classrooms as a result of the intervention. Students also appeared to respond positively to the new active learning teaching strategies employed by their teachers. We conclude that the DBE-2 training provided to these schools can be considered successful; however, more attention needs to be paid to concrete factors that facilitate or impede teaching for active learning in Indonesian elementary schools in order to continue improving the quality of instruction for Indonesian children. Key Words: Islamic Education, Active Learning, Religious Studies, Indonesia

scholarly journals The Effect of Interaction between Active Learning Strategies of Random Excitement and Rolling Stone and Audio and Visual Learning Styles in Developing English Conversation Skills Among 9th Graders in Gaza governmental Schools

2021 ◽  
Vol 29 (2) ◽  
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Learning Strategies ◽  
Ninth Graders ◽  
Conversation Skills ◽  
Significant Difference ◽  
Rolling Stone ◽  
Active Learning Strategies ◽  
Group 2 ◽  
Experimental Group

The aim of the study is to explore the impact of interaction between two active learning strategies (random excitement and the rolling stone) and the learning styles (auditory and visual) in developing the oral, and performance aspects of the English conversation skills among ninth graders in Gaza. The mixed approach was used. The sample contained (207) ninth graders and was chosen randomly from Al-Aysheya Basic Elementary School for Girls. To collect data, a conversational skills rating scale and an oral conversation test were used. The results showed a significant difference between the average scores in the experimental group 1 which was taught through the random excitement and the experimental group 2 taught through the rolling stone in the posttest of the oral side of the conversation skill due to the effect of the interaction between (random excitement and the rolling stone) and the learning styles (auditory and visual). The results also proved that a significant difference between the average scores in the experimental group1 which is taught through the random excitement and the experimental group 2 taught through the rolling stone in the posttest of the performance aspect of the conversation skill due to the effect of the interaction between (random excitement and the rolling stone) and the learning styles (auditory and visual). Considering the outcomes, the study proposes creating managing materials to furnish educators with the required information to utilize dynamic learning techniques, building up instructors' capacities in picking the perfect discussion exercise procedure to meet diverse learning styles, and concentrating on all conversation skills such speaking rate, volume, and accuracy in teaching conversation.

scholarly journals Degree of practicing active learning strategies during field training, from the perspective of graduate females from Education Faculty at Hail University: درجة ممارسة استراتيجيات التعلم النشط خلال التدريب الميداني من وجهة نظر الطالبات الخريجات من كلية التربية بجامعة حائل

2019 ◽  
Vol 3 (27) ◽  
Author(s):  
Wafa Mahmmoud Ayasreh
Keyword(s):  
Active Learning ◽  
Training Program ◽  
Learning Strategies ◽  
Intermediate Level ◽  
Practical Training ◽  
Education Faculty ◽  
Field Training ◽  
Cumulative Rate ◽  
Active Learning Strategies ◽  
The Difference

    This study aims to find out the degree of practicing active learning strategies during field training, from the perspective of female graduates from the Education Faculty at Hail University according to the difference in age and the cumulative rate. It also aims to know the degree of principles and the theoretical knowledge, and aimed to identify the obstacles to applying modern strategies. To achieve the objectives of the study the descriptive approach was used. The study sample consisted of (53) student from the primary classes division. The study used a questionnaire as a tool to data collection, it consist of (33) paragraphs, which were applied during the second semester of the year (2019). The results showed that the knowledge of the principles and theoretical foundations of the learning strategies as a whole obtained an average of (3.91) with a high score, followed by the active learning strategies as a whole of (3.80) at (intermediate) level, Active learning strategies obstacles averaged (3.19) at (intermediate) level, no significant differences due to age variable and academic rate. The researcher introduce many recommendations, the most significant is: Preparing theoretical and practical training program to use most of the active learning strategies during field training, in order to sharp their skills in the active learning methods. The researcher proposes to start study about proposed field training program to develop student skills in planning, executing and evaluating lessons.  

scholarly journals Active Learning to Improve Fifth Grade Mathematics Achievement in Banten

2011 ◽  
Vol 2 (2) ◽  
pp. 103-108
Author(s):  
Andri Suherman ◽  
Soesaptri Oediyani ◽  
Ika Handayani ◽  
Lia Uzliawati ◽  
Ina Indriana ◽  
...  
Keyword(s):  
Active Learning ◽  
International Development ◽  
Learning Strategies ◽  
Basic Education ◽  
Action Research Project ◽  
Grade 5 ◽  
Training Evaluations ◽  
Active Learning Strategies ◽  
Funded Project ◽  
The University

Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa) suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten

scholarly journals The Effect of Teaching Biology with Active Learning Strategies in Acquisition of Basic Tenth Students in Irbid Region in Jordan for Concepts and Skills of Scientific Thinking: أثر تدريس الأحياء باستراتيجيات التعلم النشط في اكتساب طلبة العاشر الأساسي بمنطقة قصبة إربد بالأردن لمفاهيم ومهارات التفكير العلمي

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Abdallah Mohammad Shehab, Iyad Abdallah Al- Shreifeen
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Female Students ◽  
Scientific Thinking ◽  
Scientific Concepts ◽  
Male And Female ◽  
Active Learning Strategies ◽  
Experimental Group ◽  
Total Average

The study aimed to investigate the impact of teaching biology using active learning strategies in the acquisition of the tenth- grade students in the Directorate of Education of the of Irbid to the concepts and skills of scientific thinking. The study consisted of (148) male and female students distributed in two groups, each group consisting of (74) male and female students, the first group studied by using active learning strategies, the second group studied in the usual ways. The results showed that there were statistically significant differences at the level of significance (α≤ 0.05), in the performance on the two- post conceptual acquisition tests. Where the experimental group got a total average (29.43 out of 40) while the control group got a total average (22.42 out of 40), and in post- scientific thinking skills the experimental got a total average (27.61 out of 40) while the control got a total average (21.43 out of 40) ), The difference in favor of the experimental group. The results of the study also showed that there was a significant statistical difference in favor of sex for the male students in acquisition of scientific concepts and scientific thinking skills. In addition, there were no significant differences due to the interaction between the teaching process and sex. For both tests. The findings also showed that there was a strong positive direct correlation between the students’ post acquisition of scientific concepts test and post Scientific Thinking test reached (0.994). The study recommended, according to the findings of the study, to include Active Learning Strategies in the teachers’ preparation programs before and during their service.

scholarly journals Efektivitas Pembelajaran Matematika dengan Strategi Pembelajaran Aktif Index Card Match (ICM)

2019 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
St. Syahdan ◽  
Abdul Arif
Keyword(s):  
High School ◽  
Active Learning ◽  
Learning Strategies ◽  
Junior High School ◽  
Learning Strategy ◽  
Junior High ◽  
Control Group ◽  
Index Card ◽  
Active Learning Strategies ◽  
Experimental Group

This research is an experimental research which aim to know whether the active learning strategy index card match is more effective than expository learning strategy used learning mathematic for students in class VII State Islamic Junior High School at Pitumpanua, Wajo Regency. The design of the research used Posttest Control Group Design. In this research therean experimental group namely VIID class with 32 students which was taught using ICM active learning strategies and one groupcontrolnamely VIIE class with the same number students taught by expository learning strategy. Technique collection data used result of the learning tests, observation sheets for student activity, and questionnaire sheets for the student respond. Data analyzed used description statistic analyzed and statistic inferential analyzed. According to description statistic analyzed obtained:1) In the experimental group, the result of the mathematics learningobtained average of 74,16 with the deviation standard of 12.972 in the high criteria, while in the group control the average learning result of student amount 66,12 with the deviation standard 12,973 in the medium criteria. 2) Learning activities of students in the experimental group showed a positive attitude with a percentage of 58.04% and 51.45% in the control group. 3) The Student responses in the experimental learning group showed a positive response with percentage of 89.87% while in the control group 63.73%. Statistic inferential analyzed shows t count> t table (2.476> 1.67) with a significance of 5%, So we can conclude that the hypothesis is accepted it mean that learning mathematics in grade VII students of State Islamic Junior High School at Pitumpanua country of Wajo Regency through ICM active learning strategies is more effective than expository learning strategies

scholarly journals Developing critical thinking skills towards biology course using two active learning strategies

2021 ◽  
Vol 16 (1) ◽  
pp. 221-237
Author(s):  
Raghad Shaher Alsarayreh
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Tenth Grade ◽  
Active Learning Strategies ◽  
Biology Courses ◽  
Experimental Group

This study aimed to identify the impact of teaching critical thinking skills on the attitude towards biology courses among female students of tenth grade in Jordan using two active learning strategies. To achieve this, the Critical Thinking Scale and the Attitude towards Biology Scale was used, and its validity and consistency were verified. The sample of the study wad (90) female students from the tenth grade in Southern Mazar Directorate in the academic year (2019-2020). The sample of this study was randomly assigned to three groups: the first was experimental group which consisted of (31) students who studied the genetics unit using the directed investigation strategy. The second was the experimental group which consisted of (29) students who studied the genetics unit using the discussion strategy, but the control group consisted of (30) students who studied the genetics unit in the usual way. Data were collected and analyzed after implementing the experiment, which lasted for two months. The results showed that there were statistically significant differences in performance on the Critical Thinking Scale and the Attitude towards Biology Scale in favor of the two experimental groups. The study recommended adopting active learning strategies in teaching science courses in general and biology courses, in addition to conducting more studies on active learning strategies with other variables and classrooms.   Keywords: active learning, investigation, discussion, critical thinking, attitude towards biology

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