Student Behavior in the Virtual Environment: Using Web-based Quizzes to Promote Student Learning

2005 ◽  
Vol 10 (2) ◽  
pp. 102-111 ◽  
Author(s):  
Kathleen Ja Sook Bergquist
Keyword(s):  
Student Performance ◽  
Student Behavior ◽  
Formative Assessments ◽  
Web Based ◽  
Course Grades ◽  
Summative Assessments ◽  
Post Test ◽  
Mean Differences ◽  
Work Class ◽  
Better Than

This exploratory comparative study examined the efficacy of Web-based formative assessments in promoting student performance on in-class summative assessments. Online quizzes were incorporated into one section of a foundational undergraduate social work class (N= 25). Pre- and post-tests were administered to the experimental group (N= 25) and a comparison group (N= 25) which did not have access to the formative assessments. A comparison of pre- and post-test mean differences neared significance (p = .051), with students who took the Web-based quizzes performing only slightly better than those who did not. Instructor evaluations and final course grades were analyzed for triangulation purposes. Implications for the use of instructional technology to broaden pedagogical approaches are discussed.

The Effect of Language Games with Audio Visual Aids on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School

2019 ◽  
Vol 3 (3) ◽  
pp. 185
Author(s):  
Susnawati. K ◽  
Marhaeni A.A.I.N ◽  
Ramendra D.P
Keyword(s):  
Elementary School ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Control Group ◽  
Language Games ◽  
Visual Aids ◽  
Fourth Grade Students ◽  
Post Test ◽  
Competence Test ◽  
Better Than

Study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

Web-Based Two-Tier Diagnostic Test and Remedial Learning Experiment

2010 ◽  
Vol 8 (1) ◽  
pp. 31-53 ◽  
Author(s):  
Ah-Fur Lai ◽  
Deng-Jyi Chen
Keyword(s):  
Diagnostic Test ◽  
Test Theory ◽  
Multimedia Technology ◽  
Learning Effects ◽  
Web Based ◽  
Test Items ◽  
Electro Magnetic ◽  
Experimental Group ◽  
Northern Taiwan ◽  
Better Than

Offering a series of diagnosis and individual remedial learning activities for a general class by means of web and multimedia technology can overcome the dilemma of conventional diagnosis and remedial instruction. The study proposes a three-layer conceptual framework and adopts a two-tier diagnostic test theory to develop a web-based two-tier diagnostic test and remedial learning management system called “the Dr. System.” The study also designs the two-tier diagnostic test items of electro-magnetic concepts and the related multimedia remedial learning materials based on the theory of modular course for the purpose of investigating the remedial learning effects. In addition, the study helps the participants eliminate their misconception through a quasi-experiment at an elementary school in a metropolitan area of northern Taiwan. The results show that the learners of the experimental group who received the treatment under the Dr. System performed significantly better than those who took the traditional remedial class. The study also indicates that the web-based two-tier diagnostic test helps us understand learners’ misconceptions. As a result, it also provides learners useful remedial multimedia materials, which are necessary for them to eliminate their individual misconceptions in the remedial learning process.

scholarly journals Can Facebook pages be a mode of blended learning to supplement in-class teaching in Saudi Arabia?

2017 ◽  
Vol 41 (3) ◽  
pp. 472-477 ◽  
Author(s):  
Khurshid Anwar ◽  
Muhammad Raihan Sajid ◽  
Peter Cahusac ◽  
Abdul Ahad Shaikh ◽  
Ahmad Elgammal ◽  
...  
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
General Interest ◽  
Multiple Choice Questions ◽  
Student Responses ◽  
Subject Knowledge ◽  
Exam Preparation ◽  
Summative Assessments ◽  
Study Results ◽  
Facebook Pages

The aim of this study was to examine the potential of a self-designed Facebook page on Neuroscience, to supplement in-class teaching as a mode of blended learning. Posts were split into multiple choice questions (MCQs), general interest articles, neuroscience-related external links and resources, and lecture notes and PowerPoint presentations. The study was divided into three distinct phases: before, during, and after the Neuroscience block. Student responses were evaluated via a self-developed questionnaire. Grades achieved by students undertaking the block in 2015 and 2014 were recorded, as were the grades achieved by the same cohort in concurrent blocks in the same year of study. Results showed that ~80% of students reported that use of the page enhanced their overall subject knowledge and exam preparation. Highest page activity occurred during the Neuroscience block. Peak activity occurred directly before summative assessments, with MCQ posts having the highest impact. The cohort of students with access to the Facebook page achieved better grades in the block compared with the previous cohort, despite similar average performance in other subjects. We demonstrate the utility of Facebook as a powerful tool for undergraduate education, supplementing in-class teaching, and assisting in exam preparation, potentially increasing average student performance.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

scholarly journals Gratophyllum Pictum (L.) Griff Extract as Anti-Inflammatory on Wistar Rat with Experimental Hemorrhoids. Study on serum IL-6, COX-2, TNF-alpha and total leucocytes in anal tissue.

2020 ◽  
Author(s):  
Sigit Adi Prasetyo ◽  
Ignatius Riwanto ◽  
Edi Dharmana ◽  
Neni Susilaningsih ◽  
Yan Wisnu Prajoko ◽  
...  
Keyword(s):  
Leucocyte Count ◽  
Wistar Rat ◽  
Tnf Alpha ◽  
Croton Oil ◽  
Post Test ◽  
Physiologic Saline ◽  
Cox 2 ◽  
Anti Inflammatory ◽  
Anti Inflammation ◽  
Better Than

The author would like to study the effects of ethanol Graptophyllum pictum (L.) Griff extract (EGPE) as anti-inflammation on wistar with experimental hemorrhoids. RCT post-test only design were done on 28 wistar, that were allocated into four groups. The 2nd , 3rd and 4th group were induced with 6% croton oil into anus for three days, the 1st group was not induced. On the 4th day, 1st and 2nd group were given physiologic saline, 3rd and 4th group was given EGPE 100 mg and 300 mg/ kg bw respectively. At the 9th day, before termination, blood was aspirated from retro-ocular region for examination of serum IL-6, COX-2 and TNF-alpha using ELISA method, and SGOT, SGPT, urea and creatinine level. Anus was removed and prepared for microscopic examination to count the leucocyte under 400 HPF. Induction of 6% croton oil was significantly increased TNF-alpha, IL-6, COX-2 and leucocyte count. Treatment with EGPE dose 100 mg and 300 mg/ kg bw significantly reduce TNF-alpha, IL-6, COX-2 and leucocyte count, dose 100 mg was even better than 300 mg except for leucocyte count. SGOT, SGPT, blood urea and creatinine were not significantly different among groups. In conclusion, the EGPE 100 mg and 300 mg have anti-inflammatory effects in hemorrhoids wistar, which can suppress IL-6, COX-2, TNF-alpha, and total leucocytes. The EGPE dose 100 mg is better than dose 300 mg. EGPE save for kidney and liver.

scholarly journals Pembelajaran diskursus multi representasi terhadap peningkatan kemampuan komunikasi dan disposisi matematis mahasiswa

2018 ◽  
Vol 5 (1) ◽  
pp. 43 ◽  
Author(s):  
Ratni Purwasih ◽  
Martin Bernad
Keyword(s):  
Mathematics Learning ◽  
Control Group ◽  
Microsoft Excel ◽  
Control Group Design ◽  
Ability Test ◽  
First Semester ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Mean Differences ◽  
Better Than

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan komunikasi dan disposisi mahasiswa melalui pembelajaran diskursus multi representasi (DMR). Metode penelitian ini adalah metode kuasi eksperimen dengan desain penelitian pretset-posttest control group design. Populasi penelitian adalah seluruh mahasiswa pendidikan matematika STKIP Siliwangi Bandung yang mengikuti mata kuliah metode pembelajaran matematika sekolah SD pada semester ganjil Tahun Ajaran 2016/2017 yang terdiri dari 3 kelas, yaitu: A1, A2 dan A3. Sampel penelitian dipilih 2 kelas dari populasi penelitian, terpilih kelas A2 sebagai kelas kontrol yang terdiri dari 35 orang mahasiswa dan kelas A1 sebagai kelas eksperimen yang terdiri dari 36 orang mahasiswa. Analisis data dilakukan terhadap gain hasil tes kemampuan mahasiswa mata kuliah metode pembelajaran matematika sekolah SD. Sedangkan analisis skala disposisi matematis mahasiswa menggunakan Microsoft Excel 2010. Untuk memperoleh data penelitian digunakan instrumen berupa tes uraian dan skala disposisi. Analisis penelitian menggunakan uji perbedaan rata-rata mann whitney. Hasil penelitian menunjukkan bahwa: (1) Pencapaian dan peningkatan kemampuan komunikasi matematis yang mendapat pembelajaran DMR lebih baik daripada mahasiswa yang mendapat pembelajaran konvensional; dan (2) Disposisi matematis mahasiswa yang pembelajarannya menggunakan DMR lebih baik daripada mahasiswa dengan pembelajaran yang menggunakan pendekatan konvensional. Learning multi discourse representation to enhance students communication and their mathematical disposition AbstractThis study aims to determine the improvement of students’ mathematical communication and dispositions ability through multi-representation discourse (DMR) learning. This research method is quasi-experimental with the design of pretset-posttest control group. The population is all students of mathematics education STKIP Siliwangi Bandung attending the course subject of  Metode Pembelajaran Matematika SD (Elementary Mathematics Learning Method) in the first semester of 2016/2017 academic year consisting of three classes, namely: A1, A2 and A3. The samples are selected from two classes; A2 as the control group consisting of 35 students and A1 as the experimental group consisting of 36 students.. Data analysis is performed to find out the gain from the results of students’ ability test in the subject of Metode Pembelajaran Matematika  SD; while the students’ mathematical disposition scale analysis is conducted by using Microsoft Excel 2010. To obtain research data, the instruments of  description test and disposition scale are used. The analysis of research uses the Mann Whitney’s mean differences test. The results show that: (1) the achievement and improvement of communication ability of the students’ receiving DMR learning are better than those who receive conventional learning; and (2) Mathematical disposition of students with DMR learning is better than those with the conventional approach.

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