scholarly journals Effects on Using Tutoring Application in Integration with Self-Directed Learning to Improve Statistical Analysis Skills

TEM Journal ◽  
2021 ◽  
pp. 63-68
Author(s):  
Sawanan Dangprasert
Keyword(s):  
Statistical Analysis ◽  
Correlation Coefficient ◽  
Research Methodology ◽  
Phase 1 ◽  
T Test ◽  
Phase 2 ◽  
Self Directed Learning ◽  
Pearson’S Correlation Coefficient ◽  
Significant Difference ◽  
Directed Learning

The purposes of this study were (1) to develop the tutoring application integrated with selfdirected learning to improve statistical analysis skills; (2) to compare the learners’ pretest and posttest taken from their learning achievements; (3) to compare the learners’ pretest and posttest taken from their statistical analysis skills; (4) to investigate the correlations of statistical analysis skills and learning achievements, and (5) to investigate the correlations of statistical analysis skills and the frequency of using this application. The research methodology divided into 2 major phases included Phase 1: The development of tutoring application integrated with self-directed learning to improve learners’ statistical analysis skills, and Phase 2; The investigation of using the tutoring application. The data were statistically analyzed through using mean, t-test, and Pearson‘s correlation coefficient. The findings of the study revealed that the learners’ scores of their posttest with its significant difference of .01, according to the comparison of learners’ statistical analysis skills, were higher than that of their pretest.

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

scholarly journals Effect of self-directed learning process on multimedia competencies of educational technology students

2015 ◽  
Vol 7 (1) ◽  
pp. 22
Author(s):  
Mohsen  Bagheri ◽  
Mohammad Hashemi Gheshlaghi ◽  
Fatemeh Joshaghan Nezhad
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Self Directed Learning ◽  
Paired Samples ◽  
Technology Students ◽  
Multimedia Production ◽  
Significant Difference ◽  
Post Test ◽  
Directed Learning ◽  
Multimedia Competencies

The current study aimed to investigate the effectiveness of the Self-directed Learning (SDL) process on multimedia competencies of educational technology students at Arak university in Iran. The sample of the study consisted of all educational technology students studying at Arak university. The sample included students who were selected for project courses in the  second semester of academic year 2014-2015. The quasi-experimental research, pre-test, post-test design was used for the study. Before the treatment, the pretest of multimedia competencies was employed, then students in the project course received education through the SDL process. The period lasted for 13 weeks, then the post-test was conducted. For data collection, the researchers prepared a questionnaire of multimedia competencies with three subscales (multimedia instructional design, multimedia production skills, and multimedia production tools). The validity of the questionnaire was confirmed by experts in the field of Educational Technology, and Cronbach's alpha coefficient was obtained as a reliability of 0.90. The data were analyzed with independent and paired-samples t-test. The results showed that there was a significant difference between students’ scores in pre-test and post-test; and there was no significant difference between male and female students’ scores on multimedia competencies.Keywords: educational technology, self-directed learning process, multimedia competencies

Application of 3D Modeling and Fusion Technology of Medical Image Data in Image Teaching

2020 ◽  
Author(s):  
Quan Yuan ◽  
Xiaomei Chen ◽  
Jian Zhai ◽  
Yadi Chen ◽  
Qingxiang Liu ◽  
...  
Keyword(s):  
Medical Imaging ◽  
Self Efficacy ◽  
Assessment System ◽  
The Self ◽  
Learning Ability ◽  
Control Group ◽  
Learning Behavior ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Directed Learning

Abstract Backgroundwe combined anatomy with imaging, transformed the 2D information of various imaging techniques into 3D information, and form the assessment system of real medical imaging cases in order to make up for the deficiencies in the current teaching of the medical imaging technology students. MethodsA total of 460 medical imaging students were selected and randomly divided into two groups. The research group received the teaching of the fusion of the original CT and MR data 3D model and the original image combined with 3D anatomical image. Statistical analysis Academic self-efficacy scale and Self-directed learning ability scale was adopted by self-directed learning evaluation scale between two groups.ResultsCompare the theoretical scores and case analysis scores of the two groups. The scores of the study and control groups were significantly higher than those of the control group.Before the experiment, no significant difference was detected in the self-efficacy of learning ability and learning behavior between the two groups , while after the experiment, these differences between the two groups were statistically significan. Moreover, the learning ability self-efficacy and learning behavior of the two groups of students after the experiment was significantly higher than that before the experiment. The self-efficacy of the learning behavior of the control group was higher after the experiment than that before the experiment, albeit the difference was not statistically significant . ConclusionsThe modern, information-based and humanized experimental teaching mode will be constantly improved under the support of PACS system in order to optimize the medical imaging teaching activities for the development of modern medical education.

Novel Stimuli for Obtaining Nasalance Measures from Young Children

1996 ◽  
Vol 33 (1) ◽  
pp. 67-73 ◽  
Author(s):  
Thomas Watterson ◽  
Julie Hinton ◽  
Stephen Mcfarlane
Keyword(s):  
At Risk ◽  
Statistical Analysis ◽  
Young Children ◽  
Correlation Coefficient ◽  
Communication Disorders ◽  
Velopharyngeal Insufficiency ◽  
Children At Risk ◽  
Significant Difference ◽  
History Of ◽  
The Mean

The use of novel stimuli for obtaining nasalance measures in young children was the focus of this study. The subjects were 20 children without a history of communication disorders and 20 children at risk for velopharyngeal insufficiency (VPI). Each subject recited three passages; the standard Zoo Passage, and two novel stimuli that were named the Turtle Passage and the Mouse Passage. Like the Zoo Passage, the Turtle Passage contained no normally nasal consonants. The Mouse Passage was about 11% nasal consonants, which is similar to the Rainbow Passage. Statistical analysis showed no significant difference between the mean nasalance for the Zoo Passage and the Turtle Passage for either the subjects without risk of VPI (15.4% vs 15.7%) or for those at risk (30.4% vs 28.8%). Nasalance measures for the Mouse Passage were significantly higher than for either the Zoo Passage or the Turtle Passage. Listeners rated the stimuli on a 5-point equal-appearing intervals scale. The correlation coefficient between listener judgments of hypernasality and nasalance was significant for the Zoo Passage (r = 0.70) and for the Turtle Passage (r = 0.51) but not significant for the Mouse Passage (r = 0.32). Using cut-off scores of 22% for nasalance and 2.25 for hypernasality, the sensitivity for the Zoo Passage was 0.72, and for the Turtle Passage, 0.83.

scholarly journals Repeatability and Agreement of Central Corneal Thickness and Keratometry Measurements between Four Different Devices

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
Laszlo Kiraly ◽  
Jana Stange ◽  
Kathleen S. Kunert ◽  
Saadettin Sel
Keyword(s):  
Clinical Practice ◽  
Statistical Analysis ◽  
Correlation Coefficient ◽  
Central Corneal Thickness ◽  
Corneal Thickness ◽  
Intraclass Correlation ◽  
Bland Altman Method ◽  
Significant Difference ◽  
Healthy Eyes ◽  
Iolmaster 700

Background.To estimate repeatability and comparability of central corneal thickness (CCT) and keratometry measurements obtained by four different devices in healthy eyes.Methods.Fifty-five healthy eyes from 55 volunteers were enrolled in this study. CCT (IOLMaster 700, Pentacam HR, and Cirrus HD-OCT) and keratometry readings (IOLMaster 700, Pentacam HR, and iDesign) were measured. For statistical analysis, the corneal spherocylinder was converted into power vectors (J0, J45). Repeatability was assessed by intraclass correlation coefficient (ICC). Agreement of measurements between the devices was evaluated by the Bland-Altman method.Results.The analysis of repeatability of CCT data of IOLMaster 700, Pentacam HR, and Cirrus HD-OCT showed high ICCs (range 0.995 to 0.999). The comparison of CCT measurements revealed statistically significant differences between Pentacam HR versus IOLMaster 700 (p<0.0001) and Pentacam HR versus Cirrus HD-OCT (p<0.0001), respectively. There was no difference in CCT measurements between IOLMaster 700 and Cirrus HD-OCT (p=0.519). The repeatability of keratometry readings (J0 and J45) of IOLMaster 700, Pentacam HR, and iDesign was also high with ICCs ranging from 0.974 to 0.999. The Pentacam HR revealed significantly higher J0 in comparison to IOLMaster 700 (p=0.009) and iDesign (p=0.041); however, no significant difference was between IOLMaster 700 and iDesign (p=0.426). Comparison of J45 showed no significant difference between IOLMaster 700, Pentacam HR, and iDesign. These results were in accordance with Bland-Altman plots.Conclusion.In clinical practice, the devices analyzed should not be used interchangeably due to low agreement regarding CCT as well as keratometry readings.

scholarly journals The Biomechanics and Optimization of the Needle-Syringe System for Injecting Triamcinolone Acetonide into Keloids

2016 ◽  
Vol 2016 ◽  
pp. 1-8 ◽  
Author(s):  
Anthony Vo ◽  
Marc Doumit ◽  
Gloria Rockwell
Keyword(s):  
Triamcinolone Acetonide ◽  
Correlation Coefficient ◽  
Tap Water ◽  
Phase 1 ◽  
Intraclass Correlation ◽  
Maximum Force ◽  
Phase 2 ◽  
Injection Speed ◽  
Injection Force ◽  
Physical Challenge

Purpose. Injecting triamcinolone acetonide (TA) into a keloid is physically challenging due to the density of keloids. The purpose was to investigate the effects of various syringe and needle combinations on the injection force to determine the most ergonomic combination. Materials and Methods. A load cell was used to generate and measure the injection force. Phase 1: the injection force of 5 common syringes was measured by injecting water into air. The syringe that required the lowest injection force was evaluated with various needle gauges (25, 27, and 30 G) and lengths (16, 25, and 38 mm) by injecting TA (40 mg/mL) into air. The needle-syringe combination with the lowest injection force (CLIF) was deemed the most ergonomic combination. Phase 2: comparisons between the CLIF and a standard combination (SC) were performed by injecting TA into air and tap water into a keloid specimen. Intraclass Correlation Coefficient (ICC) and independent t-test were used. Results. Increasing the syringe caliber, injection speed, and needle gauge and length significantly increased the injection force (p value < 0.001). The SC required a maximum force of 40.0 N to inject water into keloid, compared to 25.0 N for the CLIF. Injecting TA into keloid using the SC would require an injection force that was 103.5% of the maximum force female thumbs could exert compared to 64.8% for the CLIF. ICC values were greater than 0.4. Conclusions. The 1 mL polycarbonate syringe with a 25 G, 16 mm needle (CLIF) was the most ergonomic combination. The SC required a substantial injection force, which may represent a physical challenge for female thumbs.

scholarly journals Crossword puzzles versus Student-Led Objective Tutorials (SLOT) as innovative pedagogies in undergraduate medical education

2021 ◽  
Vol 31 (1) ◽  
pp. e37105
Author(s):  
Dr. Preethi J Shenoy ◽  
Dr. Rashmi R Rao
Keyword(s):  
Undergraduate Students ◽  
Multiple Choice Questions ◽  
Small Group Teaching ◽  
Self Directed Learning ◽  
Tutorial Group ◽  
Crossword Puzzle ◽  
Significant Difference ◽  
Directed Learning ◽  
Teaching Learning ◽  
Crossword Puzzles

AIMS: Small group teaching in Pharmacology offers an effective platform to encourage interaction amongst peers and self-directed learning. The present study is an attempt to assess and compare the effectiveness and perception of students on two different pedagogical methods: Crossword puzzles and Student Led Objective Tutorials (SLOT).METHODS: Second year undergraduate students who gave their informed consent were divided randomly into two groups: one which received crossword puzzle as a teaching learning method and the other had SLOT during which the students conducted an interactive quiz with multiple choice questions prepared by themselves. The students’ perceptions were recorded using a self-administered questionnaire. One week later, a unit test was conducted for both the groups and the performance of the students was compared. Statistical analysis was done using independent Student’s T test with SPSS version 15.0.RESULTS: Analyses revealed a statistical significant difference (P<0.001) between the mean marks obtained in the SLOT group (n= 74; 6.5±3.8) and the marks obtained in the crossword group (n= 87; 4.2±2.9), with the students in the tutorial group performing better. The students opined that SLOT sessions helped them to understand Pharmacology better whereas crossword sessions enabled them to memorize the names of the drugs.CONCLUSION: The present study revealed that SLOT sessions fared better compared to the crossword puzzles in terms of improving the students’ test scores. It fostered teamwork, self-directed learning skills and critical thinking. Crossword puzzles make the session more student friendly as it is fun and engaging but a careful design is inevitable as it may fail to test in-depth learning in students.

scholarly journals CONCEPT MAPPING: A MEANINGFUL SELF-DIRECTED LEARNING TOOL FOR PROBLEM BASED LEARNING IN PHYSIOLOGY.

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Anju Anand Asia ◽  
Abhay Mudey
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Problem Analysis ◽  
Learning Tool ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Post Test ◽  
Directed Learning

Background: Fostering meaningful and self-directed learning among medical graduates is essential to mold them into competent physicians. Concept mapping is one such educational tool facilitating meaningful learning by organizing and integrating information. In our study it was used as a learning tool for problem analysis in Physiology. Material and Methods: Students of the first MBBS Professional year were divided into groups of fifteen; a group facilitator was allotted to each group. After initial practice, students constructed concept maps in Problem based learning (PBL) sessions on case based scenarios; each group finalized a map and then designed charts based on these maps. Student’s analytical ability was determined through differences in score between MCQ based pretest and post test. Charts were evaluated and perception of students regarding effectiveness of concept maps designing was taken. Results:  One hundred and thirty two students completed the study. There was a   statistically significant difference in the pre and post test scores. The items in the Concept maps charts evaluation sheet were ranked as good or excellent in 75% of Charts except the item on horizontal interlinking and cross linking hierarchy which was ranked as satisfactory in 63% of Charts.  Students considered activity of collection of information, discussions, designing, active involvement and teamwork as useful. Conclusions: Self designed Concept maps can be a novel   approach for problem analysis in Physiology. Summary:  Concept maps are useful for summarizing information; integrating mapping in PBL can improve critical thinking ability of students and renew interest in a basic science subject like Physiology. Keywords: Concept map, Problem based learning, Meaningful learning, Analysis.

scholarly journals Evaluation of Self-Directed Learning Readiness among Undergraduate Students in an Indian Physical Therapy Institute

2021 ◽  
Vol 6 (3) ◽  
pp. 1-6
Author(s):  
Prachita Walankar ◽  
Vrushali Panhale
Keyword(s):  
Medical Education ◽  
Learning Strategies ◽  
Rating Scale ◽  
Essential Element ◽  
T Test ◽  
Moderate Level ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
Physiotherapy Students

Self-directed learning (SDL) is an essential element in medical education to foster lifelong learning. Self-directed learning readiness is the extent to which an individual has the attitude, ability, skill and personality characteristics essential for SDL. This study aimed to analyze self-directed learning readiness among physiotherapy students. A cross-sectional study was conducted among 288 undergraduate physiotherapy students using Self-Rating Scale of Self-Directed Learning (SRSSDL) to assess self-directed learning readiness. Data were analyzed using the Statistical Package for the Social Sciences software version 21. Statistical significance was set at P<0.05. A total 288 participants, 143(49.65%) were in preclinical phase and 145 (50.35%) in clinical phase. Out of 288 physiotherapy students, 60.76% students had moderate level, followed by 37.5% with high level and 1.74% with low level of SDL readiness. The total SRSSDL score was higher in clinical students as compared to preclinical students using independent t test (p=0.000). Also, subscale scores of SRSSDL, awareness (p=0.000), learning strategies (p=0.000), learning activities (p=0.000), evaluation (p=0.000) and interpersonal skills (p=0.04) were higher in clinical students as compared to preclinical students using independent t test. The study showed that physiotherapy students had moderate level of SDL readiness. The SDL readiness was found to be higher in clinical students as compared to preclinical. It will assist the medical educators to incorporate more active learning strategies to enhance SDL skills and help in curriculum development. Keywords: Self-directed learning, physical therapists, medical education, students.

scholarly journals Physical Self-Concept dan Body Mass Index: Hubungan dan Perbedaan berdasarkan Gender

2019 ◽  
Vol 4 (2) ◽  
pp. 127-132
Author(s):  
Iman Ermawan ◽  
Jajat Jajat ◽  
Nana Sutisna
Keyword(s):  
High School ◽  
Body Mass Index ◽  
Correlation Coefficient ◽  
Body Mass ◽  
Significant Relationship ◽  
T Test ◽  
Self Concept ◽  
Men And Women ◽  
Significant Difference ◽  
The Relationship

Penelitian ini bertujuan untuk mengkaji hubungan antara Physical Self-Concept (PSC)dengan Body Mass Index (BMI)serta perbedaan PSC dan BMI berdasarkan gender. Metode yang digunakan pada penelitian ini adalah assosiasonal (correlational dan kausal-komparatif). Sample berjumlah 59 orang siswa remaja SMA di Kabupaten Ciamis. Instrument yang digunakan untuk mengukur PSC adalah Physical Self Description Questionnaire (PSDQ). Untuk menguji hubungan antara PSC dan BMI digunakan koefisien korelasi, dan untuk uji beda digunakan independent sample t-test. Hasil pengolahan dan analisis menunjukan bahwa, (1) tidak ada hubungan yang signifikan antara PSC dan BMI (p 0.05); (2) tidak terdapat perbedaan BMI yang signifikan antara laki-laki dan perempuan (p 0.05); (3) terdapat perbedaan PSC yang signifikan  antara laki-laki dan perempuan (p 0.05).This study aims to examine the relationship between Physical Self-Concept (PSC) and Body Mass Index (BMI) and differences in PSC and BMI based on gender. The method used in this study is associational (correlational and causal-comparative). Sample amounted to 59 high school teenagers in Ciamis Regency. The instrument used to measure PSC is Physical Self Description Questionnaire (PSDQ). To test the relationship between PSC and BMI used the correlation coefficient, and for the different tests used independent sample t-test. The results of processing and analysis show that, (1) there is no significant relationship between PSC and BMI (p 0.05); (2) there was no significant difference in BMI between men and women (p 0.05); (3) there are significant differences in PSC between men and women (p 0.05).

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