scholarly journals The Effect of Problem-based Education on the Score of Clinical Examination of Rehabilitation Students at Ahvaz University of Medical Sciences

2021 ◽  
Author(s):  
N Pirayeh ◽  
N Moradi ◽  
MJ Shaterzadeh-Yazdi ◽  
M Saadat ◽  
M Soltani ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Clinical Examination ◽  
Speech Therapy ◽  
Clinical Skills ◽  
Control Group ◽  
Medical Sciences ◽  
Fields Of Study ◽  
Significant Difference ◽  
Quasi Experimental

Introduction: Problem-based education is a student-centered educational strategy in which students collaboratively analyze educational issues and reflect on their experiences. The purpose of this study was to investigate the effect of problem-based education on the evaluation of clinical skills of rehabilitation students at Ahvaz University of Medical Sciences. Methods: This is a quasi-experimental interventional investigation. The study population comprised all fourth year undergraduate students in the fields of physiotherapy, speech therapy and occupational therapy at Ahvaz University of Medical Sciences. Based on random sampling method, a number of students were selected as the experimental group (problem-based education) and others as the control group (traditional education). Data were collected using an objective-structured clinical examination to assess students' clinical skills, and a researcher-made questionnaire to assess satisfaction with the problem-based education method. Result: The mean scores of clinical skills following education revealed a statistically significant difference between the two traditional and problem-based methods in all the three fields of study. Also, the results of the student satisfaction questionnaire showed approximately 60% of students in all three fields of study proving a high to very high level of satisfaction with problem-based education. Conclusion: Due to the increase in students' clinical skills following problem-based education and their high satisfaction with this teaching procedure, it is suggested that other faculties of rehabilitation sciences and related fields also use the method in teaching pertinent to clinical courses.

scholarly journals Traditional Versus Objective Structured Clinical Examination on Pediatric Nursing Students’ Performance

2020 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Khadiga M. Said ◽  
Safaa F. Draz
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Simple Random Sample ◽  
Control Group ◽  
Pediatric Nursing ◽  
Clinical Scenarios ◽  
Significant Difference ◽  
Nursing Skills

Context: The Objective Structured Clinical Examination (OSCE) method is an effective tool for evaluating the clinical nursing skills of nursing students. OSCE is an assessment technique in which the student demonstrates their competence under a variety of simulated conditions Aim: This study aimed to compare objective structured clinical examinations versus traditional clinical examination on pediatric nursing students' performance. Methods: A quasi-experimental research design (study and control group) was used to conduct this study. The study was conducted in the laboratory of pediatric nursing skills at the faculty of nursing, Benha University. All male and female pediatric nursing students in the 3rd year (n. =228), who were studying in the academic year 2018-2019, first semester, faculty of nursing, Benha University, was recruited. A simple random sample chose to achieve the aim of this study. The odd number was for the OSCE group and the even number for the traditional clinical examination (TCE) group. Four tools were utilized to collect data for the current study. A Structured Questionnaire Sheet, A modified Self-administered Questionnaire, Pediatric Nursing Students' Practice Observational Checklists, and Clinical Scenarios were designed to assess the pediatric nursing student OSCE exam and compare between the traditional method and OSCE method of exams. Results: The current study discovered statistically significant differences were found with a high percentage of agreement responses among pediatric nursing students for related items of OSCE method compared to those in TCE. Additionally, the results clarify a highly statistically significant difference between the studied pediatric nursing students' in TCE and OSCE total performance scores. Conclusion: Objective Structured Clinical Examination (OSCE) was opinioned as a tool for clinical evaluation. This finding appeared in pediatric nursing students' responses, which confirmed their acceptance of OSCE. The OSCE subsequently remains a more objective method of assessment than the traditional clinical forms of the exam that was previously used. OSCE can be used most effectively in undergraduate nursing curricula to assess fair practice. This type of exam provided an accurate measure of clinical skill competencies. Therefore, OSCE should be adopted as a strategy for examining clinical skills for students in all academic years. The current study recommended that Objective Structured Clinical Examination can be used as effective and meaningful assistance to fitness for practice, and OSCE should be adopted as a strategy for examining clinical skills for students in all academic years.

scholarly journals The Application of Cultural Model for Literacy through Legends to Enhance Speaking Ability of Second Semester English Students of Sriwijaya University

2014 ◽  
Vol 5 (2) ◽  
pp. 710-716
Author(s):  
Fitri Suci Puspita Sari Sari ◽  
Rita Inderawati ◽  
Zuraida Blani
Keyword(s):  
Undergraduate Students ◽  
T Test ◽  
Control Group ◽  
Cultural Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
And Control ◽  
English Students

This study aimed to find out whether or not there was any significant difference in speaking ability of the students who were taught by implementing CML (Cultural Model for Literacy) through legends and those who were not. The sample was 41 undergraduate students enrolled in English course at FKIP of Sriwijaya University which were taken by purposive sampling method from 85 total of population. This study used one of the quasi-experimental designs that were pretest posttest non equivalent control group or comparison group design. The students were divided into two groups the experimental and control groups. The experimental group was required to do some phases in treatment of 16 meetings including pre-test and posttest in accordance with introducing new model of teaching speaking that was CML through legends. The data were obtained through speaking test by measuring their oral interpretations to know the students speaking ability. The test was administered twice as pre-test and post-test in both groups. The results indicated that there were any significant differences at level 0.05 level found in the data which were analyzed by using paired sample t-test (t=12.156>t-table=2.080) and independent sample t-test (t=3.252, p<0.05). The results also showed that CML through legends could enhance students speaking ability of the second semester English students of Sriwijaya University.

scholarly journals Effectiveness of different ways of presenting neuroanatomy illustration in powerpoint slides on nursing student’s short -term learning memory

2021 ◽  
Vol 7 (1) ◽  
pp. 5-9
Author(s):  
Gyem Dorji ◽  
Kanokwan Wetasin ◽  
Kuenzang Chhezom ◽  
Nargis Sultana ◽  
Minjur Dorji
Keyword(s):  
Nursing Students ◽  
Control Group ◽  
Original Structure ◽  
First Year ◽  
Medical Sciences ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Subject ◽  
And Control ◽  
Difficult Subject

Introduction: Neuroanatomy is considered as difficult subject as it consists mostly of complicated microscopic structures. However, understanding of the subject structure is very important for nursing students to know its functions and dysfunctions for enhancing nursing practices. To date, teaching neuroanatomy relies heavily on illustrations and the most common way is by using PowerPoint slides, but teachers are often faced with dilemma on how to use illustrations effectively. Therefore, this study was conducted to assess the effectiveness of different ways of presenting neuroanatomy illustrations in PowerPoint slides on nursing students’ short[1]term learning memory. Methods: The quasi-experimental study was conducted at Faculty of Nursing and Public Health, Khesar Gyalpo University of Medical Sciences of Bhutan between June 2020 and November 2020 by comparing an Experimental (n= 70) and a Control group (n= 69) of first year nursing students for their ability to answer questions based on those seven-way slides. Independent sample t-test was used for statistical analysis. Results: Significant difference was found at 95% CI between the performance of the Experimental and Control groups regarding Way 1 (Sequencing of labels) and Way 6 (Magnifying from the original structure) of presentation (tWay 1(135.99) = 2.695, p= .008, d = .458, 95% CI = [0.059, .385]; tWay 6(135.61) = 2.351, p= .020, d = .399, 95% CI = .031, .355], respectively). Conclusions: The use of different ways like sequencing the labels and magnifying from the original structure of presenting illustration in PowerPoint slides are found to be helpful in increasing short[1]term memory in students.

scholarly journals Fostering Germane Load Through Self-Explanation Prompting In Calculus Instruction

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Cecep Anwar Hadi Firdos Santosa
Keyword(s):  
Undergraduate Students ◽  
Learning Objectives ◽  
Control Group ◽  
First Year ◽  
Control Group Design ◽  
Worked Example ◽  
Significant Difference ◽  
Multivariable Calculus ◽  
Calculus Instruction ◽  
Quasi Experimental

The purpose of this research was to investigate the effect of self-explanation prompting to students’ germane load while studying mathematics in the multivariable calculus course. This research employed a quasi-experimental method with matching-only posttest-only control group design. The subject of the research consists of 72 first-year mathematics education undergraduate students. The results indicated that there was no significant difference in students’ germane load between students who implemented worked-example with self-explanation prompting and students who implemented worked-example without self-explanation prompting. However, it was revealed that the students' germane load was categorized high in both classes. It indicates that the worked-example method could foster students' germane load. Nonetheless, these results cannot be evidence that self-explanation prompting is capable to foster students' germane load. However, there is an association between germane load and learning objectives. When students achieve the learning objectives, then its learning method is able to foster the germane load. To assess the learning objectives, the posttest was arranged. The results stated that students who implemented the worked-example method with self-explanation prompting had better test scores than students who implemented the worked-example method without self-explanation prompting. This result was sufficient to provide evidence that the use of worked-example with self-explanation prompting could foster students’ germane load students in the multivariable calculus course.Keywords: Germane load, Worked-example, Self-explanation prompting

scholarly journals The Effectiveness of Using Electronic Mind Maps to Develop Students’ Knowledge of Multimedia Concepts at Al Baha University

2020 ◽  
Vol 28 (14) ◽  
pp. 281-298
Author(s):  
د. عبدالله بن خليفة العديل د. عبدالله بن خليفة العديل
Keyword(s):  
Undergraduate Students ◽  
Achievement Test ◽  
Control Group ◽  
Measurement Tool ◽  
Arithmetic Average ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Mind Maps ◽  
The University ◽  
Experimental Group

the emergence of web 2.0 technologies has created new opportunities in the field of multimedia concepts. Electronic mind maps are used to present information in an interesting and fast format, save time and keep learners from becoming bored. Electronic mind maps are a valuable platform for learning multimedia concepts in class activities and as out-of-class assignments to increase learners' achievements. Therefore, this research focuses on designing electronic mind maps (using XMind) to teach multimedia concepts among undergraduate students at the College of Education at Al-Baha University. The study aimed to detect the effect of e-mind maps on increasing students' achievements. The study used a quasi-experimental approach to prepare the literature framework and a measurement tool including an achievement test. The study sample consisted of 40 learners. The researcher used a t-test to measure the differences between the experimental group, which was taught using e-mind maps (text and image), and the control group, which was taught using a traditional method. The results revealed that there was a significant difference in the level of ??0.05 in relation to the experimental group taught by e-mind maps, with an arithmetic average of 28.25 in the post achievement test. Therefore, the study recommended working with e-mind maps, which contain photos and texts when teaching instructional design at the university, and measuring its effect on acquiring some concepts of multimedia.

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

PERBANDINGAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA YANG MENGGUNAKAN METODE SILIH TANYA BERBANTUAN KARTU MODEL DAN METODE MAKE A MATCH

2020 ◽  
Vol 2 (1) ◽  
pp. 32
Author(s):  
Ahmad Farham Majid ◽  
Ismail Ismail ◽  
Mardhiah Mardhiah ◽  
Fitriani Nur
Keyword(s):  
Total Sample ◽  
Control Group ◽  
Match Method ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Purposive Sampling ◽  
Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

AbstrakPenelitian ini bertujuan untuk mengetahui kemampuan komunikasi matematis siswa yang menggunakan metode silih tanya berbantuan kartu model dan metode make a match. Jenis penelitian ini adalah quasi eksperimen dengan desain penelitian non equivalent pretest-posttest control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMPN 4 Sungguminasa Kab. Gowa berjumlah 351 siswa dan total sampel berjumlah 64 siswa dengan teknik pengambilan sampel purposive sampling. Instrumen yang digunakan dalam penelitian ini adalah tes yang terdiri dari pretest dan posttest dan non tes berupa lembar observasi. Berdasarkan hasil analisis data nilai siswa menggunakan statistik deskriptif rata-rata nilai kemampuan komunikasi matematis siswa yang diajar menggunakan metode silih tanya berbantuan kartu model adalah 86,84 dengan kategori sedang dan yang diajar menggunakan metode make a match adalah 77,78 dengan kategori sedang. Berdasarkan analisis statistik inferensial bahwa terdapat perbedaan yang signifikan antara kemampuan komunikasi matematis siswa yang menggunakan metode silih tanya berbantuan kartu model dengan yang menggunakan metode make a match pada kelas VII SMPN 4 Sungguminasa Kab. Gowa. AbstractThis study aims to determine the mathematical communication ability of students who use card-assisted questions method and make a match method. This type of research is a quasi-experimental research with nonequivalent pretest-posttest control group design. The population in this study were all VII grade students of SMPN 4 Sungguminasa, Gowa Regency with 351 students and a total sample of 64 students with purposive sampling techniques. The instrument used in this study was a test consisting of pre-test and post-test and non-test that is observation sheet. Based on the data analysis results that average the value of students’ mathematical communication skills who were taught using the card-assisted questions was 86.84 in the medium category and those who taught using make a match method were 77.78 in the medium category. The results of inferential statistical analysis that there is a significant difference between the mathematical communication abilities of students who use card-assisted questions and using the make a match method in class VII of SMPN 4 Sungguminasa, Gowa Regency.

scholarly journals Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

2017 ◽  
Vol 10 (7) ◽  
pp. 65 ◽  
Author(s):  
Zetriuslita Zetriuslita ◽  
Wahyudin Wahyudin ◽  
Jarnawi Jarnawi
Keyword(s):  
Number Theory ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Problem Based Learning ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Conflict Strategy

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students’ Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.

scholarly journals Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Faculty Members ◽  
Control Group ◽  
Teaching Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

scholarly journals GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

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