scholarly journals The effect of cross-curricular integration on pupils’ knowledge gained through experiential learning

2021 ◽  
Vol 16 (6) ◽  
pp. 3133-3146
Author(s):  
Nastja Cotič ◽  
Mara Cotič ◽  
Darjo Felda ◽  
Nina Krmac
Keyword(s):  
Experiential Learning ◽  
Cognitive Domain ◽  
Rank Test ◽  
Control Group ◽  
Curricular Integration ◽  
Real Objects ◽  
The Cross ◽  
And Mathematics ◽  
Curricular Model ◽  
Experimental Group

This study examined the effects of the cross-curricular model of integrating mathematics and science with experiential learning on the knowledge of 3rd grade primary school pupils in Slovenia. The purpose of this research was to design and implement school lessons rooted in integrating maths with science and concrete experience, and handling real objects. In the experimental group (N=149), maths and science lessons implemented a cross-curricular model which integrated experiential learning. In the control group (N=155), maths and science were taught as separate subjects without experiential learning. The data was collected with pre- and post-tests to establish pupils’ knowledge. Differences between groups were analysed through Mann-Whitney U test and Wilcoxon signed-rank test and showed that pupils from the experimental group performed better at the 2nd and 3rd TIMSS cognitive domain. Findings indicate that the cross-curricular learning model has a positive effect on pupil’s achievement in science and mathematics.   Keywords: Cross-curricular integration, mathematics, science, experiential learning, TIMSS, cognitive domains

USING THE KAZAKH WHITE-HEADED BREED TO INCREASE BEEF IN THE FLAT PROVINCE OF DAGESTAN

2020 ◽  
Author(s):  
М.М. САДЫКОВ ◽  
М.П. АЛИХАНОВ ◽  
А.Г. СИМОНОВ ◽  
Г.А. СИМОНОВ
Keyword(s):  
Growth And Development ◽  
Live Weight ◽  
Control Group ◽  
Beef Production ◽  
Daily Growth ◽  
Carcass Yield ◽  
Breeding Stock ◽  
Fattening Period ◽  
The Cross ◽  
Experimental Group

Изучены рост и развитие бычков — помесей красной степной с казахской белоголовой породой в равнинной провинции Дагестана. Установлено, что помесный молодняк, по сравнению с чистопородным скотом красной степной породы, имеет более высокую живую массу при рождении на 1,8 кг, или 7,3%. При отъеме в 8-месячном возрасте помеси имели живую массу 210 кг против 187,6 кг у красного степного молодняка, что на 22,4 кг, или 11,9% выше. В 12-, 15- и 18-месячном возрасте живая масса помесных бычков равнялась 291,8 кг, 359,7 и 436,6 кг, соответственно, или на 28 кг, 36 и 45,8 кг больше по сравнению с красным степным скотом. Среднесуточные приросты помесных бычков за период выращивания и откорма составили 760 г, что выше на 12,1% по сравнению с чистопородным красным степным молодняком. После заключительного откорма и убоя помесные бычки дали тяжеловесные туши с хорошим поливом. По массе парной туши они превосходили чистопородных аналогов на 31,3 кг, или 15,6% с преимуществом выхода туши на 2,4%. Убойный выход у бычков опытной группы составил 58,7%, контрольной — 55,8%. От помесных бычков были получены тяжеловесные шкуры массой 27,1 кг, от чистопородных — 21,6 кг, преимущество по этому показателю имели помесные животные 5,5 кг, или 25,4%. Для увеличения производства говядины в равнинной провинции Дагестана рекомендуем скрещивание коров красной степной породы с быками казахской белоголовой породы. The growth and development of bulls of red steppe crossbreeds with the Kazakh white-headed breed in the flat province of Dagestan were studied. It was found that young crossbreed animals in comparison with purebred red steppe cattle have a higher live weight at birth by 1,8 kg or 7,3%. When weaning at 8 months of age, cross-bred bulls had a live weight of 210 kg against 187,6 kg in red steppe young, which is 22,4 kg, or 11,9% higher. At 12, 15 and 18 months of age, the live weight of crossbred bulls was 291,8 kg, 359,7 and 436,6 kg, respectively, or 28 kg, 36 and 45,8 kg more than the red steppe cattle. The average daily growth of cross-bred bulls during the growing and fattening period was 760 g compared to 678 g, that is, they were 12,1% higher compared to purebred red steppe young. After the final fattening and slaughter, the cross-bred bulls gave heavy carcasses with good watering. By weight of the paired carcass, they were superior to purebred counterparts by 31,3 kg or 15,6% with an advantage of 2,4% carcass yield. The slaughter yield of bulls in the experimental group was 58,7%, 55,8% in the control group, respectively, with an advantage in favor of crossbreeds of 2,9%. Heavy skins weighing 27,1 kg were obtained from crossbreed bulls, 21,6 kg from purebred ones, and crossbreed animals of 5,5 kg or 25,4% had an advantage in this indicator. Studies have shown that in order to increase beef production in the lowland province of Dagestan, it is necessary to use crossbreeding of the breeding stock of the red steppe breed with bulls of the Kazakh white-headed breed.

Implementation of the Cross-Cultural Approach in the Modern School

2021 ◽  
Vol 20 (4) ◽  
pp. 210-244
Author(s):  
Natalia P Dichek ◽  
Igor M Kopotun ◽  
Svitlana M Shevchenko ◽  
Natalia B Antonets ◽  
Daria V Pohribna
Keyword(s):  
Empirical Data ◽  
Cross Cultural ◽  
Educational Process ◽  
School Age Children ◽  
Control Group ◽  
Percentage Increase ◽  
Primary Input ◽  
Cultural Approach ◽  
The Cross ◽  
Experimental Group

High-quality interaction on a personal or educational, professional level is possible in today’s world only through enhanced cultural exchange. It is based on the principles of intercultural tolerance and mutual enrichment. The cross-cultural identity of a student’s personality provides for psychological openness to interact with other cultures without losing one’s own national or ethnic identity. Evidence of the effective application of the cross-cultural approach in the education of schoolchildren is the high-level cross-cultural competence (CCС). Aims. The aim of the study is a comprehensive analysis of the implementation of a cross-cultural approach to the organization of the educational process in senior school. Methods: general scientific method, molding experiment, qualitative and quantitative analysis of the data obtained through diagnostic methodic of the experiment, statistical and mathematical interpretation of empirical data and their representation in the visual (table, diagrams) form, functional analysis of the data (while generalizing empirical data and making conclusions). Results. Effective, complex (multicomponent) models of primary (input) and secondary (output) diagnostics of CCC were developed. A model of an integrated school environment aimed at intensifying the CCC was also defined. Secondary diagnostics revealed a tendency to improve CCC in both groups. However, the percentage increase in the level of CCC was 4 times greater in the experimental group, than the level of the control group (+ 4.3% vs. + 17.8%, respectively). The mean values of CCC in the experimental group were confidently at a Good Level (85.7%), that is improved by one order. CCC in the control group was detected at 73.0% (within the Sufficient Level of CCC). The relationship between the level of CCC and the level of foreign language proficiency is proved: CCC is higher in respondents with higher academic achievements in foreign languages. Conclusions. The implementation of a cross-cultural approach to the curricula of school-age children requires close attention of scholars and qualified practical support by the staff of the school. It is advisable to implement a cross-cultural approach in the context of modern schooling through the tactics of facilitation and multicultural modelling. The modern information age opens new horizons for the implementation of the cross-cultural approach in modern schools. Prospects. Further research on the topic involve the effectiveness of integrated learning tactics to increase CCC at other levels of school education, taking into account the variability of the interdisciplinary component (for example, involving also potential of Geography to develop and impove CCC).

scholarly journals A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students’ Learning at ‘A’ level

2019 ◽  
Vol IV (I) ◽  
pp. 61-66
Author(s):  
Muhammad Kamran ◽  
Namra Munir ◽  
Rashid Minas Wattoo
Keyword(s):  
Teaching Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Cognitive Domain ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Post Test ◽  
Experimental Group ◽  
Differentiated Teaching

This study explores the effect of differentiated teaching method vs. traditional teaching method on students’ learning at ‘A’ level. It is an experimental research, conducted in Aitchison College. By applying simple random sampling technique, 70 students are selected as a sample from the population. Pre-test and post-test are conducted for data collection. Research investigates, how differentiated method of teaching effects learners’ academic achievement. The retention level of the students who are taught via differentiated teaching and traditional teaching method is. After conducting a posttest, data is analyzed with pair-sample and independent sample t-test by using SPSS. Analysis shows that the students taught via differentiated teaching have more power of retention than the students taught via traditional teaching methods. The control group perform up to application level while experimental group perform up to evaluation level of cognitive domain.

scholarly journals IMPLEMENTATION OF CROSS-CURRICULAR INTEGRATION IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF PHYSICAL CULTURE

2020 ◽  
pp. 39-45
Author(s):  
Vitaliy Demchenko ◽  
Keyword(s):  
Physical Education ◽  
Professional Training ◽  
Physical Education Teachers ◽  
Control Group ◽  
Positive Trend ◽  
Future Teachers ◽  
Curricular Integration ◽  
Education Research Methodology ◽  
Experimental Group ◽  
Interdisciplinary Integration

The article examines the effectiveness of interdisciplinary integration in the training of future physical education teachers. The purpose of the article is to test the effectiveness of interdisciplinary integration in the training of future teachers of physical education. Research methodology includes: empirical methods: observations, questionnaires, pedagogical experiment is for checking the effectiveness of interdisciplinary integration in the training of future teachers of physical education; methods of mathematical statistics are for processing the results of experimental work. Analysis of the effectiveness of the implementation of interdisciplinary integration in the training of future teachers of physical education is based on a certain system of standards: pedagogical orientation, independence and professional maturity, which we used to diagnose their development by those activities that included students of the experimental group. After analyzing the data, it was found that students of the control and experimental groups have significant differences on such scales as: awareness, decision-making, planning and communication; as well as a positive trend on the scales: mnemonic, volitional and mental. According to the study, it can be said that future physical education teachers of the experimental group are more knowledgeable and confident in choosing their profession, they more rationally and adequately assess the situation and plan their future more thoughtfully than students in the control group.

scholarly journals The Effect of Psychodrama on Subjective Well-Being and Trait Anxiety

2020 ◽  
Vol 6 (2) ◽  
pp. 269
Author(s):  
AliAyşe Nur Katmer ◽  
Ramazan Demir ◽  
Ali Çekiç ◽  
Zeynep Hamamcı
Keyword(s):  
Trait Anxiety ◽  
Well Being ◽  
Rank Test ◽  
Control Group ◽  
Subjective Well Being ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

This study investigates the effects of psychodrama on adults’ anxiety and subjective well-being levels. A pre/post-test experimental pattern is used with experimental and control groups. The study sample consists of 24 non-thesis master’s program students at Gaziantep University, Human Psychology, and Communication. The State-Trait Anxiety Inventory (STAI) and the Subjective Well-Being Scale were applied as a pre-test to the experimental and control groups. The psychodrama group practice was performed with the experimental group once a week for eleven weeks, 90 minutes per session, while the control group did not receive any practice. After the application, the post-test was administered to both groups. The data were analyzed with SPSS 23 statistical program. The Mann-Whitney U test was used to evaluate the difference between the experimental and control group, and the Wilcoxon Signed Rank Test was applied for the changes within the experimental group. The findings indicate that the individuals’ anxiety level in the experimental group significantly decreased compared to the control group. There was no significant difference between subjective well-being in the experimental and control group for pre-test and post-test applications.

scholarly journals Effects of a periodized functional strength training program (FST) on Functional Movement Screen (FMS) in physical education students

2020 ◽  
Vol 24 (3) ◽  
pp. 162-167
Author(s):  
Michał Sawczyn
Keyword(s):  
Physical Education ◽  
Strength Training ◽  
Statistical Significance ◽  
Rank Test ◽  
Training Intervention ◽  
Control Group ◽  
Before And After ◽  
Signed Rank Test ◽  
The Difference ◽  
Experimental Group

Background and Study Aim: To examine the effects of periodized functional strength training (FST) on FMS scores of sport university students with higher risk of injury. Material and Methods: Thirty three  participants (age 21.6±1.3 years, height 177.8±6.9 m, mass 80.4±7.7 kg) with FMS total score ≤ 14 were selected from eighty two volunteered students of University of Physical Education and Sport in Gdańsk and randomly assigned to experimental group (n=16) and control group (n=17). The FMS test was conducted one week before and one week after the 12 week training intervention. The experimental group participated in FST program through 12 weeks. The control group did not engaged in any additional physical activity than planned in their course of study. The  collected  data  were  analysed  using Statistica 13.3 pl (StatSoft Inc). Wilcoxon signed rank test was used to establish the statistical significance of the difference between FMS total scores within each group and Mann Whitney U test between groups before and after the 12 week training intervention. Results: 45 % of volunteers in the first FMS testing showed total scores ≤14. The experimental group that participated in FST program changed significantly FMS total scores after 12 weeks (p<0.05). There were also significant differences in FMS total score between groups after the experiment (p<0.05). Conclusions: There is a need for injury prevention programs for students of University of Physical Education and Sport in Gdańsk. It is clear from this study that FST is effective in improving FMS total score in students with cut off score ≤14.

scholarly journals LEARNING STRATEGIES AND SCHOOL MOTIVATION IN EXPERIENTIAL LEARNING VS. TRADITIONAL LEARNING

2021 ◽  
Author(s):  
Camelia Mădălina Răducu ◽  
Keyword(s):  
Experiential Learning ◽  
Test Anxiety ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Academic Motivation ◽  
Control Group ◽  
Research Strategies ◽  
Experiential Teaching ◽  
Young Students ◽  
Experimental Group

"Introduction: In recent years, European innovation policies in education have focused on preventing early school leaving and functional illiteracy. In this context of innovation in education, experiential learning has proven to have unique qualities for both teachers and students. Thus, the main motivation of this paper was to show that experiential teaching methods and techniques in primary education are able to produce significant improvements in learning strategies and school motivation in young students. Objectives: The aim of this this study was to explore the differences in learning strategies and school motivation on young students who had benefitted from Experiential Learning, in contrast with those following direct learning instructional methods Methods: This study was performed using two groups of subjects. The first group (experimental group) included 60 students taught by experiential methods and the second group (control group) included 60 students taught by traditional methods. All students were in the fourth grade in an urban school. Differences in learning strategies and school motivation were explored by applying School Motivation and Learning Strategies Inventory - SMALSI (Stroud & Reynolds, 2006) to both the experimental group and the control group. SMALSI is structured in 9 dimensions - 6 strengths: study strategies, note-taking / listening skills, reading / comprehension strategies, writing skills / research, strategies used in tests, techniques for organizing / managing time; and 3 weaknesses are: low academic motivation, test anxiety, concentration difficulties / paying attention. To determine the differences in the students’ mean scores, descriptive as well as inferential statistical analyses were performed on the data. Results: The results showed that an experiential teaching model produces positive results in all evaluated strengths and in two of the three weak points investigated, namely in academic motivation and test anxiety. Statistically insignificant effects are in terms of attention / concentration difficulties, they may be more dependent on physiological and psychological maturation and less on the teaching methods, but also may be a direction of further research. Conclusions: The findings of this study could significantly help teachers looking for viable solutions to optimize students school results, increase school motivation and improve learning strategies in primary school."

scholarly journals Differentiated Instruction and Students’ Literary Competence: An Experimental Study

2021 ◽  
Vol 2 (2) ◽  
pp. 110-125
Author(s):  
Jasmin Angilan
Keyword(s):  
High School ◽  
Differentiated Instruction ◽  
Practical Implication ◽  
Action Plan ◽  
Cognitive Domain ◽  
Control Group ◽  
School Grade ◽  
Teaching Literature ◽  
The Mean ◽  
Experimental Group

Purpose: This study aims to determine the effects of Differentiated Instruction on Catigbian National High School Grade 10 students’ literary competence. Approach/Methodology/Design: To attain that purpose, the researcher adopted the experimental design involving two groups of participants. The experimental group was exposed to Differentiated Instruction while the control group was exposed to the traditional method of teaching. The researcher used the Cognitive Domain Test to assess the students’ intelligence and researcher-made questions to measure their literary competence. The results were statistically analyzed using the T-test means for independent samples Findings:  The findings of the study revealed that there were statistically significant differences between the mean scores achieved by the experimental group and those attained by the control group in the literary test. It is concluded that the use of DI is effective considering the higher scores of the experimental group compared to the control group. Practical Implication: The study will contribute to the effectiveness of teaching literature by integrating Differentiated Instruction; hence, it will develop students’ literary competence. In addition, additional research is ought to be conducted to explore the effect of the use of Differentiated Instruction on the different language skills. Originality/value: This study innovates by experimenting with the effect of integrating Differentiated Instruction in teaching literature in Catigbian National High School, Bohol. Moreover, an action plan is proposed to enhance students’ literary competence.

scholarly journals HOW COMPUTER TECHNOLOGY TRANSFORMS WRITING PERFORMANCE: AN INTEGRATION OF THE PROCESS/GENRE APPROACH AND BLOGS IN EFL WRITING COURSES

2016 ◽  
Vol 3 (Special) ◽  
pp. 169
Author(s):  
WEI-YU CHANG ◽  
ANDREW SZANAJDA
Keyword(s):  
Qualitative Data ◽  
T Test ◽  
Rank Test ◽  
Control Group ◽  
Writing Performance ◽  
Paired Sample ◽  
Signed Rank ◽  
Wilcoxon Signed Rank Test ◽  
Signed Rank Test ◽  
Experimental Group

This quasi-experimental research examined the effects of the process/genre approach (PGA) with the integration of blogs in EFL university-level students’ writing classrooms. This was a mixed-method study in which the participants’ essays and adopted questionnaires contributed to accumulating quantitative data while the interviews and observations provided qualitative data. The study took place over ten weeks at a university in central Taiwan in which paper-pencil instruction was applied in the control group, while blog instruction was employed for the experimental group. The students’ essays were computed by applying a paired-sample t-test, and the questionnaires were analysed by applying a Wilcoxon signed-rank test to determine whether there were any statistically significant differences in terms of the students’ writing performance and perceptions toward the PGA and blog writing after comparing the results of the pre-test and the post-test. The qualitative data was analysed to provide in-depth evidence to support the quantitative results. After the data analysis was completed, the paired-sample t-test demonstrated that there were significant differences in terms of the students’ writing performance in both groups, which demonstrates how the PGA developed the EFL university students’ writing performance. Because the students had more interactive opportunities to be exposed to the language inputs, this approach facilitated their English writing performance. The Wilcoxon signed-rank test presented that the students revealed positive attitudes toward writing blogs and also positive affections toward blog writing because they had higher levels of satisfaction and lower levels of apprehension when blogging. Moreover, there was a significant difference in terms of the factor of “learning with peers” in the control group since the PGA provided more interactive and communicative opportunities. The students also indicated greater understanding about their writing samples in the experimental group, since they were allowed to refer to the instructional contents on the blogs anytime and anywhere.

scholarly journals Learning Impact of a Virtual Brain Electrical Activity Simulator Among Neurophysiology Students: Mixed-Methods Intervention Study

10.2196/18768 ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. e18768
Author(s):  
Marko Henrik Björn ◽  
Jonne MM Laurila ◽  
Werner Ravyse ◽  
Jari Kukkonen ◽  
Sanna Leivo ◽  
...  
Keyword(s):  
Electrode Placement ◽  
Rank Test ◽  
Control Group ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Hands On ◽  
Computer Based ◽  
Group 2 ◽  
Experimental Group ◽  
Group 1

Background Virtual simulation is the re-creation of reality depicted on a computer screen. It offers the possibility to exercise motor and psychomotor skills. In biomedical and medical education, there is an attempt to find new ways to support students’ learning in neurophysiology. Traditionally, recording electroencephalography (EEG) has been learned through practical hands-on exercises. To date, virtual simulations of EEG measurements have not been used. Objective This study aimed to examine the development of students’ theoretical knowledge and practical skills in the EEG measurement when using a virtual EEG simulator in biomedical laboratory science in the context of a neurophysiology course. Methods A computer-based EEG simulator was created. The simulator allowed virtual electrode placement and EEG graph interpretation. The usefulness of the simulator for learning EEG measurement was tested with 35 participants randomly divided into three equal groups. Group 1 (experimental group 1) used the simulator with fuzzy feedback, group 2 (experimental group 2) used the simulator with exact feedback, and group 3 (control group) did not use a simulator. The study comprised pre- and posttests on theoretical knowledge and practical hands-on evaluation of EEG electrode placement. Results The Wilcoxon signed-rank test indicated that the two groups that utilized a computer-based electrode placement simulator showed significant improvement in both theoretical knowledge (Z=1.79, P=.074) and observed practical skills compared with the group that studied without a simulator. Conclusions Learning electrode placement using a simulator enhances students’ ability to place electrodes and, in combination with practical hands-on training, increases their understanding of EEG measurement.

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