scholarly journals The effect of simulation methods in teaching physics on students’ academic success

2015 ◽  
Vol 7 (1) ◽  
pp. 87
Author(s):  
Cigdem Hursen ◽  
Gulsum Asiksoy
Keyword(s):  
Academic Success ◽  
Physics Education ◽  
Quantitative Methods ◽  
Traditional Approach ◽  
Control Group ◽  
Simulation Methods ◽  
Qualitative And Quantitative Methods ◽  
Simulation Based ◽  
Teaching Physics ◽  
Experimental Group

The aim of this study is to determine the effect of simulation methods in teaching physics on students’ academic success.70 students (35 control, 35 experimental) who studied at the Near East University Faculty of Education, in the Department of Computer Education and Educational Technology, in 2013-2104 academic year participated in this research. Mixed methods approaches, which included both qualitative and quantitative methods, were used in the research. Instructional transaction included the subject of “Shooting” in the “Movements on Earth” unit. Statistical results of the data obtained after the application showed that students of the experimental group who were taught using simulations were more successful than the students of the control group who were taught by the traditional approach. Also, it was determined that students of the experimental group were satisfied by simulation-based Physics education.Keywords: physics education, simulation-based education, education technology.

scholarly journals The Effect of PhET Simulation-based Instruction on 6th Grade Students’ Achievement Regarding the Concept of Greenhouse Gas

2020 ◽  
Vol 31 (4) ◽  
pp. 348-355
Author(s):  
Hasan Özcan ◽  
◽  
Gülcan Çetin ◽  
H. İlker Koştur ◽  
◽  
...  
Keyword(s):  
Greenhouse Effect ◽  
Physics Education ◽  
T Test ◽  
Central Anatolia ◽  
Control Group ◽  
Study Results ◽  
Significant Difference ◽  
Simulation Based ◽  
Based Instruction ◽  
Experimental Group

This study investigated the effectiveness of simulation-based instruction on students’ greenhouse effect achievement. The simulations were chosen from the Physics Education Technology Project (PhET) website. The research was a pretest-posttest with a control group design quasi-experimental study. The sample of the study consisted of 45 6th grade students taking a science course in a secondary school from a city located in the Central Anatolia Region of Turkey in the 2017–2018 academic year. Participants were assigned randomly to control and experimental groups. There were 23 participants in the experimental group and 22 participants in the control group. While the control group was instructed with the constructive instructional methods, the experimental group was instructed by PhET simulation-based instruction over 1 week. Data were collected by the Greenhouse Effect Achievement Test. Independent samples t-test and paired samples t-test were used to analyze the data. The study results revealed that the PhET simulation-based instruction created a statistically significant difference between the control group and the experimental group in the students’ greenhouse effect in favor of the experimental group (p = 0.03).

scholarly journals A Video-driven Approach to Promoting Pragmatic Development in the Context of English as a Foreign Language

2020 ◽  
Author(s):  
Nuha Abdullah Alsmari
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Quantitative Methods ◽  
Pragmatic Competence ◽  
Control Group ◽  
Pragmatic Development ◽  
Qualitative And Quantitative Methods ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

While pragmatic competence has proven to be teachable over the past three decades, determining the most appropriate and effective approach to facilitating English as a foreign language (EFL) students’ pragmatic development is still a central concern for researchers of interlanguage pragmatics (ILP). An investigation into the effects of video-driven prompts on less-studied and more complex teaching speech acts, such as complaints, will significantly supplement the inconclusive results of pragmatic interventional studies in foreign language contexts. To this end, the present study aims to investigate the effects of metapragmatic instruction on English complaints through the implementation of video-driven prompts to raise Saudi female EFL students’ awareness of the pragmalinguistic and sociopragmatic aspects associated with the production of appropriate and accurate target-like complaints during one academic semester. Both qualitative and quantitative methods were used to collect data from 62 English majors, assigned to an experimental group (n = 31) and a conventional group (n = 31), at Prince Sattam bin Abdulaziz University, Saudi Arabia. To elicit the required data, a proficiency test and pre-/post-test written discourse completion tests (WDCT) were distributed among participants. The results of the post-test demonstrated significant improvement in participants’ pragmalinguistic and sociopragmatic skills in the production of English complaints. The experimental group immensely outperformed the control group due to their exposure to authentic, contextualized video excerpts. The study supports the teachability of complaints as well as the benefits of incorporating metapragmatic awareness tasks based on contextually authentic input, which can, in turn, accelerate EFL students’ ability to produce pragmatically appropriate and accurate target-like complaints.

scholarly journals PENGARUH FILM KARTUN TERHADAP KEMAMPUAN BERCERITA ANAK USIA 4 SAMPAI 5 TAHUN PADA PAUD NURHIDAYAH

2020 ◽  
Vol 8 (2) ◽  
pp. 379-386
Author(s):  
Sukmawati Sukri
Keyword(s):  
Experimental Design ◽  
Quantitative Methods ◽  
Control Group ◽  
Average Increase ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Teachers And Students ◽  
The Mean ◽  
Group Interviews ◽  
Experimental Group

This study aims to describe the effect of cartoon films on the ability to tell children aged 4 to 5 years and other factors that affect the ability to tell children aged 4 until 5 years. The method used in this study is a method that combines qualitative and quantitative methods using experimental design. The population of 30 PAUD Nurhidayah students in Barru Regency and the number of samples in this study were 46% of the population, which consisted of two groups, namely the experimental group and the control group. The instruments used in this study were observation, preliminary and final tests, interviews for the control group and the experimental group, interviews with class teachers and students' parents. The results of this study indicate that the influence of cartoon films on the ability to tell children aged 4 until 5 years has increased. Both in the experimental group and in the control group. This is evidenced that in the experimental group 42.86% of children scored very good categories, 57.14% with good categories, while in the control group 37.50% the categories were not good, 5.88% categories failed. The average increase in the experimental group from pretest to posttest was 14.29%. The average pretest value of the experimental group was 58.29%, while the mean score of the posttest was 86.86%. The mean score of the pretest in the control group was 35.43% and the posttest mean score was 44.00%. Another factor that affects the ability to tell children aged 4 until 5 years is habit. The habit of storytelling at home and the habit of storytelling during the research fostered courage and confidence in children to tell stories.

scholarly journals The Integration of Interpretive Teaching and Assessment: Instructed by Portfolio Assessment

2015 ◽  
Vol 3 (4) ◽  
pp. 395
Author(s):  
Fen Gao
Keyword(s):  
Cognitive Ability ◽  
Learning Process ◽  
Test Scores ◽  
Quantitative Methods ◽  
Portfolio Assessment ◽  
Control Group ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Process And Outcome ◽  
Experimental Group

<p><em><em>Portfolio assessment focuses on the learning process, which combines comprehensively both the process and outcome. By means of test, questionnaire and interview, this study employs both qualitative and quantitative methods to explore the impacts on the learners’ interpreti</em></em><em><em>ve</em></em><em><em> ability and learning autonomy instructed by portfolio assessment, finally resulting in the integration of interpretive teaching and assessment. The results show that the post</em></em><em><em>-</em></em><em><em>test scores of </em></em><em><em>the </em></em><em><em>Experimental group are higher than </em></em><em><em>the </em></em><em><em>Control group, particularly in terms of listening </em></em><em><em>and analysis, </em></em><em><em>plus </em></em><em><em>translation</em></em><em><em>, and also significantly higher than the pre</em></em><em><em>-</em></em><em><em>test scores of the Experimental group. In addition, the questionnaire and interview reveal that the testees not only increase their activeness in interpret</em></em><em><em>ive</em></em><em><em> training but also develop their strong autonomy in learning, thus enhancing their meta cognitive ability in the interpretive training.</em></em><em><em></em></em></p>

The effect of realistic mathematics education on student achievement in 8th grades geometric objects teaching

2021 ◽  
Vol 9 (1) ◽  
pp. 20-31
Author(s):  
Hasan Huseyin Aksu ◽  
Keyword(s):  
Academic Success ◽  
Traditional Approach ◽  
T Test ◽  
Learning Activities ◽  
Control Group ◽  
Structured Interviews ◽  
Significance Level ◽  
8Th Grade ◽  
And Control ◽  
Dependent Samples

The purpose of this study is to answer if there is a reasonable difference on academical success of students who get education with traditional and RME approach question on “Teaching geometrical objects to 8th grade students” subject. Study group consists of 47 students which contains 21 experimental and 16 control group from “Ordu Anadolu İmam Hatip High School Project School” in Altinordu, Ordu. Experimental and control group have same academical success level, as the school which this study has runned is a school which accepts students with an exam only. After the experimental and control groups were created, a 25 question pre-test was performed to understand the level of knowledge of the group regarding geometrical objects. The same test was performed on the same groups 8 weeks later as retention test. To determine opinions of the students in experimental group regarding RME and related learning activities, semi-structured interviews are conducted. The data obtained from the pretest, posttest and retention tests were analyzed with t-test for independent samples and t-test for dependent samples and variance analysis for mixed measurements with 0.05 significance level. According to the results, it is seen that learning activities prepared according to RME approach are much more effective than learning activities prepared according to the traditional approach on students’ academic success.

scholarly journals The development of public relations and protocol teaching material based on the 2013 Curriculum in vocational school

2018 ◽  
Vol 7 (3) ◽  
pp. 312
Author(s):  
Andre Noevi Rahmanto ◽  
Arif Wahyu Wirawan
Keyword(s):  
Public Relations ◽  
Quantitative Methods ◽  
Column Experiment ◽  
Vocational School ◽  
Teaching Material ◽  
Control Group ◽  
Test Technique ◽  
Qualitative And Quantitative Methods ◽  
Teachers And Students ◽  
Anova Table

This research aimed to describe the development of public relations and protocol office administration teaching material based on the 2013 curriculum in Vocational School (thereafter called SMK). This study was a Research & Development (R & D) using Borg & Gall’s model. This research involved Public Vocational School with Office Administration Specialty in Ex-Surakarta Residency area. Technique of collecting data used was interview with informants related to Office Administration teaching material. Meanwhile for the trial, technique of collecting data used was questionnaire survey distributed to teachers and students. The effectiveness of data collection was tested using test. Technique of analyzing data used was mix method, the combination of qualitative and quantitative methods. The result of analysis using 2-way anava obtained Fstatistic­ value of 0.829 in Vocational School with probability (sig.) value of 0.438.  F test results are seen in the anova table in the sig column. Experiment group had an improvement of learning outcome better than the control one with the mean increase of 4.5 while control group had mean score of 2.3. Thus, it could be concluded that public relations and protocol teaching material based on the 2013 curriculum was feasible to use in Vocational School (SMK).

scholarly journals TEACHING SERBIAN LEARNERS ENGLISH PHRASAL VERBS: THE TRADITIONAL APPROACH VS. THE COGNITIVE LINGUISTIC APPROACH

2018 ◽  
Vol 8 (8) ◽  
pp. 175
Author(s):  
Srđan M. Gajdoš
Keyword(s):  
Traditional Approach ◽  
Control Group ◽  
Cognitive Approach ◽  
Phrasal Verbs ◽  
Direct Translation ◽  
Cognitive Linguistic ◽  
Approach To Teaching ◽  
Linguistic Approach ◽  
Experimental Group ◽  
Better Than

This study examines the results obtained by using the traditional and the cognitive approach to teaching phrasal verbs. The control group was taught phrasal verbs using the traditional way i.e. by providing a direct translation into Serbian. In the experimental group the author presented the verbs by explaining the meanings of the very particles and the meanings they develop. Both groups were given a test immediately after they received input. They were also tested on the meanings of untaught phrasal verbs three weeks later. Utilising the cognitive approach helped the students learn the phrasal verbs more successfully. The students who knew various meanings of the particles were able to understand the meanings of the whole phrasal verbs better. The experimental group was able to predict the meanings of the untaught phrasal verbs in the delayed test better than the control group.

scholarly journals EFFECTIVENESS OF A SIMULATION-BASED EMPATHY ENHANCEMENT PROGRAM WITH MINDFULNESS ON SOCIAL WORKERS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S297-S298
Author(s):  
Areum Han ◽  
Taehee Kim
Keyword(s):  
Social Workers ◽  
Traumatic Stress ◽  
Psychosocial Stress ◽  
Attention Control ◽  
Living Alone ◽  
Mindfulness Practice ◽  
Control Group ◽  
Simulation Based ◽  
Experimental Group ◽  
Attention Control Group

Abstract Empathy enhancement programs and mindfulness-based practices may reduce care practitioners’ burnout and stress while increasing satisfaction, caring efficacy, and well-being. No study has been conducted to measure the effectiveness of a simulation-based empathy enhancement program combined with mindfulness practice on professionals working with older adults living alone. This study, therefore, assessed the effectiveness of a simulation-based empathy enhancement program with a brief mindfulness practice session on social workers working with older adults living alone. This study was a quasi-experimental study involving 105 social workers in South Korea. The experimental group received a simulation-based empathy enhancement program with mindfulness practice, and the attention control group watched a 30-minute-long educational video about empathy. Data were collected prior to the intervention and at two weeks after the intervention using self-reported questionnaires measuring empathy, caring efficacy, psychosocial stress, compassion satisfaction, burnout, and secondary traumatic stress. The experimental group had significantly lower levels of psychosocial stress compared to the attention control group. Both groups showed significant improvements in empathy but in different empathy measures. Also, the experimental group only showed significantly lower levels of burnout and secondary traumatic stress after the intervention while the attention control group only showed significant improvements in compassion satisfaction and caring efficacy. Although between-group differences were found in psychosocial stress only, pre-and post-test differences in different outcome measures from experimental and attention control groups indicate limited but possible effectiveness of each of the empathy enhancement programs on people in caring professionals.

scholarly journals THE EFFECTS OF SIMULATION-BASED EMPATHY ENHANCEMENT PROGRAM FOR CARER OF THE ELDERLY ON COUNSELLING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S920-S921
Author(s):  
Sangmi Park ◽  
Tae Hui Kim ◽  
Tae Rim Um ◽  
Kyuwon Lee ◽  
Jisoo Jung ◽  
...  
Keyword(s):  
Positive Impact ◽  
The Elderly ◽  
Self Report ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Emotional Change ◽  
Simulation Based ◽  
Session Evaluation ◽  
Session Satisfaction ◽  
Experimental Group

Abstract Empathy of the caregiver can influence both the caregiver’s performance and the receiver’s enhanced life. The aim of this study is to examine whether Simulation-based Empathy Enhancement program for the Carer of the Elderly (SEE-C) is effective in increasing care receivers’ session satisfaction and positive emotional change. We developed SEE-C by modifying the Dementia Live(TM) program and adding with a brief mindfulness. The effect on counselling was assessed using the Session Evaluation Questionnaire (SEQ), which is self-report tool asking the client about their experience with the session just ended. A total of 100 older adults living alone were interviewed by caregivers who experienced SEE-C (n=12) and by non-experienced (n=12). Participants in this study were randomly assigned to each of the two caregiver groups, and were interviewed about demographics, health and emotional status, and lifestyle using the same protocols. Analysis of covariance was conducted, controlling variables of age of subjects and caregivers’ months of career, which were found to differ significantly between the two groups. Among the four subcategories of SEQ, the experimental group reported significantly higher scores than the control group in three subcategories of session-depth (F(1, 96)=9.647, P=.002), session-smoothness (F(1, 96)=13.699, p&lt;.001), emotion-positive (F(1, 96)=18.056, p&lt;.001), with the exception of emotion-alertness (F(1, 96)=0.366, p=.546). These results suggest that SEE-C could have a positive impact on interviewing the elderly in terms of improving the capacity of the interviewer and raising the satisfaction of the interviewee.

scholarly journals Simulation-based first aid training of students of health sciences

2018 ◽  
Vol 48 ◽  
pp. 01042
Author(s):  
Brigita Marc ◽  
Eva Dolenc ◽  
Damjan Slabe
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
First Aid ◽  
Health Sciences ◽  
Control Group ◽  
Learning Methods ◽  
Practical Test ◽  
First Aid Training ◽  
Simulation Based ◽  
Experimental Group

To achieve desired goals in the first aid training, we can use different learning methods. We can choose simulation, which represents one of the active forms of learning. Within the simulations, we can select simulated scenarios to bring more reality into the learning process. With our research we wanted to evaluate the effectiveness of scenario-based first aid training. We included 65 students of Faculty of Health Sciences, University of Ljubljana. The experimental group was unlike the control group exposed to scenario-based learning during one-week first aid training. We collected the data with a questionnaire and evaluation paper, which enabled us to assess the students during the practical test. Our research has shown that pre-training with simulated scenarios improves provided first aid in case of a simulated accident. Keywords: scenarios; teaching; active learning; first aid

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