scholarly journals Freshman Linked Cohort Classes In The Study Of Business: A Comparative Analysis Of Performance And Completion Of The Lower Division Core

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Mark F. Levine ◽  
Paul W. Guy

The paper presents the results of a study designed to measure the efficacy of using cohort linked freshmen courses in preparing students for the study of business.  Specifically, an experimental group of students were enrolled in three linked freshmen courses each oriented toward global business: 1) freshmen composition, 2) small group communications, and 3) introduction to global business.  The control group of students was enrolled in the introduction to global business course.  However, they independently enrolled in any other non-business focused freshmen courses to fill out their schedules.

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Mark F. Levine ◽  
Paul W. Guy

The paper presents the results of a study designed to measure the efficacy of using cohort linked freshmen courses in preparing students for the study of business.  Specifically, an experimental group of students were enrolled in three linked freshmen courses each oriented toward global business: 1) freshmen composition, 2) small group communications, and 3) introduction to global business.  The control group of students was enrolled in the introduction to global business course.  However, they independently enrolled in any other non-business focused freshmen courses to fill out their schedules.


Author(s):  
Asrina Sari Siregar ◽  
Sumarsih Sumarsih ◽  
Masitowarni Siregar

This study attempts to discover the effect of applying Small Group Work Strategy on students’ achievement in writing procedure text. It was conducted by using experimental research design. The population of this research was the nineth (IX) grade students of SMP N 1 Padang Bolak Julu which consists of 3 parallel classes with the total number of students is 90. The samples of this research were taken by random sampling through lottery technique. The result was class IX1 consisted of 30 students became the experimental group and class IX3 consisted of 30 students became the control group. The experimental group was taught by Small Group Work Strategy while the control group was taught by using individual work strategy. The instrument was used to collect the data was writing procedure text. After the data were analyzed, it was found that the value of t-observed was 3.37 with the degree of freedom (df) = 58 at the level significance 0.05. it means that t-observed was higher than t-table (3.37 > 2.00. Therefore, the null hypothesis (Ho) is reected and the hypothesis alternative (Ha) is accepted.Key words : Small Group Work Strategy, Writing Procedure Text.


2020 ◽  
Vol 18 (Suppl.1) ◽  
pp. 674-678
Author(s):  
L. Lapadatov ◽  
G. Dyakova ◽  
N. Gocheva ◽  
M. Ivanova ◽  
T. Andreev

Research with students was conducted at the Trakia University- Stara Zagora. Sixty-six students (women) from the first and second year of their study from all specialties in the Faculty of Veterinary Medicine, Faculty of Agriculture and Faculty of Economics participated in the research. They were randomly divided into two groups: an experimental group (36 students) and a control group (30 students). The purpose of the research was to discover the impact of the experimental methods for preparing the physical characteristics of the student. For the purpose of the research were applied - Theoretical Analysis, Sports and Pedagogical Tests, Pedagogical Experiment, Variation Analysis, Graphic Analysis and Comparative Analysis. A test battery including 5 tests for physical characteristics was prepared. From the analysis of the results can be seen that the conducted research was successful and the used methods were effective.


2020 ◽  
pp. 61-65
Author(s):  
И.Ю. Постраш ◽  
И.В. Сучкова ◽  
Е.Г. Скворцова ◽  
О.В. Филинская ◽  
А.В. Мостофина

Изучение влияния пробиотического препарата ЭМ-курунга на приросты, анализы крови и помёта птиц проведено на примере цыплят техасских белых перепелов. В качестве объекта исследований использовались цыплята перепелов, начиная с суточного возраста. Средняя масса цыплят на начало эксперимента составила 9,2±0,12 г. Цыплят забивали в возрасте 90 суток. Установлено, что введение в рацион цыплят пробиотического препарата ЭМ-курунга в количестве 0,2 мл на 1 кг живого веса увеличивает сохранность молодняка на 14,8% и приросты птенцов – на 10%. Сравнительный анализ биохимических данных опытной и контрольной групп птицы показал, что введение в рацион опытной группы пробиотика практически не повлияло на белковый обмен. Общий белок у опытной птицы был недостоверно меньше, по сравнению с контролем, на 1,25%, та же картина наблюдалась по уровню альбуминов – меньше на 1,9%, глобулинов – на 1%. Сравнительный анализ показателя кислотности кала птиц опытной и контрольной групп показал достоверное различие. Так, у контрольной группы рН кала имел среднее значение 6,5, у перепелов опытной группы – 7,5. Таким образом, у опытной птицы, в сравнении с контрольной, активная кислотность кишечного содержимого достоверно сдвинулась в слабощелочную сторону, что свидетельствует о благоприятном воздействии пробиотика на микрофлору желудочно-кишечного тракта перепелов, снижая уровень патогенной микрофлоры, активно развивающейся в кислой среде. The study of the effect of the probiotic preparation EM-Kurunga on gains, blood tests and poultry litter was carried out using the example of White Texas quail chickens. Quail chickens starting at daily age were used as the subject of research. The average weight of chickens at the beginning of the experiment was 9.2±0.12 g. Chickens were slaughtered at the age of 90 days. It was established that the introduction of the probiotic preparation EM-Kurunga into the diet of chickens in the amount of 0.2 ml per 1 kg of live weight increases the safety of young animals by 14.8% and the gains of poults – by 10%. A comparative analysis of the biochemical data of the experimental and control groups of poultry showed that the introduction of the probiotic into the diet of the experimental group had practically no effect on protein metabolism. The total protein in the experimental poultry was insignificantly less than in the control by 1.25%, the same pattern was observed in the level of albumin – less by 1.9%, globulins – by 1%. Comparative analysis of the acidity index of poultry feces from the experimental and control groups showed a significant difference. So, in the control group the pH of feces had an average value of 6.5, in the quails of the experimental group – 7.5. Thus, in the experimental poultry in comparison with the control one the active acidity of the intestinal contents significantly shifted to the slightly alkaline side, which indicates a favorable effect of the probiotic on the microbiota of the quail gastrointestinal tract, reducing the level of pathogenic microflora actively developing in an acidic condition.


2019 ◽  
Vol 18 (4) ◽  
pp. 464-477
Author(s):  
Laya Heidari Darani ◽  
Nafiseh Hosseinpour

Purpose The purpose of this paper is to investigate and compare the effects of group-to-whole student-led oral discussion and small-group collaborative drafting as pre-writing tasks on Iranian intermediate English as a foreign language (EFL) learners’ writing performance. Additionally, the difference between the writing components was examined. Design/methodology/approach To achieve these objectives, a group of 120 intermediate EFL learners participated in a pretest–posttest study in which they were randomly assigned into two experimental groups and one control group. The students in all three groups were tasked with writing a textbook evaluation report for the pretest and posttest. The pre-writing process in the first experimental group consisted of a group-to-whole student-led oral discussion, while the second experimental group engaged in small-group collaborative drafting. Findings The results indicate that both pre-tasks were effective in improving the participants’ writing skill, while collaborative drafting was even more efficient. Furthermore, it was observed that more writing components improved through collaborative drafting. It is concluded, therefore, that the social atmosphere created through oral discussion and the scaffolding resulting from collaborative drafting can help in writing improvement. Research limitations/implications The findings herein can have implications for first language (L1) composition instruction and second language (L2) writing teaching and, thus, underscoring the utility of the social constructivist approach to writing instruction. Originality/value As there has been no study conducted to explore the effects of group-to-whole student-led oral discussion on EFL learners’ writing skill and to compare its impacts to those of small-group collaborative drafting, the results of this study fill this gap in the literature.


2014 ◽  
Vol 38 (2) ◽  
pp. 169-185 ◽  
Author(s):  
Jennifer Buckingham ◽  
Kevin Wheldall ◽  
Robyn Beaman-Wheldall

In a response to intervention (RtI) model, reading is taught in increasingly intensive tiers of instruction. The aim of the study was to examine the efficacy of a Tier-2 (small group) literacy intervention for young struggling readers. This article focuses on the second phase of a randomised control trial involving 14 students in kindergarten as participants. In Phase 1 of the randomised control trial, the experimental group (E1) received the intervention for 1 hour, 4 days per week, for 3 school terms. The control group received regular classroom instruction. Large and statistically significant mean differences between groups were evident after 3 terms on 2 of 4 measures — the Martin and Pratt Nonword Reading Test and the Burt Reading Test, which measure phonological recoding and single word reading, respectively. Very large effect sizes were found. In Phase 2, the original control group received the intervention in the same way (E2). Testing at the end of Phase 2 confirmed the intervention's large effect on phonological recoding, but the results for the 3 other tests showed no acceleration in the Phase 2 experimental group (E2). This study evaluates the efficacy of the trialled intervention, adds to the research literature on Tier-2 interventions for young struggling readers, and yields practical implications for schools that offer literacy interventions without a strong RtI framework.


2021 ◽  
Vol 13 (19) ◽  
pp. 11107
Author(s):  
Shang-Chin Tsai ◽  
Hao-Chiang Koong Lin

In this study, the scientific puzzle film, “Story of the Comet”, is taken as a case to implement scientific teaching to guide students to find correct answers, through which it can train their learning and judging abilities. The students in the experimental group received the scientific teaching guiding system of the puzzle film “Story of the Comet” with a facial emotion recognition system to recognize the emotional reaction of the subjects at the moment. According to their facial expressions of “disgust”, “sadness”, or “joy” appearing in the moment, the system presented differently captioned positive encouragement cards particularly designed for four different levels, for when the subjects answered the questions incorrectly at different levels and their emotions were detected at the same time. Furthermore, the positive encouragement cards encouraged the subjects to complete the puzzle film learning process. The subjects were students in the higher grades of Grade 5 and Grade 6 in elementary school. A total of 130 students participated in this experiment and were randomly divided into two groups. Both the control group (i.e., the group without emotion recognition) and the experiment group (i.e., the group with emotion recognition) received a before-watching test of learning effectiveness. After implementing the scientific teaching of the puzzle film “Story of the Comet”, both the control group and the experimental group also received an after-watching test of learning effectiveness. Finally, the subjects filled out a “learning satisfaction” questionnaire, “system availability” questionnaire, and “system satisfaction” questionnaire. The analysis of the results of the two groups’ tests and questionnaires: a comparative analysis of learning effectiveness indicates that there is a statistically significant difference between the choice answers of the two groups after the interactive teaching; for the experimental group, the average correct answers in the after-watching test was 5.86, which is 2.48 more than the before-watching test; that of the control group was 4.74, which is 1.47 more than the before -watching test. For comparative analysis of questionnaires for “learning satisfaction” and “system satisfaction”, the statistical data analysis indicates that the experimental group was more satisfied than the control group.


2007 ◽  
Vol 4 (8) ◽  
Author(s):  
Mark F. Levine ◽  
Paul W. Guy

The present study investigates pre-business students’ reaction to Activity Based Learning in a lower division core required course entitled Introduction to Global Business in the business curriculum at California State University Chico.  The study investigates students’ preference for Activity Based Learning in comparison to a more traditional lecture and exam format.  It also investigates whether or not students’ with perceived interests in different aspects of business have preferences for activities that focus on different types of processes.  It further analyzes whether or not gender and class standing play a significant role in these dynamics.


Author(s):  
Ika Nurani Dewi ◽  
S. Safnowandi

This study aimed at discovering the implementation of MODis-ARCS strategy to students’ verbal communication skill and learning outcomes. This study was a quasi-experimental using non- equivalent control group design. Purposive sampling was used to collect the data. There were 65 students of information technology education (control) and physics education (experimental) who used as the samples of study. The MODis-ARCS strategy was implemented on the experimental group, while small group discussion was used in the control group. Data collection techniques used test instrument that was in the form of essay items and non-test which was in the form of observation sheets of communication skill. Validity scores, Cronbach’s coefficient alpha, n-gain, independent sample t-test and paired t-test were used as the data analysis techniques. The results of study indicated that 1) n-gain of students’ learning outcomes and verbal communication skill for the control group was 0.12 and 0.07, in which it was categorized as low, while for the experimental group was 0.29 and 0.48 in the moderate category. 2) Both of groups had similar initial abilities, and there was a difference on the learning outcomes, as well as the verbal communication skill between the control and experimental classes, 3) There was an improvement on the students’ learning outcomes and verbal communication skill on the control and experimental groups, in which the significance value was ɑ=5%; however, the improvement of experimental group was greater than the control group. Therefore, it can be concluded that the MODis-ARCS strategy can improve the students’ verbal communication skill and learning outcomes.


2020 ◽  
Vol 7 (1) ◽  
pp. 51-63
Author(s):  
Jauharoti Alfin

The purpose of this paper is to explain the result of moderate Muslim culture immersion model development into the Bahasa Indonesia untuk Penutur Asing (Bahasa Indonesia for Non-Native Speakers [BIPA]) program in the faculty of New Philology, Adam Mickiewicz University in Poznan, Poland. The focus of the development is the research and development (R&D) stage, which comprises: preliminary study, development, and testing. This study uses the before-after comparative analysis method on an experimental group with a control group. It is concluded that the model is succeeded in significantly improving the understanding of the BIPA program students on moderate Muslim culture.


Sign in / Sign up

Export Citation Format

Share Document