TEACHER EMOTIONAL SUPPORT AND COOPERATIVE LEARNING: THE IMPACT ON ACADEMIC PERFORMANCE

2016 ◽  
Author(s):  
Kwong Yeung
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
Emotional Support ◽  
The Impact

scholarly journals A Review of Cooperative Learning in EFL Classroom

2021 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Ruiying Chen
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
Teaching Method ◽  
Theory Analysis ◽  
English Classrooms ◽  
English Classes ◽  
Positive Attitudes ◽  
Individualistic Learning ◽  
Teachers Attitudes ◽  
The Impact

This paper reviews the literature on the effects of cooperative learning (CL) among students and teachers. The purpose of this paper is to find out the effectiveness of cooperative learning in helping to improve students’ academic performance, as well as the impact of the implementation of CL on students’ and teachers’ attitudes and on students’ anxiety, motivation, and interest. Many studies have found that CL is an effective teaching method worldwide in the 21st century. In these studies, researchers collected quantitative and qualitative data by using various instruments, such as experiments, surveys, questionnaires, and interviews, and they applied different methods to analyze data, including theory analysis, thematic analysis, descriptive and inferential analysis. Findings from the reviewed research showed that the use of the CL can help students improve their academic performance, and most students and teachers showed positive attitudes towards the implementation of CL. In addition, using CL in English classrooms had also been found to help students reduce anxiety and develop motivation and interest. In China's English classes, compared with cooperative learning, the traditional English teaching focuses more on competitive and individualistic learning. Based on the results of previous literature studies, the researcher suggests that China's teachers can consider to apply the CL technique in English classes, which may improve students' academic performance and attitudes.

scholarly journals Investigating the impact of positive resource interdependence and individual accountability on students‟ academic performance in cooperative learning

2017 ◽  
Vol 9 (23) ◽  
Author(s):  
Frederick Kwaku Sarfo ◽  
Jan Elen
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
The Impact ◽  
Individual Accountability ◽  
Aprendizaje Cooperativo

Introducción. Este estudio aborda dos cuestiones principales en relación con el aprendizaje cooperativo. El estudio tiene como objetivo investigar experimentalmente la función de la interdependencia positiva de recursos y de la ejecución individual con el rendimiento académico de los individuos, durante el aprendizaje cooperativo.Método. Para alcanzar el objetivo se utilizó un diseño experimental de dos por dos. Se efectuaron análisis estadísticos descriptivos y ANOVA 2 x 2 para analizar los datos.Resultados. Curiosamente, los resultados del estudio revelan que el trabajo sobre el contenido completo de la información con discusión en grupo produce un mejor rendimiento académico que cuando cada miembro del grupo trabaja en una parte (existe interdependencia positiva de los recursos) del contenido antes de la discusión en grupo. Por otra parte, se demuestra que, cuando a los miembros del grupo de aprendizaje cooperativo se les informa que después del trabajo en grupo de estudiantes se llamará al azar de un grupo para su examen, y la calificación de cada estudiante afectará a la puntuación del resto de los miembros del grupo y la puntuación será parte de la nota final, supone un refuerzo de la responsabilidad individual y de grupo y, por lo tanto, facilita el aprendizaje. Los resultados no muestran ningún efecto de la interacción de los recursos de la interdependencia positiva y la responsabilidad individual sobre el rendimiento académico de los estudiantes en el aprendizaje cooperativo.Conclusión. Las implicaciones teóricas y prácticas de los resultados se discuten.

scholarly journals EFFECT OF ADVERSE CHILDHOOD EXPERIENCES ON DAILY SUPPORT TO FAMILY AND EMOTIONAL WELL-BEING IN ADULTHOOD

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S235-S235
Author(s):  
Jooyoung Kong ◽  
Yin Liu ◽  
David Almeida
Keyword(s):  
Negative Affect ◽  
Family Relationships ◽  
Emotional Support ◽  
Adverse Childhood Experiences ◽  
Family Members ◽  
Well Being ◽  
National Study ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
The Impact

Abstract Extensive evidence suggests that adverse childhood experiences (ACEs) can lead to negative health effects across a lifetime. This study examines the impact of ACEs on the frequency of providing daily support (i.e., unpaid assistance, emotional support, and disability-related assistance) to family members and the moderating effects of ACEs in the association between providing daily support to family and daily negative affect. Using the National Study of Daily Experiences II, we analyzed a total of 14,912 daily interviews from 2,022 respondents aged 56 on average. Key results showed that a greater number of ACEs were associated with providing more frequent emotional support to family. We also found the significant interaction effect that adults with more ACEs showed greater negative affect on the days when they provided assistance to family members with disabilities. The findings underscore the long-term negative impact of ACEs on daily well-being in the context of family relationships.

scholarly journals The patient advisor, an organizational resource as a lever for an enhanced oncology patient experience (PAROLE-onco): a longitudinal multiple case study protocol

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
M. P. Pomey ◽  
M. de Guise ◽  
M. Desforges ◽  
K. Bouchard ◽  
C. Vialaron ◽  
...  
Keyword(s):  
Cancer Patients ◽  
Clinical Oncology ◽  
Patient Experience ◽  
Emotional Support ◽  
Social Care ◽  
Legal Issues ◽  
Care Services ◽  
Health And Social Care ◽  
Ethical And Legal Issues ◽  
The Impact

Abstract Background Quebec is one of the Canadian provinces with the highest rates of cancer incidence and prevalence. A study by the Rossy Cancer Network (RCN) of McGill university assessed six aspects of the patient experience among cancer patients and found that emotional support is the aspect most lacking. To improve this support, trained patient advisors (PAs) can be included as full-fledged members of the healthcare team, given that PA can rely on their knowledge with experiencing the disease and from using health and social care services to accompany cancer patients, they could help to round out the health and social care services offer in oncology. However, the feasibility of integrating PAs in clinical oncology teams has not been studied. In this multisite study, we will explore how to integrate PAs in clinical oncology teams and, under what conditions this can be successfully done. We aim to better understand effects of this PA intervention on patients, on the PAs themselves, the health and social care team, the administrators, and on the organization of services and to identify associated ethical and legal issues. Methods/design We will conduct six mixed methods longitudinal case studies. Qualitative data will be used to study the integration of the PAs into clinical oncology teams and to identify the factors that are facilitators and inhibitors of the process, the associated ethical and legal issues, and the challenges that the PAs experience. Quantitative data will be used to assess effects on patients, PAs and team members, if any, of the PA intervention. The results will be used to support oncology programs in the integration of PAs into their healthcare teams and to design a future randomized pragmatic trial to evaluate the impact of PAs as full-fledged members of clinical oncology teams on cancer patients’ experience of emotional support throughout their care trajectory. Discussion This study will be the first to integrate PAs as full-fledged members of the clinical oncology team and to assess possible clinical and organizational level effects. Given the unique role of PAs, this study will complement the body of research on peer support and patient navigation. An additional innovative aspect of this study will be consideration of the ethical and legal issues at stake and how to address them in the health care organizations.

scholarly journals Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Game Design ◽  
Learning Strategy ◽  
Experimental Studies ◽  
Quasi Experimental ◽  
Current Lines ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

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