scholarly journals A mixed method evaluation of cooperative learning using jigsaw classroom model in clinical pharmacology course

2021 ◽  
Author(s):  
Uzma ASIF ◽  
Nusrat Bano ◽  
Neelam Malick ◽  
Shakeel Ahmed Ansari
Keyword(s):  
Clinical Pharmacology ◽  
Cooperative Learning ◽  
Mixed Method ◽  
Test Performance ◽  
Assessment Instrument ◽  
Learning Assessment ◽  
Course Content ◽  
Survey Item ◽  
Positive Effects ◽  
Traditional Lectures

Abstract Purpose To evaluate use of cooperative learning using jigsaw classroom model in clinical pharmacology course for undergraduate university students. Methods A sequential mixed method study design was used. Jigsaw learning was used for teaching selected topics in clinical pharmacology course in addition to traditional lectures used to conduct the remaining topics. At the end of the course, students completed the Jigsaw learning assessment instrument that measured attitude, knowledge, skills and satisfaction. In-depth interviews were conducted to explore their experiences. Test scores of teaching content taught by Jigsaw learning was compared to the content delivered by traditional lectures. Results Lowest mean score depicting strongly positive response were observed for survey item-3 (1.9±0.98), item-13 (1.9±0.88) and item-19 (1.8±0.86) within the subscales measuring attitude, skills and satisfaction respectively. Difference between the test performance in course content delivered by jigsaw classroom technique compared to traditional lectures was statistically significant (p<0.001). Difference between mean responses of high and low test scoring students was significant for survey item-4 (p=0.04), item-8 (p=0.001), item-11, 12 (p=0.01, 0.02) and item-16 (p=0.03). Conclusion Jigsaw classroom model had positive effects on the attitude, knowledge, skills, satisfaction and test performance of students in clinical pharmacology course.

The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Longitudinal Design ◽  
Study Strategies ◽  
High Achievers ◽  
Course Content ◽  
And Mathematics ◽  
Set Up ◽  
Approach Goals ◽  
Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

scholarly journals Implementation of an Authentic Assessment Model to Improve the Quality of Learning Assessment

2019 ◽  
Vol 25 (1) ◽  
pp. 103-115
Author(s):  
Rini Agustiningsih ◽  
Dwi Rahdiyanta
Keyword(s):  
Instrument Validation ◽  
Sampling Technique ◽  
Authentic Assessment ◽  
Assessment Model ◽  
Assessment Instrument ◽  
Learning Assessment ◽  
Research Subjects ◽  
Vocational High Schools ◽  
Assessment Results

An assessment instrument is one of the most important factors to guarantee objectivity, fairness, and accuracy in assessing the level of students' performances in the learning process. This study aims to produce an authentic assessment model in problem solving learning. The objectives of this studyare to examine: (1) the feasibility of the developed authentic assessment model in the aspects of practicality, effectiveness, and feasibility of assessment; and (2) the accuracy of the assessment results from the authentic assessment model. This study was a research and development that adopts the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) development model. The research subjects consisted of eight teachers and 44 students selected with a purposive sampling technique. This study was conducted in 4 Vocational High Schools in Yogyakarta. The research instrument validation was examined by expert judgment. The data were collected using questionnaires and observation sheets. Its data wereanalysed with descriptive statistical techniques, inter-rater reliability, inter-item correlation, and intraclass correlation.The results of the study show that (1) the developed authentic assessment model was feasible to be implemented since it fulfilled the requirements of practicality, effectiveness and implementation; and (2) the level of accuracy of the assessment results from the authentic assessment model has a very good criteria with  κ mean  of 0.978.

Effects of Cooperative Learning and Individualized Instruction on Mainstreamed Students

1984 ◽  
Vol 50 (5) ◽  
pp. 434-443 ◽  
Author(s):  
Robert E. Slavin ◽  
Nancy A. Madden ◽  
Marshall Leavey
Keyword(s):  
Cooperative Learning ◽  
Social Acceptance ◽  
Teacher Ratings ◽  
Individualized Instruction ◽  
Instructional Method ◽  
Positive Effects ◽  
The Social ◽  
Attitudes Toward Math ◽  
Mainstreamed Students

This study examines the effects on mainstreamed academically handicapped students of an instructional method, Team Assisted Individualization (TAI), that combined cooperative learning with individualized instruction in mathematics. Eighteen classes (grades 3–5) in six schools were randomly assigned to one of three conditions: TAI; individualized instruction (II) without cooperative teams; or control. The 117 academically handicapped students in these classes served as the subjects. The TAI and II methods both had significantly positive effects on the social acceptance of academically handicapped students by their nonhandicapped classmates, on their attitudes toward math, and on teacher ratings of their behavior. No achievement differences were found, although students as a whole (handicapped and nonhandicapped) in TAI and II classes achieved more than control students.

scholarly journals The development of an online instrument for prior learning assessment and recognition of internationally educated nurses: A pilot study

2011 ◽  
Vol 12 (1) ◽  
pp. 128
Author(s):  
Elaine Elizabeth Santa Mina ◽  
Carol Eifert ◽  
Martha Ireland ◽  
Carol Fine ◽  
Gail Wilson ◽  
...  
Keyword(s):  
Mixed Method ◽  
Wide Spectrum ◽  
Objective Assessment ◽  
Learning Assessment ◽  
Internationally Educated Nurses ◽  
Prior Learning ◽  
Self Assessment ◽  
Prior Learning Assessment ◽  
Two Stages ◽  
Method Approach

A fully online prior learning assessment and recognition (PLAR) tool for internationally educated nurses (IENs) was developed and tested by an inter-professional team at Ryerson University. The tool consisted of two stages: a self-assessment component followed by a multiple-choice examination and narrative (vignette) evaluation. The purposes of the study were to describe the demographic profile of the IEN registered nurse (RN), to develop the benchmark responses that demonstrate competency at the entry-to-practice level of the typical IEN RN, and to describe the experience of completing an online PLAR tool. A mixed-method approach was used. Findings demonstrated that IEN RNs who immigrate to Ontario, Canada, are of various ages and come from a wide spectrum of countries. The PLAR process holds promise for an objective assessment of IEN’s eligibility to write the Canadian Registered Nurses Examination (CRNE) and to meet a global need. Further testing of the tool across a broader sample is required.

Towards a Flipped Classroom Based on a Context-Aware Mobile Learning System (FC-CAMLS)

2020 ◽  
pp. 43-56
Author(s):  
Mahnane Lamia ◽  
Hafidi Mohamed
Keyword(s):  
Mobile Learning ◽  
Structural Equation ◽  
Flipped Classroom ◽  
Learning System ◽  
Equation Modeling ◽  
Context Aware ◽  
Course Content ◽  
Positive Effects ◽  
Mobile Learning System ◽  
Students Satisfaction

The approach proposed in this chapter called flipped classroom based on context-aware mobile learning system (FC-CAMLS) aims to provide learners with an adapted course content format based on their feedback and context. The latter has a significant influence on multimedia content in adaptive mobile learning. The contribution was applied in the context of the flipped learning in order to manage the heterogeneity of context imposed by this approach. Firstly, the authors present a quantitative analysis by means of structural equation modeling to analyze the causal relationships of knowledge, skills, and motivation with students' satisfaction. Secondly, they confirm that the proposed flipped classroom has positive effects on students' knowledge, skills, and motivation. Finally, the research provides useful results that the use of the context dimensions and learner feedback in adaptive mobile learning is more beneficial for learners especially in the flipped classroom.

Warm-Up With Dynamic Stretching: Positive Effects on Match-Measured Change of Direction Performance in Young Elite Volleyball Players

2020 ◽  
Vol 15 (4) ◽  
pp. 528-533
Author(s):  
Olfa Turki ◽  
Wissem Dhahbi ◽  
Johnny Padulo ◽  
Riadh Khalifa ◽  
Sana Ridène ◽  
...  
Keyword(s):  
Body Mass ◽  
Test Performance ◽  
Body Height ◽  
Performance Measurements ◽  
Fat Percentage ◽  
Warm Up ◽  
Dynamic Stretching ◽  
Change Of Direction ◽  
Positive Effects ◽  
Volleyball Players

Purpose: To explore the immediate (15-s post-warm-up) and the delayed (after 20 and 40 min of simulated volleyball play) effects of 2 different warm-up protocols—a stretching-free volleyball warm-up (NS) and a warm-up incorporating dynamic stretching (DS)—on subsequent change of direction (COD) performance in young elite volleyball players. Methods: Sixteen male players (age 16.88 [0.34] y, body mass 75.81 [5.41] kg, body height 1.91 [0.05] m, body mass index 20.84 [1.79] kg·m−2, and body fat percentage 9.48 [1.83]%) from the U-17 national volleyball team performed NS and DS on 2 different nonconsecutive days. During each testing session (NS and DS), half T-test performance measurements were performed after 5 minutes of a general warm-up (ie, baseline), immediately post-warm-up (after 15 s), and after 20 and 40 minutes of simulated volleyball play. Results: For DS, a significant improvement in COD performance (2.08%, P < .001) was observed after 20 minutes of play compared with the baseline values. In addition, COD performance recorded after 40 minutes of play was better than after 15-second post-warm-up (5.85%, P = .001). Inferential statistics showed better COD performance in the DS condition after 20 minutes of play (2.32%, likely negative, d = 0.61). Conclusions: Compared with NS, DS tended to affect the pattern of improvement of COD performance during play by intensifying and accelerating it. Consequently, to enhance COD performance for up to 40 minutes into the game, it is recommended that DS be incorporated to the warm-up preceding the match.

scholarly journals Counter-effect of Refugee Movement in Culturally and Linguistically Diverse Classrooms

2019 ◽  
Vol 9 (2) ◽  
pp. 22
Author(s):  
Ekrem Solak ◽  
Betül Bal Gezegin
Keyword(s):  
Mixed Method ◽  
Linguistically Diverse ◽  
Cultural Background ◽  
Culturally And Linguistically Diverse ◽  
Cultural Perspective ◽  
Integration Process ◽  
Refugee Students ◽  
Positive Effects ◽  
Diverse Classrooms ◽  
Local Students

The presence of refugee students in culturally and linguistically diverse classrooms relatively influences thedevelopment of local students as well. Students with different languages and cultural background in a learningenvironment create a different atmosphere and may influence the attitude of local students to other languages andcultures. Therefore, this study investigated how and to what extent native students were influenced from refugeestudents in terms of linguistic and cultural perspective. The mixed method was used in this study. Quantitative datawere collected from local students in culturally and linguistically diverse classrooms through a questionnaire andqualitative data were collected from teachers teaching in these classrooms by means of interviews. The results of thestudy revealed that there were remarkable positive effects of the integration process on both sides though variousproblems emerged in diverse classrooms. The findings of this research may also (delete) give implications about theinfluence of refugee movement for other cultures.

scholarly journals USOS DE LA EVALUACIÓN EN LOS DIFERENTES MOMENTOS DE UNIDADES DIDÁCTICAS COOPERATIVAS

2016 ◽  
Vol 2 (1) ◽  
pp. 517
Author(s):  
Verónica Jiménez Perales ◽  
Mila Naranjo Llanos
Keyword(s):  
Cooperative Learning ◽  
Teaching And Learning ◽  
Point Of View ◽  
Learning Assessment ◽  
Research Focus ◽  
Educational Assistance ◽  
Learning Contexts ◽  
First Approximation ◽  
Opposite Point ◽  
Independent Process

Abstract:ASSESSMENT USES AT DIFFERENT MOMENTS OF COOPERATIVES DIDACTIC UNITSThe traditional conception of learning assessment has been conceived, often, as an independent process of teaching and learning process, but assessment and, more concretely, inclusive assessment has an opposite point of view and it is considerate as an inherent element of this process. This research focus on inclusive assessment in cooperative learning contexts, in schools that implement the CL/LC Program: cooperate to learning, learning to cooperate, developed by the GRAD’s members (Diversity Attention Research Group) of University of Vic. Considering the methodology that propose that program, and the planning and development of didactic units at different moments they can be divided through cooperative structures the hypothesis on the study are linked to a first approximation of the use of evaluation along the process of teaching and learning by teachers. The research results support the hypothesis that implement the CL/LC Program in classrooms should be go according to an inclusive assessment that allow regulate and adjust the educational assistance to students.Keywords : inclusive assessment, learning regulation, cooperative learning,

scholarly journals Developing Online Learning Assessment Instrument for English Sentence Structure Course during Covid-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 170
Author(s):  
Emy Sudarwati ◽  
Fatimah Fatimah ◽  
Yuni Astuti ◽  
M. Faruq Ubaidillah
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Assessment Instrument ◽  
Learning Assessment ◽  
Test Time ◽  
English Department ◽  
Sentence Structure ◽  
English Sentence ◽  
Design Based Research ◽  
English Grammar

Anchored by the need for constructing an online assessment which is mediated by honesty as the character value for grammar mastery among undergraduate students during Covid-19 pandemic, in the present study we developed a test of English Sentence Structure (ESS) situated in an English department of a public university in Malang, East Java, Indonesia. To enact such a purpose, Design-based Research (DBR) was carried out in the study. Findings from the study showcase that the test was valid and reliable, giving it accessible portion for use in the English department. Aside from that, students also opined positively toward the use of the test in measuring their English grammar mastery. Despite these, we found that students’ score in the tryout phase is low affected by their lack of test preparation, inappropriate situated test time, and ineffective teaching and learning enactment. The paper ends with recommendation for future researchers.

scholarly journals Integrating Web 2.0 Tools in Writing Class to Promote Assessment for Learning

2019 ◽  
Vol 4 (2) ◽  
pp. 53
Author(s):  
Movi Riana Rahmawanti ◽  
Amalul Umam
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Learning Assessment ◽  
Structured Interviews ◽  
Web 2.0 Tools ◽  
English As Foreign Language ◽  
Course Content ◽  
Writing Class ◽  
Language Classroom

Technology has been implemented for instruction with various resources to explore course content and assess students’ learning. In this study, Web 2.0 tools was implemented in writing classroom for Higher education students. A Web 2.0 tools that was used was because it is known as an online means and has been used to perpetuate interactions and communication within a collaborative learning. Assessment is central to teaching and learning, from which a decision whether or not the goals of education are being met. At the same time, the demand of today’s era makes it quite challenging for educators to find the best way to assess their students. Action research method was employed in the study in which observation and individual semi-structured interviews we re used to collect the data. The result of the study is the knowledge of implementation of Web 2.0 tools in EFL (English as foreign language) classroom, from which a guidance of using Web 2.0 tools to promote assessment for learning will be arrived at. This study concludes that Web 2.0 tools can be applied to promote Assessment for learning, and it has several benefits to the student s to improve their learning quality.

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