scholarly journals Does Problem-Based Learning Affect Students’ Speaking Skill and Attitude toward ELL?

2020 ◽  
Vol 6 (2) ◽  
pp. 131-138
Author(s):  
Gede Sutrisna ◽  
Luh Putu Artini
Keyword(s):  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Problem Based Learning ◽  
Affective Attitude ◽  
Mixed Method Design ◽  
Scientific Approach ◽  
Speaking Skill ◽  
The Impact ◽  
Approach Problem

As a typical learning method which is grounded from a scientific approach, problem-based learning (PBL) does not only enhance students’ critical thinking but also helps them actively construct their knowledge and skill. The objectives of this study were to investigate the impact of PBL on (1) students’ speaking skill and (2) their attitude toward ELL. This study employed an embedded mixed-method design which combined one-group pretest-posttest and descriptive qualitative design. It involved a group of 41 students as the sample. The quantitative data were collected through pretest-posttest and questionnaire (closed-ended). Meanwhile, the qualitative data were obtained through observation and open-ended questionnaire. The findings of the study found that students demonstrated better speaking performance after being treated through PBL activities. Besides, they exhibited more positive behavioral, cognitive, and affective attitude toward ELL.

scholarly journals Factors Influencing Teaching of Chemistry in Class Nine and Ten in the Schools under Chhukha District, Bhutan

2021 ◽  
pp. 13-25
Author(s):  
Ngawang Chogyel ◽  
Norbu Wangdi
Keyword(s):  
Secondary Schools ◽  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Structured Interview ◽  
Chemistry Teachers ◽  
Factors Influencing ◽  
Analysis Technique ◽  
Mixed Method Design ◽  
Structured Questionnaire

This study investigated the factors influencing the teaching of chemistry in class nine and ten in the schools under Chhukha District, Bhutan. Adopting convergent mixed method design, the study employed structured questionnaire to collect quantitative data and semi-structured interview and classroom observation to collect qualitative data. The sample comprised of 10 Chemistry teachers and 500 students from class nine and ten from three middle secondary schools and two higher secondary schools. Quantitative data were analyzed using descriptive statistics in the form of tables, mean and standard deviation whereas the qualitative data were analyzed based on content analysis technique. The findings of this study highlighted that the lack of laboratory resources, limited time allocated for chemistry theory and practical classes, and teachers’ heavy workload impacted teaching of chemistry negatively while the teacher’s sound knowledge on the chemistry subject impacted the teaching of chemistry positively.

scholarly journals The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting

2019 ◽  
Vol 12 (9) ◽  
pp. 105
Author(s):  
Jihan Zayed ◽  
Huda Al-Ghamdi
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Affective Factors ◽  
Saudi Students ◽  
Self Confidence ◽  
Mixed Method Design ◽  
High Motivation ◽  
Predictive Relationships

Adopting a mixed-method design, the current study attempted to specify the relationships among four affective factors (i.e., motivation, attitudes, self-confidence, and anxiety) involved in learning English as a Foreign Language (EFL). Seventy-three students – from Administration and Humanities College, Mustaqbal University and Jubail University College, KSA – responded to a questionnaire of two parts: Part I and Part II, which yielded quantitative data. Qualitative data were generated through the analysis of Part I results to prove that there was no relationship between Saudi students’ EFL proficiency and their awareness of the affective factors involved in learning it. Findings of Part II confirmed the interrelatedness among the four affective factors in the learning process in general, except for self-confidence did not significantly correlate with anxiety; the former got the highest mean (48.79) while the latter got the lowest (34.93). Calculating Standard Multiple Regression for the four affective factors, the study concluded giving four arithmetic equations of the predictive relationships among these factors. In the Saudi setting, the current study confirmed that anxiety does not affect learners with high motivation and good attitudes to a great extent. Besides, it does not affect self-confident learners at all.

scholarly journals Use of Gamification Applications in Science Education

2019 ◽  
Vol 14 (01) ◽  
pp. 4 ◽  
Author(s):  
Cigdem Hursen ◽  
Cizem Bas
Keyword(s):  
Science Education ◽  
Mixed Method ◽  
Quantitative Data ◽  
Science Learning ◽  
Qualitative Data ◽  
Positive Impact ◽  
Learning Motivation ◽  
Primary Students ◽  
Qualitative And Quantitative ◽  
The Impact

In this research, the impact of gamification applications in science education on the science learning motivation of students has been determined and the opinions of students and parents on applications have been discussed. A total of 16 students and their parents partic-ipated in the study. The research was conducted on 4th grade primary students and em-ployed a mixed method consisting of both qualitative and quantitative elements. The moti-vation of students for learning science was obtained through quantitative data, whereas the opinions of students and parents on the usage of gamification applications were gathered through qualitative data. In the study, it was found that applications in science education created a positive impact on the learning motivation of students for science. Additionally, the research results also displayed that students and parents have positive opinions on the usage of gamification in science education.

scholarly journals THE EFFECTIVENESS OF USING TED TALKS VIDEO IN IMPROVING STUDENTS PUBLIC SPEAKINGS SKILLS IN SENIOR HIGH SCHOOL

2019 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Miftah Farid
Keyword(s):  
Data Collection ◽  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Public Speaking ◽  
Post Test ◽  
Speaking Skill ◽  
Ted Talks ◽  
Qualitative Data Collection ◽  
Speaking Skills

This study tried to analyse the effectiveness of using TED talks video in improving students public speaking skill and also the students’ perception about using TED talks video in improving students’ public speaking skills. Participant of this study were thirty four students. A mixed method was used to collect quantitative and qualitative data. To achieve the aims of this study,      pre-test and post-test were administered as the quantitative data collection, and close-ended questionnaires as the qualitative data collection. From the data taken, the result showed that the students’ perception about using TED talks video in improving students’ public speaking skills is that the students response positively towards how the writer taught them. In addition, the data showed that the writer used a variety of instructional methods to reach the teaching objectively and the strategies were tried to find based on the students need in many ways. Therefore, it was concluded that the use of TED Talks is very useful to improve students’ public speaking skill.  Key words: Effectiveness, Ted Talks Video, Public Speaking Skills

Variations in Family System Boundaries

2011 ◽  
Vol 24 (1) ◽  
pp. 28-46 ◽  
Author(s):  
Brian John Distelberg ◽  
Adrian Blow
Keyword(s):  
Mixed Method ◽  
Qualitative Data ◽  
Family System ◽  
Family Businesses ◽  
Rigid Boundary ◽  
The Family ◽  
Mixed Method Design ◽  
Distinct Boundary ◽  
The Impact ◽  
Boundary Strength

Literature focused on the strength of the boundary around the family system has often provided mixed advice with some suggesting a rigid boundary and others suggesting a diffuse boundary. This study argues that these conflicting findings are due to the limitation of underlying research methods. This study employs a mixed method design that incorporates qualitative data, social network analysis, and multilevel modeling to categorize family businesses into three distinct boundary strength categories. Findings from this study suggest that extremes in boundary strengths provide unique challenges for family businesses. This study also identifies the impact of various levels of boundary strength on nonfamily employees.

scholarly journals The Perception of Using Technology Canva Application as a Media for English Teacher Creating Media Virtual Teaching and English Learning in Loei Thailand

2021 ◽  
Vol 5 (1) ◽  
pp. 62
Author(s):  
Elsa Elsa ◽  
Khoirul Anwar
Keyword(s):  
Online Learning ◽  
Mixed Method ◽  
Quantitative Data ◽  
Online Teaching ◽  
Qualitative Data ◽  
English Learning ◽  
English Teacher ◽  
Mixed Method Design ◽  
Media Creation ◽  
Main Factor

Online Learning requires teachers to think creatively and innovatively to attract students. Learning media becomes the main factor in helping teachers make it happen. This study aims to find out the perception of English teachers in the use of canva application as a virtual learning media creation in Loei Thailand.This research applies mixed method design that starts with collecting quantitative data. After analyzing quantitative data, qualitative data is then collected and analyzed. 20 teachers were asked to fill out a questionnaire to find out their perspective on the use of Canva. This research has proven that canva application can be used to create learning media. The result in this research was the function and benefit of canva divided into two, namely as sumplemen and subtitusi. The supplement function of canva is (1) Canva fasilitated teacher to make learning media, (2) Canva Application Improve online teaching process. The substitution function of canva is (1) Canva Application Improves learning media effectively, (2) Learning media of Canva is easy to distribute to students (3) Canva application can help the technology requirement. That is, the function of Canva obtained in this study.

scholarly journals The Strategy of Enhancing Student’s Social Awareness through History Learning Based on Selimbur Caye Oral Tradition Values

2018 ◽  
Vol 5 (4) ◽  
pp. 22
Author(s):  
Een Syaputra ◽  
Sariyatun Sariyatun ◽  
Sunardi Sunardi
Keyword(s):  
Social Science ◽  
Mixed Method ◽  
Quantitative Data ◽  
Oral Tradition ◽  
Qualitative Data ◽  
Problem Based Learning ◽  
Social Awareness ◽  
History Learning ◽  
Qualitative Phase ◽  
Method Approach

ABSTRACTThis research aims to examine the implementation and effectiveness of history learning based on Selimbur Caye oral tradition values. This research uses mixed method approach. The subjects of this research are the student of X Social Science 1 (experimental class) and X Social Science 2 (control class) in SMA Negeri 4 South Bengkulu. The data of this study were collected using interview, observation, and documentation (qualitative phase) and questionaire (quantitative phase). They were, than, analyzed by using interactive model for qualitative data and t-test for the quantitative data. The result of this research are: 1)  history learning based on Selimbur Caye oral tradition was conducted by combaining Problem Based Learning, Value Clarification Technique model, and the Values of Selimbur Caye oral tradition; 2) the implementation of history learning based on Selimbur Caye oral tradition is very efective in enhancing student’s social awareness. Keywords: Social awareness, oral tradition, problem based learning, value                    clarification technique, history learning

“I’m Scared because Divorce Sucks”: Parental Divorce and the Marital Paradigms of Emerging Adults

2019 ◽  
Vol 41 (6) ◽  
pp. 711-738
Author(s):  
Brian J. Willoughby ◽  
Spencer James ◽  
Ian Marsee ◽  
Madison Memmott ◽  
Renée Peltz Dennison
Keyword(s):  
Emerging Adults ◽  
Mixed Method ◽  
Qualitative Data ◽  
Parental Divorce ◽  
Cross Sectional ◽  
Mixed Method Design ◽  
Attitudes Toward Marriage ◽  
Quantitative Results ◽  
Marital Beliefs ◽  
The Impact

Previous studies have suggested that parental divorce influences the relational beliefs and orientation toward marriage of adolescents and emerging adults. Most of this previous work has been limited to links between parental divorce and global attitudes toward marriage or attitudes toward divorce. Using a mixed-method design, the current study explored links between parental divorce and various aspects of emerging adults’ marital paradigms using cross-sectional, longitudinal, and qualitative data among a sample of unmarried emerging adults. Quantitative results suggested that parental divorce was linked to a variety of negative marital beliefs including less overall marital importance, less marital permanence, and less marital centrality. There was no evidence of longitudinal changes in these associations over time. Qualitative results among emerging adults with divorced parents revealed several key themes in how emerging adults viewed the impact of parental divorce, suggesting implications for perceived interpersonal competence and the internalization of negative marital beliefs stemming from parental role modeling.

scholarly journals Flipped classroom in Indonesian higher education: A mixed-method study on students' attitudes and experiences

2021 ◽  
Vol 8 (1) ◽  
pp. 243-257
Author(s):  
Ika Wahyuni Lestari
Keyword(s):  
Mixed Method ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
Qualitative Data ◽  
Focus Group Interview ◽  
Mixed Method Study ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Mixed Method Design ◽  
Students Attitudes

The flipped classroom has been widely applied in many educational settings. Thus, it is significant to understand how its implementation is perceived by students. This mixed-method study aimed to find out the fourth-year students’ attitudes at a university in Indonesia on the flipped classroom they attended. It was also aimed at exploring their perception of the benefits and pitfalls they experienced when attending the flipped classroom. Employing a convergent mixed-method design, the quantitative data were obtained from 75 students (n=75) who were asked to complete a questionnaire. For the qualitative data, 13 students, divided into two groups, were invited to participate in a focus group interview to explore their experiences in attending the flipped classroom. The findings indicated that the students had positive attitudes towards the flipped classroom (M=2.87) and reported several benefits they perceived. Nonetheless, aspects regarding motivation (M=2.50) and the use of videos (M=2.49) and other technological supports indicated negative attitudes and were considered as pitfalls in the implementation of the model. Implications and recommendations were addressed for the better implementation of a flipped classroom.

scholarly journals Can Guided Notes Support Students’ Note-taking in Mathematics Lectures?

2021 ◽  
Author(s):  
Frank Feudel ◽  
Anja Panse
Keyword(s):  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Note Taking ◽  
Guided Notes ◽  
Making Sense ◽  
Mixed Method Design ◽  
Traditional Mathematics ◽  
The One ◽  
Support Students

AbstractIn traditional mathematics lectures the instructor normally writes the definitions, theorems, and proofs covered on the board, and gives informal oral explanations that help to make sense of them. The students have to take notes. However, there are serious problems concerning students’ note-taking in traditional mathematics lectures. Students often cannot think about the information presented during the lecture as they are busy writing. Making sense of the content later is also difficult because many students do not include the lecturer’s oral explanations in their notes. One approach to addressing these problems can be the use of guided notes: a modified version of the instructor’s notes with certain blanks the students have to fill in during the lecture. We investigated to what extent guided notes can support students in their note-taking in mathematics lectures in a study using a mixed-method design. This study provides on the one hand quantitative data suggesting that guided notes are perceived as beneficial by many students for several aspects of their note-taking. On the other hand, it offers qualitative data illustrating how the use of guided notes can influence these aspects. The results indicate in particular that the use of guided notes can address some of the problems concerning students’ note-taking in traditional mathematics lectures, while it can also lead to new problems that one needs to be aware of.

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