scholarly journals Changes in the engineering students’ procrastination self-evaluation within the experimental approbation of career education program

2020 ◽  
Author(s):  
Aleksandra Jerkunkova ◽  
◽  
Irena Katane ◽  
Regina Baltusite ◽  
◽  
...  
Keyword(s):  
Education Program ◽  
Engineering Students ◽  
Career Education ◽  
Career Goals ◽  
Dropping Out ◽  
Self Evaluation ◽  
Study Results ◽  
Significant Difference ◽  
Before And After ◽  
Academic Year

One of the modern education problems being investigated is a phenomenon of student procrastination and minimisation of its influence on achievement of career goals. A transformative pedagogical experiment was carried out involving 1st year engineering students of Latvia University of Life Sciences and Technologies during the 2018/2019 academic year. The aim of the transformative pedagogical experiment was to promote the reduction of student procrastination levels and achievement of their goals by practical experimental approbation of a career education program. During the experiment, self-evaluation of student procrastination was performed before and after the implementation of the career education program. The methodology included 20 indicators of procrastination self-evaluation. The program included three topic-based parts: 1) understanding and setting student career goals; 2) defining procrastination levels and factors; 3) the influence of procrastination minimisation on career goals’ achievement. The study results allowed to conclude that due to the career education program elaborated and implemented in practice, substantial changes in student procrastination self-evaluation took place during the transformative pedagogical experiment. There was a significant difference in student procrastination levels before and after the transformative pedagogical experiment. The study results demonstrated that the elaborated and experimentally implemented career education program is valid and can be further used for minimisation of student procrastination, it can contribute to career goals’ achievement and for the reduction of early discontinuation of studies and dropping out of university as there is a correlation between procrastination and dropout phenomena.

scholarly journals USING JUMBLED LETTERS TO IMPROVE STUDENTS VOCABULARY MASTERY

2019 ◽  
Vol 1 (2) ◽  
pp. 55-61
Author(s):  
Sri Wahyuni ◽  
Ali Wira Rahman
Keyword(s):  
Total Sample ◽  
Crossword Puzzle ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Listening And Speaking ◽  
Academic Year

Vocabulary considered one of the important things to learn for students, the vocabulary is basic thing that students must be mastered in foreign language lessons, especially in English. Without vocabulary students will have difficulty in mastering skills in English such as writing, reading, listening and speaking.  Therefore, it is very important to find out the solution to enhance students’ vocabulary. The objective of the research is to find out whether or not using Jumbled letters can improve the students vocabulary of the tenth grade students in MAN 2 Barru and to find out whether or not using Crossword puzzle can improve the students vocabulary of the tenth grade students in MAN 2 Barru. This research applied quasi-experimental group design with two groups experimental and control class. The population of this research was the tenth grade students of MAN 2 Barru in academic year 2018/2019. The Total sample of the research was taken by using clustering random sampling which consisted of 141 students. From two classes taken from the population of the tenth grade students of MAN 2 Barru, X MIA 1 as the experimental class consisted 29 students and X MIA 3 as the control class that consisted 29 students. The result of the data analysis showed that there was a significant difference of students’ vocabulary before and after teaching vocabulary through jumbled word letters. The value of t-test pre-test 2.09 was higher than t-table 2.000, and the value of post-test 4.62 was higher than t-table 2.000, at the level significance a =0.05 and degree of freedom (df) = 56. It can be concluded that jumbled word letters can enhance the vocabulary of the tenth grade students’ of MAN 2 Barru

scholarly journals Students’ Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course

2018 ◽  
Vol 11 (7) ◽  
pp. 43
Author(s):  
Oenardi Lawanto ◽  
Angela Minichiello ◽  
Jacek Uziak ◽  
Andreas Febrian
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Engineering Students ◽  
Self Regulation ◽  
Engineering Problem ◽  
Prior Learning ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Significant Difference ◽  
Task Interpretation

Understanding problems or tasks is a critical step in any problem-solving activity and the heart of self-regulated learning. When encountering a problem, students draw upon information available in the environment, along with knowledge, concepts, and perceptions derived from prior learning experiences, to interpret the demands of the task. Interpretation of tasks is, therefore, a key determinant of the goals set while learning, strategies selected to achieve those goals, and the criteria used to self-assess and evaluate outcomes. The purpose of this study is to better understand engineering students’ self-regulation in task interpretation processes while engaged in problem solving in an introductory engineering thermodynamics course. Two research questions guided the study: (1) What are the gaps, if any, between the instructor’s and students’ interpretation (explicit and implicit task features) of a problem-solving task?; and (2) How do students’ task interpretation (explicit and implicit) change after engaging in self-evaluation of their problem-solving processes? One hundred twelve (112) second year engineering undergraduates voluntarily participated in the study. Analysis of the data collected revealed a significant difference between the instructor’s and students’ task interpretation of the assigned problems. Furthermore, the analysis showed that students’ had a higher ability to identify the explicit parts of problem tasks than implicit ones. Students were able to grasp 63 to 77 percent and 39 to 49 percent, respectively, of the explicit and implicit information that was presented to them while engaged in problem-solving activities.

scholarly journals Association of Microalbuminuria and Bevacizumab Therapy Outcomes in Diabetic Retinopathy Patients

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Seyed Ahmad Rasoulinejad
Keyword(s):  
Renal Failure ◽  
Diabetic Retinopathy ◽  
Fast Blood Sugar ◽  
Therapy Outcomes ◽  
Medical Sciences ◽  
Urine Albumin ◽  
Study Results ◽  
Significant Difference ◽  
Before And After

Background: Diabetic retinopathy (DR) is a visual impairment-related eye disease developed by long-term hyperglycemic status. Diabetic condition in DR patients leads to diabetic organopathies (e.g., renal failure). Albuminuria, as a hallmark of renal failure, can be correlated with visual indicators in DR patients. Objectives: This study aimed to investigate the role of albuminuria status in visual acuity (VA) and bevacizumab therapy outcomes in DR patients. Methods: In this retrospective study, 48 DR patients were admitted to the Ophthalmology Center of Ayatollah Rouhani Hospital, affiliated with Babol University of Medical Sciences, Babol, Iran. The retinopathy status and VA were identified before and after treatment through 45 days of bevacizumab therapy. In addition, fast blood sugar, hemoglobin A1c, urine albumin, and urine creatinine were evaluated using standard laboratory methods. Results: The VA value before treatment in microalbuminuric DR patients (0.106 ± 0.036) was significantly lower than non-microalbuminuric DR patients (0.347 ± 0.286; P < 0.001). Furthermore, VA value after treatment in microalbuminuric DR patients (0.115 ± 0.071) was significantly lower than non-microalbuminuric DR patients (0.355 ± 0.272; P < 0.001). There was no significant difference in the percentage of VA increase between microalbuminuric and non-microalbuminuric patients. Moreover, the albumin-to-creatinine ratio (ACR) was correlated with a lower VA level before and after treatment (P < 0.001 for both). There was no correlation between the percentage of VA increase with ACR, albumin, and creatinine. Conclusions: The current study results showed that different VA before and after bevacizumab therapy status was correlated with microalbuminuria status. Additionally, microalbuminuria status did not affect the percentage of VA increase in the treatment of DR patients.

scholarly journals MODEL PEMBELAJARAN BERPIKIR INDUKTIF UNTUK MENINGKATKAN KEMAMPUAN MENERAPKAN VOKAL É, E, DAN EU DALAM MENULIS PENGALAMAN

LOKABASA ◽  
2014 ◽  
Vol 5 (2) ◽  
pp. 136
Author(s):  
Elsa Nurlia
Keyword(s):  
Null Hypothesis ◽  
Hypothesis Test ◽  
Test Group ◽  
Learning Model ◽  
Significant Difference ◽  
Writing Students ◽  
Before And After ◽  
Post Test ◽  
Academic Year ◽  
Year 2013

Penelitian ini dilatarbelakangi oleh kurangnya kemampuan siswa menerapkan vokal é, e, dan eu dalam menulis pengalaman. Penelitan ini bertujuan untuk mendeskripsikan: 1) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum menggunakan model pembelajaran berpikir induktif; 2) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 setelah menggunakan model pembelajaran berpikir induktif; 3) perbedaan kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum dan setelah menggunakan model pembelajaran berpikir induktif. Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen, serta desain penelitiannya adalah pre-test and post-test group. Berdasarkan hasil penelitian, dapat disimpulkan bahwa: 1) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum menggunakan model pembelajaran berpikir induktif dikatagorikanC (cukup), dengan rata-rata 66,38%; 2) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 setelah menggunakan model pembelajaran berpikir induktif dikatagorikan B (baik), dengan rata-rata 77,83%; serta 3) ada perbedaan yang signifikan antara kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum dan setelah menggunakan model pembelajaran berpikir induktif yang terlihat dari hasil gainnya yaitu 11,45%. Hasil uji hipotesis pun menunjukan > , yaitu4,60 > 2,76 yang artinya hipotesis kerja ( ) diterima dan hipotesis nol ( ) ditolak. Jadi, model pembelajaran berpikir induktif dapat meningkatkan kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014. AbstractThis research is triggered by lack of student ability to apply vocal é, e, and eu in the writing experience. This research aims to describe: 1) the ability to apply the vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before using the learning modelof inductive thinking; 2) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 after using the learning model of inductive thinking; 3) The differences of ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before and after using the learning model of inductive thinking. The method used in this research is an experiment quasi and then this research design is the pre-test and the post-test group. Based on the results, it can be concluded that: 1) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before using the learning model of inductive thinking is categorized C (enough), with an average 66,38%; 2) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 after using the learning model of inductive thinking is categorized B (good), with an average 77,83%, and 3) there is a significant difference between the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before and after using the learning model of inductive thinking that can be seen from its gain result is 11,45%. The result of the hypothesis test represents the value >  is 4,60 > 2,76 which means that the working hypothesis ( ) is accepted and the null hypothesis ( ) is rejected. Therefore, thelearning model of inductive thinking can improve the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014.

scholarly journals THE USE OF MIND MAPPING ON IMPROVING STUDENTS’ WRITING ABILITY AT TENTH GRADE OF SMAN 7 KOTA TANGERANG IN THE ACADEMIC YEAR OF 2018/2019

2019 ◽  
Vol 18 (2) ◽  
pp. 112-120
Author(s):  
Kamelia Kamelia ◽  
Hiqma Nur Agustina ◽  
Imam Sudarmaji
Keyword(s):  
Test Score ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Writing Ability ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
The Mind ◽  
Academic Year

The objective of this study is to find the use of mind mapping on improving students’ writing ability, especially for biographical recount text at the tenthgrade students of SMAN 7 Kota Tangerang in the academic year of 2018/2019.The sample of this study were 35 students. This study used quantitative method with pre – experimental design by using one group pre –test and post – test. The result of the research shows that there is a significant difference in student’s writing ability between tenth grade students of SMAN 7 Kota Tangerang before and after taught using the mind mapping technique. It can be seen in the result of the study, the average pre – test score of experiment class students is 68.26 and the average post – test score of experiment class students is 85.40. It means that there is a significant difference in students’ writing ability between tenth grade students of SMAN 7 Kota Tangerang before and after taught using the mind mapping technique. The research hypothesis is proven that using mind mapping technique in teaching writing especially in recount text makes the students’ writing score higher.

scholarly journals THE EFFECT OF APPLYING SOCRATIVE ON STUDENTS’ READING ABILITY

JURNAL ELINK ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 48
Author(s):  
Riryn Fatmawaty ◽  
Sofi Nurhidayatus Sholihah
Keyword(s):  
Reading Ability ◽  
Engineering Students ◽  
Alternative Hypothesis ◽  
Female Students ◽  
Male Students ◽  
10Th Grade ◽  
Before And After ◽  
Experimental Type ◽  
The Impact ◽  
Academic Year

This study aimed to determine the impact of the application of socrative to the reading ability of students in industrial 4.0 era, where anything was done using the internet and computers. The method used in this study was the pre-experimental type One Group Pretest-Posttest. This method used a class that was used as the object of research. This research was conducted at SMK 1 Baureno located on Jl. Raya Kepohbaru Department No. 258, Baureno, Plumbungan, Bojonegoro. The object of this research was the 10th grade computer and network engineering students at SMK 1 Baureno. The number of students was 34 consisting of 17 male students and 17 female students. This research was conducted on February 5 through March 11, academic year 2019/2020. There were three activities carried out, namely pretest, treatment and posttest. The hypothesis accepted in this study was the alternative hypothesis (Ha). Because the results of this study indicated that the t-test of 34 students was 17,07 with a significant level of t-table 0,05. This mean that there were differences in the ability of students before and after treatment was given. And from the results of questionnaires that had been done that 10th grade students of computer and network technique at SMK 1 Baureno prefered to read online (using socrative) rather than reading offline. Keywords: Reading, socrative

scholarly journals USING VIDEO BLOG IN TEACHING SPEAKING

2019 ◽  
Vol 1 (1) ◽  
pp. 13
Author(s):  
Muhammad Jahid Marzuki ◽  
Sitti Nurpahmi
Keyword(s):  
Statistical Analysis ◽  
English Education ◽  
Sampling Technique ◽  
Education Department ◽  
Speaking Test ◽  
Significant Difference ◽  
Before And After ◽  
Final Score ◽  
Speaking Performance ◽  
Academic Year

The objective of the research is to find out whether or not video blog can improve the speaking ability of the students of English Education Department of FTK UINAM in academic year 2017/2018.  The researcher applied pre-experimental method, with one group pretest and posttest design which employed speaking test to find out the students’ speaking performance in terms of accuracy. The sample consisted of 20 students used purposive sampling technique taken from the population of the second semester students of Sulawesi Flight. The result of the data analysis indicated that there was significant difference of students’ speaking performance before and after being trained through video blog. It is proved by result of statistical analysis of the level significance 0.05 with degree of freedom (df) =  N-1 = 20-1 = 19 which indicated that t-test value of final score I speaking ability (13.309) was greater than t-table (2.093). Therefore, video blog can improve speaking performance of the students.

scholarly journals EFFECT OF YOGIC EXERCISES AND MEDITATION ON EMOTIONAL WELLNESS AND SPIRITUAL WELLNESS OF WOMEN IN THOOTHUKUDI

2016 ◽  
Vol 4 (9(SE)) ◽  
pp. 63-73
Author(s):  
Thanga Selvam ◽  
Shunmuga SelvaSivaSankari ◽  
A. Nagalakshmi
Keyword(s):  
Personal Health ◽  
Spiritual Wellness ◽  
Health And Wellbeing ◽  
Study Results ◽  
Significant Difference ◽  
Emotional Wellness ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

Today, yoga is considered as an alternative exercise approach to obtain personal health and wellbeing. Yoga’s holistic methodology strives to unite one’s body, mind, and spirit; it is a method of exercise mirrored in the physical, mental, and emotional benefits which result. The focus of this paper will highlight on the effect of yogic exercises and meditation on emotional wellness and spiritual wellness among women. The objectives of this study were to find out the level of emotional wellness and spiritual wellness of women before and after treatment and to find out the impact of yogic exercises and meditation on the emotional wellness and spiritual wellness of women. The investigators have adopted quasi-experimental method for this study. Results of this study show that there is significant difference between pretest and post test scores on emotional wellness and spiritual wellness of women before and after the yogic exercises and meditation.

scholarly journals Sheep and goat welfare in Croatia: Assessing veterinary student attitudes

2021 ◽  
pp. 10-10
Author(s):  
Mario Ostovic ◽  
Tomislav Mikus ◽  
Velimir Susic ◽  
Kristina Matkovic ◽  
Zeljko Pavicic ◽  
...  
Keyword(s):  
Veterinary Medicine ◽  
Animal Welfare ◽  
Student Attitudes ◽  
First Year ◽  
Student Responses ◽  
Sheep And Goats ◽  
Study Results ◽  
Significant Difference ◽  
Before And After ◽  
Student Residence

Research into the veterinary perception of animal welfare is becoming ever more relevant. Following previous studies on Croatian veterinary students? attitudes and opinions towards farm animal and pet welfare, the present study assessed their attitudes towards sheep and goat welfare, focusing on the year of veterinary medicine study and area of student residence. The questionnaire survey involved students of all six years of the integrated undergraduate and graduate study programme at the Faculty of Veterinary Medicine, University of Zagreb, Zagreb, Croatia. First-year students filled out the questionnaire twice, before and after having attended the animal welfare subject. The questionnaire consisted of two sections. The first section included questions on student demographic and experiential characteristics, whereas the second section asked them to define the level of cognition, sentience and welfare compromise in sheep and goats through five-point Likert scale questions. Study results revealed that students agreed that sheep and goats have cognitive abilities and feelings, but they neither agreed nor disagreed about their welfare compromise. There was no significant difference in student responses according to years of study or between first-year student responses before and after having attended the animal welfare subject or according to areas of student residence. These results could suggest poor student interaction with small ruminants and, therefore, help expand the respective curriculum.

scholarly journals STUDENT SUBMISSION PATTERNS IN ONLINE HOMEWORK AND RELATIONSHIPS TO LEARNING OUTCOMES: A PILOT STUDY

2019 ◽  
Author(s):  
Gianni Co ◽  
Zuheng Xu ◽  
Giorgio Sgarbi ◽  
Siqi Cheng ◽  
Ziqi Xu ◽  
...  
Keyword(s):  
Pilot Study ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Student Learning Outcomes ◽  
Online Homework ◽  
Science And Engineering ◽  
Significant Difference ◽  
Second Year ◽  
Post Hoc ◽  
Academic Year

Online homework systems are being increasingly used for auto-graded, instant feedback homework and practice for students in math, science and engineering. Students may use these systems, which often allow multiple or unlimited tries, in ways that are different from completing traditional paper-based homework, however research relating online homework system patterns of usage and learning outcomes is limited. This study explores online homework submission patterns and their links to student learning outcomes (weighted individual grades) by analyzing the submission patterns of two second-year engineering courses (~130 students each) from our institution over the 2017-2018 academic year using WeBWorK, an open online homework platform. Students in each of the two courses were clustered into three groups using a K-means algorithm based on when during the homework period they tended to submit attempts. Clusters were used to approximately represent a submission pattern, meaning groups of students that submit attempts mostly early, mostly late, or more evenly over the period. Conducting one-way ANOVAs for each course, we found that there is a significant difference between clusters (submission patterns) in terms of mean individual weighted grades on tests and exams (p < 1.07e-08, p < 2.68e-5). Post-hoc analyses revealed that the best performing cluster (students who submit attempts mostly early) had a mean tests/exams grades that were about 10% higher than worst performing cluster (students who submit attempts mostly late) (p < 2.6e-06, p < 9.9e-05).  

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