scholarly journals Impact of the Digital Literacy Courses Taken by the Prospective Social Studies Teachers by Distance Learning on Digital Citizenship Skills

2020 ◽  
Vol 12 (1) ◽  
pp. 42-57
Author(s):  
Mithat Aydın ◽  
Türkan Çelik
Keyword(s):  
Social Sciences ◽  
Distance Learning ◽  
Prospective Teachers ◽  
Digital Literacy ◽  
Test Scores ◽  
Digital Citizenship ◽  
Significant Difference ◽  
Post Test ◽  
Literacy Course ◽  
Citizenship Skills

Abstract The purpose of this study is to determine the efficacy of the digital literacy course taught to undergraduates with the cooperation of the Council of Higher Education (CHE) and Anadolu University on the ‘digital citizenship skills’ of social sciences teachers. In this context, 30 prospective social sciences teachers who received digital literacy training participated in the study, which employed criterion sampling, a purposive sampling technique. The study followed a pre-test and post-test uncontrolled quasi-experimental model. The digital literacy course process by distance learning covered eight weeks. At the beginning and the end of the digital literacy course, a ‘digital citizenship’ scale was applied to the prospective teachers. In research results, a significant positive difference was detected between the pre-test and post-test scores of prospective teachers obtained from the whole of the digital citizenship skills scale. Between pre-test and post-test scores of ‘digital communication’, ‘digital ethics’, and ‘critical thinking’ sub-dimensions of the digital citizenship scale, a significant difference was not detected. On the other hand, a positive significant difference was detected between scores from its digital skills, digital participation, digital rights and responsibilities, and digital commerce sub-dimensions. Similarly, between digital security points, which is another sub-dimension of the study, a significant difference was detected, though this difference was found to be negative. In this context, it is proposed that similar training should be made more common, more functional subjects in digital topics that teachers do not know should be the focus rather than those prospective teachers are expected to know, some changes regarding digital security must be implemented in institutions that teach the digital literacy course with distance learning and that these should enrich this subject further.

scholarly journals The Effect of Classroom Debate Activities on Pre-service Teachers’ Argumentativeness

2021 ◽  
Vol 5 (2) ◽  
pp. 119-130
Author(s):  
Kübra Şengül ◽  
Ahmet Demirel
Keyword(s):  
Prospective Teachers ◽  
Test Scores ◽  
Teacher Candidates ◽  
Structured Interview ◽  
Future Research ◽  
Study Group ◽  
Application Process ◽  
Significant Difference ◽  
Post Test ◽  
Turkish Language

The aim of this study is to examine the effect of classroom debate activities on the argumentativeness of Turkish language teacher candidates. The study group of the research consists of 29 freshman students in the Turkish Language Teaching program. Designed in mixed method, in this study Argumentativeness Scale and Semi-Structured Interview Form were used as data collection tools. The application process of the study took a total five weeks. For the analysis of the quantitative data which was obtained through the Argumentativeness Scale, the pre and post-test scores were compared using the t-test. However, at the end of the application, the opinions of the students were taken through the semi-structured interview form and these data were analyzed using the content analysis technique. As a result of the research, it was determined that there is a significant difference between the argumentativeness pre-test scores and post-test scores of the study group. The findings obtained from the interviews also confirmed that there is a difference in the argumentativeness of the teacher candidates. As a result, it was seen that classroom debate activities carried out in accordance with the rules can motivate prospective teachers to do discussions and reduce their anxiety and fear of discussions. In addition to this, according to the findings, debate activities encourage students to do research, create a competitive environment in the classroom and ensure active participation in the lessons. In line with the research results, suggestions for classroom discussion practices and suggestions for future research have been presented.

Educational intervention to improve palliative care knowledge among informal caregivers of cognitively impaired older adults

2020 ◽  
pp. 1-9
Author(s):  
Hyunjin Noh ◽  
Lewis H. Lee ◽  
Chorong Won
Keyword(s):  
Older Adults ◽  
Palliative Care ◽  
Cognitive Impairment ◽  
Educational Intervention ◽  
Test Scores ◽  
Informal Caregivers ◽  
Cognitively Impaired ◽  
Significant Difference ◽  
Post Test ◽  
Seriously Ill

Abstract Objective Lack of palliative care knowledge among caregivers may pose an access barrier for cognitively impaired older adults, who may benefit from the specialized care. Therefore, this study aims to examine the effectiveness of an educational intervention in improving palliative care knowledge among informal caregivers of cognitively impaired older adults. Method Using a one-group, pre- and post-test intervention design, this study implemented an individual, face-to-face educational intervention with an informational brochure for 43 informal caregivers of chronically or seriously ill older adults (50+) with cognitive impairment, recruited from communities in West Alabama. Their level of knowledge about palliative care was assessed by the Palliative Care Knowledge Scale (PaCKS). The pre- and post-test scores were compared by the Wilcoxon signed-ranks test, and the racial subgroup (Whites vs. Blacks) comparison was made by the Mann–Whitney U test. Results There was a statistically significant difference between the pre- and post-test scores (z = 5.38, p < 0.001), indicating a statistically significant effect of the educational intervention in improving palliative care knowledge among participants. There was a significant difference (U = 143, p < 0.05) between Whites and Blacks in the pre-test, which, however, disappeared in the post-test (U = 173.50, p > 0.05), suggesting that the amount of increased PaCKS scores were significantly greater for Blacks (Mdn = 9.50) than for Whites (Mdn = 4.00, U = 130.50, p < 0.05). Significance of results This study demonstrated that a one-time educational intervention can improve the level of palliative care knowledge among informal caregivers of chronically or seriously ill older adults with cognitive impairment, particularly among Black caregivers. Therefore, further educational efforts can be made to promote palliative care knowledge and reduce racial disparities in palliative care knowledge and its use.

scholarly journals DAILY JOURNAL WRITING TO ENHANCE STUDENT'S WRITING SKILLS

2016 ◽  
Vol 1 (2) ◽  
pp. 27-35
Author(s):  
Ester Eveline Sihite ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
Standard Error ◽  
Test Scores ◽  
Journal Writing ◽  
Writing Skills ◽  
Mean Difference ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This study aims to enhance students’ writing skills through Daily Journal writing. This research was divided into three steps: giving pre-test, giving treatment (writing daily journal), and giving posttest. The result showed significant difference between control and experimental group. Experimental participants was improved through the writing of daily journal, and the score gained by participants showed that there was a significant effect on students’ writing skills. The achievements showed that the mean difference of post-test scores between the two groups was -.45433 and for the standard error mean was .03840 with pValue .050 (see Table 3), means that Ha is accepted and Ho is not accepted. It means, writing daily journal is strong enough to improve the students’ writing skills. Keywords: Journal Writing, Writing Skills, Daily Journal Variations

scholarly journals Teaching Vocabulary through Fly Swatter Game

2019 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Hikmah Noerqori Saputra ◽  
Muhamad Sofian Hadi
Keyword(s):  
Experimental Study ◽  
Test Scores ◽  
Quantitative Method ◽  
T Test ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
Academic Year ◽  
Experimental Group

The study aimed to find out whether fly swatter game can give influence toward students’ vocabulary mastery. The subject of this study was grade VII-2 of SMPN 9 Tangerang Selatan in the academic year of 2018/2019, which consisted of 42 students. The method used in this study is a quantitative method with the design of the pre-experimental study. The data from pre-test and post-test were analyzed statistically using spss 16. The result of this study showed; the students’ pre-test mean score was 45.4 and the students’ post-test mean score was 86.6. The result of t-test was 21.55 and significant (2-tailed) was 0.00 < p (0.05). The hypothesis (H1) was accepted, which means there is a significant difference between pre-test and post-test scores of the experimental group. It can be concluded that applying fly swatter game in teaching vocabulary to 7th grade students of SMPN 9 Tangerang Selatan is effective.

scholarly journals Manipulative Approach In Teaching Fractions

2021 ◽  
Vol 2 (5) ◽  
pp. 435-447
Author(s):  
Rea C. Parungao
Keyword(s):  
Test Scores ◽  
Traditional Method ◽  
Number Line ◽  
Virtual Manipulatives ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Fractions ◽  
Experimental Group

This study aimed to determine the effects of using manipulatives in teaching fractions.   Quasi- experimental method of research was used in this study. It was conducted during the first quarter of S.Y. 2019-2020 among the respondents were randomly selected. Two sections of Arayat National High School were the respondents of the study. The control group was the 7-Rosal while the 7-Sampaguita was the experimental group. Both groups were given a pretest prior to the discussion about fractions and a posttest after instruction using the traditional method (control group) and the use of manipulatives (experimental group). The results were then evaluated, analysed through SPSS, and interpreted. Mean, t-test and ANCOVA were utilized to analyze and interpret the data. This study found out that the post-test scores of the respondents from the two groups improved in comparison to their pre-test scores.  The mean pretest and mean posttest scores of both groups showed significant difference. The results showed that the use of virtual manipulatives in converting fractions to decimals had significant difference compared the use of the traditional method. On the contrary, teaching fractions on a number line did not have significant difference. Out of the four operations on fractions, three showed that the use of concrete manipulatives was highly effective. This study recommends that teachers must test the prior knowledge of their students before discussing about fractions to determine the students’ strengths and weaknesses. Although both traditional method and the manipulative approach showed improvement on the post-test results in teaching fractions, still, teachers are encouraged to use manipulatives in teaching fractions to improve students’ performance. It is important for teachers to provide their students opportunities for hands-on manipulation of objects in order to grasp the concepts of fractions more easily. Lastly, teachers must develop the use of concrete and virtual manipulatives in teaching fractions to promote active learning that can enhance students’ mathematics performance and can help them to realize that mathematics is an enjoyable subject.

scholarly journals THE EFFECTIVENESS OF TECHNOLOGY ENABLED LEARNING AMONG THE TEACHER TRAINEES OF DIPLOMA IN TEACHER EDUCATION (D.TED.,) PROGRAMME.

2019 ◽  
pp. 1-3
Author(s):  
P. Jayanthi Nirmala
Keyword(s):  
Teacher Education ◽  
Test Scores ◽  
Research Study ◽  
Appropriate Technology ◽  
Learning Performance ◽  
Learning Science ◽  
Teacher Trainees ◽  
Lecture Method ◽  
Significant Difference ◽  
Post Test

Technology-enabled learning is selecting some appropriate technology and improving learning performance through the appropriate learning environment. The aim of the research study is to focus on the effectiveness of Technologyenabled learning among the Diploma in Teacher Education teacher trainees. Investigator has adopted experimental research method to analyse the framed hypotheses. A total sample of Thirty I year diploma teacher trainees from Vellore district has been chosen for the present study. The finding of the research study shows that there exists a significant difference between mean value of the pre-test and post-test scores of learning science through lecture method. There exists a significant difference between pre-test post-test scores of the experimental group in learning science through technology-enabled learning. It has been found that both lecture method and technology-enabled learning (TEL) or effective in term of achievement among the Diploma in Teacher Education Students. But analyses between the post-test scores of experimental and control group reveals that Technology-enabled learning was more effective than the lecture method. Hence it is recommended to utilize the technology-enabled learning for students studying diploma in teacher education programme.

scholarly journals Sickle Cell Education for Medical Professionals: A Pre and Post Test Analysis

Blood ◽  
2018 ◽  
Vol 132 (Supplement 1) ◽  
pp. 5812-5812
Author(s):  
Diana D Simmons ◽  
Robert Lucia ◽  
Kay Linn Saving ◽  
Nicole Alwan
Keyword(s):  
Sickle Cell Disease ◽  
Sickle Cell ◽  
Test Scores ◽  
Conflicts Of Interest ◽  
Learning System ◽  
Medical Professionals ◽  
Cell Disease ◽  
Learning Module ◽  
Significant Difference ◽  
Post Test

Abstract Background and Objectives: Sickle cell disease is a severe inherited form of anemia caused by a genetic mutation. Polymerization of hemoglobin leads to a cascade of effects decreasing blood flow. This causes tissue hypoxia leading to acute and chronic damage to the organs and endothelial lining. This disease requires complex management that relies on comprehensive training and knowledge regarding the disease process. Often accurate knowledge of sickle cell disease and how to provide appropriate care in the general medical population is limited. The purpose of this project was to develop a sickle cell educational training module for medical professionals. Such a module could be used to guide the provision of accurate education regarding sickle cell disease and best practice when caring for this patient population. Methods: Goals and learning objectives were created and current medical literature about caring for sickle cell disease was reviewed. A comprehensive PowerPoint presentation was produced along with a provider tip sheet and a pre and posttest. The presentation, tip sheet, and tests were reviewed by a board certified pediatric hematologist/oncologist along with the hospital's educational review committee in the Department of Professional Regulation. Once approved, the PowerPoint, tip sheet, and tests were combined into a learning module and uploaded onto an online learning system utilized by the hospital system. The module was sent to over 2,400 outpatient providers and staff and to all inpatient staff on units where sickle cell patients stay when admitted. The module consisted of the participant completing a 10 question pretest, then reviewing the PowerPoint presentation and tip sheet. Following the review of the PowerPoint and tip sheet, the participant completed a 10 question posttest and completed an evaluation of the module. Analysis: There were 223 people who completed the Sickle Cell Disease Learning Module. A paired t-test was conducted to compare pre-test scores to post-test scores. There was a significant difference in the pre-test scores (M = 5.98, SD = 1.66) and post-test scores (M = 9.17, SD = 1.36); p = <0.0001. Conclusion: The goal of this module was to increase baseline medical knowledge of sickle cell disease. The results indicate there was statistically significant improvement in baseline knowledge, based on pre and post data (p = <0.0001). While the results indicate statistically significant increases in performance, it would be important to see if improvements are sustained over time. Reassessment of participants one year after completion of module can be beneficial to see if learned knowledge has been retained. Disclosures No relevant conflicts of interest to declare.

scholarly journals Learning Effectivenss of Blended Learning in Higher Education Context

2019 ◽  
Vol 4 (2) ◽  
pp. 89-96
Author(s):  
Christiana Sidupa
Keyword(s):  
Blended Learning ◽  
Test Scores ◽  
Test Score ◽  
Learning Approach ◽  
Final Test ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Face To Face Learning ◽  
Data Collection Technique

The notion of applying ICT to support traditional learning approach (face-to-face learning) is obviously not new todays. This study aimed to seek the significant difference between the mid test and final test scores of students’ English listening and reading skills. Mid test score represents face-to-face learning approach applied from first meeting whereas final test score represents blended learning approach employed after the mid test. The method used in this study was quantitative.  A random selection of samples was carried out involving 133 first year undergraduates in Jakarta pursuing English as a compulsory course.  Data collection technique used mid and final tests of two English skills: listening and reading. This study revealed that there was a significant difference between the mid test and the post test scores.  

scholarly journals Doctor-patient relationship: effectiveness of an intervention training module on knowledge and attitude of resident doctors

2019 ◽  
Vol 6 (8) ◽  
pp. 3634
Author(s):  
Kalidas D. Chavan ◽  
Purushottam A. Giri ◽  
Sachin S. Mumbre ◽  
Rajendra S. Bangal
Keyword(s):  
Communication Skills ◽  
Test Scores ◽  
Mutual Trust ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
Significant Difference ◽  
Post Test ◽  
Knowledge And Attitude ◽  
Relationship Communication ◽  
Relationship Effectiveness

Background: The mutual trust between doctor and patient, an indispensable part of the healthcare, is weakening day by day. This has resulted in unwanted incidences of violence and attacks on doctors. Communication between doctors and patients is an integral part of the relationship and is one of the major determinants of mutual trust. Apart from the knowledge and skills required to treat a disease, communication skill is an indispensable part of a doctor’s professional life. The resident doctors do not get a chance to learn and implement the communication skills required for the doctor patient relationship.Methods: An interventional study was carried out amongst 377 resident doctors of first to third year, from randomly selected medical colleges of Maharashtra having postgraduate courses in clinical subjects and affiliated to Maharashtra University of Medical Sciences, Nashik, Maharashtra during the period of February 2017 to January 2019.Results: There was significant difference in the pre and post test scores for quantified knowledge in relation to training in communication skills (p<0.0001), and also significant difference in the pre and post test scores for quantified knowledge in relation to basic doctor patient relationship, suggesting that the intervention was effective in improving the communication skills.Conclusions: The study has shown that there was significant difference in the pre and post test scores for quantified knowledge in relation to being doctor, basics of communication skills, doctor patient relationship, communication in special situation, and training in communication skills.

scholarly journals Flipped education may help in the education of junior general surgery residents in their trauma rotation; a mixed-method study

2020 ◽  
Author(s):  
Hossein Akbarialiabad ◽  
Nahid Zarifsanayei ◽  
Sima Roushenas ◽  
Mehdi Panahandeh ◽  
Hossein Abdolrahimzadehfard ◽  
...  
Keyword(s):  
General Surgery ◽  
Test Scores ◽  
First Year ◽  
Flipped Learning ◽  
Clinical Scenarios ◽  
Significant Difference ◽  
Post Test ◽  
The Media ◽  
Primary Trauma ◽  
Case Based

Abstract Introduction: This study aims to assess the effectiveness of flipped learning in trauma rotation of first-year general surgery residents. This method entails the use of books, podcasts, and movies prior to the discussion of the topics in the classroom/conferences.Method: All (n=15) junior general surgery residents in Shiraz medical school. In the quantitative phase of the study, 3 test scores were compared. All tests were composed of 20 multiple choice clinical scenarios. A pretest was done on the registration date. After that, the media (videos and podcasts) and books were given to the residents. One month later, the residents had a case-based discussion on the primary trauma survey. An early post-test was done immediately after the case-based discussion, and a late post-test one month following commencement of the program. Also, a semi-structured phone interview was done with residents by an external audit. Results: The was a significant correlation between pretest (Mean=10.733,SD=2.25) and early post-test scores (Mean=12.8 ,SD=1.82) among residents (P=0.004) . Moreover, residents had a higher delayed post-test score (M=13.267, SD=1.53) in comparison to the pre-test (P=0.002). Surprisingly there was no significant difference between early and late post-test (P=0.404). The resident was also satisfied with the overall usefulness of the program for junior residents (overall score 4/5). We did not find any correlation between gender with the test scores. In the qualitative phase of the study, we noticed that our participants tend to use podcasts more than other materials. They believed that the videos and books help more to foster theoretical knowledge. The case-based discussion makes them more confident in dealing with the patients in their daily encountersConclusion: Finding in this study reveals that flipped learning can be a useful, highly beneficial platform and promotive for junior general surgery programs.

Sign in / Sign up

Export Citation Format

Share Document