scholarly journals Impact of teacher training on academic self-concept and educational outcomes

2019 ◽  
Vol 17 (49) ◽  
Author(s):  
Karla Lobos Peña ◽  
Claudio Bustos ◽  
Alejandro Díaz
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Experimental Studies ◽  
Self Report ◽  
Self Concept ◽  
Control Group ◽  
Teacher Training Program ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

Introduction. Current research based on observational design studies characterized the teaching practices that stimulate the development of academic self-concept, but there is a need for experimental and quasi-experimental studies to validate those findings. The present research evaluate the impact of a teacher training program based on academic self-concept stimulation strategies on academic self-concept, attendance and grades of their students. Method. 36 teachers of primary level and 819 students from public schools of the Province of Concepción, Chile, participated. A quasi-experimental design with pre and post measures was applied. Information was collected through self-report and information available on official records. Results. After the intervention, teachers in the experimental group have greater capacity to stimulate the self-concept of their students, D(1, 41700.91)=17.09, p < 0.001, encouring self-concept related to capacity, work procedures and class participation. Also, the students on experimental group have a greater perception about their capacity to participate in classes after the intervention, dependent on the pre-test perceived capacity, D(1, 983-22)=6.10, p=0.014,  and higher attendance rates, D(1, 691.34)=82.50, p<0.001, than control group. Discussions and conclusions. The teacher training program is effective to improve the teaching strategies of stimulating the academic self-concept, the perception of competence to participate in classes of the students and to increase the levels of attendance.

scholarly journals Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

2020 ◽  
Vol 17 (22) ◽  
pp. 8633
Author(s):  
Teresa Pozo-Rico ◽  
Raquel Gilar-Corbí ◽  
Andrea Izquierdo ◽  
Juan-Luis Castejón
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Repeated Measures ◽  
Primary Schools ◽  
Information And Communications Technology ◽  
Control Group ◽  
Coping With Stress ◽  
Teacher Training Program ◽  
Social Welfare System ◽  
The Impact

Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.

The effect of body-movement teaching, learning motivation and performance

2016 ◽  
Vol 24 (3) ◽  
pp. 414-437 ◽  
Author(s):  
Satoshi Sugahara ◽  
Hisayo Sugao ◽  
Steven Dellaportas ◽  
Takahiro Masaoka
Keyword(s):  
Body Movement ◽  
Learning Motivation ◽  
Control Group ◽  
Content Type ◽  
Entry Level ◽  
Quasi Experimental ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

scholarly journals Helping to realize “computer science for all”: Student outcomes of self-pacing in introductory programming courses

2016 ◽  
Vol 8 ◽  
Author(s):  
Jaime Lester
Keyword(s):  
Computer Science ◽  
Self Report ◽  
Experimental Methodology ◽  
Classroom Observations ◽  
Control Group ◽  
Introductory Programming ◽  
Quasi Experimental ◽  
The Impact ◽  
Introductory Programming Courses ◽  
Programming Courses

Sparked by a series of national campaigns to increase interest in computer science, computer science departments are inundated with students who are interested in learning how to program. Despite the interest, introductory computer science course have relatively low completion rates (approximately 55% at Mason) and high rates of academic integrity violations. In response to this environment, the Computer Science department at Mason received an external grant to redesign their introductory programming courses to a self-paced, flipped format. Implementation began in Fall 2015 with a quasi-experimental methodology that tracks students from an experimental course and a control group (those who took more traditional introductory CS courses) over the course of the semester. Data collected includes grades on assignments, self-report surveys, and classroom observations.  The purpose of this study is to examine the impact of a self-paced, flipped curricular design in an introductory experiential computer science course on the immediate (in course) completion.   In this short lightning talk, we will present data from student surveys and classroom observations identifying any difference across the control and experimental groups. Preliminary results identify a significant increase in student completion upwards of a 20% difference across the groups. In addition to increasing knowledge of the impact of self-paced courses on student retention and success in computer science, we offer an alternative method to collect data on classroom observations via the Real-time Observation Classroom Application (ROCA). ROCA allows for efficient data collection and comparison of specific pedagogies to student engagement measures.  

scholarly journals Cognitive Strategies for Teaching Reading in Primary School Teacher Training Curriculum in Vietnamese Context

2020 ◽  
Vol 5 (6) ◽  
pp. 702-709
Author(s):  
Nguyen Thi Thu Van ◽  
Ly Tuan Phu ◽  
Dang Quynh Lien ◽  
Nguyen Pham Phuong Khanh
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
School Teacher ◽  
Cognitive Strategies ◽  
Reading Performance ◽  
Control Group ◽  
Primary School Teacher ◽  
Training Curriculum ◽  
Quasi Experimental ◽  
The Impact

This study aims to explore the effectiveness of cognitive reading strategies in primary school teacher training curriculum. Designed under the paradigm of a quasi-experimental research with the participation of an experimental and a control group, the current study seeks to investigate the impact of cognitive strategies training on students’ reading comprehension. Findings from the study showed that cognitive strategies training incorporated into a primary school teacher training course could improve pre-service teachers’ reading performance. It is concluded that students need more time and practice so that they can use their new strategies automatically at the procedural stage.

scholarly journals The Effect of Comparative FonF Structure on Learning L2 Verb Components

2018 ◽  
Vol 8 (1) ◽  
pp. 8
Author(s):  
Gholam Reza Parvizi
Keyword(s):  
English Language ◽  
Explicit Knowledge ◽  
Judgment Task ◽  
Control Group ◽  
Perfect Form ◽  
Quasi Experimental ◽  
Grammatical Judgment ◽  
L1 And L2 ◽  
The Impact ◽  
Experimental Group

This study focuses on the impact of the type of form-focused instruction (FFI) on its efficiency in mastering L2forms. The hypothesis that FFI, which induces structural and metalinguistic salience on the basis of contrastiveanalysis of the learner’s L1 and L2, would be particularly effective at facilitating the acquisition of difficult L2 formswas tested in a quasi-experimental study comparing the effectiveness of two types of FFI, one with and one without acontrastive component. The contrastive FFI explicitly drew learners’ attention to the cross-linguistic differences inthe tense-aspect systems of their L2 and L1 while the non-contrastive treatment only focused on the tense-aspectsystem of the L2. The effects of these two types of FFI were assessed by analyzing the learners’ pre-test and post-testperformance on two tasks differing in the extent to which they involve the activation of explicit and implicitlinguistic knowledge: a grammatical judgment task and a controlled translation task. The subjects of the studycomprised of 43 students majoring in English language in the Iranian capital university, Tehran, 22 were selected asfor experimental group and 21 for control group randomly. The results of the study revealed that the quantitativeanalysis of the Grammatical Judgment Test (GJT) data indicated no significant effect of CFFI due to the novelty ofthe translatory technique, or the potential individual differences in the learning orientation of the learners. On thecontrary, the qualitative analysis indicated differential effects of this type of FFI according to the nature of targetform, i.e. CFFI was beneficial in raising the grammatical judgment of Persian Learners of English (PLE) regardingpresent perfect form but not effective in their judgment of ungrammatical progressive forms. In terms of translationtask, the CFFI appeared to be effective in the correct use of the target structures by PLE. This may be mainly due tothe fact that Translation Test (TT) needed explicit knowledge which was presented in CFFI and that translation is acontrastive activity in nature.

scholarly journals The effect of communication training on mother-child communication applied by "from child to mother approach" in mobile kindergarten

2018 ◽  
Vol 9 (1) ◽  
pp. 37-60
Author(s):  
Osman Basit ◽  
Esra Ömeroğlu
Keyword(s):  
Training Program ◽  
Statistical Significance ◽  
Preschool Education ◽  
General Information ◽  
Communication Training ◽  
Control Group ◽  
Evaluation Tool ◽  
The Impact ◽  
Positive Effect ◽  
Experimental Group

This research was carried out with the aim of examining the impact of communication training based on ‘from the child to mother approach’ on the communication of the mothers with their children attending mobile preschools. The sample comprised 80 children attending mobile preschool and mothers of those children. Two of the five neighborhoods served by the mobile preschool were designated randomly as experiment groups and the remaining as control groups. There were 33 children and mothers in the experimental group and 47 in the control group. The data was collected by General Information Form and Parent-Child Communication Evaluation Tool. During the course of the research, the Communication Training Program prepared by the researcher and based on the Child to Mother Approach was applied to the experimental group for two days in a week during eight weeks. In order to examine the impact of Communication Training Program on mother-child communication, t-test was conducted for both the independent group and the dependent group. Statistical significance was set at .05. As a result of the analyses, it has been determined that the Communication Training Program has a positive effect on communication between mothers and children and this effect is permanent. In line with the results of the research, suggestions for preschool education teachers, parents and researchers are presented.

scholarly journals The Effect of Blended Learning on the Achievement in a Physics Course of Students of a Dentistry College: A Case Study at Ajman University

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Najeh Rajeh Alsalhi ◽  
Mohd Eltahir ◽  
Elmuez Dawi ◽  
Atef Abdelkader ◽  
Samer Zyoud
Keyword(s):  
Blended Learning ◽  
Control Group ◽  
Validity And Reliability ◽  
Control Groups ◽  
Case Study Design ◽  
Quasi Experimental ◽  
Physics Course ◽  
The Impact ◽  
Experimental Group

This study aims to investigate the impact of the use of blended learning on the achievement of Dentistry College students on a physics course at Ajman University. It compares the results of different ways of teaching the ‘Practical physics course’. The study was conducted using a quasi-experimental case study design. The participants of the study were 116 students, divided into two groups: one an experimental group (n = 59) and the other a control group (n = 57). An achievement test was designed to confirm the study’s validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental group. Moreover, the findings also revealed that achievement varied according to the gender of the students in the experimental group (in favor of females). The study recommends further research into the use of blended learning in higher education institutions.

scholarly journals Biting off More Than They Can Chew? The Impact of Pedagogical Application of Corpus on Vocabulary Ability of Intermediate-Level ESL Learners in Mainland China: A Quasi-Experimental Study

2017 ◽  
Vol 10 (9) ◽  
pp. 232
Author(s):  
Jing Shi
Keyword(s):  
Mainland China ◽  
Vocabulary Knowledge ◽  
Intermediate Level ◽  
Control Group ◽  
Quasi Experimental ◽  
Lexical Learning ◽  
Esl Learners ◽  
The Impact ◽  
Pedagogical Application ◽  
Experimental Group

The pedagogical values of corpora for ELT have been widely acknowledged and exploited, but their direct application in classroom teaching has entailed many difficulties. This project aims to investigate the impact of the pedagogical application of corpora on the vocabulary ability of intermediate-level ESL learners in mainland China. This quasi-experimental research study was conducted primarily using pretests and posttests of vocabulary knowledge with one experimental group and one control group of 15 respondents in each group, respectively. Findings indicate that the pedagogical application of a corpus with adequate instruction is more effective and efficient in improving learners’ vocabulary. It is hoped that this research can contribute significantly to the education of ESL learners within the Chinese context by promoting more informed, curious, and critical engagement through English lexical learning.

The impact of strength training on the improvement of jumping ability and selected power parameters of the lower limbs in soccer players

2021 ◽  
Vol 13 (1) ◽  
pp. 83-90
Author(s):  
PATRICIA FISCHEROVA ◽  
MAGDALENA NITYCHORUK ◽  
WOJCIECH SMOLKA ◽  
MARCIN ZAK ◽  
ARTUR GOLAS ◽  
...  
Keyword(s):  
Strength Training ◽  
Training Program ◽  
Body Height ◽  
Skills Training ◽  
Lower Limbs ◽  
Soccer Players ◽  
Control Group ◽  
Football Training ◽  
The Impact ◽  
Experimental Group

Introduction: The aim of the study was to compare the impact of a 6-week program combined with football training and strength training on strength and power parameters in highly trained soccer players. It was hypothesized that 6 weeks would be enough for the experimental group to improve their jumping ability and pushing power. Material and methods: The study involved 34 female footballers playing in Ekstraliga (age: 22 ± 5 years; body height: 167 ± 5 cm; body weight: 60 ± 8 kg). The contestants were divided into an experimental group and a control group of 17 people in each group. The control group performed football trainings combined with 2 additional strength units (50% 1RM load) 3 times a week. The experimental group, apart from football trainings, additionally performed 2 strength trainings per week (50–85% 1RM load). Results: The results of the experiment show a significant improvement in the height of the vertical jump and bench press while sitting in the experimental group CMJ (p <0.05; p = 0.000029; ES: 1.00; 11%), CMJA (p <0.05; p = 0 00003; ES = 1.09; 13%), and LP (p <0.05; p = 0.027681; ES = 0.48; 6%), while in the control group the changes in the results after the training program were statistically insignificant CMJ (p> 0.05; p = 0.274000; ES: 0.07, 1%), CMJA (p> 0.05; p = 0.350958 ES = 0.27, 3%), and LP (p> 0.05; p = 0.130153; ES = 0.27; 4%). Conclusion: The presented research results suggest that a short, six-week training program including general football training and strength training performed twice a week with loads gradually increasing during the preparatory period may significantly improve the strength and jumping parameters of the lower limbs in soccer players. Such information can be valuable at the stage of training in the field of special skills training in football.

scholarly journals ICT Integration into Science Education and Its Relationship to the Digital Gender Gap

2020 ◽  
Vol 12 (13) ◽  
pp. 5286 ◽  
Author(s):  
Ascensión Palomares-Ruiz ◽  
Antonio Cebrián ◽  
Emilio López-Parra ◽  
Eduardo García-Toledano
Keyword(s):  
Science Teaching ◽  
Gender Gap ◽  
Collaborative Work ◽  
Control Group ◽  
Traditional Methods ◽  
Advantages And Disadvantages ◽  
Quasi Experimental ◽  
Ict Tools ◽  
The Impact ◽  
Experimental Group

The objective of the research is to know whether the use of technologies in the teaching of sciences, in the face of more traditional methods, influences gender differences, justifying the low enrolment of women in technical careers. The study was developed using a pretest–posttest quasi-experimental method through a nonequivalent control group with traditional methodology and common instruments such as the textbook, while in the experimental group, methodologies based on the management of ICT tools were made. We make a quantitative contrast of the impact on learning, considering the advantages and disadvantages of using technologies in science teaching, versus more traditional methods. The experimental group showed a higher motivation, being seen in the impact on better learning scores compared to the control group. We found that women scored higher than men in both pretest and posttest. We conclude by emphasizing the desirability of a transformation of science teaching methodologies by using ICT tools that allow more visual, intuitive, and collaborative work, with greater involvement of students.

Sign in / Sign up

Export Citation Format

Share Document