scholarly journals An Evaluation of the Effectiveness of the Verbal Chaining Element of "Autopilot", a Rote Learning Programme Used by Teachers of Yr. 1-3 Students

2021 ◽  
Author(s):  
◽  
Kevin White
Keyword(s):  
Positive Change ◽  
Multiple Baseline ◽  
Rote Learning ◽  
Regular Class ◽  
Quasi Experimental

<p>A rote-learning programme, "Autopilot", was used for a five-week period with two classes of Year 2 students, to teach the verbal chains: days of the week, months of the year, the alphabet, counting in ones, twos, fives and tens. A quasi-experimental multiple baseline was used with the two classes. After five weeks of instruction all seven chains were reassessed and the percentage of positive changes were compared. The class receiving Autopilot made an average positive change increase of 80. 05%. The class receiving a regular class programme over the same five-week period, made apositive change increase of 39.5%. When the treatment was switched, the class who had received Autopilot continued to maintain or increase the length of the chain. This research shows that the use of a rote leaming programme, such as Autopilot, is an appropriate tool for the teaching of verbal chains in junior school classes.</p>

scholarly journals An Evaluation of the Effectiveness of the Verbal Chaining Element of "Autopilot", a Rote Learning Programme Used by Teachers of Yr. 1-3 Students

2021 ◽  
Author(s):  
◽  
Kevin White
Keyword(s):  
Positive Change ◽  
Multiple Baseline ◽  
Rote Learning ◽  
Regular Class ◽  
Quasi Experimental

<p>A rote-learning programme, "Autopilot", was used for a five-week period with two classes of Year 2 students, to teach the verbal chains: days of the week, months of the year, the alphabet, counting in ones, twos, fives and tens. A quasi-experimental multiple baseline was used with the two classes. After five weeks of instruction all seven chains were reassessed and the percentage of positive changes were compared. The class receiving Autopilot made an average positive change increase of 80. 05%. The class receiving a regular class programme over the same five-week period, made apositive change increase of 39.5%. When the treatment was switched, the class who had received Autopilot continued to maintain or increase the length of the chain. This research shows that the use of a rote leaming programme, such as Autopilot, is an appropriate tool for the teaching of verbal chains in junior school classes.</p>

Student and Instructor Perceptions of the Efficacy of Computer-Aided Lectures in Undergraduate University Courses

1998 ◽  
Vol 19 (2) ◽  
pp. 175-189 ◽  
Author(s):  
Jerrell C. Cassady
Keyword(s):  
Student Perceptions ◽  
Control Group ◽  
Traditional Lecture ◽  
Regular Class ◽  
Lecture Method ◽  
Computer Aided ◽  
Quasi Experimental ◽  
Class Instruction ◽  
Instructor Perceptions

Student and instructor perceptions of the effectiveness of computer-aided presentations in a lecture-oriented undergraduate course were investigated in a quasi-experimental design. Control group students received traditional lecture presentations covering two topics, separated by one week. The experimental group received the traditional lecture presentation for the first topic, and viewed the computer-aided presentation for the second. Between-group comparisons of student perceptions of the level of quality of both presentations were conducted as well as testing within group changes across the two presentations. Results indicate that students found the computer-aided presentations to be superior to regular class instruction in the following areas: 1) flow, organization, and clarity of the presented information; 2) ease in following the presentation; 3) preparation of instructor; 4) ability to pay attention; and 5) level of interest of the material. Open-ended interviews revealed that instructors considered the computerized presentations useful and worthy of continued use, however cited various conditions that would need to be met to begin to use this technique regularly. Such conditions included access to materials, extra time for preparation, and training on the equipment. The results support the integration of computer-aided presentations in courses using the lecture method, provided basic logistic conditions can be satisfied.

scholarly journals PENYUSUNAN BAHAN AJAR BERBASIS VLOG DALAM MENINGKATKAN KETERAMPILAN KOMUNIKASI MAHASISWA PGSD IKIP SILIWANGI

2019 ◽  
Vol 6 (1) ◽  
pp. 63
Author(s):  
Ronny Mugara ◽  
Galih Dani Septiyan Rahayu ◽  
Hana Sakura Putu Arga ◽  
Dear Rahman Muliadi ◽  
Santi Risnawati
Keyword(s):  
Communication Skills ◽  
Control Group ◽  
Teaching Materials ◽  
Control Group Design ◽  
Revolutionary Era ◽  
Online Technology ◽  
Regular Class ◽  
Quasi Experimental ◽  
Prospective Educators ◽  
Academic Year

This research is motivated by the importance of increasing the creativity of prospective educators in making innovative instructional media based on online technology as a challenge in the revolutionary era 4.0 and student communication skills that have not been maximized. Therefore, research on the preparation of vlog-based teaching materials is carried out in an effort to improve student communication skills. The method used in this study was quasi-experimental with a non-equivalent pretest posttest control group design. The population in this study were all PGSD students in the 4th of the 2018-2019 academic year with the selected sample namely regular class A1 students as the experimental class and regular A2 class students as the control class. The instrument used in this study is the observation sheet according to communication skills indicators. The results showed an increase in communication skills in PGSD students by making compilation of vlog-based teaching materials.

scholarly journals Using appreciative inquiry to transform student nurses’ image of nursing

Curationis ◽  
2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Motshedisi E. Chauke ◽  
Dirk Van Der Wal ◽  
Annalie Botha
Keyword(s):  
Working Conditions ◽  
Appreciative Inquiry ◽  
Teaching Strategy ◽  
Student Nurses ◽  
Positive Change ◽  
College And University ◽  
Positive Image ◽  
Post Test ◽  
Quasi Experimental ◽  
Negative Perceptions

Introduction: Literature provides adequate evidence of a poor perception of nursing within the profession, resulting in high rates of attrition of student nurses and newly qualified nurses. The nursing profession, in particular nurse educators, has an ethical and professional responsibility to find innovative strategies to promote the positive image of nursing amongst student nurses.Purpose: The purpose of the study was to explore the potential of appreciative inquiry (AI) as an intervention teaching strategy to transform student nurses’ image of nursing.Design: A quantitative, quasi-experimental, explorative-descriptive design comprising the pretest, appreciative inquiry as intervention, and the post-test was used.Methods: Convenience sampling was used to select third and fourthyear college and university student nurses in the Gauteng province of South Africa for the pre- and the post-test respectively. Data were collected by means of a questionnaire and analysed by SPSS version 20.0.Findings: The pretest results revealed a mix of positive and negative perceptions of the image of nursing amongst student nurses. The negative perceptions of the image of nursing that needed intervention included the working conditions of nurses, and the perception of nursing as a profession that was not respected and appreciated. The post-test results showed a significant and positive change in the student nurses’ perception of the image of nursing as a respected and appreciated profession. Although AI resulted in a negative to positive change in some aspects of student nurses’ image of nursing, the negative perceptions of the working conditions of nurses remained and became more negative. The positive image of gender in nursing was enhanced following the implementation of AI.Conclusion: Appreciative inquiry demonstrated potential as a teaching strategy to produce a positive nursing image change and positive orientation towards nursing amongst student nurses.

Consolidation Memory Theory Applied to Relearning Motor Skills in Profoundly Retarded, Multiply Handicapped Children

1986 ◽  
Vol 3 (4) ◽  
pp. 342-350 ◽  
Author(s):  
Alexander W. McNeill ◽  
Richard Mulholland
Keyword(s):  
Motor Skills ◽  
Motor Skill ◽  
Motor Program ◽  
Multiple Baseline ◽  
Feedback Process ◽  
Motor Programs ◽  
Handicapped Children ◽  
Gross Motor Skills ◽  
Quasi Experimental ◽  
Latency Interval

This study evaluated the effects of latency periods on the retention of gross motor skills in three profoundly retarded, multiply handicapped children, and the efficacy of a relearning model as a test of learning among these children. The study used a quasi-experimental, multiple baseline-across-subjects design. The subjects were taught a motor skill designed specifically to their abilities; the skill was retaught following latency periods of 90, 30, and 14 days during which time the skill was not practiced. Based upon the results of this study, it was concluded that the subjects had some ability to retrieve motor programs and that some feedback process operated to refine the motor program. It was determined that the number of trials required to achieve a criterion is dependent upon the latency interval, with a 14-day interval having no effect upon achievement of criterion. These findings are used to support an argument for intermittent programming for the retention of motor skills in profoundly retarded, multiply handicapped children, thereby helping them to maintain and expand their repertoire of behaviors.

Interdisciplinary Approaches to Sustainable Development in Higher Education

2017 ◽  
pp. 1212-1261
Author(s):  
Dunja Anđić ◽  
Sanja Tatalović Vorkapić
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Life Satisfaction ◽  
Positive Relationship ◽  
Theoretical Models ◽  
Positive Change ◽  
Quasi Experimental ◽  
Sustainable Behavior ◽  
Interdisciplinary Course ◽  
Relationship Of

This chapter aims to test the positive change in students' sustainable behavior that is expected to be found under the influence of relevant subjects. Therefore, a simple quasi-experimental design was applied to test the differences between those groups of students who have not taken the subject Pedagogy of sustainable development and those who have. Since studies for primary school and preschool teachers at the Faculty of Teacher Education, University of Rijeka, Croatia are designed for building needed competencies in future educators, the case study was expected to determine statistically significant differences between those groups of students who have taken relevant subject and those students who have not. Finally, correlation analyses were run for relationship between life satisfaction, optimism, and sustainable behavior to be analyzed. Based on previous research studies and theoretical models, it was expected to determine significant positive relationship between students' sustainable behavior and their levels of life satisfaction and optimism. Both hypotheses are confirmed in this study. All findings are discussed in this chapter within theoretical models and future study guidelines. The results confirm the usefulness of the course Pedagogy of sustainable behavior within higher education of future educators, and its influence within positive change in their sustainable behavior. Besides, the expected positive relationship of life satisfaction and optimism with sustainable behavior was confirmed and so provided a platform for creating a suggestion of implementation of the interdisciplinary course/subject of Pedagogy of Sustainable development and Positive psychology.

Foster Caregivers’ Parenting Stress as a Moderator of Change in Coparenting Following Relationship Education

2021 ◽  
pp. 0192513X2110315
Author(s):  
Evin Winkelman Richardson ◽  
Jacquelyn K. Mallette ◽  
Ted G. Futris ◽  
Yiyi Dai ◽  
Karen DeMeester
Keyword(s):  
Parenting Stress ◽  
Positive Change ◽  
Family Systems Theory ◽  
Relationship Education ◽  
Vulnerable Children ◽  
Foster Home ◽  
Actor Partner Interdependence Model ◽  
Quasi Experimental ◽  
Interparental Relationship

Foster caregivers provide care to some of our most vulnerable children and often experience challenges that can interfere with family functioning, including the interparental relationship. Recent efforts have been made to provide couple relationship education (CRE) to foster caregivers to support their interparental relationship and enhance the quality of the foster home. Guided by family systems theory and adult learning theory, and using an actor–partner interdependence model, the present quasi-experimental descriptive study -examined foster caregivers’ parenting stress at baseline as a moderator of change in perceptions of coparenting support from pre-program (baseline) to post-program (4–6 weeks following CRE) to determine if higher levels of stress prior to CRE inhibits positive changes in coparenting support. While both men and women experience positive change in their perceptions of coparenting support, higher levels of parenting stress moderated positive change for men.

Interdisciplinary Approaches to Sustainable Development in Higher Education

2014 ◽  
pp. 67-115 ◽  
Author(s):  
Dunja Anđić ◽  
Sanja Tatalović Vorkapić
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Life Satisfaction ◽  
Positive Relationship ◽  
Theoretical Models ◽  
Positive Change ◽  
Quasi Experimental ◽  
Sustainable Behavior ◽  
Interdisciplinary Course ◽  
Relationship Of

This chapter aims to test the positive change in students' sustainable behavior that is expected to be found under the influence of relevant subjects. Therefore, a simple quasi-experimental design was applied to test the differences between those groups of students who have not taken the subject Pedagogy of sustainable development and those who have. Since studies for primary school and preschool teachers at the Faculty of Teacher Education, University of Rijeka, Croatia are designed for building needed competencies in future educators, the case study was expected to determine statistically significant differences between those groups of students who have taken relevant subject and those students who have not. Finally, correlation analyses were run for relationship between life satisfaction, optimism, and sustainable behavior to be analyzed. Based on previous research studies and theoretical models, it was expected to determine significant positive relationship between students' sustainable behavior and their levels of life satisfaction and optimism. Both hypotheses are confirmed in this study. All findings are discussed in this chapter within theoretical models and future study guidelines. The results confirm the usefulness of the course Pedagogy of sustainable behavior within higher education of future educators, and its influence within positive change in their sustainable behavior. Besides, the expected positive relationship of life satisfaction and optimism with sustainable behavior was confirmed and so provided a platform for creating a suggestion of implementation of the interdisciplinary course/subject of Pedagogy of Sustainable development and Positive psychology.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

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