scholarly journals Learning Electrical Circuits: The Effects of the 4C-ID Instructional Approach in the Acquisition and Transfer of Knowledge

10.28945/2281 ◽  
2015 ◽  
Vol 14 ◽  
pp. 313-337 ◽  
Author(s):  
Mario Melo ◽  
Guilhermina L. Miranda
Keyword(s):  
Learning Environment ◽  
Cognitive Load ◽  
Knowledge Acquisition ◽  
Conventional Method ◽  
Transfer Test ◽  
Learning Transfer ◽  
Control Group ◽  
Digital Learning ◽  
Electrical Circuits ◽  
Experimental Group

This study was designed to investigate the effects of two instructional approaches (4C-ID versus conventional) on learners’ knowledge-acquisition and learning transfer of the electrical circuits content in Physics. Participants were 129 9th graders from a secondary school in Lisbon, M = 14.3 years, SD = 0.54. The participants were divided in two groups: an experimental group constituted three intact classes (n = 78); and a control group constituted two intact classes (n = 51). The experimental group was taught using a digital learning environment designed with the 4C-ID model principles while the control group learned the same contents through a conventional method. We assessed the students’ performance (knowledge-acquisition and transfer), the perceived cognitive load, and the instructional efficiency. Results indicated that the experimental group performed significantly better than the control group on a knowledge-acquisition test and in a learning transfer test. They also perceived a less cognitive load in the transfer test and the learning environment developed with the 4C-ID model proved to be more instructional efficient than the conventional method.

THE EFFECT OF APPLYING SQ3R METHOD ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Pranata Royganda Sihaloho And Masitowarni Siregar
Keyword(s):  
Reading Comprehension ◽  
Research Design ◽  
Conventional Method ◽  
Experimental Research ◽  
T Test ◽  
Control Group ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
And Control ◽  
Experimental Group

The aim of this study is to discover the effect of applying SQ3R method inreading comprehension. Experimental research design is used as the research method.This research took place at SMA Nasrani 2Medan. There were 2 classes chosen as thesample with 30 students in each class. The classes were divided into two groups namelyexperimental and control group. The experimental group was taught by using SQ3Rmethod and the control group was taught by using conventional method. The instrumentused to collect the data was a set of multiple choice tests, which divided as pre test andpost test. The result of the research was analyzed by using t-test formula. The resultshowed that t-test was higher than t-table (4,23>2,00) at the level of significant 0,05with degree of freedom (df) 58. It means that hypothesis alternative (Ha) is acceptedwhich shows that SQ3R method significantly improves the student’s readingcomprehension.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

scholarly journals Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course

2021 ◽  
Vol 13 (13) ◽  
pp. 7092
Author(s):  
Yi-Chieh Chen ◽  
Kuo-Kuang Fan ◽  
Kwo-Ting Fang
Keyword(s):  
Cognitive Load ◽  
Mobile Devices ◽  
Teaching Strategy ◽  
Group Interaction ◽  
Private University ◽  
Load Level ◽  
Control Group ◽  
Quasi Experimental ◽  
Group Interviews ◽  
Experimental Group

Due to the emergence of computer education, AI education, the Internet of Things, big data, and technological wisdom, it is easy for students to be distracted when engaged in traditional education. Flipped teaching is a teaching strategy frequently used in colleges and universities. The focus of this research was conducted by a comparative analysis of the cognitive load between the experimental group and the control group through a quasi-experimental design for research with different learning methods and different classes. More specifically, flipped teaching was carried out with an experimental group, and traditional teaching a control group; they were observed at the same time, and 213 private university students participated in the experiment. The research proposes a practice of mixed teaching, carried out in a group communication behavior system, and enhancing the spirit of group interaction and learning through mobile devices. The core value of the research lies in (1) online learning, (2) group interaction, and (3) the learning load of the conceptual model. In addition, focus group interviews were used to provide feedback on participants’ cognition and emotions. The results indicate that there were differences in cognitive load between the two classes.

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

Pupillary Changes during a Decision-Making Task

1969 ◽  
Vol 29 (2) ◽  
pp. 495-498 ◽  
Author(s):  
H. M. Simpson ◽  
Shirley M. Hale
Keyword(s):  
Decision Making ◽  
Cognitive Load ◽  
Pupil Size ◽  
Control Group ◽  
Decision Task ◽  
Pupillary Dilation ◽  
Choice Decision ◽  
Task Conditions ◽  
Experimental Group

The effects on pupil size of a simple decision-making task were examined. Ss were assigned to either an experimental group ( n = 7) or a yoked control group ( n = 7). Ss in the experimental group were given a 2-choice decision task and on each trial S was presented 2 alternative directions in which a lever could be moved. S had to decide the direction to move the lever and, subsequently, make the response. Ss in the control group received essentially the same task conditions except no decision was required, since S was told which direction to move the lever. Results showed significantly greater pupillary dilation during the decision period in the experimental group than in the control group and these findings were discussed in terms of cognitive load.

scholarly journals The Impact of Teaching Oriental Music using Blended Learning Approach: An Experimental Study

2019 ◽  
Vol 16 (Number 1) ◽  
pp. 81-103
Author(s):  
Chamila Nishanthi Edward ◽  
David Asirvatham ◽  
Gapar Johar
Keyword(s):  
Experimental Study ◽  
Sri Lanka ◽  
Learning Environment ◽  
Blended Learning ◽  
Secondary Level ◽  
Control Group ◽  
Control Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

Purpose - The purpose of this experimental study is to investigate the impact of teaching Oriental Music using Blended Learning (BL) approach for the students of senior secondary level in Sri Lanka specifically focusing on their achievement on required competencies of Oriental Music at Ordinary Level. The study analyzes the academic performance of students with detailed comparison of BL environment and traditional learning environment. Authors propose the application of BL approach to teach Oriental Music and study its impact on improvement of students’ competency. The study conducted with the application of a mixed instructional design model of objectivist and constructivist approaches for the design of the blended learning course in a student centred learning environment. Methodology - The study was directed by using true experimental study design with pretest and posttest control groups. BL was applied to the experimental group and the traditional instruction method was applied to control group. 9 schools from Colombo district were randomly selected for the experimental and control groups covering all the three existing school types of Sri Lanka. The study group consisted of 360 students of Grade 10 and Grade 11 who has been studying Oriental Music as a subject for General Certificate of Education Ordinary Level. To analyze the data Descriptive statistics, Paired samples t test, Independent samples t test were utilized. Findings - The findings of the experiment indicated that students who has studied Oriental Music under BL strategy showed a significant improvement in their music academic performances after the intervention. The mean post-test of the experimental group was 71.75 which is significantly higher than the mean control group which was 52.07. The mean difference was 19.68 1.91. Hence, there is a statistically significant increase in the performance of students who studied Oriental Music under blended learning. Thus, it is clearly evident that the blended instruction was effective. Significance - This study indicated a positive platform to mould and cater the entire teaching learning process by introducing BL strategy to Sri Lankan secondary education system and fulfilled an existing research gap by utilizing BL to teach highly traditional abstract art. Results of the study contributes to the curriculum designing field with novel ideas to adapt blended instructions to teach secondary level students effectively.

scholarly journals Frame Difference Method to Detect Fire and Compare the Accuracy and Precision with Vibe Method

2021 ◽  
Vol 36 (1) ◽  
pp. 629-634
Author(s):  
D. Niharika ◽  
J. Mohana
Keyword(s):  
Conventional Method ◽  
Video Processing ◽  
Difference Method ◽  
High Accuracy ◽  
Monitoring Systems ◽  
Control Group ◽  
Frame Difference ◽  
Accuracy And Precision ◽  
Improved Accuracy ◽  
Experimental Group

Aim: In this paper, the main aim is to detect fire using a novel frame difference method and compare it with conventional method. This is based on video processing and computational methods to reduce the computational complexity. Materials and method: The method was performed over a sample size of 20. Same samples were applied for both the control group and experimental group. Improved accuracy detection was obtained using the proposed method. Results: The Accuracy and precision was found (94.03, 64.62) and (86.24,57.19) was obtained for the frame difference method and conventional method. It also shows a significance of 0.048 for accuracy and 0.018 for precision which is less than 0.05. Conclusion: It would be concluded that the frame difference method is producing high accuracy and precision when compared with the Vibe method. It is applicable for monitoring systems and home security.

Análisis comparativo de los perfiles motivacionales y el Estado de Flow entre una metodología tradicional y la metodología Flipped Classroom en estudiantes de Educación Física (Comparative analysis of motivational profiles and flow status between a tradi

Retos ◽  
2020 ◽  
pp. 338-344
Author(s):  
Pablo Cuenca Ruano ◽  
Salvador García Martínez ◽  
Alberto Ferriz Valero ◽  
Juan Tortosa Martínez
Keyword(s):  
Learning Environment ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
The State ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Student Test ◽  
Para Determinar ◽  
Experimental Group

El proceso de enseñanza y aprendizaje está muy determinado por la motivación y el ambiente de aprendizaje. La motivación y el ambiente de aprendizaje, dentro de la educación, dependen mucho de las metodologías educativas que se implementan en los centros educativos. El objetivo de este trabajo es comparar la motivación y el estado de Flow entre la estrategia metodológica Flipped Classroom y una metodología tradicional. Para ello se llevó a cabo un estudio de diseño cuasiexperimental, con selección de la muestra no probabilística e intencional. 103 alumnos universitarios participaron en el estudio, divididos en un grupo experimental (Flipped Classroom) y un grupo control (metodología tradicional). La motivación y el estado de Flow se evaluaron antes de comenzar la impartición de lecciones relacionadas con la asignatura: “Didáctica de la Educación Física” y al finalizar la misma (cuatro meses). Se utilizaron los cuestionarios de metas de logro 2x2 (Guan et al., 2006) y DREEM (Herrera et al., 2015). Para determinar si existían diferencias iniciales y finales entre los grupos se realizó la prueba T-Student de muestras independientes. Para observar las diferencias intragrupo (pre vs pos-test) se utilizó una prueba T-Student para muestras relacionadas. Los resultados muestran que existen diferencias significativas entre el grupo de control y el grupo experimental en las variables aproximación/maestría (p < .001), enseñanza (p = .003) y aprendizaje (p = .05). Con la metodología Flipped Classroom el alumnado presenta niveles en la motivación y en el estado de Flow superiores al alumnado que imparte una metodología tradicional.  Summary. The teaching and learning process is highly determined by motivation and the learning environment. The motivation and the learning environment, within education, both of them depend a lot on the educational methodologies that are implemented in educational centers. The objective of this work is to compare the motivation and the state of Flow between the Flipped Classroom methodological strategy and a traditional methodology. For this reason, a quasi-experimental design study was carried out, with a selection of the non-probabilistic and intentional sample. 103 university students participated in the study, divided into an experimental group (Flipped Classroom) and a control group (traditional methodology). The motivation and the state of Flow were evaluated before the beginning of the lessons related to the subject: "Physical Education Didactics" and at the end of it (four months later). The 2x2 achievement goal questionnaires (Guan et al., 2006) and DREEM (Herrera et al., 2015) were used. To determine if there are initial and final differences between the groups, the T-Student test was performed on independent samples. To observe intra-group differences (pre vs. post-test), a T-Student test was detected for related samples. The results found that there are differences between the control group and the experimental group in the variables approach/mastery (p < .001), teaching (p = .003) and learning (p = .05). With the Flipped Classroom methodology, students have higher levels of motivation and Flow status than students who teach a traditional methodology.

scholarly journals Thermocycling Effects on Shear Bond Strength of a Self-Etching Primer

2008 ◽  
Vol 78 (2) ◽  
pp. 351-356 ◽  
Author(s):  
Selma Elekdag-Turk ◽  
Tamer Turk ◽  
Devrim Isci ◽  
Nurhat Ozkalayci
Keyword(s):  
Bond Strength ◽  
Conventional Method ◽  
Control Group ◽  
Thermal Cycles ◽  
Bond Failure ◽  
Adhesive Remnant Index ◽  
Significant Difference ◽  
Bond Strengths ◽  
Failure Location ◽  
Experimental Group

Abstract Objective: To determine the effects of thermocycling on shear bond strengths (SBSs) of a self-etching primer (SEP) after 0, 2000, and 5000 thermal cycles. Materials and Methods: Brackets were bonded to bovine incisors with two etching protocols. In the control group (conventional method) teeth were etched with 37% phosphoric acid. In the experimental group, an SEP (Transbond Plus) was applied as recommended by the manufacturer. Brackets were bonded with light-cure adhesive paste (Transbond XT) and light cured for 20 seconds in both groups. The SBSs were measured after water storage at 37°C for 24 hours, after 2000 and 5000 cycles of thermocycling between 5°C and 55°C. Bond failure location was determined with the Adhesive Remnant Index (ARI). Results: In the control group, SBSs did not show any significant differences among 0, 2000, and 5000 thermal cycles. However, in group SEP, SBSs decreased with 2000 and 5000 thermal cycles, and these decreases were significantly different from no thermocyling (P &lt; .001). A significant difference was observed between ARI scores of the control group with 5000 thermal cycles and group SEP with no thermal cycles (P &lt; .003). In addition, a significant difference was found between group SEP with no thermocycling and with 5000 thermal cycles (P &lt; .003). Conclusion: The results of this study indicate that the SEP (Transbond Plus) provides clinically acceptable bond strength values compared with the conventional method after thermocycling.

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