scholarly journals EXPERIENTIAL LEARNING: TOOL FOR JOYFUL LEARNING

2020 ◽  
Vol 8 (5) ◽  
pp. 100-107 ◽  
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Academic Achievement ◽  
Experiential Learning ◽  
Mathematical Achievement ◽  
Learning Activities ◽  
Control Group ◽  
Integrated Learning ◽  
Grade 5 ◽  
The Difference ◽  
The Impact ◽  
Experimental Group

In this paper attempt is made to investigate the impact of Art Integrated Learning on the academic achievement of grade 5 students in mathematics. Total 80 students participate in the study, 40 students in the Experimental group and 40 in the control group.  Two different Art Integrated Learning activities are designed for experimental group.  The same teacher teaches both the experimental and the control group.  The teacher uses Art Integrated Learning methods for teaching grade 5 students and traditional chalk and talk method for control group students. At the end of each unit (four tests), Mathematical Achievement Test (MAT) is administrated to determine the difference between the knowledge of the students in the experimental group and the control group. The result of all four tests is consistent.  Art Integrated Learning has improved the academic achievement of students of experiential group.

scholarly journals The Role of Music in Predicting Academic Achievement: A Technological Discovery

2019 ◽  
Vol 1 (2) ◽  
pp. 94-100
Author(s):  
Patricio K. Chap-as
Keyword(s):  
Academic Achievement ◽  
Instructional Technology ◽  
Control Group ◽  
Average Mark ◽  
Technology In Teaching ◽  
The Mean ◽  
The Difference ◽  
Teaching Music ◽  
The Impact ◽  
Experimental Group

This research undertaking aimed to find out the impact of instructional technology in teaching Music. Specifically, it was framed from the following context: 1. What is the mean performance of the controlled group and experimental group after the instructional technology was used in teaching Music?;2. What is the difference in the mean performance of the control group and experimental group after instructional technology was used in Teaching music? ;The researcher employed the experimental research method specifically the between-group design. From the results of the statistical computations, the following were revealed: The experimental group visibly performed better after instructional technology was integrated in teaching music than their control group counterpart. Findings of the study revealed there was a statistically significant differences in the academic achievement between the average mark of the experimental group students and the average mark of the control group students in favor of the experimental group.  

scholarly journals Effectiveness of Scie-chain Method on Students’ Academic Achievement and Attitude in Managing Large Classes in Science 10

2021 ◽  
pp. 33-41
Author(s):  
Ma. Mheliza S. Valiente ◽  
Rema Bascos-Ocampo
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Weighted Mean ◽  
Large Classes ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

The researchers aimed to find out the effectiveness of Scie-chain method on students’ academic achievement and attitude in managing large classes in Science 10 of Flora National High School.  Specifically, it identified the difference and effect to the academic achievement of students and students’ attitude towards Science of the traditional method and Scie-chain method of teaching. The researchers employed the two-group pretest- posttest quasi-experimental design which made use of the Scie-chain method (Inquiry-based, ICT utilization, and flock system) in the experimental group. The data were analyzed with the use of weighted mean. Results of the study showed thatoriginally the experimental group and the control group are equal in terms ofacademic achievement and attitude towards Science. After the intervention, the experimental group yielded better result in terms of academic achievement and attitude towards Science as Manifested in the difference in their post test. From the findings of the study, the following conclusions were drawn:1. students exposed to the Scie-chain method attained better academic achievement compared to students exposed to traditional teaching method; the intervention (Scie-chain method) enhanced the level of attitude of students towards Science; and the Scie-chain method is an effective strategy to manage large classes.

scholarly journals THE INFLUENCE OF COMPETENCE, LEARNING METHODS, INFRASTRUCTURE FACILITIES ON GRADUATE QUALITY (CASE STUDY (VOCATIONAL HIGH SCHOOL) SMKN 5 BANDUNG INDONESIA)

2020 ◽  
Vol 2 (1) ◽  
pp. 18-43
Author(s):  
Mina Nurliana ◽  
Bambang Sudaryana
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Learning Experience ◽  
Learning Experiences ◽  
Control Group ◽  
Vocational High School ◽  
Learning Methods ◽  
Group 10 ◽  
The Impact ◽  
Experimental Group

The main objective of this research is to determine teacher competency requirements that support appropriate learning methods and be able to increase students' high learning desires and establish good learning facilities to determine the achievement of quality graduates and love knowledge. This study is expected to investigate how competencies, learning methods and ideal learning infrastructure can be used to improve students' understanding and comfort of teaching and learning processes that support intellectual quality and love knowledge. This notion arose after discovering that teaching practices for the affective domain were ineffective. Students learn to pass examinations, not to love knowledge. Experiments are conducted for 1 (one) year or 2 semesters, in January - December 2019, to determine the impact of learning experiences on students' academic achievement. The research sample consisted of 10 English teachers and 20 students from the Vocational High School. The students are divided into two groups; the control group (10 students) and the experimental group (10 students). Both groups were taught the same topic and learning objectives for 2 hour. However, the control group was taught using lecture slides, group discussions and closed with a question and answer session. Meanwhile, the experimental group is taught using new instructional instruments that adapt learning experiences that are appropriate to the curriculum. During the teaching session, the teacher observes student participation in all their activities and behavior during the lesson session. To complete this study, tests are conducted to see the impact of the learning experience on students' academic achievement.

scholarly journals THE IMPACT OF ARGUMENTATION-BASED TEACHING AND SCENARIO-BASED LEARNING METHOD ON THE STUDENTS’ ACADEMIC ACHIEVEMENT

2019 ◽  
Vol 18 (2) ◽  
pp. 171-183 ◽  
Author(s):  
Serkan Aslan
Keyword(s):  
Academic Achievement ◽  
Control Group ◽  
Learning Approaches ◽  
Learning Method ◽  
School Students ◽  
Post Test ◽  
Group 2 ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Teaching programs based on contemporary learning-teaching approaches have been regulated since the 2005-2006 academic year in Turkey. Nevertheless, the researches conducted in Turkey suggested that teachers mostly use traditional teaching-learning approaches in their classroom activities. Therefore, this research aimed at enhancing the students’ academic achievement through the use of argumentation and scenario based learning approaches among the contemporary teaching-learning approaches in order to guide teachers. Experimental design with pre-test and post-test control group was used in the present research. This research was conducted with 45 fourth grade primary school students. The research was conducted with two experimental groups and one control group. Activities related to argumentation-based teaching were administered to the experimental group 1, activities with scenario-based learning method for the experimental group 2, and those of the existing curriculum for the control group. The research deployed an academic achievement test based on the unit of "Let’s Solve the Riddle of Our Body". Independent samples t-test, one-way analysis of variance (ANOVA) and covariance analysis (ANCOVA) were used during data analysis. Research results revealed that the academic achievement of the students was significantly influenced by the activities related to argumentation-based teaching and scenario-based learning method.

Examining the Impact of Integrating Physical Activity on Fluid Intelligence and Academic Performance in an Elementary School Setting: A Preliminary Investigation

2010 ◽  
Vol 7 (3) ◽  
pp. 343-351 ◽  
Author(s):  
Julian A. Reed ◽  
Gilles Einstein ◽  
Erin Hahn ◽  
Steven P. Hooker ◽  
Virginia P. Gross ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
English Language ◽  
Fluid Intelligence ◽  
Preliminary Investigation ◽  
School Setting ◽  
Intelligence Test ◽  
Control Group ◽  
The Impact ◽  
Experimental Group

Purpose:To examine the impact of integrating physical activity with elementary curricula on fluid intelligence and academic achievement.Methods:A random sample of 3rd grade teachers integrated physical activity into their core curricula approximately 30 minutes a day, 3 days a week from January 2008 to April 2008. Noninvasive fluid intelligence cognitive measures were used along with State-mandated academic achievement tests.Results:Experimental Group children averaged close to 1200 pedometer steps per integration day, thus averaging 3600 steps per week. Children in the Experimental Group performed significantly better on the SPM Fluid Intelligence Test. Children in the Experimental Group also performed significantly better on the Social Studies State mandated academic achievement test. Experimental Group children also received higher scores on the English/Language Arts, Math and Science achievements tests, but were not statistically significant compared with Control Group children. Children classified in Fitnessgram’s Healthy Fitness Zone for BMI earned lower scores on many of the SPM Fluid Intelligence components.Discussion:This investigation provides evidence that movement can influence fluid intelligence and should be considered to promote cognitive development of elementary-age children. Equally compelling were the differences in SPM Fluid Intelligence Test scores for children who were distinguished by Fitnessgram’s BMI cut points.

scholarly journals A Single-Center Retrospective Study of the Impact of Thyroid Cancer on the Malignant Risk of Contralateral TI-RADS 3 and 4 Nodules

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Huan Liu ◽  
Jun Jin ◽  
Qiao Chen ◽  
Zhongmin Li
Keyword(s):  
Clinical Trial ◽  
Thyroid Cancer ◽  
Multivariate Logistic Regression Analysis ◽  
Control Group ◽  
Confounding Factors ◽  
Clinical Trial Registry ◽  
Clinical Trial Registration ◽  
The Difference ◽  
The Impact ◽  
Experimental Group

Background. The incidence of thyroid nodules increases in the general population. Similarly, we have also seen a dramatic increase in the number of thyroid surgeries. However, the mortality rate of thyroid cancer remained stable or even decreased. The purpose of our study was to investigate whether thyroid cancer affects the malignant risk of the contralateral TI-RADS 3 and 4 nodules. Methods. We conducted a retrospective cohort study in our institution for all thyroid procedures due to nodules from December 2018 to December 2019. All eligible patients were divided into the experimental group (bilateral nodules) and the control group (unilateral nodules) to assess whether the proportion of malignant nodules was different between the two groups. Multivariate logistic regression analysis was used to control potential confounding factors to investigate whether their differences were statistically significant. Results. A total of 330 patients underwent thyroid surgery, of whom 137 were eligible, including 84 in the experimental group and 53 in the control group. The proportion of malignant nodules was significantly different between the experimental group and the control group (29.8% versus 58.5%, unadjusted OR 0.30, 95% CI: 0.17–0.82, p = 0.001 ). However, after controlling for potential confounding factors, including age ( p = 0.004 ), gender ( p = 0.775 ), and TI-RADS classification ( p ≤ 0.001 ), we found that the difference was not significant (adjusted OR 1.08, 95% CI: 0.39–3.01, p = 0.886 ). Conclusion. There is no evidence that thyroid cancer affects the malignant risk of the contralateral TI-RADS 3 and 4 nodules. This study has been registered with the Chinese Clinical Trial Registry (clinical trial registration number: ChiCTR2000038611, registration time: September 26, 2020).

scholarly journals The Effect of Concept Mapping on Iranian EFL Learners’ Lexical Collocation Learning Across Gender

2020 ◽  
Author(s):  
Payman Rezvani ◽  
Masome Sadrosadat
Keyword(s):  
Concept Mapping ◽  
Teaching Strategy ◽  
Learning Performance ◽  
Control Group ◽  
Conventional Instruction ◽  
Efl Learners ◽  
Class 1 ◽  
The Difference ◽  
The Impact ◽  
Experimental Group

Abstract The present study attempted to investigate the impact of concept mapping strategy which is based on the theory of meaningful learning on retention of collocations. Moreover, the difference between the male and female learners exposed to the experimental condition was also examined. For this purpose, 90 EFL learners studying general English course at Urmia University were selected out of 115 learners according to their level of proficiency (PET test). Participants were assigned into two classes (class 1 (control group) = 48, class 2 (experimental group) = 42). Both groups received pre-test and post-test; however, they did get different instructions. Concept-mapping teaching strategy was used with experimental group participants while conventional instruction was employed in the control group. The results of this study support the fact that the use of concept mapping as a component of the instructional lesson can be an efficient model for fostering the collocation learning performance of learners with intermediate level of proficiency. However, there was not any statistically significant effect for gender.

scholarly journals Effect of Humanized Nursing on Emergency Success Rate and Satisfaction in Emergency Nursing

1970 ◽  
Vol 1 (1) ◽  
Author(s):  
Kang Yuehua
Keyword(s):  
Emergency Department ◽  
Success Rate ◽  
Emergency Treatment ◽  
Nursing Intervention ◽  
Control Group ◽  
Emergency Nursing ◽  
Satisfaction Rate ◽  
The Difference ◽  
The Impact ◽  
Experimental Group

Objective: To explore the impact of human nursing on emergency success rate and satisfaction in emergency department nursing. Methods: 146 cases of emergency patients were collected from February 2015 to July 2016 in our hospital. The patients were randomly divided into control group and experimental group (73 cases). The patients in the control group were treated by routine nursing method. The patients in the experimental group nursing intervention was performed on the basis of humanized care in the control group, and the success rate and satisfaction of the two groups were observed. Results: The success rate of emergency treatment (93.2%) in the experimental group was significantly higher than that in the control group (79.5%), the difference was statistically significant (P < 0.05).After the nursing group, the satisfaction rate 91.8%) was significantly higher than that of the control group (65.8%), which was statistically significant (P < 0.05). Conclusion: Human care in emergency department nursing can effectively improve the success rate of emergency and patient satisfaction.

scholarly journals Impact of Information Communication Technologies pedagogy for Retention

2019 ◽  
Vol IV (IV) ◽  
pp. 264-270
Author(s):  
Muhammad Sibtain Khan ◽  
Liaquat Hussain Shah ◽  
Shafqat Rasool
Keyword(s):  
Academic Achievement ◽  
Experimental Investigation ◽  
Retention Test ◽  
Communication Technologies ◽  
Control Group ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Instructional Methodology ◽  
The Impact ◽  
Experimental Group

The present study investigated the impact of ICT pedagogy for the retention of the students. This was an experimental investigation in two schools. The 120 participants were exposed to the experimental and controlled investigation in such a way that each group has 60 students. The experimental group was given the treatment of ICT pedagogy while the lecture pedagogy was in the control group. The testing was done for academic achievement after one month and after two months for retention, through a retention test. The result depicted the highest achievement in the favor of experimental group taught with ICT instructional methodology.

scholarly journals OUTCOME BASED LEARNING: A PANACEA FOR QUALITY EDUCATION

2021 ◽  
Vol 9 (5) ◽  
pp. 8-23
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Redox Reaction ◽  
Retention Test ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Study Group ◽  
Text Book ◽  
Post Test ◽  
The Impact

            The curriculum framework asserts learner to debate, dissent form individual opinion on ideas, systems, practices by nurturing skills to think and reason independently.  Participatory learning activity is envisioned as a process whereby learners construct concept through assimilation, absorption, interaction and reflection.  In the present paper experiential learning activity are designed to ensure that the students are encouraged to seek out knowledge from their hands-on activity than the text book in their own experiences. In the present paper attempt is made to investigate the impact of conventional method of teaching and experiential learning activities on attainment of knowledge and retention of knowledge in learning redox reaction.  Data is collected by using pre-test, post-test and retention test.  Instrument is validated by experts.  Stratified random method is applied to draw the sample.  Totally 50 students participate in the study.  Sample is separated into two: control and the study group. Control group is exposed to the conventional chalk and talk method while the students from the study group are exposed to Experiential Learning Activities.  The result of the study reveals that there is noteworthy difference in the mean score in learning redox reaction in the scores of pre-test, post-test and retention test between the study group and the control group.

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