scholarly journals EVIDENCE BASED LEARNING: A STUDY OF IMPACT ON EXPERIENTIAL LEARNING ACTIVITIES ON ATTAINMENT OF SPECIFIC LEARNING OUTCOMES

2021 ◽  
Vol 9 (2) ◽  
pp. 22-31 ◽  
Author(s):  
Prashant Thote ◽  
Gowri. S
Keyword(s):  
Experiential Learning ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Positive Impact ◽  
Learning Activities ◽  
Control Group ◽  
Study Group ◽  
The Impact ◽  
Specific Learning

The unit “Solution and its Colligative Properties” is found to be difficult for most of the Grade 12 students.  To make the learning experience joyful- three experiential learning activities are designed. It plays a positive role in strengthening and enhancing the academic performance in Chemistry. The objective of the present paper is to inspect the impact of the designed three experiential learning activities on attainment of intended specific learning outcomes. Totally 40 students participate in the study. The purposive sample technique is used to draw the sample of the present study.  Sample learners are divided into two groups: study group and control group. Each group consists of 20 students.  Both groups are taught the unit “Solution” through online mode due to COVID pandemic. The pretest – “formative assessment” is conducted.  The result of the formative assessment divulges that the learners face challenges in the conceptual understanding of the unit. The researcher designs three activities for experiential learning to enhance the deep conceptual understanding. Students of the study group are exposed to the experiential learning activities for the period of one week. The present paper is experiential in nature. Formative assessment is conducted before and after the treatment.  Data is collected by using two formative assessments and one summative assessment. Statistical tool used are mean, mean difference and standard deviation. The result of the paper reveals that experiential learning has positive impact on attainment of specific learning outcomes.  Low score learners are much benefitted than the average learner and the high score learners.  Based on the conclusion of the study few recommendations are made.

scholarly journals EVIDENCE BASED LEARNING: AN ANALYSIS OF IMPACT OF EXPERIENTIAL LEARNING ON ATTAINMENT OF INTENDED SPECIFIC LEARNING OUTCOME

2021 ◽  
Vol 9 (1) ◽  
pp. 66-74
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Positive Impact ◽  
Deep Understanding ◽  
Learning Outcome ◽  
Learning Activities ◽  
Control Group ◽  
School Students ◽  
Specific Learning

The intension of the present study is to enhance the conceptual understanding amongst Grade 12 School students.  As a teacher, it is very challenging to make the learners to be strong and have deep understanding in the theoretical concept for its application in day- to-day life.  The experiential learning activities enhance the deep learning.  The purpose of the study is to investigate the effect of experiential learning activities designed for the concept “corrosion” on the academic performance amongst Senior Secondary School students in Chemistry.  Totally 40 students participate in the study.  The samples are drawn using Purposive sampling technique.  The samples are divided in to two groups: study and the control group based of their performance of formative assessment before the treatment. Students of the study group are taught by using experiential learning activities.  The present study is experimental in nature. Data is collected using formative assessment before and after the treatment.  Mean, mean difference and standard deviation are the statistical tools applied to analyze the data. Results of the study reveal that experiential learning activities have a positive impact on the deep conceptual understanding to achieve the intended specific learning outcome. Based on the results few recommendations are made.

scholarly journals EVIDENCE BASED LEARNING: AN ANALYSIS OF IMPACT OF REMEDIAL TEACHING ON CONCEPTUAL UNDERSTANDING

2021 ◽  
Vol 8 (12) ◽  
pp. 211-224
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Formative Assessment ◽  
Small Group ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Positive Impact ◽  
Control Group ◽  
Study Group ◽  
Chemical Formula ◽  
Remedial Teaching ◽  
Intended Learning Outcomes

The flow in using the language of Chemistry is an important tool for students.  Chemical formula is not a descriptive tool but also a heuristic tool. Most of the Secondary School students face challenges with Chemical formula (naming and writing).  Inappropriate use of symbolic representation is the most common problem faced by students in Grade nine. The objective of the present paper is to enable Grade nine students to name and write the formula of Chemical compounds correctly. It is an attempt to investigate the complications faced by the students in formative assessment to acquire intended learning outcomes.  To enhance the conceptual understanding and intended learning outcomes small group remedial teaching with experiential learning activities and worksheets are used. Small group work is used as a strategy to improve the learning outcomes and conceptual understanding among the students of Grade nine.  The present study is limited to the students of one school and one unit of Science.  Totally 40 students participate in the study.  Sample students are divided into two group study group and control group equally on the basis of their previous knowledge of the subject.  Students of study group are taught by using small group remedial experiential activity.  The present study is experimental in nature.  Data is analyzed by using mean, mean difference and standard deviation.  The vital variance between the mean score of both groups on variables of pre-formative assessment and post-formative assessment score is tested at 0.05 level by applying t-test. The result of the present study reveals that there is a significant positive impact of small group remedial teaching on conceptual understanding of naming and writing the Chemical formulae of Chemical compound in Science subject among the students of Grade nine.  Based on the result of the study teachers must provide small group remedial teaching to the students facing challenges in conceptual understanding to acquire the intended learning outcomes.

scholarly journals OUTCOME BASED LEARNING: THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITY ON DEEP CONCEPTUAL UNDERSTANDING

2021 ◽  
Vol 9 (6) ◽  
pp. 20-29
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Conceptual Understanding ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Teaching Model ◽  
Study Group ◽  
Post Test ◽  
The Mean ◽  
Understanding Of Science

The aim of the present study is to investigate the effect of experiential learning activity in deep conceptual understanding of science in comparison with conventional teaching model. In the present experiment quasi experimental and post-test research design is implemented. Totally 80 students participate in the study: 40 girls and 40 boys. The sample is categorized into two: study and the control group. Each group consists of 40 students: 20 boys and 20 girls. The study group is taught “Gases Law” by using experiential learning activities and the control is taught by using the conventional method. Data is collected by using a questionnaire and it consists of 20 multiple choice questions. The collected data is analyzed by using descriptive statistics. The examination of the data illustrates that there is no noteworthy difference in the mean score between the study group and the control group. Independent ‘t-test’ is applied to compare the student’s achievement in post-test. The mean score of the study group, who are exposed to the experiential learning activities, in Science Achievement post-test is 17.35. It is higher than that of (t=6.65; p>0.01) the learners in the control group. The mean of the control group is 14.45. Therefore, it is concluded that the experiential learning activities as a teaching model enhances the deep conceptual understanding of science.

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.

scholarly journals Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong

2019 ◽  
Vol 9 (3) ◽  
pp. 172
Author(s):  
Fridolin Sze Thou Ting ◽  
Wai Hung Lam ◽  
Ronnie Homi Shroff
Keyword(s):  
Hong Kong ◽  
Active Learning ◽  
Collaborative Learning ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Positive Impact ◽  
Tertiary Education ◽  
Background Knowledge ◽  
Learning Platform ◽  
The Impact

Research has demonstrated the positive impact of active learning on students’ learning outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, few studies have explored the impact of active learning via problem-based collaborative games in large mathematics classes in the context of Asian tertiary education. This study assesses the effects of active learning on students’ learning outcomes using class test scores and the calculus concept inventory (CCI) to test the conceptual understanding of the basic principles of differential calculus, in a first year calculus course in Hong Kong. Three hypotheses were tested to determine the effects of game-based collaborative learning on learning mathematics among students. Active learning through a problem-based collaborative learning methodology was employed, using Kahoot!, a game-based learning platform. Results supported all three hypotheses, demonstrating a statistically significant increase in students’ conceptual understanding and examination performance, based upon their individual perceptions of active engagement and time spent in active learning. Our results indicated that active learning “levels the playing field”, in the sense that students with less pre-requisite background knowledge, using a problem-based collaborative learning methodology, were relatively more inclined to catch up or even exceed the performance of students with a stronger prerequisite background knowledge, at the end of the course.

Impact of the Clinical Pharmacist on Readmission in Patients with Acute Coronary Syndrome

2005 ◽  
Vol 39 (9) ◽  
pp. 1423-1427 ◽  
Author(s):  
Kate M O'Del ◽  
Suzan N Kucukarslan
Keyword(s):  
Unstable Angina ◽  
Clinical Pharmacist ◽  
Positive Impact ◽  
Patient Care Team ◽  
Direct Patient Care ◽  
Control Group ◽  
Study Group ◽  
Coronary Syndrome ◽  
Coronary Syndromes ◽  
The Impact

BACKGROUND: Previous studies have reported a positive impact of pharmacists on care of patients with chronic illnesses. The impact of the clinical pharmacist on hospital readmission in patients with acute coronary syndromes (ACS) has yet to be evaluated, as of this writing. OBJECTIVE: To evaluate the impact of the clinical pharmacist as a direct patient-care team member on cardiac-related readmission in patients admitted to the general cardiology unit with ACS. METHODS: A prospective, nonrandomized observational study compared patients who received standard practice care with patients admitted to a service with a clinical pharmacist to provide care at the bedside. Patients admitted to and discharged from the general cardiology unit for ACS were included. The primary endpoint of the study was cardiac-related readmission at 30 days following hospital discharge. Secondary endpoints included length of stay and medication utilization. Interventions provided by the clinical pharmacist in the study group were documented. RESULTS: Cardiac readmission at 30 days was similar between the groups (p = 0.59%). In the subset of patients with unstable angina, readmission in the study group was significantly lower than in the control group (1.3% vs 9.1%; p = 0.04%). Patients in both groups were similarly managed using drug therapy and invasive coronary interventions. The medical staff's rate of acceptance of recommendations provided by the pharmacist was 94.4%. The most common interventions were medication education and identification of indicated therapy. CONCLUSIONS: The addition of pharmacists did not decrease readmission in patients with ACS. The finding of significant reduction in readmission in the subset of patients with unstable angina should be considered “hypothesis generating” for future randomized studies to confirm the results.

scholarly journals Pengaruh Model Problem Based Learning dengan Metode Eksperimen Terhadap Hasil Belajar IPA Fisika Siswa Kelas VII SMP Negeri 19 Mataram Tahun Pelajaran 2014/2015

2017 ◽  
Vol 1 (3) ◽  
pp. 173 ◽  
Author(s):  
Nurqomariah Nurqomariah ◽  
Gunawan Gunawan ◽  
Sutrio Sutrio
Keyword(s):  
Learning Outcomes ◽  
Positive Impact ◽  
Problem Based Learning ◽  
T Test ◽  
Control Group ◽  
Test Results ◽  
Control Group Design ◽  
The Impact ◽  
Academic Year ◽  
Experimental Group

This research is a quasi-experimental aims to find the impact of problem based learning model with experimental methods on the learning outcomes physics science of grade VII SMPN 19 Mataram in academic year 2014/2015. The population of this research is students of grade VII SMPN 19 Mataram with 144 students, while the sampling of this research is grade as VIIA as experimental group and VIIB as the control group. The sampling technique used is purposive sampling. The research design used is untreated control group design with pretest and posttest. Pre-test results obtained by the average value of experimental group is 25.36 while the control group is 28.54. Post-test results for experimental group is 75.13, while for the control group is 65.41. Research hypotheses were analyzed by t-test two tail using formulas polled variance t-test given the result that thint is greater than ttable, In addition, an increase on learning outcomes analyzed using N-gain test given the result that experimental group has increased higher than the control group.so that can be concluded that the model of problem-based learning with experimental method given positive impact on learning outcomes physics science of grade VII SMPN 19 Mataram in academic year 2014/2015.

scholarly journals Can Formative Assessment and Corrective Feedback Improve L2 Learners’ Performance on English “Comparative Forms”? The Case of Low-Proficiency Level EFL Learners

2019 ◽  
Vol 2 (3) ◽  
pp. p104
Author(s):  
Alqahtani Mofareh A
Keyword(s):  
Second Language ◽  
Formative Assessment ◽  
English Language ◽  
Positive Impact ◽  
Corrective Feedback ◽  
Control Group ◽  
Attitudes And Practices ◽  
L2 Learners ◽  
The Impact ◽  
Experimental Group

This study aims to examine the impact of formative assessment with corrective feedback as one of the effective tools that improve the performance of students who study English as a second language (L2 learners). More specifically, it contributes to research on the complex relationship between the attitudes and practices of English language teachers and students regarding the way they understand and practice the basics of formative assessment and corrective feedback when checking students’ achievement. In order to achieve this goal, the study investigated this matter in light of the following guiding questions: What are the effects of corrective and formative feedback in improving students who are learning English as a second language level L2 learners? How might teachers provide effective assistance to their students during this stage?To address these questions, A total of 58 subjects were divided into a control group (n=29) and an experimental group (n=29). All the subjects were second-year cadets at a military academy. Both groups were given a pre-test prior to the teaching of English “comparative forms”. The purpose of the pre-test was to make sure that the two groups were homogenous. The pre-test was then followed by the teaching of English “comparative forms” in both groups. The experimental group was given a formative assessment where each subject also received one-on-one corrective feedback. Finally, a post-test (summative assessment) was given to both groups.After collecting and analyzing the data, it was found that providing a formative assessment and corrective feedback has a positive impact on improving students’ level of accurate understanding accurately and student writing as well as correct reading.

OUTCOME BASED LEARNING: THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITIES ON THE ATTAINMENT OF SPECIFIC LEARNING OUTCOME AMONG SENIOR SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 9 (3) ◽  
pp. 321-330
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Redox Reaction ◽  
Performance Test ◽  
Learning Outcome ◽  
Learning Activity ◽  
Control Group ◽  
School Students ◽  
Lecture Method ◽  
The Impact ◽  
Specific Learning

Experiential learning activity is a group activity in which the role of an individual is well defined and central focus is on the process and not the outcome. Its process, steps, as well as the content involves active participation of both learners and teachers to attain intended specific learning outcome.  In this present paper efforts are made to investigate the impact of experiential learning activity in germinating interests among the students in Chemistry and also to study the co-relation between the interest in studying Chemistry and their academic achievement. The study is conducted during the academic session 2020-2021. Random sampling method is used to draw the sample.  Totally 50 students participate in the study. Sample consists of 25 boys and 25 girls. Sample is categorized into the study and the control group. Both groups are taught the unit “Redox Reaction” by traditional lecture method but the study group is exposed to the experiential learning activity designed for the experimental redox reaction.  Data is collected by using two questionnaires. Students Interest Test (SIT) and Chemistry Performance Test (CPT) are administrated. Reliability of Students Interest Test (SIT) is done Cronbach Alpha test and found to be 0.86 and reliability test for Chemistry Performance Test by Richardson 21 formula and found to be 0.76. Hybrid research designs such as quasi experiment and survey are applied to collect the data. Data is collected by using pre-test and post-test. The collected data is analyzed by using statistical tools such as independent t-test and Pearson Product Movement to study the co-relation co-efficient.  The result of the present study has noteworthy difference of 0.87 significant at 0.05 level.  Result of the present paper reveals that the experiential learning activity designed for experimental redox reaction enhances the students’ interest in learning chemistry and has a positive correlation in enhancing their academic performance to attain the specific learning outcomes

scholarly journals Assessment of the impact of medPlan®, a medication reminder mobile application, in glaucoma patients in Benin City, Nigeria

2021 ◽  
Vol 19 (12) ◽  
pp. 2677-2682
Author(s):  
Penaere T. Osahon ◽  
Lisa A. Mote ◽  
Veronica I. Ntaji
Keyword(s):  
Medication Adherence ◽  
Mobile Application ◽  
Positive Impact ◽  
Control Group ◽  
Study Group ◽  
Benin City ◽  
Adherence To Medication ◽  
Keywords Glaucoma ◽  
The Impact ◽  
Medication Reminder

Purpose: To assess the impact of medPlan®, a medication reminder mobile application in glaucoma patients in Benin City, Nigeria.Methods: In a randomized control trial with 2 months follow-up period, 200 patients receiving drug therapy for glaucoma were  randomized into either into a control or study group. The study group comprised participants who made use of a medication reminder mobile application, medPlan®, while the control group consisted of those patients who did not use the application. Adherence to medication was measured for all the patients in both groups. Data was collected using a carefully designed questionnaire and statistically analyzed.Results: This study recorded 100 % response rate from the participants. In the study group, 56 % were very adherent while 18 % were moderately adherent, and 26 % were non-adherent respondents as against 45 % very adherent, 13 % moderately adherent and 42 % non-adherent respondents from the control group. In addition, 78 % of those in the study group agreed that there was improvement in their medication adherence since they started using the medication reminder application. This showed a significant positive impact of the medication reminder application (p = 0.0110) on adherence to medication.Conclusion: Medication adherence was improved in glaucoma patients who used medPlan®, a smartphone medication reminder application. This study lays a foundation for further research on medication reminder mobile applications. Keywords: Glaucoma, Smartphone, Medication adherence, Impact, Medication reminder, medPlan®

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