scholarly journals PENGARUH MEDIA VIDEO PEMBELAJARAN TERHADAP HASIL BELAJAR IPA DITINJAU DARI KEAKTIFAN SISWA

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Dwi Yunita ◽  
Astuti Wijayanti
Keyword(s):  
Data Collection ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
The Impact ◽  
Quasi Experiment

This research is aimed to know the impact of using video as a media toward the learning result of sciences for students in class VII in SMPN 1 Turi on 2016/2017 which is looked by the student’s creativity. This research is quasi experiment. The object of this research is the student’s result. The technique of data collection is using test, questioner and documentation techniques. Instrument test is containing with 30 multiple-choice questions, and questioner instrument is containing with 20 statements. As the result, the researcher obtained Fcalculate = 19,747 and p = 0,000, the average of learning result is 20,78, the average of questioner is 60,09. Based on the average of learning result and questioner, then there is an impact by video as a media toward the learning result of sciences for students in class VII which is looked by the student’s creativity.

scholarly journals In Situ Simulation-based Team Training for Post-cardiac Surgical Emergency Chest Reopen in the Intensive Care Unit

2009 ◽  
Vol 37 (1) ◽  
pp. 74-78 ◽  
Author(s):  
L. Nunnink ◽  
A.-M. Welsh ◽  
M. Abbey ◽  
C. Buschel
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Multiple Choice ◽  
Surgical Patient ◽  
Multiple Choice Questions ◽  
In Situ Simulation ◽  
Video Training ◽  
Surgical Emergency ◽  
Simulation Based ◽  
The Impact

Emergency chest reopen of the post cardiac surgical patient in the intensive care unit is a high-stakes but infrequent procedure which requires a high-level team response and a unique skill set. We evaluated the impact on knowledge and confidence of team-based chest reopen training using a patient simulator compared with standard video-based training. We evaluated 49 medical and nursing participants before and after training using a multiple choice questions test and a questionnaire of self-reported confidence in performing or assisting with emergency reopen. Both video- and simulation-based training significantly improved results in objective and subjective domains. Although the post-test scores did not differ between the groups for either the objective (P=0.28) or the subjective measures (P=0.92), the simulation-based training produced a numerically larger improvement in both domains. In a multiple choice question out of 10, participants improved by a mean of 1.9 marks with manikin-based training compared to 0.9 with video training (P=0.03). On a questionnaire out of 20 assessing subjective levels of confidence, scores improved by 3.9 with manikin training compared to 1.2 with video training (P=0.002). Simulation-based training appeared to be at least as effective as video-based training in improving both knowledge and confidence in post cardiac surgical emergency resternotomy.

scholarly journals The perception of genetically modified plants by farmers in Szabolcs-Szatmár-Bereg County, Hungary

2021 ◽  
pp. 73-77
Keyword(s):  
Agricultural Education ◽  
Genetically Modified ◽  
Multiple Choice ◽  
Gm Crops ◽  
Multiple Choice Questions ◽  
Relevant Difference ◽  
Gm Plants ◽  
Gender Education ◽  
The Impact ◽  
Traditional Crops

In this account we report a study that surveyed and quantified the opinion on the acceptability of genetically modified (GM) crops by farmers working in Szabolcs-Szatmár-Bereg County located in North Easter Hungary. Authors answered the question whether there is a difference in perception and reasoning of the county’s agricultural workers regarding GM crops. We evaluated the impact of age, gender, education, and agricultural education of responders on rating GM plants to be more dangerous than traditional crops. Is there a relevant difference when responders are administered multiple choice questions, rather than single choice questions? Can we change farmers’ position on the GM technology by using multiple choice questions?

scholarly journals KESESUAIAN TINGKAT PENCAHAYAAN GEDUNG SEKOLAH DASAR DAN PEMAHAMAN GURU TENTANG SISTEM PENCAHAYAAN SEKOLAH

2020 ◽  
Vol 1 (2) ◽  
pp. 1-7
Author(s):  
Erni Kurniati ◽  
Soeprijanto ◽  
Irzan Zakir
Keyword(s):  
Primary School ◽  
Energy Saving ◽  
Multiple Choice ◽  
Electrical Energy ◽  
Survey Method ◽  
Lighting System ◽  
Multiple Choice Questions ◽  
Purposive Sampling ◽  
Science Laboratories ◽  
The Impact

Abstract This research has the purpose to knowing the value of the lighting level in the room at primary school, is in conformity with applicable regulations or not and to knowing teacher’s knowledge and understanding level about the school lighting system. This research conducted in May until July 2016 at primary school in Kelurahan Rawamangun, East Jakarta. This research is quantitative descriptive with survey method. The sampling technique used in this research is random purposive sampling, where purposive that schools are not taken in a period of improvement and the respondent teachers are permanent teachers. Samples taken random with a degree of error of ± 10 %, so sample taken is 10 schools and 80 teachers. The results of this research is a translation percentage descriptive of the data suitability lighting levels at one to six classrooms, a teachers' room, library and science laboratories when sunny weather use the lights and do not use lights. And data of teacher’s understanding of school lighting system, which divided into five dimensions is healthy condition in classrooms, the lighting in the classrooms, electrical energy-saving concept of the school, the impact of lighting on health and health dan safety in the classroom as stated in 15 item multiple-choice questions. The results of this research stated that 10 schools have measured lighting levels can be concluded that the 0 % suitability rate of illumination for the one classroom, second classroom, third classroom, fourth classroom and science laboratories, 10 % suitability for the five classroom, six classroom dan teacher’s room when using the lights and do not use the lights. And suitability for the library is 11.1 % when not using lights and 12.5 % when using light. And from the research data of objective tests 15 item multiple-choice question for teacher's understanding can be concluded that the percentage of comprehension for the dimensions of healthy condition in classroom is 83.33 %, the dimensions of the lighting in the classroom is 40.416 % , the dimensions of the electrical energy-saving concept of the school is 92.5 % , dimensions of the impact of lighting on health is 68.75 % , and the dimensions of health and safety in the classroom is 49.58 % . There are several dimensions that are not understood by the teacher’s, because it need an advanced program for theacher’s follow-up to can better understand the kind of school lighting system. Abstrak Penelitian ini bertujuan untuk mengetahui nilai tingkat pencahayaan pada ruang-ruang sekolah dasar apakah sudah sesuai dengan ketentuan yang berlaku dan untuk mengetahui tingkat pemahaman guru mengenai sistem pencahayaan sekolah. Penelitian ini dilaksanakan pada bulan Mei sampai dengan bulan Juli 2016 di sekolah dasar di lingkungan kelurahan Rawamangun, Jakarta Timur. Penelitian ini merupakan penelitian kuntitatif deskriptif dengan menggunakan metode survei. Teknik pengambilan sampel yang digunakan dalam penelitian ini yaitu teknik acak dengan pertimbangan tertentu (random purposive sampling), dimana pertimbangannya yaitu sekolah yang diambil tidak dalam masa perbaikan dan responden guru-guru merupakan guru tetap. Sampel pada penelitian ini diambil secara acak (random) dengan taraf kesalahan penelitian ±10 %, sehingga jumlah sampel yang diambil yaitu sebanyak 10 sekolah dan 80 orang guru-guru Hasil penelitian ini berupa penjabaran secara persentase deskriptif mengenai data kesesuaian tingkat pencahayaan pada ruang kelas satu sampai enam, ruang guru, perpustakaan dan laboratorium IPA saat cuaca cerah menggunakan lampu dan tidak menggunakan lampu. Serta data pemahaman responden guru-guru tentang sistem pencahayaan sekolah yang terjabarkan dalam lima dimensi yaitu kondisi ruang belajar yang sehat, pencahayaan pada ruang belajar, konsep hemat energi listrik sekolah, dampak pencahayaan terhadap kesehatan dan kesehatan dan keselamatan kerja pada ruang belajar yang tertuang dalam 15 item pertanyaan pilihan ganda. Hasil penelitian ini menyatakan bahwa dari 10 sekolah yang diukur tingkat pencahayaan didapatkan kesimpulan bahwa 0% kesesuaian tingkat pencahayaan untuk ruang kelas satu, kelas dua, kelas tiga, kelas empat dan ruang laboratorium IPA, 10 % kesesuaian untuk ruang kelas lima, ruang kelas enam dan ruang guru baik saat menggunakan lampu dan tidak menggunakan lampu. Untuk ruang perpustakaan yaitu 11.1 % kesesuaiannya saat tidak menggunakan lampu dan 12.5 % kesesuaiannya saat menggunakan lampu. Dari data hasil penelitian tes objektif berbentuk pilihan ganda 15 item pertanyaan untuk pemahaman guru dapat ditarik kesimpulan bahwa persentase pemahaman untuk dimensi kondisi ruang belajar yang sehat yaitu 83.33%, dimensi pencahayaan pada ruang belajar yaitu 40.416%, dimensi konsep hemat energi listrik sekolah yaitu 92.5%, dimensi dampak pencahayaan terhadap kesehatan yaitu 68.75%, dan dimensi kesehatan dan keselamatan kerja pada ruang belajar yaitu 49.58%. Masih terdapat beberapa dimensi yang tidak dipahami oleh guru dengan baik oleh karena itu perlu diadakan sebuah program lanjutan agar guru-guru dapat lebih memahami sistem pencahayaan yang baik pada sekolah.

scholarly journals Should students change their answers on multiple choice questions?

2021 ◽  
Vol 45 (1) ◽  
pp. 182-190
Author(s):  
Justin W. Merry ◽  
Mary Kate Elenchin ◽  
Renee N. Surma
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Negative Direction ◽  
Incorrect Answer ◽  
Test Taking ◽  
Data Support ◽  
Test Taking Strategies ◽  
Biology Courses ◽  
Student Grades ◽  
The Impact

Multiple choice exams are ubiquitous, but advice on test-taking strategies varies and is not always well informed by research. This study evaluated the question of whether students benefit or are harmed when they change their initial answers on multiple choice questions in the context of physiology and biology courses. Previously marked examinations were reviewed for eraser marks that indicated answer changes, and the impact of these changes on exam grades was tabulated. In addition, faculty and students were surveyed for their opinions about changing answers. A plurality of faculty (36%) reported a belief that answer changes usually harm student grades, whereas a slim majority of students (51%) believed that answer changing helped their scores (χ2 = 60.52, P < 0.0001). Empirically, across two exams, students changed their answer from an incorrect answer to a correct one 2.8 times (SD 2.2) compared with 1.0 time (SD 1.4) changing in the negative direction. Therefore, on average, students benefited ( V =  123.5, P < 0.0001) from answer changing. Furthermore, comparing across two exams in the same course, some students were consistently more likely to change their answers than others (adjusted R2= 0.23, P < 0.0001), but the impact of changing answers on the first exam provided no prediction of how much a student would benefit from answer changing on the second exam (adjusted R2= −0.004, P = 0.42). These data support the argument that students should be advised to review and revise responses to exam questions before submitting them.

scholarly journals Impact Measurement on Medical Faculty for Adhering to Appropriate Guidelines in Framing Effective Multiple-Choice Questions for Item Analysis

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Surajit Kundu ◽  
Jaideo M Ughade ◽  
Anil R Sherke ◽  
Yogita Kanwar ◽  
Samta Tiwari ◽  
...  
Keyword(s):  
Item Analysis ◽  
Multiple Choice ◽  
Medical Faculty ◽  
Discrimination Index ◽  
Cognitive Domain ◽  
Difficulty Level ◽  
Multiple Choice Questions ◽  
Impact Measurement ◽  
Difficulty Index ◽  
The Impact

Background: Multiple-choice questions (MCQs) are the most frequently accepted tool for the evaluation of comprehension, knowledge, and application among medical students. In single best response MCQs (items), a high order of cognition of students can be assessed. It is essential to develop valid and reliable MCQs, as flawed items will interfere with the unbiased assessment. The present paper gives an attempt to discuss the art of framing well-structured items taking kind help from the provided references. This article puts forth a practice for committed medical educators to uplift the skill of forming quality MCQs by enhanced Faculty Development programs (FDPs). Objectives: The objective of the study is also to test the quality of MCQs by item analysis. Methods: In this study, 100 MCQs of set I or set II were distributed to 200 MBBS students of Late Shri Lakhiram Agrawal Memorial Govt. Medical College Raigarh (CG) for item analysis for quality MCQs. Set I and Set II were MCQs which were formed by 60 medical faculty before and after FDP, respectively. All MCQs had a single stem with three wrong and one correct answers. The data were entered in Microsoft excel 2016 software to analyze. The difficulty index (Dif I), discrimination index (DI), and distractor efficiency (DE) were the item analysis parameters used to evaluate the impact on adhering to the guidelines for framing MCQs. Results: The mean calculated difficulty index, discrimination index, and distractor efficiency were 56.54%, 0.26, and 89.93%, respectively. Among 100 items, 14 items were of higher difficulty level (DIF I < 30%), 70 were of moderate category, and 16 items were of easy level (DIF I > 60%). A total of 10 items had very good DI (0.40), 32 had recommended values (0.30 - 0.39), and 25 were acceptable with changes (0.20 - 0.29). Of the 100 MCQs, there were 27 MCQs with DE of 66.66% and 11 MCQs with DE of 33.33%. Conclusions: In this study, higher cognitive-domain MCQs increased after training, recurrent-type MCQ decreased, and MCQ with item writing flaws reduced, therefore making our results much more statistically significant. We had nine MCQs that satisfied all the criteria of item analysis.

scholarly journals The Psychological Impact of the COVID-19 Pandemic in Remote Learning in Higher Education

2021 ◽  
Vol 11 (9) ◽  
pp. 473 ◽  
Author(s):  
Lívea Dornela Godoy ◽  
Raquel Falcoski ◽  
Roberta Monteiro Incrocci ◽  
Fabiana Maris Versuti ◽  
Fernando E. Padovan-Neto
Keyword(s):  
Social Adjustment ◽  
Functional Impairment ◽  
Multiple Choice ◽  
Quantitative Measure ◽  
Small Sample ◽  
Stressful Events ◽  
Generalized Anxiety ◽  
Multiple Choice Questions ◽  
The Impact ◽  
Remote Learning

Stressful events can cause a significant impact on education; however, it is not yet clear how the interplay between anxiety, work, and social dysfunction relates to learning impairments. In this study, we investigated the impact of the COVID-19 pandemic on students’ learning and mental health. This study was conducted during four modules of a remote Psychopharmacology course between 5 October and 20 December 2020. We collected data from 28 Psychology undergraduate students at the University of São Paulo, Brazil. We used pre- and post-test multiple-choice questions to obtain a quantitative measure of learning. Students completed an online survey to report demographic information, functional impairment (Work and Social Adjustment scale; WSAS), generalized anxiety (Generalized Anxiety Disorder scale; GAD-7), coronavirus anxiety (Brazilian adapted version of the Coronavirus Anxiety Scale; CAS-BR), and self-perception with the remote lectures’ methodology. In our sample, 42.9% of respondents experienced symptoms of generalized anxiety disorders (GAD-7 ≥ 15), and 53.6% had moderate to severe functional impairment (WSAS > 20). We also observed an overlapping profile of highly anxious and dysfunctional students. A chi-square test of independence revealed a relation between pairs of multiple-choice questions answers and GAD-7 scores, indicating that less anxious students were more likely to perform better in pairs of pre- and post-tests. Intriguingly, the correlational analysis suggested that students with moderate to severe functional impairment (WSAS scores > 20) were less likely to change from an incorrect to a correct answer to pairs of pre- and post-tests. This data suggests that psychological distress and anxiety states might influence students’ ability to coordinate social and work activities and performance during remote learning. Although this study evaluated a small sample of students, our data highlights the importance of investigating anxiety and functional impairment measures as part of the remote-learning curriculum.

scholarly journals Retaining Parental Role Despite the Presence of Hematological Neoplastic Diseases: The Emanuela Project and the Role of the Hematologist

Blood ◽  
2018 ◽  
Vol 132 (Supplement 1) ◽  
pp. 4752-4752
Author(s):  
Beatrice Manghisi ◽  
Lorenza Maria Borin ◽  
maria Rosaria Monaco ◽  
Raffaele Mantegazza ◽  
Carlo Gambacorti-Passerini
Keyword(s):  
Hospital Admissions ◽  
Multiple Choice ◽  
Parental Role ◽  
Neoplastic Disease ◽  
Multiple Choice Questions ◽  
Open Questions ◽  
The Family ◽  
The One ◽  
Scientific Skills ◽  
The Impact

Abstract Introduction The diagnosis of a hematological neoplastic disease (HND) bears a great impact on the patient family, which suffers abrupt changes in living patterns because of prognosis, prolonged hospitalization and therapy related adverse events. Parents often believe that the best way to protect their children from suffering is to avoid communications about the disease, as "they wouldn't understand". Many hospitals offer family support, usually managed by psychologists; we hypothesized that the hematologist can play a key role in this process, being the one who primarily takes care of the patient, possesses the scientific skills necessary to explain the disease and is viewed by the family members as the key player. Since 2010, patients admitted to the Hematology Division at San Gerardo Hospital in Monza - Italy, who have minors in their family can participate in the "Emanuela Project" (see below). Methods The aim of this pilot study is to evaluate the impact of this intervention on children health status as perceived by their parents either affected or unaffected by HND. Ten hospitalized patients with a HND disease diagnosed between November 2017 and May 2018, with at least one child aged 0-18 years were recruited after signing an informed consent. Intervention: children can visit their parents in a dedicated hospital room in the days after diagnosis and an informal talk with a hematologist and a psychologist is organized; the hematologist, using simple images and metaphors (e.g. "flowered garden" to represent the normal bone marrow), explains the illness and answers questions, while the psychologist helps children to express emotions about the situation. A questionnaire, administered 30-60 days after the intervention to all parents, explores their perceptions about changes in each child; itconsists of 18 multiple choice questions and 15 open questions. Data were analyzed with statistical software STATA. Open questions were fully read and interpreted by authors; T-LAB software was used to evaluate relevant recurring words . Results All 10 patients that were offered the intervention consented to it; 9 out of 10 patients have returned their questionnaires by July 2018 Five of them were fathers (55.56%) and 4 mothers (44.44%), with a mean age 50.22+/- 9.19 (SD). Diagnoses were Acute Leukemia (5), Lymphoma (2) and Multiple Myeloma (2). Mean duration of hospital stay was 26.2 days (+/- 12.8 SD) . The study included 16 children, aged 4 to 18 (mean 10 +/- 5 SD). We analyzed 28 questionnaires. Data from multiple choice questions exploring changes in children behavior suggest that, according to both parents there was no substantial worsening in school performance, appetite, sleep patterns (see table 1). These findings suggest that talking to children about the disease didn't traumatize them, and gave some concrete and reassuring answers to unexpressed fears. An interesting finding is that 44% of children increased their need to be in contact with the ill parent, showing a strengthening of relationships inside the family. One relevant finding concerns the possibility to talk about HND inside the family: 93% of parents gave a score of 3 (=often) or 4(=always) to this question. 100% of parents stated that it was never necessary to keep clinic visits or hospital admissions hidden from their children; 80% never had to hide side effects of therapies. All healthy parents and 87.5% of sick ones found that communicating with their children was a correct strategy, and that this intervention by hematologist and psychologist was useful. According to 88% of them, such a difficult task is responsibility of parents and of a specific professional figure, the hematologist. The use of simple images and metaphors helped 85.7% of healthy parents and 62.5% of ill ones to understand the illness better. According to 75% of parents, the intervention also played a key role in improving their relationship with doctors. The T-Lab analysis of recurring words is presented in Tab 2. Conclusions Data indicate that for parent it is important to be supported by their hematologist in the difficult task of explaining their illness to their children. The Emanuela Project allows parents to retain a parental role despite their illness; communication contributes also to increase trust in the medical staff and compliance to physically and emotionally demanding treatments. These data will be compared to those obtained in nearby hospitals who do not offer such a service. Disclosures Gambacorti-Passerini: BMS: Consultancy; Pfizer: Consultancy, Honoraria, Research Funding.

scholarly journals Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning

2021 ◽  
Author(s):  
◽  
Carolyn Frances Tait
Keyword(s):  
Undergraduate Students ◽  
Adaptive Learning ◽  
English Language ◽  
Mainland China ◽  
Multiple Choice ◽  
Approaches To Learning ◽  
Study Strategies ◽  
Task Demands ◽  
Multiple Choice Questions ◽  
The Impact

<p>Chinese undergraduate students from mainland China, Hong Kong and Taiwan may have different language backgrounds and previous assessment experiences compared with most students studying in a western university. This mixed methods study examines their perceptions of how two examination formats - multiple-choice and essay questions - impact on their motivation, approaches to learning, and study strategies at a New Zealand university. Quantitative data were gathered using a modified Biggs' two factor study process questionnaire and a modified Patterns of Adaptive Learning Study questionnaire. Survey results were integrated with qualitative interview data gathered and analysed using a constructivist version of grounded theory. The participants reported combining deep and surface approaches to learning for both examination formats, preferring deep approaches. In comparison to study strategies used for multiple-choice examinations, more deep strategies were reported for essay examinations. Participants described combining memorisation with understanding in a sequence of study strategies for both examination formats. Predicting and practising both types of examination questions allowed participants to align their perceptions with possible examination requirements. Participants' confidence in their English language ability impacted on memorisation for essay questions. Analysis of the findings supports a model of the interrelationship of motivation, approaches to learning, calculating to develop perceptions of task demands, and the development of discipline-specific discourse skills in English. Perceptions of examination formats impact on study strategies with deep and surface strategies linked through practising. The implications of these findings for assessment of culturally and linguistically diverse tertiary students support the use of well designed multiple-choice questions in examinations to promote deep learning for these students, combined with formative assessment.</p>

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