scholarly journals Analysis of high school student’s concept mastery in light wave using structured inquiry learning assisted by a virtual laboratory

2021 ◽  
Vol 18 (1) ◽  
pp. 10
Author(s):  
E. Puspitaningtyas ◽  
E Fandira Nasera Putri ◽  
Umrotul Umrotul ◽  
Sutopo Sutopo
Keyword(s):  
Conceptual Understanding ◽  
Mixed Method ◽  
Qualitative Data ◽  
Light Wave ◽  
Inquiry Learning ◽  
Virtual Laboratory ◽  
Wave Optics ◽  
Inquiry Based Learning ◽  
Concept Mastery ◽  
Mixed Method Design

Structured inquiry-based learning assisted by a virtual laboratory is necessary for senior high students to help their conceptual understanding of wave optics. Experimental mixed-method design with one group pretest-posttest model used for physics class. Data collected from an interview, observation, pretest, and posttest in quantitative and qualitative data. The result is structured inquiry-based learning assisted by virtual laboratory effective improving students' conceptual mastery of wave optics. Furthermore, it also has been found that students still have some difficulties with interference and diffraction after learning.

Feedback of Certificate in Medical Teaching Programme at King Edward Medical University Lahore

2021 ◽  
Vol 15 (10) ◽  
pp. 2564-2566
Author(s):  
Salman Javed ◽  
Mehwish Ayyaz ◽  
Bushra Adeel ◽  
Wajeeha Imran Andrabi ◽  
Amna Khanum ◽  
...  
Keyword(s):  
Mixed Method ◽  
Qualitative Data ◽  
Mixed Method Research ◽  
Medical Teaching ◽  
Study Objective ◽  
Teaching Programme ◽  
Mixed Method Design ◽  
Medical University ◽  
E Mail ◽  
Method Approach

Background: The concept of feedback is central to medical education. There is gradual shift from sandwich feedback to Pendleton feedback which is learner centred. Pragmatic worldview was proposed in this study. Certificate in Medical Teaching (CMT) programme was initiated at King Edward Medical University (KEMU) Lahore since 2019.The study objective was to improve learning outcome. Methods: Mixed Method research design was chosen, out of all mixed method procedures “Convergent parallel mixed method design” was followed collecting simultaneously quantitative and qualitative data, then results were analysed and compared separately. This study was carried out from 01-06-2020 to 31-03-2021 at King Edward Medical University Lahore. Sample size of 43 participants from CMT (Certificate in Medical Teaching) Batch 1 and 2 took part in this study. Doctors from clinical side, demonstrators and personnel of Allied health sciences attended this course. A predesigned proforma designed on google form was sent to each participant via e-mail.. Results: Quantitative data collected was interpreted as percentages and in form of tables and presented as pie charts. Qualitative data collected was analysed by segregating data into codes. Corresponding themes were made of each code and presented in tabular form. Conclusion: On the basis of feedback and mixed method approach, it can be concluded that certificate in medical teaching is a new teaching program at king Edward Medical University Lahore which can serve as basis to start master’s degree at this institution. Keywords: Feedback, medical teaching, KEMU

scholarly journals ASSESSING PRE-SERVICE TEACHERS’ RECEPTION AND ATTITUDES TOWARDS VIRTUAL LABORATORY EXPERIMENTS IN LIFE SCIENCES

2020 ◽  
Vol 19 (6A) ◽  
pp. 1092-1105
Author(s):  
Mafor Penn ◽  
Lydia Mavuru
Keyword(s):  
Laboratory Experiments ◽  
Qualitative Data ◽  
Life Sciences ◽  
Data Gathering ◽  
Virtual Laboratory ◽  
Digital Learning ◽  
Inquiry Based Learning ◽  
Virtual Laboratories ◽  
Significant Difference ◽  
Learning Interventions

This research reports the assessment of pre-service teachers’ reception and attitudes towards virtual laboratory experiments in Life Sciences with the aim of advancing adaptability to digital learning. Using sequential mixed-methods in a quasi-experimental design, 68 pre-service teachers in the 3rd year of a Bachelor of Education (B.Ed) program were surveyed before and after virtual learning interventions. This phase was followed by qualitative data gathering using focus group interviews with all participants. Findings from quantitative data analysis revealed a positive significant difference in pre-service teachers’ attitudes towards virtual laboratory experiments post learning interventions. From qualitative data pre-service teachers found the progression from using only traditional to including virtual experiments was useful in enhancing their conceptual understandings of Life Sciences concepts, convenience, inquiry-based learning, self-directed and autonomous learning. However, pre-service teachers noted that using virtual laboratories did not significantly develop their science process skills and as a result could not replace the experiences in a traditional biology laboratory. The implications of these findings project virtual laboratories as a supporting tool for experimentation in Life Sciences especially within and post the COVID-19 pandemic where issues of social distancing pose a threat to collaborative and inquiry-based science learning. Recommendations from these findings are discussed herein. Keywords: inquiry-based learning, life sciences, pre-service teachers, virtual laboratory experiments

scholarly journals English Needs Analysis of Energy and Mineral Polytechnic Students

2019 ◽  
Vol 8 (1) ◽  
pp. 16-20
Author(s):  
Noenoek Februati
Keyword(s):  
Mixed Method ◽  
Qualitative Method ◽  
Qualitative Data ◽  
Petroleum Industry ◽  
Needs Analysis ◽  
Teaching Material ◽  
English Learning ◽  
Reading And Writing ◽  
Learning And Teaching ◽  
Mixed Method Design

Needs analysis was conducted in Polytechnic of Energy and Mineral with the aim of identifying the students’ English needs. This was conducted by analysing the present English learning and teaching material and the needs of the material the students expect in order to perform effectively in the target situation. In conducting the analysis, a mixed method design was used in which it integrates the quantitative method and qualitative method. The questionnaires were used as the instruments for collecting the data from the alumni who had already worked in the petroleum industry and from the students who were still studying at Polytechnic of Energy and Mineral. The qualitative data from the alumni showed that English listening, speaking, reading, and writing skills were really needed in the petroleum industry. Then, the quantitative data and the qualitative data from the students showed that the present English learning and teaching material had already guided them in obtaining the English skills required in the petroleum industry. However, the qualitative data also showed that the listening, speaking, reading, and writing activities in the material still needed to be improved in terms of the quantity, variety, and levels of difficulty. These findings were going to be followed up by the development of the English learning and teaching material as the improvement of the present material.

scholarly journals Does Problem-Based Learning Affect Students’ Speaking Skill and Attitude toward ELL?

2020 ◽  
Vol 6 (2) ◽  
pp. 131-138
Author(s):  
Gede Sutrisna ◽  
Luh Putu Artini
Keyword(s):  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Problem Based Learning ◽  
Affective Attitude ◽  
Mixed Method Design ◽  
Scientific Approach ◽  
Speaking Skill ◽  
The Impact ◽  
Approach Problem

As a typical learning method which is grounded from a scientific approach, problem-based learning (PBL) does not only enhance students’ critical thinking but also helps them actively construct their knowledge and skill. The objectives of this study were to investigate the impact of PBL on (1) students’ speaking skill and (2) their attitude toward ELL. This study employed an embedded mixed-method design which combined one-group pretest-posttest and descriptive qualitative design. It involved a group of 41 students as the sample. The quantitative data were collected through pretest-posttest and questionnaire (closed-ended). Meanwhile, the qualitative data were obtained through observation and open-ended questionnaire. The findings of the study found that students demonstrated better speaking performance after being treated through PBL activities. Besides, they exhibited more positive behavioral, cognitive, and affective attitude toward ELL.

scholarly journals Does class participation predict academic achievement? A mixed-method study

2021 ◽  
Vol 4 (2) ◽  
pp. 148
Author(s):  
Uğur Akpur
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Mixed Method ◽  
English Language ◽  
Qualitative Data ◽  
Group Of Seven ◽  
Class Participation ◽  
Mixed Method Design ◽  
The Relationship ◽  
Academic Year

The present study’s aim is to identify whether class participation is a significant predictor of English language achievement among university students and their views concerning class participation and academic achievement. A sequential mixed method design was applied and a total of 2013 university students (813 female 40.3%; 1200 male, 59.7%) participated in the quantitative portion of the study. Course Participation Grade (CPG) criteria and English Proficiency Exam (EPE) held at the end of the academic year by the institution were used as data collection tools. The qualitative data were analysed through content analysis of a focus group interview with a group of seven participants. The findings suggested that the relationship between academic achievement and CPG was positive and significant. Correspondingly, the qualitative data revealed similar results with the quantitative data by showing that the class participation has powerful impact on academic achievement.

scholarly journals Factors Influencing Teaching of Chemistry in Class Nine and Ten in the Schools under Chhukha District, Bhutan

2021 ◽  
pp. 13-25
Author(s):  
Ngawang Chogyel ◽  
Norbu Wangdi
Keyword(s):  
Secondary Schools ◽  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Structured Interview ◽  
Chemistry Teachers ◽  
Factors Influencing ◽  
Analysis Technique ◽  
Mixed Method Design ◽  
Structured Questionnaire

This study investigated the factors influencing the teaching of chemistry in class nine and ten in the schools under Chhukha District, Bhutan. Adopting convergent mixed method design, the study employed structured questionnaire to collect quantitative data and semi-structured interview and classroom observation to collect qualitative data. The sample comprised of 10 Chemistry teachers and 500 students from class nine and ten from three middle secondary schools and two higher secondary schools. Quantitative data were analyzed using descriptive statistics in the form of tables, mean and standard deviation whereas the qualitative data were analyzed based on content analysis technique. The findings of this study highlighted that the lack of laboratory resources, limited time allocated for chemistry theory and practical classes, and teachers’ heavy workload impacted teaching of chemistry negatively while the teacher’s sound knowledge on the chemistry subject impacted the teaching of chemistry positively.

scholarly journals The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting

2019 ◽  
Vol 12 (9) ◽  
pp. 105
Author(s):  
Jihan Zayed ◽  
Huda Al-Ghamdi
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Affective Factors ◽  
Saudi Students ◽  
Self Confidence ◽  
Mixed Method Design ◽  
High Motivation ◽  
Predictive Relationships

Adopting a mixed-method design, the current study attempted to specify the relationships among four affective factors (i.e., motivation, attitudes, self-confidence, and anxiety) involved in learning English as a Foreign Language (EFL). Seventy-three students – from Administration and Humanities College, Mustaqbal University and Jubail University College, KSA – responded to a questionnaire of two parts: Part I and Part II, which yielded quantitative data. Qualitative data were generated through the analysis of Part I results to prove that there was no relationship between Saudi students’ EFL proficiency and their awareness of the affective factors involved in learning it. Findings of Part II confirmed the interrelatedness among the four affective factors in the learning process in general, except for self-confidence did not significantly correlate with anxiety; the former got the highest mean (48.79) while the latter got the lowest (34.93). Calculating Standard Multiple Regression for the four affective factors, the study concluded giving four arithmetic equations of the predictive relationships among these factors. In the Saudi setting, the current study confirmed that anxiety does not affect learners with high motivation and good attitudes to a great extent. Besides, it does not affect self-confident learners at all.

Development of the Community College Internationalization Index

2017 ◽  
Vol 21 (4) ◽  
pp. 349-374 ◽  
Author(s):  
Jacqueline Marie Copeland ◽  
Carmen L. McCrink ◽  
Gerene K. Starratt
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Mixed Method ◽  
Qualitative Data ◽  
The United States ◽  
Skilled Workers ◽  
Mixed Method Design ◽  
University Level ◽  
The University ◽  
Internationalization Index

To address the shortage of skilled workers in the 21st century, shifting demographics, competition for education funding, and the need to better serve underrepresented student populations, colleges and universities in the United States seek to increase internationalization efforts. While a number of instruments exist for measuring internationalization at the university level, few instruments are designed for measuring campus-level institutionalization, particularly at public community colleges. Moreover, current community college instruments are based on outdated literature or make use of qualitative tools that are not necessarily applicable in all settings. This study utilized an exploratory sequential mixed-method design to construct a quantitative instrument to measure institutional-level internationalization in public community college settings. Qualitative data were used to develop a theory of community college internationalization, from which the Community College Internationalization Index was developed. The CCII will be valuable for tracking public community colleges’ progress in internationalization efforts.

scholarly journals The Impact of Problem-Solving Model on Students’ Concept Mastery and Motivation in Learning Heat Based on Gender

2018 ◽  
Vol 1 (2) ◽  
pp. 71
Author(s):  
Annisa Utami Putri ◽  
Lilit Rusyati ◽  
Diana Rochintaniawati
Keyword(s):  
Problem Solving ◽  
Conceptual Understanding ◽  
Qualitative Data ◽  
Secondary Level ◽  
Boarding School ◽  
Objective Test ◽  
Cognitive Level ◽  
Concept Mastery ◽  
Problem Solving Model ◽  
The Impact

This study investigated the impact of the problem-solving model on students’ concept mastery and motivation in learning heat based on gender. The method which was used in this research was quasi-experiment with pretest-posttest design in girls and boys class. Data are collected from girl class (N=16) and boys class (N=16) of a 7th grade in one of a Bilingual Boarding School in Bandung. The quantitative data of this research was obtained through the objective test, while the qualitative data was gained through a questionnaire. Students’ motivation is measured by Attention, Relevance, Confidence, and Satisfaction (ARCS) Model. On the other hand, students’ concept mastery is measured based on Bloom’s taxonomy cognitive level through the objective test and being analyzed by using statistical software Statistical Package for Social Science (SPSS) version 20.0 for Windows 8. The results show that overall concept mastery of girls and boys students have improved. However, girls students are higher achiever than boys. Overall, the problem-solving model makes an improvement in students’ concept mastery in both girls and boys. Thus, it indicates that the implementation of the problem-solving model in learning heat can improve students’ motivation and students’ conceptual understanding in secondary level.

scholarly journals The effect of open inquiry learning on gifted students’ conceptual understanding

2020 ◽  
Vol 7 (1) ◽  
pp. 75-83
Author(s):  
Nilgun Avci Engudar ◽  
Ayberk Bostan Sarioğlan ◽  
Gamze Dolu
Keyword(s):  
Science Education ◽  
Conceptual Understanding ◽  
Inquiry Learning ◽  
Gifted Students ◽  
Learning Approach ◽  
Inquiry Based Learning ◽  
Open Inquiry ◽  
Mixture Separation ◽  
Science And Art ◽  
Before And After

In science education, one of the most important approaches for educating inquiry-seeking individuals is inquiry-based learning. Science education programmes have been using the inquiry-based learning approach. Inquiry-based learning creates a learning environment that provides students with opportunities for researching scientific tasks and structuring meaningful information. Within this scope, this study aims to investigate the academic achievements of gifted students studying at Science and Art centres (SACs) in ‘separating mixtures’ in science courses through the open inquiry learning approach. The study was conducted on eight students in a metropolitan SAC, which is in the western part of Turkey. Four context-based, open-ended questions regarding the ‘understanding of mixture separation methods’ and questions to determine the students’ ideas before and after the instruction were used as data collection tools. The categories consisted of two sections: scientifically correct and scientifically incorrect. The results showed that the students’ scientifically correct response rates in separating mixtures increased with open inquiry learning. In addition, it is seen that the students evaluated the activity as ‘creativity-stimulating’ and learning through discovering as ‘remarkable and fun’. Based on the results, it is recommended to use an open inquiry learning approach in science classes to increase students’ academic achievement and interest in the course. In addition, this study  contributes to the science education of students in SACs, to literature and to new studies to be conducted on this issue. Keywords: Inquiry learning, gifted students, separating mixtures, conceptual understanding.

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