scholarly journals Concept Mapping as an Innovative Teaching Strategy to Enhance Cognitive Learning in Nursing Administration Course

2014 ◽  
Vol 2 (7) ◽  
pp. 11-25
Author(s):  
Eman Salman Taie
Keyword(s):  
Concept Mapping ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Concept Map ◽  
Cognitive Learning ◽  
Nursing Administration ◽  
Innovative Teaching ◽  
Significant Difference ◽  
Quasi Experimental

Background Concept mapping is a teaching and learning strategy that establishes a bridge between howpeople learn knowledge and sensible learning.Aim The present study aims to explore the effect of concept mapping based learning on students' cognitivelearning levels in nursing administration course.Methods It is a quasi- experimental study. The study was conducted in faculty of nursing –Helwan University.Subjects were composed of all 4th year students (102) in faculty of nursing –Helwan University, for the academicyear 2012-2013, . Two types of Questionnaire formats were used (Students’ knowledge about conceptmapping questionnaire format and satisfaction questionnaire format) plus concept map assessment Rubricand students’ achievement test in collecting data for this study.Findings The majority of the experimental students before awareness sessions were lack knowledge aboutconcept mapping. Also, regarding applications concept map scoring rubric assignments the majority of theexperimental students had moderate score in the 1st assignment and high score in 2nd assignment. As evident,the majority of the studied students either control or experimental had low score in pre-test. While, in the posttestthe majority of experimental had high score. Most of them perceived concept mapping positively as alearning tool.Conclusion There was a high significant difference between experimental students' knowledge about conceptmapping before and after awareness sessions, concept mapping improved students’ meaningful learninglevels. Finally, most of experimental students perceived concept mapping positively.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KEMANDIRIAN TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Benard Simanjuntak
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Design Data ◽  
Peer Tutor ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Information And Communication

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) Hasil belajar TIK siswa yang diajarkan dengan strategi pembelajaran tutor sebaya lebih tinggi dari pada siswa yang diajarkan dengan strategi pembelajaran dengan modul. (2) Siswa yang mempunyai kemandirian tinggi memperoleh hasil belajar TIK yang lebih tinggi dari pada siswa yang mempunyai kemandirian rendah. (3) Terdapat interaksi antara strategi pembelajaran dan kemandirian dalam mempengaruhi hasil belajar TIK. Populasinya adalah seluruh siswa kelas VIII sebanyak  terdiri dari 3 kelas yakni Kelas VIII1, VIII2, dan VIII3, dimana setiap kelas 40 orang siswa maka jumlah populasi adalah 120 orang. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA  pada taraf signifikan a = 0,05. Hasil analisis penelitian menunjukkan bahwa: (1) hasil belajar TIK siswa yang diajar dengan StrategiPembelajaran Tutor Sebaya lebih tinggi daripada hasil belajar TIK siswa yang diajar dengan Strategi Pembelajaran Modul, (2) terdapat perbedaan yang signifikan antara hasil belajar TIK siswa yang mempunyai Kemandirian tinggi dengan siswa yang mempunyai Kemandirian rendah, dan (3) terdapat interaksi antara Strategi Pembelajaran dan Kemandirian terhadap hasil belajar TIK siswa. Hasil penelitian dapat disimpulkan bahwa StrategiPembelajaran Tutor Sebaya lebih baik diajarkan kepada siswa yang mempunyai Kemandirian tinggi dan Strategi Pembelajaran Modul baik digunakan kepada siswa yang mempunyai Kemandirian rendah dan terdapat interaksi antara Strategi Pembelajaran dan Kemandirian. Kata Kunci: strategi pembelajaran, kemandirian, teknologi informasi dan komunikasi  Abstract: This study aims to find out: (1) The result of ICT learning of students taught by peer tutor learning strategy is higher than the students taught by the learning strategy with the module. (2) Highly self-reliant students gain higher ICT learning outcomes than students with low self-reliance. (3) There is an interaction between learning strategies and independence in influencing ICT learning outcomes. The population is all students of class VIII consisting of 3 classes namely Class VIII1, VIII2, and VIII3, where each class of 40 students then the population is 120 people. The research method used quasi experimental method with 2 x 2 factorial research design. Data analysis technique using ANOVA at significant level a = 0,05. The results of the research analysis showed that: (1) the results of ICT learning of students who were taught with Peer Tutor Strategy were higher than the results of ICT learning of students who were taught by Learning Strategy Module, (2) there was a significant difference between the learning outcomes of ICT students who have high independence with students who have low independence, and (3) there is an interaction between Learning Strategy and Independence on student learning outcomes. The result of this research can be concluded that Peer Tutor Teaching Strategy is better taught to students who have High Independence and Learning Strategy The module is good for students who have low independence and there is interaction between Learning Strategy and Independence. Keywords: learning strategy, independence, information and communication technology

scholarly journals THE IMPACT OF CONCEPT MAPPING AS A TEACHING STRATEGY ON THE STUDENTS’ ACHIEVEMENT AND INTEREST IN ENGLISH

2021 ◽  
pp. 227-232
Author(s):  
Mr. Rommel P. Manzon
Keyword(s):  
Concept Mapping ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
The Philippines ◽  
Control Group ◽  
Test Analysis ◽  
Mapping Strategy ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact

The purpose of this study is to determine the impact of concept mapping as a teaching strategy on the students’ achievement and interest in English. It is a quasi-experimental design of non- equivalent pre-test post-test control group is used. Stratified random sampling technique is adapted in selecting the 250 students from the different schools in the Philippines. Two research instruments is developed by the researchers and used for data collection are: Students’ English Achievement Test (STAT) and Students’ Interest Inventory (SII). Mean and Standard Deviation are used to answer the three research questions, while three hypotheses are tested at 0.05 error margins using the t-test analysis. The result of the findings showed that there is significant difference in the mean achievement scores and interest rating of students are exposed to concept mapping strategy in English. There is a significant impact on the gender of the respondents on achievement of students that are exposed to concept mapping strategy. The researchers recommended among other things: the integration of concept mapping strategy in the curriculum, adequate training of English teachers on the use of concept mapping strategy. KEYWORDS: concept mapping; achievement; interest; gender; teaching strategy; and interest in English

scholarly journals Composite Effect of Concept Mapping and ICT on Students’ Performance in Organic Chemistry

2018 ◽  
Vol 5 (3) ◽  
pp. 301
Author(s):  
Indra Sen Singh ◽  
Mary Mambwe
Keyword(s):  
Organic Chemistry ◽  
Concept Mapping ◽  
Performance Test ◽  
Teaching Strategy ◽  
Control Group ◽  
Composite Effect ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

<p><em>Generally, the performance of students in organic chemistry in Zambia is not encouraging. This can be attributed to the nature of the subject in addition to other factors. This study explored the composite effect of concept mapping and ICT on students’ performance in selected topics in organic chemistry. One hundred and thirty-four grade 12 students were involved. Data was collected using an organic chemistry performance test. A pre-test, the post-test quasi-experimental design was adopted. The study comprised of three</em><em> </em><em>groups randomly assigned to experimental group one, experimental group two and a control group. Experimental group one was taught using concept mapping, experimental group two was taught using a combination of concept mapping and ICT and the control group was taught using conventional methods (discussion). ANOVA results for the three groups were F (2,131) = 2.237 and p = 0.111. This indicates that there was no significant difference amongst the three groups at the beginning of the study. After treatment the results revealed that experimental group two outperformed the other two groups with a p valuep-value</em><em> </em><em>0 at F (2,131) = 2.237 at ? = 0.05. Post hoc analysis using Fisher’s </em><em>L</em><em>east </em><em>S</em><em>ignificant </em><em>D</em><em>ifference (LSD) test showed that the mean scores were statistically significant amongst the three groups. A very large effect was seen between experimental group one and control and between experimental group two and control. A sizable effect was seen between experimental group one and two. The conclusion is that using concept mapping with ICT has a positive effect on the performance of students in organic chemistry. The results corroborate the findings of studies that the use of concept mapping and ICT teaching strategy improves the performance of students. Consequently, this study seems to offer a positive solution towards the enhancement of students’ performance in organic chemistry in secondary schools.</em></p>

Stick Figure and Think, Talk And Write: Integrating Media With Teaching Strategy For A Better Writing Competence

2017 ◽  
Vol 2 (1) ◽  
pp. 46
Author(s):  
Eva Sudarwati ◽  
Shynta Amalia
Keyword(s):  
Teaching Strategy ◽  
T Test ◽  
Narrative Writing ◽  
Control Groups ◽  
Stick Figure ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Mean Differences ◽  
And Control ◽  
Writing Competence

Abstract This study attempts to see the effect of Think, Talk, and Write strategy on the students’ narrative writing competence. Considering the importance of the use of teaching media, this study tries to integrate Stick Figure as a teaching media in Think, Talk, and Write Strategy. A quasi experimental study was conducted to see the improvement of the students’ narrative writing competence. It involved 42 students who were selected on the basis of convenience sampling and assigned into two groups; experimental and control groups. The statistical analyses of paired sample t-test in experimental group showed that there was significant improvement on the students’ writing competence before (M=5.77, SD= 2.342) and after (M= 11.79, SD= 2.342), t(21)=12.059, p<0.05.Moreover, the result of independent t-test between experimental and control groups showed a significant difference. It can be seen that the mean differences was 3.79545 and the significance value is lower than 0.05, 0.000<0.05.

EFEKTIVITAS STRATEGI CLOZE STORY MAPPING TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN PADA SISWA KELAS V DI SD 2 PADOKAN KASIHAN BANTUL

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Danuri Danuri ◽  
Dwendha Lahitani
Keyword(s):  
Data Analysis ◽  
Learning Strategy ◽  
T Test ◽  
Effective Learning ◽  
Average Value ◽  
Story Mapping ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Class Average

This study aims to determine the effectiveness of CSM strategies on comprehension reading skills in classes V Padokan 2 Elementary School. The research method used is a quasi-experimental method. In this study the subjects of the study were VA class students as the control class and V C as the experimental class with 28 VA and VC class students. Quantitative data analysis technique used is the calculation of independent sample t-test. Based on data analysis and discussion, researchers can conclude that CSM strategies are more effective than conventional methods of reading comprehension learning. The results of this study indicate that there is a significant difference between the experimental class and the control class as evidenced by the results of the independent sample t-test obtained by the value of Asymp. Sig (2-Tailed) 0.014 <0.05. CSM strategy is an effective learning strategy seen from the average value of the experimental class posstest which is 81.61 higher than the control class average value of 72.96.

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

scholarly journals Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Faculty Members ◽  
Control Group ◽  
Teaching Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

scholarly journals Problem-Based Learning Strategy in Improving Students’ Skill in Performing a Speech

2018 ◽  
Vol 1 (1) ◽  
pp. 13-27
Author(s):  
Hilmiyah Akib ◽  
Abd. Rauf Ibrahim
Keyword(s):  
Experimental Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
The People ◽  
Twelfth Grade ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
And Control

This study focused on students’ skill in performing a speech and had conducted based on the problem. The students think performing a speech is the difficult thing, the students think there are problems appear when the students perform a speech in front of the people, suddenly forgetting the script, getting anxious, and getting blank. The researcher considered to conduct this study when doing observation at MAN 2 Parepare since the students showed fair competence in performing a speech. The objective of the study is to give some abilities and knowledge in this case Contextual Teaching and Learning that focused in Problem-based. The study applied quasi-experimental design, with two groups namely experimental class and control class. The populations of the study were the twelfth grade students at MAN 2 Parepare where the total numbers were 84 students. The samples of the study were consisted of 39 students. The result showed that the students’ skill in performing a speech of the twelfth grade students of MAN 2 Parepare could be improved through Problem-Based Learning Strategy. In performing s speech, the speakers need to be brave, except having some abilities in performing a speech.

scholarly journals THE EFFECT OF COOPERATIVE LEARNING MODEL OF THINK PAIR SHARE BASED ON CONCEPT MAPPING TOWARDS CIVICS ACHIEVEMENT

2018 ◽  
Vol 2 (2) ◽  
pp. 51
Author(s):  
Ni Wayan Suyatni ◽  
Ndara Tanggu Rendra ◽  
Ni Wayan Rati
Keyword(s):  
Elementary School ◽  
Concept Mapping ◽  
Learning Model ◽  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Model Based ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
Quasi Experimental

This study is aimed at investigating the difference of students’ civics achievement between those who are taught by Think Pair Share model based on concept mapping and those who are taught by conventional learning model of the fifth grade students in Elementary School of Cluster I in Petang District. It is a quasi-experimental research using non-equivalent post-test only control group design. The population of this research is 102 students in grade V in Elementary School of Cluster I Petang District. The samples of this research are fifth grade students of SD Negeri 3 Carangsari as experimental group and fifth grade students of SD Negeri 1 Carangsari as control group. The data of civics achievement were collected by using multiple choice tests. The data obtained were analyzed using descriptive statistics and inferential statistical analysis (t-test). The result showed that tcount= 3,83 and ttable = 2,03 (tcount>ttable) which can be concluded that there are significant difference between the students’ civics achievement between those who were taught by Think Pair Share learning model based on concept mapping and those who were taught by the conventional learning model in grade V in Elementary School of Cluster I Petang District of Badung Regency in academic year 2017/2018.

scholarly journals The Impact of the reciprocal Teaching Strategy on the Development of Achievement in Islamic Education in Seventh Grade Students in Jordan

2019 ◽  
Vol 3 (17) ◽  
Author(s):  
Somaya Mohammed Al- Bardini
Keyword(s):  
Experimental Approach ◽  
Teaching Strategy ◽  
Islamic Education ◽  
Analysis Of Covariance ◽  
Reciprocal Teaching ◽  
Seventh Grade ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The purpose of this study was inquiring The Impact of the reciprocal Teaching Strategy on the Development of Achievement in Islamic Education in Seventh Grade Students in Jordan. To achieve goals of this study, a test has been developed to observe the Development of Achievement. The researcher adopted a quasi- experimental approach in which the experimental group consisting of (30) students was taught in accordance with reciprocal Teaching Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (Test- t) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the reciprocal Teaching Strategy, in developing the Acquiring Concepts in Islamic , of Learning Islamic Education Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the posttest of the reciprocal Teaching Strategy (in developing the Academic achievement The study recommended introducing the reciprocal Teaching Strategy in the teaching of Islamic Education Course, and conducting other similar studies in different educational stages.

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