scholarly journals Working memory: effects of its training based on multimedia routines

Apertura ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 68-85
Author(s):  
Ismael Esquivel Gámez ◽  
Keyword(s):  
Working Memory ◽  
Verbal Memory ◽  
Medium Size ◽  
Control Group ◽  
Complex Span ◽  
Visual Spatial ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The purpose of the present study was to evaluate the impact of a training program on the level of working memory in a sample of university students. For this, a quasi-experimental study with an active control group was implemented in 29 students of basic teaching and computer systems, applying complex span tasks before and after the intervention. For training, multimedia routines were used for the experimental group and an academic essay elaboration workshop for the control group. The pre-test confirmed intergroup statistical equality for all the measurements used and the post-test, in favor of the experimental group, detected significant difference and large effect size in visuospatial memory and non-significant with medium size, for verbal memory. Additionally, the Raven’s Matrices test was applied to determine effects of training on intelligence, finding no significant difference. Therefore, it is concluded that training based on multimedia routines did not generate gains in intelligence or in working memory, in its verbal domain, although it did in its visual-spatial domain. However, the results must be taken with reservations, due to the limitation represented by the size of the sample, which, if corrected in future interventions, may enrich the findings on the means to improve working memory.

scholarly journals Coaching Tutorial System: use case matter of degree seminar

Apertura ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 86-100
Author(s):  
Rosa María Rodríguez Aguilar ◽  
◽  
Yedid Erandini Niño Membrillo ◽  
Rocío Selene Razo Sánchez
Keyword(s):  
Working Memory ◽  
Verbal Memory ◽  
Medium Size ◽  
Control Group ◽  
Complex Span ◽  
Visual Spatial ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The purpose of the present study was to evaluate the impact of a training program on the level of working memory in a sample of university students. For this, a quasi-experimental study with an active control group was implemented in 29 students of basic teaching and computer systems, applying complex span tasks before and after the intervention. For training, multimídia routines were used for the experimental group and an academic essay elaboration workshop for the control group. The pre-test confirmed intergroup statistical equality for all the measurements used and the post-test, in favor of the experimental group, detected significant difference and large effect size in visuospatial memory and non-significant with medium size, for verbal memory. Additionally, the Raven’s Matrices test was applied to determine effects of training on intelligence, finding no significant difference. Therefore, it is concluded that training based on multimedia routines did not generate gains in intelligence or in working memory, in its verbal domain, although it did in its visual-spatial domain. However, the results must be taken with reservations, due to the limitation represented by the size of the sample, which, if corrected in future interventions, may enrich the findings on the means to improve working memory.

The Impact of Working Memory Training on Cognitive Abilities in Older Adults: The Role of Cognitive Reserve

2020 ◽  
Vol 13 (1) ◽  
pp. 52-61
Author(s):  
Sara Mičič ◽  
Marina Horvat ◽  
Karin Bakracevic
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Executive Functioning ◽  
Cognitive Abilities ◽  
Cognitive Reserve ◽  
Control Group ◽  
Visual Spatial ◽  
The Impact ◽  
Experimental Group

Objectives: The aims of this study were to determine whether Working Memory (WM) training improves the cognitive functioning of older adults and to determine the role of cognitive reserve in WM training. Method: Twenty-one older adults, aged between 65 and 91 years were included in the study. Ten of them were in the experimental group and 11 in the passive control group. The experimental group underwent 15 training sessions of n-back training over a period of five weeks, whereas the control group remained passive. All participants (from the experimental and control group) were tested before the training, one week after the training, and three months after the training with Rey– Osterrieth/Taylor Complex Figure test (ROCF), Digit span, and TMT (part A and part B). Results and Conclusion: Results of our study suggest that although the experimental group slightly improved their performance on the trained task, the progress was not statistically significant. There was also no statistically significant transfer of training effects onto tasks of visual-spatial and verbal memory, as well as those related to executive functioning. However, the study did identify a statistically significant correlation between cognitive reserve and certain tests performed at the final testing: tasks measuring executive functioning and spatial ability. Results also revealed that the group that showed improvement in the training task was significantly better in the ROCF test in comparison with the group that had not improved their performance on the N-back task. Thus, visual-spatial abilities (visual perception, construction, and memory) were more connected with success in WM training, than other measured cognitive abilities (e.g. verbal and numerical memory).

scholarly journals The Impact of Drama Instruction on EFL Omani Fifth Graders’ Read-ing Comprehension

2019 ◽  
Vol 13 (4) ◽  
pp. 674
Author(s):  
Ruqaya Al Rabeei ◽  
Salma Al-Humaidi ◽  
Saleh Al-Busaidi
Keyword(s):  
Reading Comprehension ◽  
Fifth Graders ◽  
Reading Test ◽  
Control Group ◽  
Structured Interviews ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Teacher's Perceptions ◽  
The Impact ◽  
Experimental Group

Drama instruction is one of the methods recommended in EFL literature. This study aimed to investigate the impact of drama instruction on EFL fifth graders’ reading comprehension. It also explored the students’ and the teacher’s perceptions of the use of drama in reading lessons. A total of 74 randomly selected students participated in the study and formed the control group and the experimental group. The study followed the mixed quasi-experimental design. A pre- and posttest reading test was administered to examine the impact of drama on reading comprehension. A questionnaire was implemented to explore students’ perceptions of drama. Semi-structured interviews were also conducted to probe students’ and teacher’s perceptions of drama. The results were quantitatively and qualitatively analyzed. They showed no significant difference in reading comprehension between the control group and the experimental group. However, the experimental group performed better in the posttest than the control group although their mean scores in the pretest were lower. The participant teacher and students responded positively towards the use of drama in reading lessons. They reported that drama activities were exciting and made them love reading.

scholarly journals The Impact of Podcasts on EFL Students’ Listening Comprehension

2018 ◽  
Vol 8 (6) ◽  
pp. 122 ◽  
Author(s):  
Tryanti R. Abdulrahman ◽  
Nonny Basalama ◽  
Moh. Rizky Widodo
Keyword(s):  
High School Students ◽  
Listening Comprehension ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

This research has objective to investigate students’ listening comprehension through the use of podcast in EFL classroom. 60 high school students in Indonesia were taken as sample for this research with distribution of 30 students in experiment class and 30 students in control class. The samples were taken by using cluster random sampling. Quasi-experimental method with the post-test only control group design was applied in this research. In addition, a survey questionnaire was administered to experimental group to explore their perception on the use of podcast instruction in teaching listening. Findings revealed that there is a significant difference of post-test score between two groups, favoring experimental group. Data analysis using one way ANOVA showed significance value (sig. 0.010) is lower than < 0.05 which interpreted that Podcast has significant impact on students’ listening comprehension. Additionally, the result of questionnaire indicated that students have positive attitude toward the use of podcast in listening classroom. Students perceived that podcasts provided authentic materials, interesting activities including listening exercises and meaningful tasks for them so they felt more motivated to learn English. This study recommended that teacher may utilize podcast in teaching listening considering its effectiveness as technology based learning tool.

scholarly journals The Effect of Computer-Assisted Educational Games on Teaching Grammar

2020 ◽  
Vol 10 (1) ◽  
pp. 117
Author(s):  
Adil Kayan ◽  
İbrahim Seçkin Aydın
Keyword(s):  
Academic Achievement ◽  
Educational Games ◽  
Control Group ◽  
Computer Assisted ◽  
Significant Difference ◽  
Methods And Techniques ◽  
Quasi Experimental ◽  
Teaching Grammar ◽  
The Impact ◽  
Experimental Group

Discussions on how grammar should be taught have continued for decades. Previous studies have reported that today’s students called as Generation Z have shown negative attitudes toward grammar teaching with traditional methods and techniques, and that their academic achievements have failed to meet expectations. Not using methods and techniques that are consistent with the adopted philosophy of education hinders the success of this process. The study investigated the impact of computer-assisted instruction and correspondingly computer-assisted educational games on grammar academic achievement and attitudes toward grammar and Turkish course of students. In this study, a quasi-experimental design based on a quantitative study with a pretest-posttest nonequivalent group was applied. Participants of the study consisted of two classes of 6th grade students studying at a middle school. Computer-assisted educational games were designed and practiced in the experimental group within a 12-week period. For the control group, activities in the curriculum were followed during lessons. Results showed that grammar academic achievement of students between the experimental group in which computer-assisted educational games were practiced and the control group in which the existing curriculum was followed showed a significant difference in attitudes toward Turkish course and grammar on the behalf of the experimental group. Findings demonstrated that this kind of practice in teaching grammar made a significant difference on achievement and attitude of students. In addition, there was a positive, moderate and statistically significant relationship between attitudes toward grammar and Turkish course. Attitudes toward grammar of students determine attitudes toward Turkish course of students.

scholarly journals The impact of peer-peer learning and student-lecturer interaction on Biology pre-service teachers’ achievements

2021 ◽  
Vol 16 (2) ◽  
pp. 511-521
Author(s):  
Tafirenyika Mafugu
Keyword(s):  
Online Learning ◽  
Digital Divide ◽  
Peer Interaction ◽  
Control Group ◽  
Tertiary Institutions ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

Because of the outbreak of the COVID-19 pandemic, there was an emergency shift to online learning in tertiary institutions worldwide. Here, I aimed to determine the impact of guided peer-peer interaction on students' achievement. A Biology Achievement Test was used to collect data. I used a quasi-experimental design and analysed the data using the independent sample t-test and one-way ANOVA. A comparison of the experimental group mean marks before and after the lockdown did not reveal significant differences. However, the control group’s mean mark was significantly higher before than during the lockdown period. Before the lockdown, the performance of the experimental group did not show any significant difference with that of the control group. There was a significant difference in performance between the two groups during the lockdown. Lecturer guided interaction had a significant impact while the digital divide did not have a significant impact on students’ performance.   Keywords: online learning; tertiary institutions; peer-peer interaction; digital divide

scholarly journals Impact of ICT Integrated Pedagogy on Children’s Comprehension and Learning Outcomes in Science at Upper Primary Level

2021 ◽  
pp. 23-37
Author(s):  
. Deepshikha ◽  
Ramakant Mohalik ◽  
Animesh Kumar Mohapatra
Keyword(s):  
Learning Outcomes ◽  
Cell Structure ◽  
Control Group ◽  
Control Groups ◽  
Primary Level ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Function ◽  
The Impact ◽  
Experimental Group

This study investigated the impact of ICT integrated pedagogy on learning outcomes in science of upper primary students. A quasi-experimental (Pre-tests and post-tests with control group) research design was adopted to conduct the study. One hundred and twenty five class VIII children were the participants. The experimental group was taught with the help of ICT integrated pedagogy whereas the control group was taught by traditional chalk and talk pedagogy. The data were analyzed using descriptive and inferential statistics. The results indicated a statistically significant difference in comprehension and learning outcomes of a science topic i.e. Cell: Structure and Function of experimental group and control groups. Children of the experimental group had better learning outcomes in science than control groups. This trend was also reflected in personal interviews.Therefore, it is suggested that ICT integrated pedagogy ought to be employed in the teaching of science at the upper primary level to enhance conceptual understanding and learning outcomes in the subject.

The effect of body-movement teaching, learning motivation and performance

2016 ◽  
Vol 24 (3) ◽  
pp. 414-437 ◽  
Author(s):  
Satoshi Sugahara ◽  
Hisayo Sugao ◽  
Steven Dellaportas ◽  
Takahiro Masaoka
Keyword(s):  
Body Movement ◽  
Learning Motivation ◽  
Control Group ◽  
Content Type ◽  
Entry Level ◽  
Quasi Experimental ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

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 GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

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