scholarly journals Integrated Teaching: the Need of the Hour

2022 ◽  
Vol 13 (1) ◽  
pp. 79-86
Author(s):  
Siddharth P Dubhashi ◽  
Riddhima S Dubhashi ◽  
- RajatSindwani
Keyword(s):  
Test Scores ◽  
Holistic Approach ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Systemic Organization ◽  
Student Centered ◽  
Medical Study ◽  
Significant Difference ◽  
Post Test ◽  
The Difference

Integration means a systemic organization of teaching matter pertaining to different disciplines coordinating delivery of the learner to give a holistic approach to medical study. The objective of this study is to compare the effectiveness of integrated with traditional teaching. Twenty integrated and ten traditional sessions were conducted over five semesters. Duration of each session was 90 minutes. Sample sizes for integrated and traditional groups were respectively 5600 and 1400 students. Pre and post- test scores for integrated, pre and post- test scores for traditional and post-test scores for integrated and traditional teaching groups were compared. Faculty and students’ feedback were analyzed. Difference in Pre and Post-Test scores for integrated teaching was statistically highly significant. Difference in Pre and Post-Test scores in traditional teaching group, though statistically significant, was less than that observed with integrated teaching .The difference in Post-Test scores obtained in integrated and traditional teaching groups was statistically highly significant. Ninety four percent Faculties agreed that integrated teaching was an effective mode of training. Ninety percent faculties rated the program on a higher scale. Ninety five percent students liked the concept of integrated teaching. .Student-centered, patient-oriented approach is the fruitful outcome of the integrated teaching model, which will definitely help us to have a much needed “Basic Doctor.” Bangladesh Journal of Medical Education Vol.13(1) January 2022: 79-86

scholarly journals The Difference of Students’ Learning Activities and Output Due to Problem Based Teaching Model by Using Practicum Method With Video Observation Method

2019 ◽  
Vol 8 (3) ◽  
pp. 295-300
Author(s):  
Sugiharini Sugiharini ◽  
Saiful Ridlo ◽  
Bambang Priyono
Keyword(s):  
Sampling Technique ◽  
Learning Outcome ◽  
Video Observation ◽  
Teaching Model ◽  
Significant Difference ◽  
Class 1 ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Observation Method

This study aims to describe the difference of students’ activity and learning outcome between students who do problem based teaching model practicum method and students who do problem based teaching model video observation method. This study is quasi-experimental with posttest-only design. Population of this research is the whole of grade VIII students. The samples of the study are VIIID (experimental class 1) and VIIIC (experimental class 2) which are taken using cluster random sampling technique. The result of this study is the class who did problem based teaching model practicum method got post-test result 77,31. While the class who did problem based teaching  model video observation method got 70,75. According to Mann-Whitney test with Asymp. Sig (2-tailed) 0,002 < 0,05, it can be assumed that there is significant difference on students’ learning outcome between class who did problem based teaching  model practicum method and class who did problem based teaching  model video observation method. The average of students who are very active and active on the experiment class 1 is 85,15% and experiment class 2 is 78,90%. Based on the study result, it shows that there is difference of activity and learning outcome between students who did problem based teaching model practicum method and problem based teaching model video observation method.  

scholarly journals The Impact of Memrise Application on Iranian EFL Learners’ Collocation Learning and Retention

2020 ◽  
Vol 4 (2) ◽  
pp. 222
Author(s):  
Zeynab Esmaeili ◽  
Mohsen Shahrokhi
Keyword(s):  
Data Analysis ◽  
Language Learning ◽  
Test Scores ◽  
Differential Effect ◽  
Computer Assisted ◽  
Traditional Teaching ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study aimed at investigating the effect of Memrise application on Iranian EFL learners’ collocation learning and retention. To this end, a quasi-experimental design was used. 75 Iranian intermediate EFL learners studying English at a private language institute, namely Farahan, Iran were selected to participate in the study based on convenience sampling in the form of two intact classes. The scores obtained were entered into SPSS software for the purpose of data analysis. The results of data analysis showed that Memrise application had a statistically differential effect on collocation learning of Iranian EFL learners. Moreover, it was demonstrated that Memrise application had a statistically differential effect on collocation retention of Iranian EFL learners. In addition, it was proved that there was a significant difference between the immediate post-test scores Iranian EFL learners who received Memrise application and those who received traditional teaching. Finally, it was indicated that there was a statistically significant difference between the delayed post-test scores of Iranian EFL learners who received Memrise application and those who received traditional teaching. Key Words: Collocation Learning; Collocation Retention; Memrise application; Mobile Assisted Language Learning (MALL); Computer Assisted Language Learning (CALL).

scholarly journals A COMPARISON OF THREE METHODS USED FOR IMPROVING INTONATION IN STRING EDUCATION

2020 ◽  
Vol 9 (76) ◽  
Keyword(s):  
Test Scores ◽  
Fine Arts ◽  
Rank Test ◽  
Verbal Feedback ◽  
Research Subjects ◽  
String Education ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Difference

This research aims to determine the effectiveness in practice of traditional methods of playing with piano accompaniment, vocalization and verbal feedback, applied in the solution of intonation problems in string education, by conducting a comparative evaluation of these methods according to the grade level of the participants and their instruments as variables. One hundred twenty-six violin, viola and violoncello students at the 10th, 11th and 12th grades from Ankara, Bolu, Bursa Zeki Müren, İzmir Ümran Baradan and Manisa Fine Arts High Schools served as subjects for this study. Among the types of factorial designs, 3x3x3 between-groups factorial design was used in this research. Subjects were randomly assigned to experimental groups, the effectiveness of which was tested, with an equal number of instrument types and educational levels. In the research, "Intonation Scale-1", "Intonation Scale-2" and "Intonation Evaluation Form" developed by the researcher were used as data collection tools. Sound recordings of the subjects who performed the scales before and after the implementation of the methods were transferred to the computer and the frequency analyses of the samples were conducted through the “Melodyne Studio” software. Kruskal-Wallis H test was used to compare the mean ranks of the pre-test scores obtained in the frequency analysis, the mean ranks of the post-test scores, and the mean ranks of the difference between the post-test and pre-test scores; Mann-Whitney U test was used to determine which group was responsible for the significant difference that arose between the test groups as a result of the Kruskal-Wallis H test; and the Wilcoxon signed-rank test was used to test the difference between the pre-test scores and post-test scores. The findings of the study are that vocalization, verbal feedback and playing with piano accompaniment methods significantly increase the ability to play with correct intonation in all the experimental groups that represent instrument and grade levels. It has been concluded that the most effective method in terms of Intonation Scale-2 for 10th graders and Intonation Scale-1 for 12th graders is verbal feedback, and there is no significant difference in favor of any method in the other groups. Keywords: Intonation, string education, vocalization, verbal feedback, playing with piano accompaniment

Educational intervention to improve palliative care knowledge among informal caregivers of cognitively impaired older adults

2020 ◽  
pp. 1-9
Author(s):  
Hyunjin Noh ◽  
Lewis H. Lee ◽  
Chorong Won
Keyword(s):  
Older Adults ◽  
Palliative Care ◽  
Cognitive Impairment ◽  
Educational Intervention ◽  
Test Scores ◽  
Informal Caregivers ◽  
Cognitively Impaired ◽  
Significant Difference ◽  
Post Test ◽  
Seriously Ill

Abstract Objective Lack of palliative care knowledge among caregivers may pose an access barrier for cognitively impaired older adults, who may benefit from the specialized care. Therefore, this study aims to examine the effectiveness of an educational intervention in improving palliative care knowledge among informal caregivers of cognitively impaired older adults. Method Using a one-group, pre- and post-test intervention design, this study implemented an individual, face-to-face educational intervention with an informational brochure for 43 informal caregivers of chronically or seriously ill older adults (50+) with cognitive impairment, recruited from communities in West Alabama. Their level of knowledge about palliative care was assessed by the Palliative Care Knowledge Scale (PaCKS). The pre- and post-test scores were compared by the Wilcoxon signed-ranks test, and the racial subgroup (Whites vs. Blacks) comparison was made by the Mann–Whitney U test. Results There was a statistically significant difference between the pre- and post-test scores (z = 5.38, p < 0.001), indicating a statistically significant effect of the educational intervention in improving palliative care knowledge among participants. There was a significant difference (U = 143, p < 0.05) between Whites and Blacks in the pre-test, which, however, disappeared in the post-test (U = 173.50, p > 0.05), suggesting that the amount of increased PaCKS scores were significantly greater for Blacks (Mdn = 9.50) than for Whites (Mdn = 4.00, U = 130.50, p < 0.05). Significance of results This study demonstrated that a one-time educational intervention can improve the level of palliative care knowledge among informal caregivers of chronically or seriously ill older adults with cognitive impairment, particularly among Black caregivers. Therefore, further educational efforts can be made to promote palliative care knowledge and reduce racial disparities in palliative care knowledge and its use.

scholarly journals The Effectiveness of the Use of Animation in Arabic Language Learning

2017 ◽  
Vol 13 (10) ◽  
pp. 124 ◽  
Author(s):  
Norhayati Che Hat ◽  
Mohd Fauzi Abdul Hamid ◽  
Shaferul Hafes Sha'ari ◽  
Safawati Basirah Zaid
Keyword(s):  
Student Achievement ◽  
Language Learning ◽  
Language Teaching ◽  
Arabic Language ◽  
Control Group ◽  
Teaching Aid ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

Implementation of animation as an Arabic language teaching aid is an innovation in creating an atmosphere that can influence student achievement. This study aimed to identify the effectiveness of the use of animation in Arabic language teaching and learning among diploma students at Universiti Sultan Zainal Abidin (UniSZA), Terengganu, Malaysia. A total of 66 diploma students were randomly selected and divided into experimental group (n = 33) and control group (n = 33). The results obtained from the data collected from pre-and post-test for each group were analyzed using t-test in SPSS version 17.0. The results showed a significant difference of (t = 8789, df = 64, p <0.05) between the achievement of the experimental group and the control group in the post test. The difference in mean score of the experimental group and the control group was 33.03. This shows that there is significant improvement in Arabic language according to the groups. The difference prove that the use of animation in learning sessions contribute to the achievement of students in the Arabic language. This study advocate the idea that animation applications can be integrated as part of language teaching aid to positively improve student achievement, classroom learning environment and student motivation. 

scholarly journals DAILY JOURNAL WRITING TO ENHANCE STUDENT'S WRITING SKILLS

2016 ◽  
Vol 1 (2) ◽  
pp. 27-35
Author(s):  
Ester Eveline Sihite ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
Standard Error ◽  
Test Scores ◽  
Journal Writing ◽  
Writing Skills ◽  
Mean Difference ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This study aims to enhance students’ writing skills through Daily Journal writing. This research was divided into three steps: giving pre-test, giving treatment (writing daily journal), and giving posttest. The result showed significant difference between control and experimental group. Experimental participants was improved through the writing of daily journal, and the score gained by participants showed that there was a significant effect on students’ writing skills. The achievements showed that the mean difference of post-test scores between the two groups was -.45433 and for the standard error mean was .03840 with pValue .050 (see Table 3), means that Ha is accepted and Ho is not accepted. It means, writing daily journal is strong enough to improve the students’ writing skills. Keywords: Journal Writing, Writing Skills, Daily Journal Variations

scholarly journals Teaching Vocabulary through Fly Swatter Game

2019 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Hikmah Noerqori Saputra ◽  
Muhamad Sofian Hadi
Keyword(s):  
Experimental Study ◽  
Test Scores ◽  
Quantitative Method ◽  
T Test ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
Academic Year ◽  
Experimental Group

The study aimed to find out whether fly swatter game can give influence toward students’ vocabulary mastery. The subject of this study was grade VII-2 of SMPN 9 Tangerang Selatan in the academic year of 2018/2019, which consisted of 42 students. The method used in this study is a quantitative method with the design of the pre-experimental study. The data from pre-test and post-test were analyzed statistically using spss 16. The result of this study showed; the students’ pre-test mean score was 45.4 and the students’ post-test mean score was 86.6. The result of t-test was 21.55 and significant (2-tailed) was 0.00 < p (0.05). The hypothesis (H1) was accepted, which means there is a significant difference between pre-test and post-test scores of the experimental group. It can be concluded that applying fly swatter game in teaching vocabulary to 7th grade students of SMPN 9 Tangerang Selatan is effective.

scholarly journals THE EFFECT OF BLINDFOLD GAME ON STUDENTS’ VOCABULARY ACHIEVEMENT AT SMP NEGERI 13 KENDARI

2020 ◽  
Vol 5 (3) ◽  
pp. 200
Author(s):  
Andi An-Nisaa Arfin ◽  
Kamaluddin Kamaluddin ◽  
Wa Ode Fatmawati
Keyword(s):  
Junior High School ◽  
Alternative Hypothesis ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Comparison Research ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Vocabulary Achievement

The purpose of conducting this research is to examine the difference NGain scores between students who learn vocabulary with Blindfold Game and students who learn vocabulary without Blindfold Game at the first year students of SMP Negeri 13 Kendari. The samples of this research are the first grade four (VII-4) and the first grade three (VII-3) which consists of 27 students for each class. This research is conducted in comparison research design that consists of experimental class (VII-4) and controll class (VII-3). The data of this research are collected by giving pre-test and post-test in two classes (VII-4 & VII-3). The result shows that there is an improvement of the students’ vocabulary achievement. Independent samples t-test shows that, there is a significant difference in the Ngain scores for experimental class ( M = 60.08,  SD = 9.36 ) and controll class ( M = 20.41, SD = 14.56 ), t (52) = 11.904, p (0.000) < 0.05. Therefore, it can be concluded that the value of Sig (2 tailed) is lower than the significance α value (0.000 < 0.05). In other words, alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. It means that the Blindfold game can enrich students’ vocabulary achievement for Junior High School Student.

scholarly journals Case-based learning in integrated management of neonatal and childhood illness

2019 ◽  
Vol 6 (3) ◽  
pp. 1163
Author(s):  
Sundaram Kartikeyan ◽  
Aniruddha A. Malgaonkar
Keyword(s):  
Gender Differences ◽  
Test Scores ◽  
Test Score ◽  
Integrated Management ◽  
Childhood Illness ◽  
Cognitive Domain ◽  
Post Test ◽  
Case Based Learning ◽  
The Difference ◽  
Case Based

Background: This complete-enumeration, before-and-after type of study (without controls) was conducted on 61 third-year medical students at Rajiv Gandhi Medical College, Thane, Maharashtra state to study the difference in cognitive domain scores after attending lecture-based learning (by a pre-test) and after attending case-based learning (by a post-test).Methods: After approval from the institutional ethics committee, the purpose of the study was explained to third-year medical students and written informed consent was obtained. After curriculum-based lectures on integrated management of neonatal and childhood Illness, a pre-test was administered wherein each student was asked to fill up case sheets for five case scenarios. The maximum marks obtainable were 10 marks per case (total 50 marks).  Case-based learning was conducted in two sub-groups comprising 31 and 30 randomly assigned students by the same faculty and students in each sub-group were exposed to identical case scenarios. The post-test was conducted using case scenarios and case sheets that were identical to that of the pre-test.Results: The overall mean score increased and the difference between the case-wise pre-test and post-test scores of both female (n=35) and male (n=26) students was highly significant (p <0.00001). However, the gender differences in pre-test score (Z=1.038; p=0.299) and post-test score were not significant (Z=0.114; p=0.909).Conclusions: Using case scenarios augmented the cognitive domain scores of participating students and the gender differences in scores were not statistically significant. The post-test scores showed higher variability. Remedial educational interventions would be required for students who obtained low scores in the post-test.

scholarly journals Nursing-Mini-CEX Combined with Online and Offline Hybrid Teaching Model Application Research in Basic Nursing Training Teaching

2020 ◽  
Vol 9 (6) ◽  
pp. 51
Author(s):  
Hongmin Wang ◽  
Yaru Feng ◽  
Huan Li
Keyword(s):  
Mixed Model ◽  
Intervention Group ◽  
Control Group ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Training Methods ◽  
Hybrid Teaching ◽  
Measurement Tools ◽  
The Difference ◽  
Nursing Training

Objective: To explore the application effects and countermeasures of Nursing-Mini-CEX combined with the online and offline hybrid teaching model in basic nursing training. Methods: Taking 150 students from the 2017 grade as an example, the effects of traditional teaching mode and Nursing-Mini-CEX combined with mixed model teaching were compared. Results: The performance of the intervention group combining Nursing-Mini-CEX evaluation and mixed teaching was significantly higher than that of the control group, and the difference was statistically significant (P<0.05). Conclusion: The combination of Nursing-Mini-CEX measurement tools and mixed teaching is feasible and effective in basic nursing training.

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