scholarly journals Use of Comic-based Learning Module in Physics in Enhancing Students’ Achievement and Motivation

2021 ◽  
Vol 32 (2) ◽  
pp. 131-136
Author(s):  
Jeah May O. Badeo ◽  
◽  
Bee Ching U. Ong Kian Koc ◽  
Keyword(s):  
Conceptual Understanding ◽  
Learning Experience ◽  
Group Discussion ◽  
The Philippines ◽  
Choice Test ◽  
Test Items ◽  
Learning Module ◽  
Grade Levels ◽  
Post Test ◽  
Quasi Experimental

This study investigated the effect of using a comic-based learning module in Physics as a learning tool on students’ conceptual understanding and motivation. A mixed method approach using a quasi-experimental pre-test-post-test design was used in this study. An adapted 50-multiple choice test items and the physics version of the “Science Motivation Questionnaire-II’ (SMQ-II) were used to measure changes of students” conceptual understanding and motivation respectively. Two intact classes of 68 Grade 8 students in a public school in Cavite, the Philippines participated in this study with corresponding parental consent. Quantitative data were analyzed using Paired-Sample t-test and qualitative data were gathered from students’ interviews. After the integration of the comic-based learning module for 4 weeks, results showed that it provided significant increase on students’ conceptual understanding in Physics. Meanwhile, the four components of students’ motivation such as intrinsic motivation, self-efficacy, self-determination, and grade motivation showed significant increase. Finally, students’ learning experience on the use of the module as revealed on focus group discussion showed that the module helped them to understand better the Physics topics being discussed and to become more motivated to learn Physics. Future studies would have to consider the appropriateness and suitability of comic-based learning module in other subject areas and grade levels.

scholarly journals The Practicality of Learning Module Based on Jigsaw-Cooperative Learning Model in Media Education Course

2018 ◽  
Author(s):  
Zonny Amanda Putra ◽  
Arwizet K ◽  
Bulkia Rahim ◽  
Rahmat Azis Nabawi
Keyword(s):  
Experimental Research ◽  
Learning Outcome ◽  
Media Education ◽  
Learning Module ◽  
Post Test ◽  
Quasi Experimental ◽  
Survey Results ◽  
Education Model ◽  
Educational Factors ◽  
Selection Of

Educational factors that are less appropriate in the delivery of materials and the selection of instructional media causes lesson objectives are perfectly acceptable by students. The educational factors here are defined as the facilities needed in the learning process such as learning media used by lecturers. Based on the problems and goals to be achieved, this type of research is a quasi-experimental research (quasi experiment). Quasi experimental research is a research method used to look for certain influences against others in controlled conditions. In general, the approaches taken in this research were investigative and survey. Results test practicality module Theory of Media Education model of cooperative type of jigsaw according to the lecturer was 97,50%, so it can be concluded the module fell into the category of "Very Practical". Students responded positively to the use of Jigsaw Education Model in the implementation of learning withaverage response of 83.65% belonged to very practicalcategory. Of the thirteen statement items in the questionnaire, all statements were answered very practically by the students. This further strengthened the average of all the items by 83.65%. There was an increase in learning outcome on pretest to post-test of 31.82%.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4212 ◽  
2019 ◽  
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

scholarly journals A Multistep Inquiry Approach to Improve Pre-Service Elementary Teachers’ Conceptual Understanding

2019 ◽  
Vol 6 (1) ◽  
pp. 86
Author(s):  
Lloyd M. Mataka ◽  
Rex Taibu
Keyword(s):  
Conceptual Understanding ◽  
Physical Science ◽  
Teaching Strategy ◽  
Control Group ◽  
Research And Teaching ◽  
Test Study ◽  
Inquiry Approach ◽  
Post Test ◽  
Comparison Groups ◽  
Quasi Experimental

A quasi-experimental control group pre- and post-test study was used to determine the effect of a Multi-Step Inquiry (MSI) approach on pre-service elementary school teacher’s conceptual understanding. The MSI study involved the development of a conceptual workbook, and a Physical Science Concept Inventory. The conceptual workbook has activities that explicitly target students’ misconceptions in physical science. The inventory has three categories: forces and motion, heat and temperature, and electricity. Descriptive and inferential statistics were used to interpret the data. Independent t-tests were used to compare the experimental and comparison groups. Further, Cohen’s d and Hake’s g effect sizes were used to determine the effectiveness of MSI. Results indicated that the MSI approach as an effective teaching strategy for conceptual understanding. As such, the authors have made recommendations for both research and teaching.

scholarly journals Analysis of Improving Students' Physics Conceptual Understanding through Discovery Learning Models Supported by Multi-representation: Measurement Topic

2020 ◽  
Vol 3 (2) ◽  
pp. 57 ◽  
Author(s):  
La Sahara ◽  
Nafarudin Nafarudin ◽  
Suritno Fayanto ◽  
Babajanova Asal Tairjanovna
Keyword(s):  
Experimental Study ◽  
Conceptual Understanding ◽  
Research Method ◽  
Test Score ◽  
Discovery Learning ◽  
Test Design ◽  
Public High School ◽  
Learning Models ◽  
Post Test ◽  
Quasi Experimental

This study aimed to analyze students' conceptual understanding by using a multi-representation assisted discovery learning model in measurement. This research was conducted in Public High School 1 Kendari. This research is a quasi-experimental study using a one-group pre-post test design. The research method consisted of a conceptual comprehension test using a caliper and a screw micrometer in an essay in the form of a multi-representational test on long measurements. The analysis showed an increase in conceptual understanding between the pre-test and post-test with an average pre-test score of 16.24 (SD = 14) and a post-test of 61.4 (SD = 21). These results indicate an increase in students' understanding of concepts after learning with an average N-gain increase of 0.5 (SD = 0.2) in the medium category. It also obtained the most significant increase in students' understanding of the indicators mentioned parts caliper and micrometer with an N-gain average of 0.6 in the medium category.

scholarly journals Supportive Group Therapy untuk Menurunkan Kecemasan Ibu Hamil di Wilayah Puskesmas Srandakan

PSYCHE 165 ◽  
2021 ◽  
pp. 296-302
Author(s):  
Fahrunnisa Lanjarto ◽  
Raras Indah Fitriana
Keyword(s):  
Group Therapy ◽  
Pregnant Women ◽  
Group Discussion ◽  
Wilcoxon Test ◽  
Hormonal Changes ◽  
A Value ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Supportive Group

Pregnancy is time when a person experiences many changes, both physically and psychologically, making them more vulnerable to stress. This case happens because pregnant women experience hormonal changes that affect psychological and physical conditions during the pregnancy process. This study aims to determine the effect of group therapy using supportive techniques coupled with the provision of information needed to reduce anxiety in pregnant women. The data collection methods used in this study were observation, interviews, Focused Group Discussion (FGD), as well as pre-test and post-test using the Beck Anxiety Inventory (BAI). The research design using quasi-experimental with pre-test and post-test without control, the sample in the study consisted of 7 pregnant women who had mild to severe anxiety levels. The results of data analysis using non-parametric test with the Wilcoxon test showed a value of z = 2.731 and a value of p = 0.018 (p <0.05). The results showed a significant decrease in anxiety scores before and after following the group therapy process. Based on the results of the study, it can be concluded that there is an effect of supportive group therapy on pregnant women at the Srandakan Public Health Center.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4290 ◽  
2019 ◽  
Vol 16 ◽  
pp. 051-059
Author(s):  
Eugenia M. W. Ng
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

scholarly journals THE EFFECT OF COOPERATIVE INTEGRATED READING COMPOSITION (CIRC) ON STUDENTS’ WRITING CRITICAL ESSAY

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Batdal Niati ◽  
Ummi Rasyidah
Keyword(s):  
Group Discussion ◽  
Small Group Discussion ◽  
Critical Essay ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
English Students

Essay is the most essential part in writing critical essay. It is one of the subjects that learned by English students. CIRC is a method to improve students’ writing ability. Cooperative integrated reading composition (CIRC) was implemented on students’ writing skill through quasi experimental research; post-test only group design. Sample of the research was thirty nine students. Writing test was used to collect the data and analyzed by using independent t-test. The finding was students who were taught by cooperative integrated reading composition (CIRC) had better scores of writing critical essay than those who were taught by small group discussion. It meant that CIRC give an effect toward students to improve their writing skill.

scholarly journals Teaching Algebraic Word Problems through Constructivism: The Real Classroom Evidence

2020 ◽  
pp. 37-51
Author(s):  
Augustine Boadi ◽  
Emmanuel Acquandoh ◽  
Alfred Kofi Adams ◽  
Henry Kpai ◽  
Evans Atteh
Keyword(s):  
Conceptual Understanding ◽  
Word Problems ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Poor Performance ◽  
Female Students ◽  
Male Students ◽  
Test Items ◽  
Post Test ◽  
Main Instrument

Aim: Due to constant effort by educators to find lasting solution to student’s poor performance in classrooms, there is the need to elaborate on the systematic processes that can be adopted and employed in mathematics classroom when teaching algebraic word problems to bring about meaningful learning in improving performance. Therefore, the study gathered data and analyzed it in the end to find out the effect of teaching through constructivism. Study Design: Action research design was used for the study. Methodology: The main instrument used for the study was test items (pre-test and post-test). The sample size for the study comprised of forty-six (46) students of which nineteen (19) were female students, and twenty-seven (27) were male students. Results: In the pre–test (see Table 1), forty- two (42) out of the forty- six (46) students scored marks which are either less than half or half of the 30 marks for the test representing 91.3% of the total number of students as compared to the frequency distribution of the post – test scores (Table 2), where out of the forty six (46) students who took part in the test, thirty-eight (38) of them obtained more than half of the total mark of 30 for the test representing 82.7% of the total students number. Conclusion: The findings from the results of the study confirmed that the use of constructivist approach of teaching and learning will assist the students to have the opportunity of using their own experience to create their conceptual understanding (ability and capability), which will consequently improve their academic performance. Therefore, it is recommended that regular professional development should be organized for mathematics teachers at all levels to refresh them on practical approaches to teaching mathematics through constructivism.

scholarly journals The effect of semantic mapping technique on technical vocabulary mastery for Midwifery students

2019 ◽  
Vol 6 (2) ◽  
pp. 333-342 ◽  
Author(s):  
Erikson Saragih
Keyword(s):  
Alternative Hypothesis ◽  
Research Data ◽  
T Test ◽  
Choice Test ◽  
Mapping Technique ◽  
Semantic Mapping ◽  
Control Group ◽  
Test Items ◽  
Post Test ◽  
Level Of Significance

This study was conducted to test whether Semantic Mapping Technique affects midwifery students’ technical vocabularies at the University of Prima Indonesia. Semantic Mapping is a technique of visual for the expansion of vocabularies and knowledge extension by displaying in words of categories related to each other. The total of 40 midwifery students in the academic year of 2018/2019 was taken as the research samples by applying two groups for pre-test and post-test experimental research design. The experimental group was taught by Semantic Mapping Technique while the control group was taught by conventional teaching technique of vocabulary. The research data were then analyzed using T-test. In this research, a multiple-choice test was used as the research instrument for collecting data. Both the experimental and control groups were asked to answer 50 test items in Pre-test and Post-test. The research data were then analyzed statistically by using T-test formula with the assistance of the SPSS program. The study revealed that the value of T-observed (4.41) was higher than the value of T-table (2.02) at the level of significance 0.05 with the degree of freedom (df) 40. It means that the alternative hypothesis stating that Semantic Mapping technique has a significant effect on midwifery students’ technical vocabularies is significantly accepted. By so doing, this technique can be considered to be used to increase students’ vocabularies.

scholarly journals Pengaruh Context-Rich Problems Berbentuk Multimedia Interaktif terhadap Keterampilan Proses Sains, Sikap Ilmiah, dan Pemahaman Konsep

2016 ◽  
Vol 4 (2) ◽  
pp. 83 ◽  
Author(s):  
Yusran Khery ◽  
Khaeruman Khaeruman
Keyword(s):  
Conceptual Understanding ◽  
Interactive Multimedia ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Scientific Attitudes ◽  
Experimental Group

The purpose of this study was to evaluate the effect of context-rich problems in the form of interactive multimedia on chemical students’ science process skills, scientific attitudes, and conceptual understanding in practical activities. This research is the quasi-experimental study with post test only control group design. The research sample consisted of 142 students divided into 3 groups. The 1st experimental group was treated using a context-rich problem in the form of interactive multimedia before practical activities, the 2nd experimental group used conventional rich problems, and control groups without context-rich problems. Data were collected by the science process skills observation sheets and portfolio, scientific attitude observation sheets, and conceptual understanding tests. Data were analyzed by inferential statistical methods using SPSS 15 software for windows. The results showed that the context-rich problems in the form of interactive multimedia had an effect on students' science process skills, scientific attitudes, and conceptual understanding.

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