scholarly journals Educational Hall Escape: Increasing Motivation and Raising Emotions in Higher Education Students

2021 ◽  
Vol 11 (9) ◽  
pp. 527
Author(s):  
Almudena Macías-Guillén ◽  
Raquel Montes Díez ◽  
Lucía Serrano-Luján ◽  
Oriol Borrás-Gené
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Learning Processes ◽  
Control Group ◽  
Education Students ◽  
Student Groups ◽  
Innovative Method ◽  
The Subject ◽  
The Impact ◽  
Experimental Group

Educational Escape Room is an innovative method used in classrooms to motivate students. This article describes a version of Educational Escape Room applied to undergraduate students. Specifically, this work presents an adaptation of the method called Educational Hall Escape, characterized by the resolution of challenges in a game-adapted room in which several student groups compete to finish the activity in the least amount of time. To date, the Educational Hall Escape method applied to the field of business economy has not been reported in the literature. The objective of the study is to analyze the influence of the Educational Hall Escape method on the learning processes and emotions of students during the activity and its impact on their motivation and the reinforcement their competences and knowledge. An experiment was designed in which the class was divided into a control group and an experimental group. To measure the impact of the experience in the students, two tools were used: an exam and the Gamefulquest survey. Despite the fact that the results obtained show that the students perceived the experience as a game, it improved their motivation and increased their proclivity to have an emotional bond with the subject, the academic results remained steady.

scholarly journals Effect of Instructionally Embedded Formative Assessment on Students' Motivation to Learn at Higher Education Level

2020 ◽  
Vol V (I) ◽  
pp. 488-499
Author(s):  
Shumaila Hameed ◽  
Mumtaz Akhter
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Undergraduate Students ◽  
Education Level ◽  
Control Group ◽  
Control Group Design ◽  
Positive Effects ◽  
Post Test ◽  
Positive Effect ◽  
Experimental Group

Formative assessment is known for its positive effects it has on students' achievement. This study was designed to find out the effect of formative assessment on students' motivation at the higher education level. This study was experimental in nature; intact pre-test post-test control group design was used for data collection purpose. Sample of the study was selected conveniently, which comprised of undergraduate students. Students belonging to the experimental group were taught with instructional embedded formative assessment, whereas students belonging to the control group were taught with formal teaching methods. Students of both groups were required to fill a motivation questionnaire at the start and end of the study to check the level of intervention. Data collected through pre-test and post-test were analyzed using SPSS. The findings of the current study had suggested that instructional embedded formative assessment had a significant positive effect on students' motivation towards learning at the higher education level.

scholarly journals The impact of the differentiated education strategy on the level of achievement in the subject of vocational education among Tenth grade students in Jordan: أثر استراتيجية التعليم المتمايز على مستوى التحصيل في مبحث التربية المهنية لدى طالبات الصف العاشر الأساسي في الأردن

2020 ◽  
Vol 4 (15) ◽  
Author(s):  
Basmah Abdallah Odeh Alhabahbeh
Keyword(s):  
Vocational Education ◽  
Teaching Method ◽  
Achievement Test ◽  
Female Students ◽  
Control Group ◽  
Education Strategy ◽  
Tenth Grade ◽  
The Subject ◽  
The Impact ◽  
Experimental Group

The present study aimed at identifying the effect of differentiated education strategy on the level of achievement in the subject of vocational education among the Tenth grade students in Jordan. The study adopted the semi-experimental curriculum. The tool consisted of (Achievement Test in Vocational Education), prepared by the researcher, was applied to a random sample of two divisions of the ninth grade students at the Hashemite Secondary School for Girls, affiliated to the Directorate of Education in Aqaba during the academic year 2018/2019, to Division (B) As an experimental group, it consisted of (20) female students, and Division (A) as a control group, and consisted of (20) female students. The results of the ANCOVA analysis showed that there were statistically significant differences between the students' average scores on the achievement test due to the variable of teaching method, where the control group obtained an overall average (13.03) in exchange for the experimental group obtained an overall average (17.95). In the light of the results of the study, the researcher recommended the training of teachers on the differentiated teaching strategy in teaching vocational education for its effectiveness in teaching and conducting studies dealing with the introduction of other teaching methods.

The Impact of the Flipped Classroom on Students' Academic Achievements in Secondary Schools

2020 ◽  
pp. 175-192
Author(s):  
Meruyert Koshegulova ◽  
Yerkhan Mindetbay
Keyword(s):  
Flipped Classroom ◽  
Placement Test ◽  
Control Group ◽  
Flipped Learning ◽  
Academic Achievements ◽  
Significant Difference ◽  
Before And After ◽  
The Subject ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to analyze the effects of flipped learning on students' academic achievements in the subject of science at Bilim Innovation Lyceums (BIL) in Kazakhstan. For this purpose, pre and post surveys were conducted on 168 students who were divided into two groups; the experimental group consisting of 84 students who took part in flipped learning classes for seven weeks and the control group consisting of 84 students who experienced the traditional method of classroom instruction at the same period. To achieve the objectives of the study, a final placement test score was used before and after the introduction of the flipped classroom model. The results of the study are summarized as follows. There were a significant difference between the two groups in terms of academic achievement when it measured by test scores before and after the concerned semester. On the basis of these findings, several suggestions were made for the schools to utilize innovative instructional methods including flipped learning for sustainable education in the future.

PLEs in Higher Education

2013 ◽  
Vol 4 (4) ◽  
pp. 31-43 ◽  
Author(s):  
Oskar Casquero ◽  
Javier Portillo ◽  
Ramón Ovelar ◽  
Jesús Romo ◽  
Manuel Benito
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Online Courses ◽  
Virtual Learning Environment ◽  
Control Group ◽  
Education Students ◽  
Personal Learning ◽  
New Type ◽  
Participative Learning ◽  
Experimental Group

Knowing whether Personal Learning Environments (PLEs) could transfer Web 2.0 affordances, which have been focused on the non-educational or recreational sphere, to the institutional sphere is important to move the research agenda beyond “cool uses” and to understand how the learning process is affected when students use this new type of environment in formal settings. This study analyzes the use of institutionally-powered PLEs (iPLEs) as a means to enable the participatory and community-centered model of Web 2.0 in higher education. Students from two undergraduate, inter-university, online courses were divided into two groups: a control group using a Virtual Learning Environment (VLE) based on Moodle, and an experimental group using an iPLE based on iGoogle, FriendFeed and Google Groups. The assumption that the iPLE is a suitable tool to create a cohesive and participative learning network that excels that generated by means of the VLE was explored. The results obtained through social network analysis performed to each environment’s forum data confirm this hypothesis.

scholarly journals The impact of a peer coaching programme on the academic performance of undergraduate students: a mixed methods study.

2016 ◽  
Author(s):  
Jill Alexandra Andreanoff
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Peer Support ◽  
Undergraduate Students ◽  
Peer Coaching ◽  
Attrition Rate ◽  
Academic Attainment ◽  
Control Group ◽  
The Uk ◽  
The Impact

Peer support interventions have been widely used within the higher education sector as a means to enhance student success and retention. However, much of the evidence to measure the impact of mentoring and coaching has relied on anecdotal, self-reported evidence from the participants. In addition, there is much confusion in the terms todescribe peer support interventions, making it difficult to compare and contrast the different programmes. The need for evidence of a more robust, quantitative nature has long been called for by a number of authors such as Jacobi (1991), Capstick et al. (2004) and Medd (2012). This mixed methods case study of an extant peer coaching programme in higher education in the UK makes explicit the process of the coaching intervention, measuring the impact on academic attainment in the form of module grade data. In addition, the use of a control group enables a comparison to be made of the academic attainment of non-coached students with those who received peer coaching. Academic behaviour confidence of those who were coached was also measured pre- and post-coaching using the Sander and Sanders (2009) ABC questionnaire. There was found to be a significant impact in the attainment of students who received coaching when compared to those students in the control group who did not. The peer coaching had a beneficial impact in particular for those in their first year of study and those who were performing less well at the outset, as well as students within the Business School. A significant increase in the academic behaviour confidence was found in those who received coaching as well as a reduced attrition rate when compared to those in the control group.

scholarly journals The Effect of Digital Storytelling implementation on the Second Episode Student's Learning Motivation in Social Studies: أثر توظيف رواية القصة الرقمية على دافعية التعلم لدى طلاب الحلقة الثانية في مادة الدراسات الاجتماعية  " دراسة ميدانية في سلطنة عمان"

2021 ◽  
Vol 5 (38) ◽  
pp. 139-118
Author(s):  
Said Rashid Ahmed Al- Makhmari Said Rashid Ahmed Al- Makhmari
Keyword(s):  
Social Studies ◽  
Experimental Approach ◽  
Basic Education ◽  
Learning Motivation ◽  
Control Group ◽  
Education Students ◽  
Post Test ◽  
Digital Stories ◽  
The Impact ◽  
Experimental Group

The study aimed to study the impact of cycle two students, (5- 9) employment of the digital stories in social studies. This study will reflect on developing the student learning motivation. In the light of its objectives for experimental approach based on the semi – experimental design of the two groups (experimental & control) and two measurements (pre& post) on a sample of (63) of basic education students from grade nine. Then, the sample was divided on two groups randomly. The experimental group consist of (32) students which taught lessons of social studies by using digital stories while the control group contain (31) students by using traditional method which taught the same content. According to the principles and foundations the study found difference in morale lead statistically at the level of the significance (a < 0.05) between means of sources of the experimental group in the post- test and the control group for all knowledge levels. The total score of the academic achievement of learning motivation scale in favor of experimental group.    

scholarly journals The Impact of Using Computer Simulation on Correcting Physical Misconceptions in the Subject of Periodic Motion among Eleventh Grade Students in the Sultanate of Oman

2016 ◽  
Vol 10 (2) ◽  
pp. 318
Author(s):  
Amal R. Malkawi ◽  
Rashid J. Al Maamari
Keyword(s):  
Computer Simulation ◽  
Periodic Motion ◽  
Scientific Explanation ◽  
Control Group ◽  
Sultanate Of Oman ◽  
The North ◽  
Quasi Experimental ◽  
The Subject ◽  
The Impact ◽  
Experimental Group

This study aimed to detect the impact of using computer simulation on correcting physical misconceptions in the subject of periodic motion among the eleventh grade students in the Sultanate of Oman. The researchers used a quasi-experimental approach and the study sample consisted of 128 of eleventh grade. Students were selected randomly in a deliberate manner from two schools, in the North Batinah Governorate. The students were distributed into two groups; experimental and control. The experimental group consisted from (65 students) and studied the scientific material related to the unit of periodic motion using computer simulation. The control group consisted of 63 students and studied the same scientific material by traditional method.The study found a diverse and wide series of misconceptions in the subject of periodic motion and revealed the inability of students to provide a true scientific explanation for many phenomena that are related to the periodic motion. The study also found significant statistical differences in correcting the misconceptions sample in the subject of periodic motion due to teaching methods in favor of the experimental group. The study didn’t show statistically significant differences due to gender.

scholarly journals Does Cooperative Learning may Enhance the Use of Students’ Learning Strategies?

2019 ◽  
Vol 8 (4) ◽  
pp. 79
Author(s):  
Van Dat Tran ◽  
Thi My Loc Nguyen ◽  
Nguyen Van De ◽  
Chau Soryaly ◽  
My Ngoc Doan
Keyword(s):  
Higher Education ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Outcome ◽  
Control Group ◽  
Education Students ◽  
Effective Learning ◽  
Vietnamese Higher Education ◽  
Second Year ◽  
Experimental Group

The present study investigates the effects of cooperative learning on learning strategies of 72 second-year Vietnamese higher education students toward the Research Methods in Education course over a nine-week course. These students were divided into two matched groups of 36 to be taught by the same lecturer. In the control group, cooperative learning was used, while in the experimental group, lecture-based teaching was employed. Results showed that students who were instructed using lecture-based teaching had lower scores on the post-tests of resource management and cognitive - metacognitive strategies than did the students who were instructed using cooperative learning. Implications for educators and further research are suggested for a less competitive and more effective learning outcome.

scholarly journals The Effect of the Flexibility and Clarification Strategies On Achievement and Improvement of Linguistic Intelligence Skills and Attitudes Towards Arabic Language Subject for Vocational Education Students in Iraq

2021 ◽  
Vol 32 (4) ◽  
pp. 163-199
Author(s):  
Rasha Aeada Khalaf
Keyword(s):  
Vocational Education ◽  
Educational Program ◽  
Statistical Treatment ◽  
Arabic Language ◽  
Control Group ◽  
Education Students ◽  
Reading And Writing ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The study aimed to identify the impact of the flexibility and clarification strategies on achievement and improvement of linguistic intelligence skills and attitudes towards the Arabic language subject among vocational education students in Iraq. The study adopted the semi-experimental approach, through application on two experimental and control groups of vocational education students in Iraq. The researcher selected two divisions of vocational education students in Iraq: (30) students in the experimental group and (30) students in the control group, so that the educational program was applied to the experimental group, and the control group was taught in the usual way. The educational program, the linguistic intelligence test, and the achievement test were used, and after performing the statistical treatment, the study reached the following results: There are no statistically significant differences at the level of (0.05) in the degree of achievement attributable to the student's gender, where the value of (P) is (1.43), which is not significant. Statistically, there are no statistically significant differences at the level of (0.05) in the degree of achievement due to the interaction between the group and the sex of the student, as the value of (P) reached (2.98) and it is not statistically significant, there are no statistically significant differences at the level of (0.05) In the degree of total linguistic intelligence attributable to the sex of the student, where the value of (P) was (7.09), which is not statistically significant, and there are no statistically significant differences at the level of (0.05) in the degree of total linguistic intelligence due to the interaction between the group and the student’s sex, where the value reached (P) (2.93) which is not statistically significant. The study recommended the importance of focusing in the classroom on basic skills in reading and writing, given that these skills have a great role in providing them with the necessary skills that will help them in the future in mastering the skills of reading and writing, and the focus of Arabic language curricula - specifically the lower basic stage - on investigation and storming skills. The teacher’s guide included some examples of study plans implemented through investigation and others through brainstorming.

scholarly journals A fizetett munkavállalás hatása a felsőoktatási hallgatók egyetemi pályafutására+

Educatio ◽  
2021 ◽  
Vol 30 (1) ◽  
pp. 135-145
Author(s):  
Zsófia Kocsis
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Employment ◽  
Education Students ◽  
Student Groups ◽  
Paid Employment ◽  
Significant Difference ◽  
Increasing Trend ◽  
Regular Work ◽  
The Impact

Összefoglaló. Az utóbbi évtizedek tapasztalatai szerint a nappali tagozatos felsőoktatási hallgatók fizetett munkavállalását növekvő tendencia jellemzi, azonban a kutatók nem jutottak konszenzusra az eredményességre gyakorolt hatásával kapcsolatban. Kutatásunk célja, hogy feltárjuk a hallgatói munkavállalás hatását az eredményességre és a tanulmányok iránti elköteleződésre. A Társadalmi és szervezeti tényezők szerepe a hallgatói lemorzsolódásban című NKFIH által támogatott kutatás (PERSIST 2019) adatai alapján (N = 2199) a rendszeresen dolgozó hallgatók eredményesebbek, mint a nem dolgozó társaik. Az elkötelezettség és az oktatókkal folytatott intenzív kommunikáció, kapcsolattartás terén nincs jelentős különbség a hallgatói csoportok között. Ebben a vonatkozásban azt láthatjuk, hogy a rendszeres munkavégzés nem gátolja az egyetemi pályafutásukat, s nem akadályozza meg az intézményen belüli kapcsolatok kialakítását. Summary. Research in recent decades has shown an increasing trend in paid employment for higher education students, but researchers have not reached a consensus on its impact on performance. The aim of our research is to explore the impact of student employment on academic performance and engagement to study. Based on data from PERSIST 2019 (N = 2199), students who work regularly are more successful than their non-working counterparts. Furthermore, there is no significant difference between the student groups in terms of engagement and intensive communication and contact with the lecturers. In this respect, we can see that regular work does not hinder their university careers, and nor does prevent the development of relationships within the institution.

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