scholarly journals Integrating the Gender Perspective into Literature Studies to Enhance Medical University Students’ Gender Awareness and Critical Thinking

2020 ◽  
Vol 17 (24) ◽  
pp. 9245
Author(s):  
Hung-Chang Liao ◽  
Ya-huei Wang
Keyword(s):  
Critical Thinking ◽  
University Students ◽  
Test Scores ◽  
Control Group ◽  
Gender Perspective ◽  
Gender Consciousness ◽  
Post Test ◽  
Gender Awareness ◽  
Thinking Disposition ◽  
Medical University

Objective: This study attempted to integrate the gender perspective into literature studies to allow medical university students to examine internalized gender prescriptions and investigate whether the integration of the gender perspective into literature studies would create any difference among students in gender awareness and critical thinking. Methods: This study used fifteen-week quasi-experimental research to verify the feasibility of using the gender perspective in literature studies to arouse medical university students’ gender awareness and critical thinking. Before and after the intervention, a gender awareness test and a critical thinking disposition test were carried out by both the experimental group (41 students) and control group (41 students). Results: The findings show that regarding gender awareness, with the integration of the gender perspective into literature studies, medical university students had significantly higher post-test scores for “public gender consciousness” and “private gender consciousness.” In regard to critical thinking, they also had significantly better post-test scores in “systematicity and analyticity,” “maturity and skepticism,” and “inquisitiveness and conversance.” Conclusion: This study demonstrated that the integration of the gender perspective into literature studies could result in positive learning outcomes among medical university students in terms of gender awareness and critical thinking.

scholarly journals The Effects of Electronic Feedback on Medical University Students’ Writing Performance

2021 ◽  
Vol 10 (4) ◽  
pp. 124
Author(s):  
Nooreen Noordin ◽  
Laleh Khojasteh
Keyword(s):  
Medical Students ◽  
University Students ◽  
Academic Writing ◽  
Clinical Skills ◽  
Control Group ◽  
Writing Performance ◽  
Electronic Feedback ◽  
Significant Difference ◽  
Post Test ◽  
Medical University

This study was designed to see whether electronic feedback positively affects medical students’ academic writing performance. Two groups of medical university students were randomly selected and participated in this study. In order to see whether the provision of electronic feedback for the compulsory academic writing course for medical students is effective, the researchers divided 50 medical students to the traditional (n=25) and intervention groups (n=25). Pre-test and post-test were conducted at the beginning and at the end of the semester. Electronic feedback was given to the medical students in the intervention group, while the medical students in the traditional group received the traditional pen and paper feedback. By comparing the scores of two written assignments at the beginning and the end of the semester, regarding the application of electronic feedback, the results showed that not only medical students’ overall writing performance improved after providing them electronic feedback, but every single writing component was also enhanced after the intervention. There was a significant difference in the post-test academic writing scores between the traditional and intervention groups (P < 0.001). This difference was not significant in our control group who was given pen-and-paper feedback. In terms of specific writing components, the most affected components in this approach were content followed by organization, language use, vocabulary, and sentence mechanics, respectively. Although this study focused on medical students’ academic writing ability and reported the effect of electronic feedback on medical students’ writing performance, electronic feedback can be equally beneficial for enhancing student-practitioners’ practical clinical skills.

scholarly journals Online Argumentation Implementation in the Development of Critical Thinking Disposition

2018 ◽  
Vol 6 (3) ◽  
pp. 127 ◽  
Author(s):  
Pınar Fettahlıoğlu ◽  
Devkan Kaleci
Keyword(s):  
Critical Thinking ◽  
Science Teacher ◽  
Teacher Candidates ◽  
T Test ◽  
Control Group ◽  
Critical Thinking Disposition ◽  
Significant Difference ◽  
Post Test ◽  
Thinking Disposition ◽  
Experimental Group

The purpose of this study is to investigate the effects of teaching technologies and material development course taught through Moodle based online argumentation implementation on critical thinking disposition of third year science teacher candidates. The study was carried out with a total of 43 students consisting of an experimental group of 22 and a control group of 21 students studying at the Department of Science Education at a State University Faculty of Education in the fall term of 2014-15 academic years. Sequential explanatory design was used as a mixed method strategy in this research. A quasi-experimental pre-test/post-test non-equivalent control group design was used in the quantitative part of the study. A case study research design was used in the qualitative part of the study. California Critical Thinking Disposition Inventory was used as data collection tool. In addition, an open-ended interview questions form was used to define opinions of science teacher candidates about the method applied in the course. Independent samples t-test and paired samples t-test were used in the analysis of quantitative data. Descriptive analysis was used to analyse qualitative data. At the end of the research, while a statistically significant difference in critical thinking dispositions of teacher candidates was observed in favour of post-test results of the experimental group, no statistically significant difference was observed in the control group. When the opinions of teacher candidates on the subject were investigated, it was found that the teacher candidates strongly supported the elimination of internet connection problems to improve the course.

scholarly journals The Effect of Employing Electronic Static Infographic Technology on Developing University Students’ Comprehension of Instructional Design Concepts and ICT Literacy

2021 ◽  
Vol 9 (1) ◽  
pp. 54
Author(s):  
Abdulmajid Alsaadoun
Keyword(s):  
Instructional Design ◽  
University Students ◽  
Test Scores ◽  
Control Group ◽  
Ict Literacy ◽  
Design Concepts ◽  
Significant Difference ◽  
Post Test ◽  
Support Students ◽  
Experimental Group

The current study examined the effectiveness of the use of electronic static infographic (information graphic) technology to support university students’ learning, to develop their comprehension of instructional design concepts and to improve their Information and Communication Technology (ICT) literacy. The researcher used an experimental design in which 64 students in an instructional design course in the second semester of the 2019-2020 were randomly divided into an experimental group and a control group. The students in the experimental group received treatment on instructional design concepts and ICT literacy with the aid of electronic static infographic technology while the students in the control group received instruction about the same topic using regular method of instruction without the aid of electronic static infographic technology. Pretest and post-tests were administrated for the students in the two groups. Analysis of the pretest and post-test scores revealed that the implementation of electronic static infographic to support students’ learning contributed considerably in developing comprehension of instructional design concepts. There was significant difference at the level (0.05) between the post-test scores of the control and experimental groups with the benefit going to the experimental group. Based on the findings, the current study recommends the use of electronic static infographic technology to support students’ learning in teaching instructional design courses.

Assessment of a Scenario-Based Approach to Facilitating Critical Thinking Among Paramedic Students

1997 ◽  
Vol 12 (3) ◽  
pp. 42-48 ◽  
Author(s):  
Judy Janing
Keyword(s):  
Critical Thinking ◽  
Test Scores ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Alternative Methods ◽  
Control Group ◽  
Final Examination ◽  
Higher Level Thinking ◽  
Post Test ◽  
The Impact

AbstractIntroduction:Paramedic practice is shifting from [direct] on-line medical control to protocol-driven care initiated on the paramedic's judgment of the patient's problem(s). Teaching in most paramedic training programs remains grounded in technical rationality. This does not adequately prepare practitioners for current day practice. Medical conditions often present as ill-defined problems. To deal with these situations, practitioners need problem solving and reflective-thinking skills. Methodologies incorporating the use of these skills in a contextual situation similar to actual practice may help paramedics develop these skills.Hypothesis:This study sought to determine the impact of written scenario exercises in the context of clinical problems as a means of learning in order to foster higher level thinking skills and self-directed tendencies. It involved three hypotheses: 1) Post-test scores would correlate with scores attained on the traditional, multiple choice, final examination; 2) Post-test scores would correlate with scores on the critical thinking sub-test of the final examination; and 3) Scores would be better on the post-test compared to thepre-test.Methods:This two year, longitudinal, prospective study was conducted with 55 paramedic students using a pre- and post-test. Post-test scores were compared with final examination scores and scores of the subset of higher level thinking questions within that examination using the Pearson r-test. The relationship between the pre- and post-test scores was analyzed using a one-tailed dependent t-test. Post-hoc analysis of the variables of age, experience, and education was conducted using one-way analysis of variance.Results:The correlation between post-test scores with final examination scores was positive and modestly significant. There was no correlation of post-test scores with sub-test scores. Comparison of pre- and post-test scores was significant. Effects for age, experience, and education were not significant statistically.Conclusion:Using written scenarios increases ability to utilize reflective thinking and self-directed tendencies. However, this ability may not be demonstrated consistently on traditional written examinations. A multi-site study using large numbers and a control group or alternative methods appears to be indicated to demonstrate more accurate effects of the methodology.

scholarly journals Does 12-Week Latin Dance Training Affect the Self-Confidence of the University Students?

2016 ◽  
Vol 5 (4) ◽  
pp. 159 ◽  
Author(s):  
Odemis Meric ◽  
Adilogullari Ilhan
Keyword(s):  
University Students ◽  
Test Scores ◽  
Working Group ◽  
The Self ◽  
Control Group ◽  
Self Confidence ◽  
Dance Training ◽  
Post Test ◽  
The University ◽  
Confidence Scale

<p>In this research, it is aimed to investigate the effect of 12-week Latin dance training on the self confidence of university students. This research was conducted with a total of 60 students, including 30 students as control and 30 students as working group. 33-item self-confidence scale developed by Akin (2007) was applied to both control and working group. Latin dance training was carried out once a week (2 hours) for a total of 24 hours, in 12 weeks. SPSS 16.0 was used for the evaluation of the data obtained in the study. Percetage, frequency, Paired Sample and Independent t-test were used for the analysis of the data. When post-test scores of self-confidence were evaluated, score of working group was found to be statistically significant compared to control group. According to the result of the research, it might be said that 12-week Latin dance training had increased the self confidence of the participants.<strong> </strong><strong></strong></p>

The effect of patience training on university students’ patience and life satisfaction levels

2021 ◽  
Vol 9 (3) ◽  
pp. 712-719
Author(s):  
Ayşe Eliüşük Bülbül ◽  
Keyword(s):  
Life Satisfaction ◽  
University Students ◽  
Wilcoxon Test ◽  
Control Group ◽  
Control Group Design ◽  
Satisfaction Scale ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The purpose of this study is to determine the effect of the "patience training program" on the patience and life satisfaction levels of university students. The study was organized as a pre-test, post-test experiment and control group design. For a total of 30 students from which were 17 in the control group and 17 in the experimental group, patience training was given for 5 weeks. The "Patient Scale" developed by Schnitker (2010) and adapted to Turkish by Eliüşük and Arslan (2016) and the "Life Satisfaction Scale" developed by Diener, Emmons, Larsen and Griffin (1985) and adapted to Turkish by Dağlı and Baysal (2016) were used as a data collection tool in the study. The "Wilcoxon" test was used for the comparison of in-group differences in the analysis of obtained data and the "Mann-Whitney U" test was used in examining the differences between the two groups. As a result of the study, it was observed that the patience and life satisfaction average scores of students in the experimental group receiving "patience training" increased significantly, while there was no significant difference in the patience and life satisfaction averages scores of the control group students.

scholarly journals KESAN PENGGUNAAN PETA PEMIKIRAN TERHADAP PENGAJARAN PENULISAN KARANGAN MURID TAHUN LIMA

2021 ◽  
Author(s):  
NORLIZA ABDULLAH ◽  
ZULKIFLI OSMAN ◽  
ABDUL MUNIR ISMAIL
Keyword(s):  
Treatment Group ◽  
Social Science ◽  
Primary School ◽  
Test Scores ◽  
Control Group ◽  
Primary School Students ◽  
Thinking Maps ◽  
School Students ◽  
Essay Writing ◽  
Post Test

Kajian lalu menunjukkan kebolehan mengarang karangan dalam kalangan murid sekolah rendah adalah rendah. Oleh hal yang demikian, kajian ini dijalankan untuk mengkaji kesan penggunaan peta pemikiran terhadap tahap penulisan karangan Bahasa Melayu dalam kalangan murid tahun lima. Penyelidik menggunakan kaedah eksperimen kuasi melibatkan satu sampel kajian yang terdiri daripada 64 murid sekolah rendah yang dibahagikan sama rata kepada satu kumpulan perlakuan dan satu kumpulan kawalan. Para murid dalam kumpulan pertama menggunakan peta pemikiran dalam pengajaran karangan, sementara kumpulan kedua menggunakan kaedah tradisional. Ujian pra dan ujian pasca digunakan untuk mendapatkan data yang dianalisis dengan Statistical Package For Social Science (SPSS) versi 21. Bagi kumpulan perlakuan, analisis data menunjukkan skor pasca ujian min murid adalah lebih tinggi dari skor pra ujian min mereka, sekali gus menunjukkan mereka memperoleh peningkatan dalam penulisan karangan dari segi kandungan dan pengolahan idea. Dapatan yang sama juga menunjukkan skor pasca ujian min murid dalam kumpulan perlakuan adalah lebih tinggi dari min skor yang sama bagi mereka dalam kumpulan kawalan, sekali gus menunjukkan kumpulan perlakuan adalah lebih berprestasi daripada kumpulan kawalan. Dapatan kajian ini mempunyai implikasi dalam amalan pengajaran semasa. Guru mata pelajaran Bahasa Melayu boleh menggunakan peta pemikiran sebagai satu alat pengajaran bagi membantu murid sekolah rendah belajar menulis karangan dengan lebih berkesan.   Studies have shown that students’ essay writing abilities of primary school students are low. As such, this study was carried out to examine the extent of the effects of using thinking maps on the teaching of Malay language essay writing among Year Five students. In this study, the researchers used a quasi-experimental method involving a study sample consisting of 64 primary school students were divided equally into a treatment group and a control group. The former used thinking maps in essay writing learning, while the latter used a traditional method. A pre-test and a post-test were used to obtain the data, which were analyzed using Statistical Package for Social Science (SPSS) version 21. For the treatment group, the analysis of data showed students’ mean post-test scores were significantly higher than their mean pre-test scores, indicating they made significant improvements in essay writing in terms of content and ideation. The same analysis also showed students’ mean post-test scores in the treatment group were significantly higher than those of the control group, indicating the former outperformed the latter. These findings have a practical implication for the current teaching practice. Malay language teachers can use thinking maps as a teaching tool to help primary school students effectively learn to write essays.

scholarly journals Manipulative Approach In Teaching Fractions

2021 ◽  
Vol 2 (5) ◽  
pp. 435-447
Author(s):  
Rea C. Parungao
Keyword(s):  
Test Scores ◽  
Traditional Method ◽  
Number Line ◽  
Virtual Manipulatives ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Fractions ◽  
Experimental Group

This study aimed to determine the effects of using manipulatives in teaching fractions.   Quasi- experimental method of research was used in this study. It was conducted during the first quarter of S.Y. 2019-2020 among the respondents were randomly selected. Two sections of Arayat National High School were the respondents of the study. The control group was the 7-Rosal while the 7-Sampaguita was the experimental group. Both groups were given a pretest prior to the discussion about fractions and a posttest after instruction using the traditional method (control group) and the use of manipulatives (experimental group). The results were then evaluated, analysed through SPSS, and interpreted. Mean, t-test and ANCOVA were utilized to analyze and interpret the data. This study found out that the post-test scores of the respondents from the two groups improved in comparison to their pre-test scores.  The mean pretest and mean posttest scores of both groups showed significant difference. The results showed that the use of virtual manipulatives in converting fractions to decimals had significant difference compared the use of the traditional method. On the contrary, teaching fractions on a number line did not have significant difference. Out of the four operations on fractions, three showed that the use of concrete manipulatives was highly effective. This study recommends that teachers must test the prior knowledge of their students before discussing about fractions to determine the students’ strengths and weaknesses. Although both traditional method and the manipulative approach showed improvement on the post-test results in teaching fractions, still, teachers are encouraged to use manipulatives in teaching fractions to improve students’ performance. It is important for teachers to provide their students opportunities for hands-on manipulation of objects in order to grasp the concepts of fractions more easily. Lastly, teachers must develop the use of concrete and virtual manipulatives in teaching fractions to promote active learning that can enhance students’ mathematics performance and can help them to realize that mathematics is an enjoyable subject.

scholarly journals The Use of Pocket Mobile Learning to Improve Critical Thinking Skills in Physics Learning

2018 ◽  
Vol 6 (4) ◽  
pp. 80
Author(s):  
Irnin Agustina Dwi Astuti ◽  
Dasmo Dasmo ◽  
Nurullaeli Nurullaeli
Keyword(s):  
Critical Thinking ◽  
Mobile Learning ◽  
Thinking Skills ◽  
Research Data ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Physics Learning ◽  
Significance Level ◽  
Post Test ◽  
Independent Variable

The aims of the research concerned here were to the influence of using pocket mobile learning on improvement in students critical thinking skills. Pocket mobile learning is a learning media using mobile devices. This research is the quasy experiment using post test only for control group design.The independent variable is learning media in which the control group applied powerpoint, while the trearment group applied mobile pocket learning. The  research  data  were  analyzed  by  means  of  ANOVA  with  the  significance  level  of  5%.  Based on analysis and research results can be concluded that pocket mobile learning media of specifically physics material about dynamics of motion could improve students critical thinking skills.

scholarly journals Exploring the Effectiveness of Critical Thinking on Vocabulary Learning by Malaysian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 213
Author(s):  
Maryam Sharafi Nejad ◽  
Shohreh Raftari ◽  
Lin Siew Eng
Keyword(s):  
Critical Thinking ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Male Undergraduate ◽  
Significant Difference ◽  
Thinking Strategies ◽  
Post Test ◽  
Experimental Group

<p>Based on the findings of previous studies which highlight the role of vocabulary knowledge  in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’  learning process, this study is aimed at exploring<strong> </strong>the effectiveness of critical thinking on vocabulary learning by Malaysian EFL learners. .To achieve the purpose of this study, 60 male undergraduate EFL learners studying English at Asian EFL Academy Language Institute in Pinang were selected after administering Preliminary English Test.To examine whether there is a significant difference between experimental and control group, two parallel versions of Vocabulary Knowledge Scale (Pribakht &amp; Wesche, 1993) were used as pre-test and post-test. The participants in experimental group were instructed on how to employ critical thinking strategies on vocabulary learning. The results of the post-test showed that the experimental group who received formal instruction based on the critical thinking strategies revealed the prominent <a href="https://www.google.com.my/search?newwindow=1&amp;biw=1366&amp;bih=609&amp;q=define+development&amp;sa=X&amp;sqi=2&amp;ved=0ahUKEwjsxaLZw_nLAhVMFJQKHWTjC10Q_SoIHjAA">development</a> and interest in vocabulary learning. The t-test also indicated a significant difference between the performance of the control and experimental group.</p>

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