scholarly journals Effectiveness of Diet Habits and Active Life in Vocational Training for Higher Technician in Dietetics: Contrast between the Traditional Method and the Digital Resources

Nutrients ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 3475
Author(s):  
José-Antonio Marín-Marín ◽  
Rebeca Soler-Costa ◽  
Antonio-José Moreno-Guerrero ◽  
Jesús López-Belmonte
Keyword(s):  
Significant Relationship ◽  
Vocational Training ◽  
Traditional Method ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Active Lifestyle ◽  
Digital Resources ◽  
Digital Resource ◽  
Innovative Method ◽  
Post Test

Vocational training of students in diet habits and active lifestyle habits has recently become an important issue, given the health problems caused as a result of a poor diet. The objective of this study is to analyze the effectiveness of different training actions (traditional method and digital resources) carried out in a program of dietary habits and active lifestyle at the vocational training stage. A quasi-experimental design of the pre-post type was developed. A sample of 177 participants was chosen. The instrument to collect the data was the validated ECHAES questionnaire. The results show that all study groups demonstrated similar averages across all dimensions, except in the digital resource post-test design, where the averages were higher than the rest. There was a significant relationship between the traditional teaching method and the post-test digital resources design in all dimensions. There was also a significant relationship between the pre-test and post-test of the traditional teaching method and the digital resource group in the dimensions. It can be concluded that both the traditional and the innovative method lead to learning in the vocational training student, although the values achieved by the group where the innovative method was adopted were much higher than in the traditional group.

scholarly journals A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students’ Learning at ‘A’ level

2019 ◽  
Vol IV (I) ◽  
pp. 61-66
Author(s):  
Muhammad Kamran ◽  
Namra Munir ◽  
Rashid Minas Wattoo
Keyword(s):  
Teaching Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Cognitive Domain ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Post Test ◽  
Experimental Group ◽  
Differentiated Teaching

This study explores the effect of differentiated teaching method vs. traditional teaching method on students’ learning at ‘A’ level. It is an experimental research, conducted in Aitchison College. By applying simple random sampling technique, 70 students are selected as a sample from the population. Pre-test and post-test are conducted for data collection. Research investigates, how differentiated method of teaching effects learners’ academic achievement. The retention level of the students who are taught via differentiated teaching and traditional teaching method is. After conducting a posttest, data is analyzed with pair-sample and independent sample t-test by using SPSS. Analysis shows that the students taught via differentiated teaching have more power of retention than the students taught via traditional teaching methods. The control group perform up to application level while experimental group perform up to evaluation level of cognitive domain.

Teaching Acquisition and Application of Legal Concepts by Self-Instructional Devices

1965 ◽  
Vol 17 (1) ◽  
pp. 19-24 ◽  
Author(s):  
Thomas A. Wills ◽  
Max Dertke
Keyword(s):  
Criminal Law ◽  
Traditional Method ◽  
Teaching Method ◽  
Law Students ◽  
Analysis Of Covariance ◽  
Traditional Teaching ◽  
Legal Concepts

51 regularly enrolled law students in 3 matched groups were taught a portion of criminal law after pretesting. The analysis of covariance on the posttests showed that a program designed to teach content and application was superior ( p < .01) to both the traditional teaching method and a program designed to teach content alone. Both programs were superior ( p < .01) to the traditional method in teaching either content or ability to apply content. It was concluded that the acquisition and application of complex abstract material can be taught efficiently with programmed material.

scholarly journals Effectiveness of Scie-chain Method on Students’ Academic Achievement and Attitude in Managing Large Classes in Science 10

2021 ◽  
pp. 33-41
Author(s):  
Ma. Mheliza S. Valiente ◽  
Rema Bascos-Ocampo
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Weighted Mean ◽  
Large Classes ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

The researchers aimed to find out the effectiveness of Scie-chain method on students’ academic achievement and attitude in managing large classes in Science 10 of Flora National High School.  Specifically, it identified the difference and effect to the academic achievement of students and students’ attitude towards Science of the traditional method and Scie-chain method of teaching. The researchers employed the two-group pretest- posttest quasi-experimental design which made use of the Scie-chain method (Inquiry-based, ICT utilization, and flock system) in the experimental group. The data were analyzed with the use of weighted mean. Results of the study showed thatoriginally the experimental group and the control group are equal in terms ofacademic achievement and attitude towards Science. After the intervention, the experimental group yielded better result in terms of academic achievement and attitude towards Science as Manifested in the difference in their post test. From the findings of the study, the following conclusions were drawn:1. students exposed to the Scie-chain method attained better academic achievement compared to students exposed to traditional teaching method; the intervention (Scie-chain method) enhanced the level of attitude of students towards Science; and the Scie-chain method is an effective strategy to manage large classes.

scholarly journals The Empirical Research Of Hawgent Dynamic Mathematics Technology Integrated Into Teaching Fraction In Primary School

2020 ◽  
Vol 4 (1) ◽  
pp. 144-150 ◽  
Author(s):  
Tommy Tanu Wijaya ◽  
Zhou Ying ◽  
Aditya Purnama
Keyword(s):  
International Education ◽  
Teaching Method ◽  
Test Method ◽  
Primary Students ◽  
Traditional Teaching ◽  
Test Statistic ◽  
Multiple Representation ◽  
Steam Education ◽  
Post Test ◽  
Dynamic Mathematics

STEAM education that is under ICT has become an upsurge in the international education of research and practice. Due to this, there is a wide application of information technology that has a profound impact to mathematics education. Based on the multiple representation of mathematics, this research aims to test the effectiveness of Hawgent dynamic mathematic software in teaching mathematics to primary students. The sample of this study are all the primary students in Bandung and this research uses the test and non-test method. The test method is a quantitative test to know the students’ mathematical understanding ability when using Hawgent and traditional teaching method. The data collected from the test method would be the post-test scores and the scores are both from the experimental and controlled class. The data will then be process by using SPSS 22 and Microsoft Excel. The data is then analyzed by using the t-test statistic. The result of this study concludes that the students’ understanding ability whose learning are supported by Hawgent are better than whose learning are using the traditional teaching method.

scholarly journals Misconceptions in Projectile Motion and Conceptual Changes via Geogebra Applications

2021 ◽  
Vol 8 (3) ◽  
pp. 42-62
Author(s):  
Ferhat Aslan ◽  
Ugur Buyuk
Keyword(s):  
Science Teachers ◽  
Research Method ◽  
Quantitative Research ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Projectile Motion ◽  
Post Test ◽  
The Difference ◽  
The University

The purpose of this work is to examine the issue of pre-service science teachers’ (PSST) Geogebra applications on misconceptions about projectile motion (PM) and the permanence of learning concepts. In this study, quantitative research method was used as scientific research method, and semi-experimental design with pre-test, post-test control group was used as a pattern. The accessible population of this study is PSST who study in a university located in Kayseri, Turkey in the 2019-2020 academic year. Sample of the study included 36 freshman PSST, studying at the university level in Kayseri. 18 of the participants are experimental-group (EG) and 18 of them are control-group (CG). Both groups learned the subject of projectile motion (PM) together in the classroom. In addition to the traditional teaching method, the EG participated eight-week in the Geogebra course based on the conceptual change model and prepared physics simulations with Geogebra. “Conceptual Questions on Projectile Motion” was used as a data collection tool and the data were analyzed by means of statistics (t-test) based on the difference between averages. The results revealed that both the post-test’s and permanence test’s mean scores of the EG PSST were significantly higher than the mean score of the CG PSST (post-test: t=2.525; p< .05) (permanence test: t=5.466; p< .05). Furthermore, in this study, many misconceptions about the PM were identified.

scholarly journals A comparative study of traditional and digital method in teaching surgical pathology to undergraduate medical students

2018 ◽  
Vol 5 (2) ◽  
pp. 557
Author(s):  
Hemant K. Nautiyal ◽  
Priyank Pathak ◽  
Ruchira Nautiyal ◽  
Guruvansh Sachdev ◽  
Shubham Pandey
Keyword(s):  
Traditional Method ◽  
Test Score ◽  
Teaching Method ◽  
Disease Process ◽  
Surgical Pathology ◽  
New Method ◽  
Chemical Effect ◽  
Digital Method ◽  
Resected Specimen ◽  
Post Test

Background: During undergraduate medical course surgical pathology is taught on formalin preserved specimens (FPS), a traditional teaching method. These specimens are morphologically altered in color and size due to chemical effect of formalin. Author believe that surgical pathology and disease process can be better understood by digital pictures and videos of surgical procedures. Hence, author did this intervention study to compare the teaching of surgical pathology by traditional method (i.e. Formalin preserved specimen) with digital method.Methods: This prospective study was conducted at Department of Surgery, Himalayan Institute of Medical Sciences, Swami Rama Himalayan University. Final year MBBS (Bachelor of Medicine, Bachelor of Surgery). Students (Four Batches, 20-25 students, n=91) were taught surgical pathology by digital method (per operative and resected specimen pictures/videos) and traditional method (Formalin preserved specimen). Four specimens were taught with cross over i.e. two specimens with help of digital method and two by traditional method. Before start of teaching pretest (Multiple choice Questions, MCQ) was taken and it was followed by post-test (MCQ) for each topic. All teaching was done by single associate professor of surgery. Response of students was assessed by Likert’s scale. Evaluation of the results was done by paired t-test.Results: 94.3% students liked new method of teaching and 90.8% believed that new method leads to better understanding of the subject. In two specimens (Appendix and Gall Bladder) taught by digital method there was statistically significant increase in post test score as compared to FPS method. In specimens (carcinoma colon and breast carcinoma) there was also increase in the post test score though not statistically significant.Conclusions: Digital method was found to be better method for understanding surgical pathology and clinical correlation and should be used to complement traditional method. 

scholarly journals Impact of Integrating Task-Based Learning and Functional Approach to Empower Learners’ Communicative Competence

2021 ◽  
Vol 2 (2) ◽  
pp. 39-54
Author(s):  
Tri Nguyen ◽  
Trang Xuan Phuong Dao
Keyword(s):  
Speech Acts ◽  
Teaching Method ◽  
Communicative Competence ◽  
Tertiary Education ◽  
Functional Approach ◽  
Traditional Teaching ◽  
Efl Learners ◽  
Communicative Functions ◽  
Post Test ◽  
The Impact

Enhancing EFL learners’ communicative competence is a time-taking process to reach certain levels of interacting with different communication participants. However, in the tertiary education in Vietnam, traditional teaching approach with the task-based learning does not thoroughly focus on the language use but on the strategies to perform the tasks. Hence, the functional approach has been applied to boost learners’ awareness of their language delivery thanks to communicative functions and notions. The new mode of teaching concentrates on what communication participants desire to convey and why they make use of those speech acts. This paper aimed to explore the impact of the integration of task-based learning and the functional approach, and learners’ perspective towards the implementation of such approach combination. With the application of the mixed method of qualitative and quantitative approaches, the data were collected via a pre-test and a post-test, survey, and 32 interviews with the participation of 100 students whose major is Business Administration at a university. The findings reveal that adding the functional approach to the existing teaching method could enhance students’ overall speaking competence, especially their fluency and discourse management. Additionally, the application of the functional approach received positive feedback from the learners.  

Persuasion Wars as a Useful Tool for Teaching Social Influence: A Replication With Direct Measure of Pedagogical Effectiveness

2021 ◽  
pp. 009862832110481
Author(s):  
Krzysztof J. Leoniak ◽  
Zuzanna Gazdowska
Keyword(s):  
Social Influence ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
Teaching Method ◽  
Knowledge Gain ◽  
Traditional Teaching ◽  
Analysis Group ◽  
Post Test ◽  
Article Analysis ◽  
Traditional Activity

Background Persuasion Wars are exercises for teaching social influence that have not been directly assessed with the use of students’ knowledge gain as an indicator. Objective This study aimed to establish the extent to which these exercises led to students’ knowledge increase in comparison to traditional teaching method. Method In a between subject design, 142 undergraduate students participated in two exercises: Persuasion Wars or Article Analysis. Pre-test and post-test measurements of students’ knowledge were collected to compute knowledge gain scores. At the end of the study, an exercise evaluation survey was distributed among students. Results Both teaching methods increased students’ knowledge about social influence. Regardless of the topic, students from Persuasion War group gained more knowledge when compared to students from Article Analysis group. Students assessed both teaching methods to a similar extent. Conclusion Persuasion Wars may serve as a useful teaching method in familiarizing students with the basic concepts of social influence despite being rated similarly to a more traditional activity. Teaching implications To improve the teaching outcomes of classes concerning basic topics of social influence, teachers should consider the use of Persuasion Wars exercises as well as should incorporate the use of a direct assessment of pedagogical effectiveness to avoid misleading predictions.

Application of Modern Teaching Method in Structure of Hydroelectric Power Station in Vocational College

2011 ◽  
Vol 219-220 ◽  
pp. 279-283
Author(s):  
Yong Xia Tao ◽  
Jian Ling Tan
Keyword(s):  
Teaching Methods ◽  
Vocational Training ◽  
Teaching Method ◽  
Three Dimensional ◽  
Building Construction ◽  
Hydroelectric Power Station ◽  
Traditional Teaching ◽  
Hydroelectric Power ◽  
Three Dimensional Model ◽  
Traditional Teaching Methods

Highly skilled capacity is the aim of vocational training about the course of hydropower building construction. Modern teaching methods have some prosperity, such as immediacy, interaction, imagination and so on .These modern means break the bottleneck of traditional teaching methods. With the help of three-dimensional model and flash animation, which do help students make a good understanding of the course and master the skills.

scholarly journals The Use of Collaborative Design Thinking in Improving Student Writing Skill

2020 ◽  
Vol 5 (1) ◽  
pp. 35-42
Author(s):  
Karimah Robiatul Addawiyah
Keyword(s):  
Collaborative Design ◽  
Quantitative Methods ◽  
Design Thinking ◽  
Teaching Method ◽  
Design Method ◽  
Writing Skills ◽  
Teaching Writing ◽  
Student Writing ◽  
Innovative Method ◽  
Post Test

Writing is still considered a difficult skill to master. Problems arise from variousaspects of writing namely grammar, vocabulary, types of text, outline, and soon. Tackling these problems is possible with appropriate teaching method. TheCollaborative Thinking Design Method (CoDeT) was chosen as an effectiveand innovative method to help students improve students’ writing skills as thisencouraes them to be active in the learning process and discuss with classmates.The purpose of this study was to determine whether there was a significantimprovement in the use of CoDeT method in students’ writing skills. Usingthe VII grade students of MTs AT-Tawazun Subang in year 2019/2020 aspopulation, this study used quantitative methods with experimental researchdesign. The average values obtained in the Pre- and post-test were 52.73 and91.92, respectively. This means that Tcount ttable or 4.01 3.06, with theresult that students’ writing skills are enhanced using Collaborative DesignThinking (CoDeT) method instead of the conventional method. This meansthat there is a significant improvement in the inclusion of Collaborative DesignThinking (CoDeT) method on students’ writing skills. It implies that CoDeTmethod can enhance students’ ability to teach writing skills in narrative texts.Through this research, several advantages of using the Collaborative DesignThinking (CoDeT) method in teaching writing skills to seventh grade studentswere revealed, such as 1). encouraging students to be actively involved in thelearning process and 2). facilitating students in understanding teaching materialthrough discussion.

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