scholarly journals Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training

2020 ◽  
Vol 12 (6) ◽  
pp. 2558 ◽  
Author(s):  
Antonio-José Moreno-Guerrero ◽  
Carmen Rodríguez-Jiménez ◽  
Gerardo Gómez-García ◽  
Magdalena Ramos Navas-Parejo
Keyword(s):  
Information And Communication Technologies ◽  
School Context ◽  
Real Life ◽  
Educational Innovation ◽  
Role Playing ◽  
Experimental Methodology ◽  
Student Body ◽  
Innovative Teaching ◽  
Post Test ◽  
Quasi Experimental

Information and communication technologies (ICTs) have led to the emergence of a variety of active and innovative teaching methods. This is the case in role-playing, which consists of simulating a real-life situation, in this case the school context, in which the student takes on a certain role and interacts with other students in a fictitious situation. Framed in this way, the present study aims to show if the application of the role-playing method promotes the improvement of attitude variables and practical skills. To this end, we advocated the use of a quasi-experimental methodology, with a control and experimental group and the application of a post-test. The sample is composed of 138 students from the Master of Teachers of Compulsory Secondary Education in Ceuta (Spain). The results showed that the students positively valued the application of the method, obtaining better scores in the set of variables studied, especially in motivation, creativity and collaboration. Therefore, it continues to be observed that the application of innovative methodologies through technology promotes the increase of multiple skills in the student body. This study aimed to prove that the use of active methods provides an increase in students’ skills, and that, therefore, we must bet on the use of sustainable pedagogies in order to promote a real innovation in the classrooms.

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

2021 ◽  
pp. 204275302098701
Author(s):  
Ünal Çakıroğlu ◽  
Mustafa Güler
Keyword(s):  
Experimental Study ◽  
Experimental Design ◽  
Positive Impact ◽  
Real Life ◽  
Literacy Skills ◽  
Statistical Literacy ◽  
Instructional Process ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Statistics

This study attempts to determine whether gamification can be used as a pedagogical technique to overcome the challenges in teaching statistics. A post-test quasi-experimental design was carried out in gamified and non-gamified groups in order to reveal the effect of gamification elements in cultivating students’ statistical literacy skills. Students in gamified group were also interviewed to understand the function of gamification process. The results suggest that; although gamifying the instructional process had a positive impact on developing students’ statistical literacy in medium and high score students; surprisingly the influence of the gamification to the low- achieved scores were not positive. The positive impact was discussed in accordance with the gradual structure of statistical literacy and suggestions for successful gamification applications due to the context were included.

scholarly journals Decreasing The Level of Depression for Earthquake Victims Through Counseling With a Motivational Interviewing Approach

2020 ◽  
Vol 3 (1) ◽  
pp. 17
Author(s):  
Baiq Nurainun Apriani Idris ◽  
Istianah Istianah ◽  
Irwan Hadi
Keyword(s):  
Motivational Interviewing ◽  
Intervention Group ◽  
Severe Depression ◽  
Sampling Technique ◽  
Pharmacological Action ◽  
Experimental Methodology ◽  
Pharmacological Interventions ◽  
The North ◽  
Post Test ◽  
Quasi Experimental

The earthquake that occurred in Lombok cause a post-earthquake depression that affects mental and psychological changes.   Motivational interviewing is a non-pharmacological action with counseling therapy to increase the motivation and change ambivalence to avoid or reduce depression of post-earthquake sufferers. This research aims to find out the effectiveness of motivational interviewing on the reduction of depression in post-earthquake in the North Lombok Regency. This research using a quasi-experimental methodology with pre-post test design, where research is carried out in North Lombok using a purposive sampling technique. The study shows the effectiveness of Motivational Interviewing on the reduction of depression in victims of the post-earthquake intervention group. Natural disasters that occur such as earthquakes with the resulting impact can cause vulnerability to victims that influence physically and psychologically. Non-pharmacological interventions Motivational Interviewing (MI) in respondents with moderate and severe depression can reduce the level of depression in post-earthquake victims.

scholarly journals EXPLICIT TEACHING OF SCIENTIFIC ARGUMENTATION AS AN APPROACH IN DEVELOPING ARGUMENTATION SKILLS, SCIENCE PROCESS SKILLS AND BIOLOGY UNDERSTANDING

2020 ◽  
Vol 19 (2) ◽  
pp. 276-288
Author(s):  
Irene Lue Leh Ping ◽  
Lilia Halim ◽  
Kamisah Osman
Keyword(s):  
Practical Work ◽  
Experimental Methodology ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Explicit Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control

Science educational standards are increasingly emphasising on argumentation skills. However, students’ argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students’ science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts’ understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding. Keywords: argumentation skills, practical work, modified argument driven inquiry, science process skills

scholarly journals PERBEDAAN HASIL BELAJAR DAN AKTIVITAS SISWA MENGGUNAKAN MODEL PEMBELAJARAN TIPE JIGSAW DAN TIPE ROLE PLAYING PADA MATERI SISTEM PEREDARAN DARAH MANUSIA KELAS XI IPA SMAN 3 PEMATANGSIANTAR

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Desy Putri Sari ◽  
Ely Djulia
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Circulatory System ◽  
Role Playing ◽  
Learning Model ◽  
Learning Activities ◽  
Student Activity ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This study aims to determine the differences of student learning outcomes and student learning activities using Jigsaw learning model and Role Playing learning model on Human Circulatory Systems in SMA 3 Pematangsiantar.This type of research is quasi-experimental with two group pre-test and post-test design. The population is all students of class XI IPA SMA Negeri 3 Pematangsiantar consisting of 7 classes. Sampling is done by purposive sampling, the sample is taken from the population as much as two classes because of the class is heterogeneous (superior) and the selection of samples based on the instructions of the tutors and the school. The instrument used for the test result of learning as much as 25 questions and student activity observation sheet. Class XI IPA 3 is given treatment with Role Playing learning model. Class XI IPA 5 is given treatment with Jigsaw learning model. From the calculation result of t-test two parties obtained tcount = 3.30 and ttable = 1.99, so tcount> ttable. Data acquisition shows that there is a significant difference between Jigsaw and Role Playing type of learning model on learning outcomes and student learning activities on Human Circulatory System material in class XI IPA SMA Negeri 3 Pematangsiantar. Where classes taught by the Jigsaw learning model get higher learning outcomes than the classes taught by the Role Playing learning model. Student activity on Jigsaw type and Role Playing learning can be categorized quite actively.Keywords: Jigsaw, Role Playing, learning outcomes, student learning activities.

scholarly journals Development of ICT-Based Didactic Interventions for Learning Sustainability Content: Cognitive and Affective Analysis

2020 ◽  
Vol 12 (9) ◽  
pp. 3644 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Juan José Perera-Villalba ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Video Games ◽  
Information And Communication Technologies ◽  
Measurement Instrument ◽  
Positive Influence ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Type ◽  
Affective Analysis ◽  
Teaching Learning

Information and Communication Technologies (ICT) have been recognized as innovative resources for improving the teaching–learning process. The aim of this study was to design and validate ICT-based learning interventions for sustainability content from a cognitive and affective perspective. Specifically, didactic resources based on a discovery learning model, such as WebQuest and video games, have been used. The research design was of a quasi-experimental type with three groups of students who were given pre-test and post-test questionnaires. The sample was made up of 81 secondary school students, selected by means of non-probability sampling. The cognitive, behavioral, attitudinal, and emotional variables of the students were measured according to the teaching methodologies used. As a measurement instrument, a questionnaire was designed, composed of several blocks in relation to the variables under study. The results obtained reveal that ICT has a positive influence on the academic progress experienced by students, with the students who used video games obtaining better results than those who used WebQuest. The didactic interventions did not modify the attitude or the environmental behavior of the students regardless of the methodology used. Regarding emotions, it was observed that didactic interventions with ICT positively affected the emotions experienced by the students and contributed to fighting boredom.

scholarly journals Motivación autodeterminada y estado de Flow en un programa extraescolar de Small Sided Games.

2018 ◽  
Vol 34 (2) ◽  
pp. 391 ◽  
Author(s):  
Hernaldo Julian Carrasco Beltrán ◽  
Rafael E Reigal ◽  
Sergio Fernández Uribe ◽  
Felipe Vallejo Reyes ◽  
Luis Javier Chirosa Ríos
Keyword(s):  
Positive Impact ◽  
School Context ◽  
Sports Participation ◽  
Control Group ◽  
Positive Effects ◽  
Behavioural Regulation ◽  
Post Test ◽  
Quasi Experimental ◽  
Intrinsic Regulation ◽  
State Scale

The aim of this work was to analyze the effects of a Small Sided Games (SSG) extracurricular program based on football in the self-determined motivation and state of flow. The program lasted 11 weeks and 47 adolescents from Playa Ancha (Valparaiso, Chile) (15.57 ± .72 years). A quasi-experimental design pre-post test was used with a control group. In order to evaluate the motivation, the Behavioural Regulation in Exercise Questionnaire (BREQ-3) was used, and, to analyze the flow, the <em>Flow </em>State Scale was used (FSS). The results obtained indicated positive effects of the program on intrinsic regulation, introjected regulation, amotivation, the perception of the challenge-skill balance, the distortion of time and the autotelic experience. These data suggest that sports participation in extracurricular hours could have a positive impact on self-determined motivation and the state of flow, improving the experience of physical-sporting practice in the school context.

Conceptual motivation as a tool for raising language awareness in the English as a foreign language classroom – Does it enhance learning outcomes? Insights from an empirical study

2016 ◽  
Vol 4 (1) ◽  
pp. 193-210 ◽  
Author(s):  
Dorothee Kohl-Dietrich ◽  
Constanze Juchem-Grundmann ◽  
Wolfgang Schnotz
Keyword(s):  
Empirical Study ◽  
School Context ◽  
Ninth Graders ◽  
Control Group ◽  
Language Awareness ◽  
Raising Awareness ◽  
Language Classroom ◽  
Post Test ◽  
Quasi Experimental ◽  
To Come

Abstract This paper presents the results of an empirical study on phrasal verbs with to come, to give, to go, to get, and to take and up, down, out as complements. Presuming that in many instances the overall meaning of PVs cannot be adequately inferred from the senses of their constituent parts (e.g., to make up for ⇒ to compensate), it is hypothesized that raising awareness for the underlying conceptual motivation of the verbs and the particles helps learners study PVs more efficiently. A quasi-experimental field study including a pre-/post-test design with both an experimental group (EG) and a control group (CG) was conducted in an authentic secondary school context in Germany. The participants were higher track ninth graders with L1 German. The corpus of PVs, the time of instruction (3 × 45 minutes) and the text material the students worked with were identical over both groups. Yet, only in the EG the students worked on the conceptual motivations of PVs. Different theoretical strands were used as a resource to develop CL-inspired teaching material (Mahpeykar and Tyler 2014; Rudzka-Ostyn 2003; Tyler and Evans 2003). The studies investigated a) the effect of CL-methods on retention and b) the transfer of CL insights to novel PVs. With regard to retention, the study could not statistically prove an advantage for the EG. However, statistical evidence was found that the EG outperformed the CG significantly on transfer ( p < .05).

scholarly journals Make writing a daily habit: An evaluation of an educational intervention to improve writing self-efficacy among DNP students

2021 ◽  
Vol 12 (1) ◽  
pp. 49
Author(s):  
Pearman D. Parker ◽  
Elizabeth Riley ◽  
Leonie C. DeClerk ◽  
Sharon B. Stevenson ◽  
Pamela V. DeGravelles ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Medical Center ◽  
Clinical Care ◽  
Academic Medical Center ◽  
Real Life ◽  
Student Body ◽  
Writing Curriculum ◽  
Mixed Effects Modeling ◽  
Significant Difference ◽  
Post Test

Background and objective: Doctorate of Nursing Practice (DNP) students are trained to integrate both clinical care and evidence-based research in order to bring together science with application. However, the educational pathways in DNP programs can be problematic, especially with regards to scholarly writing. While several interventions have been utilized for DNP students, the results show that the intervention(s) used should be tailored to the specific student body being served. However, limited evidence exists regarding the effectiveness of tailored interventions on improving central concepts such as writing self-efficacy. Given these differences in the design and delivery of the DNP curricula, we created a tailored educational-writing curriculum for new DNP students at a medium-sized academic medical center in a Southern state.Methods: We assessed changes in writing self-efficacy over the three measurement intervals using linear mixed effects modeling to account for within-student clustering of writing self-efficacy scores over time.Results: Baseline scores of writing self-efficacy improved immediately after the workshop (Timepoint 2 – immediate post-test) and a full semester later (Timepoint 3 – semester post-test). However, we observed no statistically significant difference between Timepoint 2 (immediate post-test) and Timepoint 3 (semester post-test).Conclusions: We saw a significant benefit in writing self-efficacy among incoming DNP students from baseline scores. The tailored format and integration of real-life anecdotal feedback from faculty may have been fundamental to creating an increase in writing self-efficacy among students—a concept foundational to student, and possibly professional, nursing success.

scholarly journals PENGARUH MODEL PEMBELAJARAN ROLE PLAYING BERBANTUAN MEDIA VIDEO TERHADAP HASIL BELAJAR KOGNITIF SISWA SD

2021 ◽  
Vol 7 (2) ◽  
pp. 283
Author(s):  
Riya Wulandari ◽  
Angelia Timara ◽  
Emi Sulistri ◽  
Sumarli Sumarli
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Role Playing ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Test Technique ◽  
Post Test ◽  
Quasi Experimental ◽  
Cognitive Learning Outcomes

ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Role Playing berbantuan media video terhadap hasil belajar kognitif siswa pada materi bunyi. Penelitian dilaksanakan di SD Swasta Torsina III Singkawang. Jenis penelitian yaitu penelitian kuantitatif dengan metode quasi experimental, dalam bentuk Nonequivalent Pre-test and Post-test Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas IV SD Torsina III Singkawang. Sampel diambil menggunakan teknik non probability dengan jenis sampling jenuh. Teknik pengumpulan data menggunakan teknik tes berupa tes objektif materi bunyi dan teknik non tes berupa angket respon. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan hasil belajar ranah kognitif antara siswa yang diterapkan model pembelajaran role playing berbantuan media video dengan siswa yang mendapatkan pembelajaran langsung; (2) Penggunaan model pembelelajaran role playing berbantuan media video berpengaruh tinggi terhadap hasil belajar kognitif siswa; (3) Respon siswa positif terhadap model pembelajaran role playing berbantuan media video pada kategori baik. Kata kunci: model pembelajaran role playing; media video; hasil belajar kognitif. ABSTRACTThis study aims to determine the effect of the video media-assisted Role Playing learning model on students' cognitive learning outcomes on sound material. The research was conducted at Torsina III Private Elementary School, Singkawang. The type of research is quantitative research with quasi-experimental method, in the form of Nonequivalent Pre-test and Post-test Control Group Design. The population in this study were all fourth grade students of SD Torsina III Singkawang. Samples were taken using a non-probability technique with saturated sampling type. The data collection technique used a test technique in the form of an objective test of sound material and a non-test technique in the form of a response questionnaire. The results showed that: (1) there were differences in cognitive domain learning outcomes between students who applied the role playing learning model assisted by video media and students who received direct learning; (2) The use of role playing learning models assisted by video media has a high effect on students' cognitive learning outcomes; (3) Positive student responses to the video-assisted role playing learning model in the good category. Keywords: role playing learning model; video media; cognitive learning outcomes.

scholarly journals The ConRed Program, an Evidence-based Practice

Comunicar ◽  
2012 ◽  
Vol 20 (39) ◽  
pp. 129-138 ◽  
Author(s):  
Rosario del-Rey-Alamillo ◽  
José-A. Casas ◽  
Rosario Ortega-Ruiz
Keyword(s):  
Social Networks ◽  
Real Life ◽  
School Curriculum ◽  
Experimental Methodology ◽  
The Internet ◽  
Control Group ◽  
Information Control ◽  
Redes Sociales ◽  
Quasi Experimental ◽  
Experimental Group

The incredible force with which ITCs have arrived in society and the consequent risks to children when dealing with the Internet and social networks make it necessary for the domain of virtual environments to be included in the school curriculum. However, the initiatives in this direction are limited and there is a lack of rigorously evaluated programs that might act as a basis for designing educational lines of action. The ConRed Program is based on the theory of normative social behavior and aims to reduce problems such as cyber-bullying and addiction to the Internet and refocus the misadjusted perception of information control in the social networks in order to promote their use in a more beneficial way. The ConRed Program has been evaluated using a quasi-experimental methodology, with an experimental group (N=595) and a quasi-control group (N=298) consisting of 893 students (45.9% girls) with an average age of 13.80 years (SD=1.47). The reduction of problems in the experimental group and the lack of change in the control group is evidence of the program’s validity, and show that by working and collaborating with the whole educational community it is possible to improve the quality of the virtual and, therefore, the real life of adolescents. La vertiginosa incorporación de las TIC a la sociedad y los consecuentes riesgos a los que los menores se enfrentan en Internet y las redes sociales han dejado en evidencia la necesidad de incorporar en el currículum escolar el dominio de los entornos virtuales. En cambio, son escasas las iniciativas en esta dirección y más aún programas rigurosamente evaluados, de modo que sirvan de fundamento para el diseño de las líneas de acción educativa. El programa ConRed está basado en la teoría del comportamiento social normativo y persigue los objetivos de mejorar y reducir problemas como el cyberbullying, la dependencia a Internet y la desajustada percepción del control de la información en las redes sociales, para así potenciar el uso beneficioso de éstas. La evaluación del ConRed se ha desarrollado mediante una metodología cuasi experimental, con un grupo experimental (N=595) y uno cuasi-control (N=298). Del total de los 893 estudiantes, el 45,9% eran chicas y la edad media 13,80 años (DT=1,47). Los resultados positivos de reducción de problemas en el grupo experimental y la ausencia de cambio en el grupo control son muestra de su validez y demuestran que trabajando con toda la comunidad educativa y en colaboración con ella es posible mejorar la calidad de la vida virtual y, por tanto, real de los adolescentes.

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