scholarly journals The Challenge of Increasing the Effectiveness of Learning by Using Active Methodologies

2020 ◽  
Vol 12 (20) ◽  
pp. 8702 ◽  
Author(s):  
Diego Vergara ◽  
Maximiliano Paredes-Velasco ◽  
Carmen Chivite ◽  
Pablo Fernández-Arias

One of the most important objectives of the Sustainable Development Goals (SDGs) is quality education, which is related to reducing school dropouts. To this end, the use of active learning methodologies improves the motivation, facilitating the learning process and, hence, reducing the dropouts. The present study proposes a methodological approach based on collaborative learning, titled: Presentation–Questions–Answers (PQA). The aim of the research is to determine whether the use of a collaborative learning methodology affects the motivation and learning of students studying theoretical content. An analytical experimental linear study was developed, whereby students were distributed across two groups, (i) a control group, which employed a lecture-based traditional approach, and (ii) an experimental group, which employed a collaborative methodology. Pre-and post-tests were carried out to assess the knowledge and motivation of students using the Situational Motivation Scale (validated scale) and a specific knowledge scale. Improvement was found in the effectiveness of the experimental group regarding the control group, with findings showing that the group utilizing the collaborative methodology acquired 64% more knowledge than the control group during the same period. However, no significant changes were found in either the intrinsic or the extrinsic motivation of the students in either group. The results prove that the use of collaborative learning maintains students’ motivation and is more effective than lecture-based methods in learning theoretical content.

2019 ◽  
Vol 11 (21) ◽  
pp. 6063 ◽  
Author(s):  
Matosas-López ◽  
Bernal-Bravo ◽  
Romero-Ania ◽  
Palomero-Ilardia

This study breaks away from the immobility experienced by quality control systems in higher education. The authors, following the Sustainable Development Goals (SDGs) on quality education set by the United Nations, propose a questionnaire delivery system through mobile messaging services that overcomes the problem of the low response rates of students for these surveys. The research follows an experimental design, is developed over three years, and involves 811 subjects who are distributed in two groups: an experimental group, in which the questionnaires are delivered through mobile messaging services, and a control group. The researchers examine the existence of differences in response rates through a descriptive comparative exploration between the two groups, also applying the Student’s t-test to evaluate the significance of the findings. The results reveal that the rates for the experimental group are not only higher than those achieved for the control group but are also significant. The authors conclude that the delivery of surveys through mobile messaging services significantly increases response rates. This fact improves the representativity of the information collected and meets the goals of the quality control system with greater certainty.


SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110035
Author(s):  
Aziz İlhan

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.


2018 ◽  
Vol 8 (8) ◽  
pp. 175
Author(s):  
Srđan M. Gajdoš

This study examines the results obtained by using the traditional and the cognitive approach to teaching phrasal verbs. The control group was taught phrasal verbs using the traditional way i.e. by providing a direct translation into Serbian. In the experimental group the author presented the verbs by explaining the meanings of the very particles and the meanings they develop. Both groups were given a test immediately after they received input. They were also tested on the meanings of untaught phrasal verbs three weeks later. Utilising the cognitive approach helped the students learn the phrasal verbs more successfully. The students who knew various meanings of the particles were able to understand the meanings of the whole phrasal verbs better. The experimental group was able to predict the meanings of the untaught phrasal verbs in the delayed test better than the control group.


2021 ◽  
Vol LXIV (5) ◽  
pp. 463-475
Author(s):  
Radoslav Bozic ◽  
◽  
Djurdjica Takaci ◽  

In this paper the efficiency of collaborative learning of functions, of the functions with parameters, in GeoGebra environment is analyzed. The research was conducted during the calculus course at the University of Novi Sad, Serbia, with the students with two groups of students, major physics and chemistry. The students in the experimental group learned in small, four member groups, formed by using Kagan’s (1994) principles, and the students in the control group learned individually. The students from both groups learned in GeoGebra environment. Their work is compared and analyzed.


Author(s):  
Chia-Wen Tsai ◽  
Yi-Fen Chen

Many studies investigate the effects of Computer-Supported Collaborative Learning (CSCL) and also explore how learning processes and social interaction contribute to learning outcomes in online learning environments. This study provides an appropriate design of web-supported collaborative learning (CL) with teacher’s initiation and self-regulated learning (SRL), and demonstrates the effects of this design on improving students’ involvement and helping students attain course goals in a blended course. The authors conducted an experiment with an intervention of web-supported CL with initiation and SRL in a course titled ‘Applied Information Technology: Networking’ that included 112 sophomores from two classes at an academic university in Taiwan. The class of web-supported CL with initiation and SRL was the experimental group, and online CL without initiation or SRL served the control group. The results illustrate that web-supported CL with initiation and SRL could significantly improve students’ involvement in this course. In addition, interviewed students also expressed their positive appreciation for web-supported CL with initiation and SRL. The authors expect the innovative learning activities and teaching method in this study could provide insights for online teachers.


2016 ◽  
Vol 16 (4) ◽  
pp. 3977-3980 ◽  
Author(s):  
Junping Meng ◽  
Jie Liu ◽  
Jinsheng Liang ◽  
Hongchen Zhang ◽  
Yan Ding

Under modern and intensive feeding livestock and poultry density has increased, and brought a deterioration of the farm environment. The livestock and their excrement generate harmful gases such as ammonia, etc. which restricted the sustainable development and improvement of production efficiency of animal husbandry. In this paper, a new kind of far infrared porous ceramics was prepared to activate the animal drinking water. The activated water and common water were then supplied to pigs, and the fresh pig feces of experimental group and control group were collected on a regular basis. The residual protein content in feces was tested by Kjeldahl nitrogen method to study the influence law of the porous ceramics on absorbing nitrogen element in animal feces. The results showed that compared with the control group, the protein content in the experimental group decreased on average by 39.2%. The activated drinking water was conducive to the absorption of nitrogen in pig feed. The clusters of water molecules became smaller under the action of the porous ceramics. Hence, they were easy to pass through the water protein channel on the cell membrane for speeding up the metabolism.


2020 ◽  
Vol 18 (2) ◽  
pp. 137-150
Author(s):  
Özge Bayraktar-Özer ◽  
Gökçen Hastürkoğlu

The present study aims to investigate the efficacy of the collaborative learning method on the translation skills of students at the undergraduate level through a new model developed by the researchers. To this end, a pre-/post-test control group research design was followed to obtain empirical results in the translation of medical texts. The study group consisted of 60 undergraduate translation students in Turkey. Thirty students in the control group were instructed by using conventional training methods and each student worked individually. The completed translation was then evaluated by the instructor, as commonly applied in undergraduate translation programmes. The other 30 subjects in the experimental group were instructed through the collaborative learning method. The students participated in teamwork and undertook various roles such as terminologists, translators, proof-readers, and peer editors to check the final work. At the end of the three-week training, the difference between the translation performance scores of the two groups was found statistically significant in favour of the experimental group. The findings demonstrate the significant contribution of the collaborative learning method to the undergraduate students as this method provides them with an environment to improve the necessary translation skills for their future careers in terms of adopting different roles other than translators.


2021 ◽  
Vol 1 (3) ◽  
pp. 227-233
Author(s):  
FARAH FAUZIAH

This study was conducted to determine the effect of Collaborative learning strategies in online learning during distance learning. The method used is an experiment with a pretest-posttest research design. The online media used is the zoom meeting application. There are two groups, namely the experimental group and the control group which were selected randomly and have been tested for normality and homogeneity tests. The experimental group is the group that is given a collaborative learning strategy, while the control group uses the conventional method. The data analysis technique used is a test technique. Based on the results of the study, the N-gain score of the experimental group (collaborative) was 63.6904 or 63.7% and was categorized as quite effective. The average normalized gain (N-gain) of the experimental group students' learning outcomes was 0.63 which was included in the medium category. This means that the application of collaborative learning strategies is sufficient to improve student learning outcomes on the subject of Ideas and Business Opportunities in class X SMAN 82 Jakarta. ABSTRAKPenelitian ini dilakukan untuk mengetahui pengaruh strategi pembelajaran Kolaboratif dalam belajar online pada saat pembelajaran jarak jauh. Metode yang digunakan adalah eksperimen dengan desain penelitian pretest-posttest. Media Online yang digunakan adalah aplikasi zoom meeting. Terdapat dua kelompok yaitu kelompok eksperimen dan kelompok kontrol yang dipilih secara acak serta telah dilakukan uji normalitas dan uji homogenitas. Kelompok eksperimen adalah kelompok yang diberikan strategi pembelajaran kolaboratif, sedangkan kelompok kontrol menggunakan metode konvensional. Teknik analisis data yang digunakan adalah teknik tes. Berdasarkan hasil penelitian diperoleh N-gain score kelompok eksperimen (kolaboratif) adalah 63,6904 atau 63,7% dan masuk dalam kategori cukup efektif. Rata-rata gain ternormalisasi (N-gain) hasil belajar peserta didik kelompok eksperimen adalah 0,63 yang termasuk kategori sedang. Artinya penerapan strategi pembelajaran kolaboratif cukup dapat meningkatkan hasil belajar peserta didik pada pokok bahasan Ide dan Peluang Usaha di kelas X SMAN 82 Jakarta.


2018 ◽  
Vol 8 (4) ◽  
pp. 137
Author(s):  
Vassilios Giannakos ◽  
Maria Darra

The main purpose of this survey is to investigate the effectiveness of Computer-Supported Collaborative Learning (CSCL) in the teaching of Modern Greek in Lyceum. The survey was carried out in the form of a field experiment, with one experimental group and one control group. An didactic intervention in the form of a training scenario was carried out. Fifty (50) students of the Second Class of Lyceum of the Prefecture of Attica were the sample of the survey. The survey was conducted from 10 October 2016 to 20 December 2016 and lasted thirteen hours. The results of the research revealed that, after the experiment, there was a positive change in the attitudes of the experimental group's students regarding the use and utility of the computer.


Author(s):  
Chia-Wen Tsai ◽  
Yi-Fen Chen

Many studies investigate the effects of Computer-Supported Collaborative Learning (CSCL) and also explore how learning processes and social interaction contribute to learning outcomes in online learning environments. This study provides an appropriate design of web-supported collaborative learning (CL) with teacher’s initiation and self-regulated learning (SRL), and demonstrates the effects of this design on improving students’ involvement and helping students attain course goals in a blended course. The authors conducted an experiment with an intervention of web-supported CL with initiation and SRL in a course titled ‘Applied Information Technology: Networking’ that included 112 sophomores from two classes at an academic university in Taiwan. The class of web-supported CL with initiation and SRL was the experimental group, and online CL without initiation or SRL served the control group. The results illustrate that web-supported CL with initiation and SRL could significantly improve students’ involvement in this course. In addition, interviewed students also expressed their positive appreciation for web-supported CL with initiation and SRL. The authors expect the innovative learning activities and teaching method in this study could provide insights for online teachers.


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