scholarly journals The Effect of Peer Instruction Method in Programming Education to Student’s Attitudes towards Course and Programming Self-Efficacy

2020 ◽  
Vol 8 (4) ◽  
pp. 50-56
Author(s):  
Talha Yıldız ◽  
Şemseddin Gündüz
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Information Technologies ◽  
Teaching Method ◽  
Peer Instruction ◽  
Control Group ◽  
Traditional Teaching ◽  
Structured Interviews ◽  
Student's Attitudes

In this research, the effect of using the peer instruction method in programming teaching on the secondary school student’s attitudes towards information technologies and software course and their perception of programming self-efficacy comparing to traditional teaching methods are examined. In the study, the “mixed method,” in which qualitative and quantitative research approaches were utilized together, was used. In the quantitative part of the research, the pretest-posttest control group and semi-experimental research model was used. In the research, a qualitative research design was also used to describe the different opinions and thoughts of the students about peer instruction method more detailed and in-depth. To this end, semi-structured interviews were conducted with 12 volunteered students from the experimental group. The study group of the research consisted of 72 sixth grade students studying in a secondary school in Turkey. In the study, it was observed that students stated opinions such as “increasing interest in lessons” and “makinglessons more fun.” However, it was observed that this situation did not reflect statistically on the results. According to the research findings, it can be said that the peer instruction method increases students’ perceptions of programming self-efficacy more than the traditional teaching method. Student views such as “the subjects are reinforced” and “the skill of expression is increased” support this situation. The students who participated in the peer instruction method stated that the process contributed to their own and their friends’ communication and that they would be pleased with the use of this method in other courses.

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 Educational Intervention to Improve Citizen’s Healthcare Participation Perception in Rural Japanese Communities: A Pilot Study

2021 ◽  
Vol 18 (4) ◽  
pp. 1782
Author(s):  
Ryuichi Ohta ◽  
Yoshinori Ryu ◽  
Jun Kitayuguchi ◽  
Chiaki Sano ◽  
Karen D. Könings
Keyword(s):  
Rural Communities ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Health Management ◽  
Intervention Group ◽  
Educational Interventions ◽  
Medical Professionals ◽  
Control Group ◽  
Structured Interviews ◽  
Japanese Elderly

In this mixed-methods study, we hypothesized that social cognitive theory (SCT)-based educational interventions for healthcare participation can improve the self-efficacy of older rural citizens in participating in their health management without any difficulties. Quasi-experimental study before and after SCT-based educational interventions and semi-structured interviews were conducted. Participants were Japanese elderly (>65 years) from rural communities. Propensity score matching was performed to estimate the effectiveness of educational interventions on participants’ perception (intervention: n = 156; control: n = 121). Interview contents were transcribed verbatim and analyzed based on thematic analysis. The intervention group scored significantly higher than the control group for participation in planning and managing self-care. Interviews revealed three themes: ability to manage health conditions, relationship with medical professionals, and relationship among citizens. Participants reported difficulties in judging symptoms and communicating with medical professionals. Hierarchy and low motivation to participate in healthcare hindered collaboration. The findings suggest that SCT-based educational interventions can positively impact rural citizens’ self-efficacy in healthcare participation.

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

scholarly journals Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

2016 ◽  
Vol 9 (11) ◽  
pp. 104 ◽  
Author(s):  
Ataman Karacop
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Control Group ◽  
Electrochemical Cells ◽  
Traditional Teaching ◽  
Learning Group ◽  
Student Teams ◽  
Undergraduate University Students

<p class="apa">The aim of this study was to determine the effect of Student Teams-Achievement Divisions cooperative learning with models on academic achievements of undergraduate university students attending classes in which the electrochemical cells. The sample of research was comprised of 70 students from first class of science teacher education program during the academic year 2014-2015. The data obtained by the Electrochemistry Achievement Test (EcAT). The study was carried out in three different groups. The research groups were randomly assigned as the cooperative learning with models group (CLMG), the cooperative learning group (CLG), and the control group (CG). The data obtained by the instrument was evaluated through descriptive statistics, one–way ANOVA, and ANCOVA. The results indicated that teaching electrochemical cells via STAD with Model method was more effective than the traditional teaching method and only STAD in increasing academic achievement. In addition, according to the EcAT results, students’ high levels of misunderstanding show that there are indicative of some deficiencies in teaching of the electrochemical cells in the molecular level.</p>

scholarly journals PENGARUH PELATIHAN PERENCANAAN KARIR UNTUK MENINGKATKAN EFIKASI DIRI TERHADAP PILIHAN BIDANG MINAT KARIR PSIKOLOGI

2015 ◽  
Vol 5 (2) ◽  
pp. 90
Author(s):  
Olievia Prabandini Mulyana ◽  
Wayan Sukmawati Puspitadewi
Keyword(s):  
Self Efficacy ◽  
Quantitative Research ◽  
Career Planning ◽  
Repeated Measure ◽  
Control Group ◽  
Control Group Design ◽  
Career Preference ◽  
Group Design ◽  
Post Test ◽  
And Control

This research is aimed to determine the effectivity of training to increase self-efficacy towards career preference options in psychology. This is a quantitative research, in which experiment method is applied by using pretest-posttest control group design. The dependent variable is self-efficacy towards career preference options in psychology. Self efficacy towards career preference options in psychology is measured using self efficacy towards career preference options scale. The independent variable in this research is career planning training. The research subject are 40 persons groupped into experiment group and control group. Pre-test are given to both experiment and control group. next, the experiment group is given treatment of career planning training. The next step, post test is administered to experiment group and control group. The research is analized using anava repeated measure. Anava repeated measure resulted showing significant result. Thus, hyphothesis stating that there is effect of career planning training to self efficacy towards career preference options for psychology student of UNESA is accepted. Self efficacy towards career preference options for psychology increased after career planning training is given as treatment. Self efficacy towards career preference options for psychology in experiment group between pre-test and post-test is different.Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas pelatihan dalam meningkatkan efikasi diri terhadap pilihan bidang minat karir psikologi. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kuantitatif. Penelitian ini menggunakan metode eksperimen dengan desain eksperimen yang digunakan adalah pretest-posttest control group design. Variabel tergantung pada penelitian ini adalah efikasi diri terhadap pilihan bidang minat karir psikologi. Kemampuan efikasi diri terhadap pilihan bidang minat karir psikologi diukur dengan skala efikasi diri terhadap pilihan bidang minat karir. Sedangkan variabel bebas dalam penelitian ini adalah pelatihan perencanaan karir. Subjek penelitian yang berjumlah 40 orang yang kemudian dikelompokkan ke dalam kelompok eksperimen dan kelompok kontrol. Pada kelompok eksperimen dan kelompok kontrol diberikan pre-test. Selanjutnya pada kelompok eksperimen dikenai perlakuan berupa pelatihan perencanaan karir. Tahapan berikutnya adalah pemberian posttest pada kelompok eksprimen dan kelompok kontrol. Analisis yang akan digunakan adalah anava amatan ulangan. Hasil anava amatan ulangan menunjukkan hasil yang signifikan. Dengan demikian, hipotesis yang menyatakan bahwa ada pengaruh pelatihan perencanaan karir terhadap efikasi diri terkait pilihan minat bidang karir psikologi pada mahasiswa psikologi UNESA, diterima. Efikasi diri terhadap pilihan minat bidang karir di Psikologi meningkat setelah diberikan pelatihan perencanaan karir.

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.

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals The Effect of Using Flipped Classroom Model on Libyan University Students' English Learning

2018 ◽  
pp. 64-84
Author(s):  
Mustafa Braiek ◽  
Abdulhamid Onaiba ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Language Test ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Experimental Group ◽  
Learning English

This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed that applying the strategy of the flipped classroom had a significant effect in increasing the students’ performances in learning English. The questionnaire responses showed positive attitudes regarding the use of flipped teaching.

scholarly journals A proposed strategy effectiveness of teaching literary texts based on the assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade secondary students

2020 ◽  
pp. 40-107
Author(s):  
بليغ حمدي إسماعيل عبد القادر
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Literary Texts ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This current research aims to measure the effectiveness of using a proposed strategy for teaching literary texts based on the main assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade students, and to achieve this goal the researcher has prepared a list of reading comprehension levels and their behavioral indicators (Skills) required for second year secondary school students, as well as the appropriate reading self dimensions for secondary school students related to literary texts, and the researcher prepared a test that measures reading levels of comprehension, and a measure of the dimensions of the reading self, As well as preparing student worksheets and a teacher’s guide explaining how to use the proposed strategy. The results revealed that there were statistically significant differences between the mean scores of the experimental group and the scores of the control group in the test of post-comprehension reading and the dimensional reading self-measure in favor of the experimental group. The results also indicated the effectiveness of using the proposed strategy based on hypotheses of NLP in developing reading comprehension levels and improving The dimensions of the reading self of the experimental group students.

Musical wisdom teaching strategy under the internet + background

2020 ◽  
pp. 1-7
Author(s):  
Jieru Huang ◽  
Tao Wang
Keyword(s):  
Information Technologies ◽  
Music Teachers ◽  
Teaching Method ◽  
Teaching Strategy ◽  
The Internet ◽  
Traditional Teaching ◽  
Learning Space ◽  
New Era ◽  
Internet Education ◽  
Teaching Efficiency

The modernization of our country has opened a new era, and the “Internet +” national strategy has gone deep into various areas of people’s livelihood. Faced with many changes in the new situation, a variety of emerging information technologies continue to integrate into the classroom, such as Baidu teaching, Whiteboard, IPAD, flipping classroom, and learning space and so on, which makes the teacher’s teaching method and organization form have very big changes. There is a certain “flip” in the classroom indeed. This study explores the connotation and characteristics of music intelligent teaching and the main factors that affect the formation of music teachers’ intelligent teaching under the background of “Internet +” education. In this paper, the related strategies of the formation of wisdom teaching are applied through the design of the auxiliary system, in order to optimize the traditional teaching mode by making full use of the network technology, improve the teaching efficiency, and train more and more music talents for the country.

Sign in / Sign up

Export Citation Format

Share Document