scholarly journals Digital Worked Example: an Experiment on Strategies to Enhance Computer Programming Skills

2019 ◽  
Vol 8 (3S2) ◽  
pp. 571-576
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Future Research ◽  
Control Group ◽  
Foundation Engineering ◽  
Transfer Performance ◽  
Learning Condition ◽  
Instructional Explanation ◽  
Worked Example ◽  
The Impact

Learning programming in an example-based learning condition is beneficial to learners with low prior knowledge. This study explored digital worked example (DWE) with an instructional explanation to promote completion strategy and faded worked example (FWE) using screencast technology to promote self-explanation activity. Digital worked example (DWE), integrated with instructional explanation, a complete program that written in C-IDE and saved as a C source file for learners to run and modify to view the output. Fading worked example (FWE) designed to support interactivity using screencast; displays the steps to solve programming problems and fades one or more steps to promote self-explanation effect. Foundation Engineering students enrolled in C programming course for the first time participated in this study. An experiment with a control group (used DWE, n=53) and an experimental group (used FWE, n=51) carried out over seven weeks. Results from this study show that the effect of screencast not significantly effective when transferring basic programming knowledge to gain program writing skills. The DWE with instructional explanation is suitable for novices, and the impact of fading techniques in a worked example (FWE) using screencast is significantly effective in the near transfer performance but not for far transfer performance. However, participant perceived learning experience using worked example with different strategies shows a higher preference for FWE than DWE. The outcome of this study makes room for future research to focus on cognitive overload principles when using screencast technology for a worked example.

scholarly journals The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

10.28945/3703 ◽  
2017 ◽  
Vol 13 ◽  
pp. 037-057
Author(s):  
Kham Sila Ahmad ◽  
Jocelyn Armarego ◽  
Fay Sudweeks
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Vocabulary Acquisition ◽  
Learning Experience ◽  
Forced Migration ◽  
Future Research ◽  
Migrant Women ◽  
Structured Interviews ◽  
Mobile Assisted Language Learning ◽  
The Impact

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

Exploring the Impact of Service-Learning on Literacy Teachers' Self-Reported Empathy

2018 ◽  
pp. 393-408 ◽  
Author(s):  
Leah Katherine Saal
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Quantitative Research ◽  
Learning Experience ◽  
Future Research ◽  
Literacy Teachers ◽  
Significant Difference ◽  
Literacy Teacher Education ◽  
The Impact ◽  
Post Condition

Although (1) literacy teacher education research and professional practice standards highlight the significance of empathy as a central tenant of teachers' professional dispositions, and (2) developing deeper and more empathetic understanding of others is a frequently cited rationale for utilizing service-learning as a critical pedagogy for in-service and pre-service teacher preparation, little quantitative research exists measuring in-service teachers' empathy or empathy development. The purpose of this chapter is to explore how a course-embedded, self-selected, and community-based service-learning experience effected participating literacy teachers' self-reported empathy. While participants scores increased in the pre-post condition, results of a paired sample t-test indicated no significant difference in teachers' self-reported empathy across the pre-post condition. Implications for practice and program administration as well as suggestions for future research are discussed.

Pocket Cartoons

2021 ◽  
pp. 579-595
Author(s):  
Yin Yin Khoo ◽  
Robert Fitzgerald
Keyword(s):  
Undergraduate Students ◽  
Financial Literacy ◽  
Experimental Methodology ◽  
Future Research ◽  
Control Group ◽  
Learning Collaborative ◽  
Economics Students ◽  
Quasi Experimental ◽  
Cartoon Characters ◽  
The Impact

This study examines the impact of using cartoons shared through mobile devices to promote awareness and to aid in the development of financial literacy among Economics students in Malaysia. The study also investigates the use of these ‘mobile cartoons' to develop students' communication skills. The study involved a quasi-experimental methodology investigating the learning outcomes of 91 undergraduate students. Data was acquired through surveys and interviews. The results showed a higher mean for the experimental group (Mobile Learning Collaborative) than the control group (Conventional Collaborative). Future research may focus on the improvement in the design of the intervention with a particular focus on expanding the range of cartoon characters.

Empathy Intervention to Reduce Implicit Bias in Pre-Service Teachers

2018 ◽  
Vol 122 (2) ◽  
pp. 670-688 ◽  
Author(s):  
Denise K. Whitford ◽  
Andrea M. Emerson
Keyword(s):  
Implicit Bias ◽  
Linguistically Diverse ◽  
White Female ◽  
Future Research ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Linguistically Diverse Students ◽  
The Impact

There have been long-term concerns regarding discriminatory discipline practices used with culturally and linguistically diverse students, with little research on the impact teacher-centered empathy interventions may have on this population. This randomized pretest–posttest control group design investigates the ability of a brief empathy-inducing intervention to improve the implicit bias of pre-service teachers, as measured by the Implicit Association Test. We found the empathy intervention statistically significant at decreasing the implicit bias of White female pre-service teachers toward Black individuals ( F = 7.55, η2 = 0.22, p = 0.01). Implications and future research are discussed, including extended intervention periods.

scholarly journals A Controlled Evaluation of an Enhanced Self-Directed Behavioural Family Intervention for Parents of Children With Conduct Problems in Rural and Remote Areas

2006 ◽  
Vol 23 (1) ◽  
pp. 55-72 ◽  
Author(s):  
Carol Markie-Dadds ◽  
Matthew R. Sanders
Keyword(s):  
Conduct Problems ◽  
Consumer Satisfaction ◽  
Family Intervention ◽  
Future Research ◽  
Control Group ◽  
Disruptive Behaviour ◽  
Telephone Consultation ◽  
Self Help ◽  
The Impact

AbstractFew studies have examined the impact of parenting interventions for families in rural and isolated areas who have children with conduct problems, where access to professional services can be difficult. The present investigation compared the effects of three conditions, two levels of self-directed behavioral family intervention: an enhanced self-directed program that combined a self-help program using written materials and a weekly telephone consultation (ESD), a self-help program (SD) and a waitlist control group (WL). At postintervention the ESD group reported significantly lower levels of disruptive behaviour, and lower levels of dysfunctional parenting than the SD and WL controls, and higher levels of consumer satisfaction. At 6 months follow-up the main effects for the ESD group had been maintained. The SD group continued to evidence improvement from postintervention to follow-up such that 65% of children in the ESD condition and 57% of children in the SD condition showed clinical reliable change on measures of disruptive behaviour. Implications of findings and directions for future research are discussed.

The Health Effects of Worksite HIV/AIDS Interventions: A Review of the Research Literature

1996 ◽  
Vol 11 (2) ◽  
pp. 150-157 ◽  
Author(s):  
Mark G. Wilson ◽  
Cynthia Jorgensen ◽  
Galen Cole
Keyword(s):  
Health Effects ◽  
Organizational Factors ◽  
Research Literature ◽  
Future Research ◽  
Control Group ◽  
Search Methods ◽  
Positive Effects ◽  
Introductory Article ◽  
The Impact ◽  
Hiv Aids

Purpose. To examine the individual and organizational health effects of HIV/AIDS interventions conducted at the worksite. Search Methods. This review is part of a series of reviews that used search methods described in an introductory article. To supplement these methods, HIV/AIDS-specific periodicals were searched to include journals that might not be incorporated in the computerized databases. Twelve of the 20 articles identified through the Centers for Disease Control and Prevention and our own subsequent searches met the criteria and were included in this review. Findings. Ten of the 12 studies reviewed reported positive effects of employee education programs on knowledge or attitudes. Nine of the studies involved health care workers or employees with potential occupational exposure to HIV, and nine lacked a comparison or control group. None of the studies however, examined the effects of policies, manager training, or family education on the organization or person. Conclusions. Methodologic weaknesses in many of the studies reviewed, coupled with the small number of studies, led us to conclude that the research literature on worksite HIV/AIDS interventions is weak. Impact is, however, plausible. Future research should be directed toward developing valid measures of key variables, controlling for confounding factors, and ultimately examining the impact of organizational factors.

scholarly journals The Impact of Blended Learning Environment on Academic Achievement of Engineering Students

2019 ◽  
Vol 8 (12) ◽  
pp. 3782-3787
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Blended Learning ◽  
Tamil Nadu ◽  
Engineering Students ◽  
Design Research ◽  
Experimental Treatment ◽  
Control Group ◽  
Face To Face ◽  
The Impact

Blended learning is one of the e-learning models integrating an online course and face-to-face classroom by optimizing the use of ICT as instructional media to enhance the teaching and learning experience for the teachers and students. The main aim of this research study explores the impact of the Blended Learning Environment on students’ academic achievement. Quasi-experimental design research methodology was used in this study. The sample was drawn from Government Diploma Polytechnic college in Karaikudi, Tamil Nadu, India. The tools utilized for data collection were Blended Learning Environment and Academic achievement test. For six weeks, the students in the control group were treated with Lecture Based Environment (LBE) where the conventional lecture method of teaching was adopted, while the experimental group were carried out through the Blended Learning Environment (BLE) where both on-line and face to face modes are adequately utilized based on the subject matter. Two groups were administered a test before and after the implementation of BLE. To analyze the data, t-test was conducted to compare the test mean scores of both groups. Further, the gap closure analysis was used to find out and ensure the effectiveness of the experimental treatment. The results revealed that there were statistically significant differences between the scores of the two groups. The study concluded that blended learning improves students’ academic achievement. This study also testifies that BLE is more conducive to improve academic achievement than LBE.

scholarly journals THE INFLUENCE OF COMPETENCE, LEARNING METHODS, INFRASTRUCTURE FACILITIES ON GRADUATE QUALITY (CASE STUDY (VOCATIONAL HIGH SCHOOL) SMKN 5 BANDUNG INDONESIA)

2020 ◽  
Vol 2 (1) ◽  
pp. 18-43
Author(s):  
Mina Nurliana ◽  
Bambang Sudaryana
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Learning Experience ◽  
Learning Experiences ◽  
Control Group ◽  
Vocational High School ◽  
Learning Methods ◽  
Group 10 ◽  
The Impact ◽  
Experimental Group

The main objective of this research is to determine teacher competency requirements that support appropriate learning methods and be able to increase students' high learning desires and establish good learning facilities to determine the achievement of quality graduates and love knowledge. This study is expected to investigate how competencies, learning methods and ideal learning infrastructure can be used to improve students' understanding and comfort of teaching and learning processes that support intellectual quality and love knowledge. This notion arose after discovering that teaching practices for the affective domain were ineffective. Students learn to pass examinations, not to love knowledge. Experiments are conducted for 1 (one) year or 2 semesters, in January - December 2019, to determine the impact of learning experiences on students' academic achievement. The research sample consisted of 10 English teachers and 20 students from the Vocational High School. The students are divided into two groups; the control group (10 students) and the experimental group (10 students). Both groups were taught the same topic and learning objectives for 2 hour. However, the control group was taught using lecture slides, group discussions and closed with a question and answer session. Meanwhile, the experimental group is taught using new instructional instruments that adapt learning experiences that are appropriate to the curriculum. During the teaching session, the teacher observes student participation in all their activities and behavior during the lesson session. To complete this study, tests are conducted to see the impact of the learning experience on students' academic achievement.

scholarly journals The Effectiveness of Augmented Reality for English (AR4E) in Vocabulary Learning among Primary 2 Pupils

2021 ◽  
Vol 13 (3) ◽  
pp. 13
Author(s):  
Amalina Binti Hasbi ◽  
Melor Md. Yunus
Keyword(s):  
Action Research ◽  
Augmented Reality ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Future Research ◽  
Learning Collaborative ◽  
Post Test ◽  
The Impact

This paper presents and discusses a part of an action research conducted to evaluate the effectiveness of Augmented Reality for English (AR4E) in vocabulary learning among Primary 2 pupils as indicated in the results of the pre-test, post-test and observation checklist. An action research was employed. However, this paper reports on the pre-test, post-test and observation checklist conducted in the observation, evaluation and reflection stages only. Purposive sampling was employed as the participants were of the same proficiency level in which it was carried out with 14 below average Primary 2 pupils in SKTEN. Two data collection instruments which were pre-test, post-test and observation checklist were analysed statistically and thematically. The pre-test and post-test were analysed using SPSS Version 25 and it showed a higher mean score in the post-test and this is supported by the findings obtained through the given themes of observation. The results reflected that the implementation of AR4E has shown a significant improvement in learner’s vocabulary learning. In addition, the findings have also raised the concern regarding the impact of AR4E in encouraging fun learning, collaborative learning and providing the learners with new language learning experience. Accordingly, the use of AR4E is recommended in vocabulary teaching and learning for English. Finally, the researcher suggests future research can be carried out taking into account differentiated learning tasks in AR4E, larger target users and different language skills to be integrated in AR4E.

scholarly journals The Impact of Three Cognitive Training Interventions on Older Adults’ Physical Functioning Across 5 Years

2016 ◽  
Vol 30 (3) ◽  
pp. 475-498 ◽  
Author(s):  
Lesley A. Ross ◽  
Briana N. Sprague ◽  
Christine B. Phillips ◽  
Melissa L. O’Connor ◽  
Joan E. Dodson
Keyword(s):  
Older Adults ◽  
Cognitive Training ◽  
Physical Functioning ◽  
Training Transfer ◽  
Future Research ◽  
Control Group ◽  
Transfer Effects ◽  
Training Interventions ◽  
Intention To Treat ◽  
The Impact

Objective: Physical functioning is closely associated with cognition. The current study assessed the impact of three cognitive training programs on objective measures of physical functioning across 5 years. Method: Older adults randomized to a processing speed ( n = 702), reasoning ( n = 694), or memory ( n = 703) training intervention were compared with those randomized to a no-contact control condition ( n = 698). Intention-to-treat (ITT) and treatment-received/dosage (time-varying number of training sessions) analyses were conducted. Results: There were no transfer effects in the ITT analyses. Treatment-received models demonstrated that training sessions (i.e., higher dosage) across all intervention arms transferred to better maintained Digit Symbol Copy and Turn 360 performance relative to the control group. More reasoning training transferred to better grip strength. Discussion: This is the first study to demonstrate differential longitudinal cognitive training transfer effects to three performance-based physical functioning measures. Future research should investigate mechanisms of far-transfer effects.

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