scholarly journals 英語リスニング力における学習環境の差異：PC教室と普通教室の比較 - A study under the different learning environments for English listening tasks: Comparison of PC-equipped classroom and regular classroom

2006 ◽  
Vol 28 (2) ◽  
pp. 159
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Test Scores ◽  
Significant Interaction ◽  
Repeated Measure ◽  
Regular Classroom ◽  
Listening Tests ◽  
Significant Difference ◽  
Post Test ◽  
Level Group

In this paper, we attempted to investigate the following issues: (a) how different learning environments may cause different interactions in classroom; (b) how such differences may affect learners’ attitudes towards listening tasks and test results. We compared the results of tests and questionnaires in two types of learning environments of PC-equipped classroom and regular classroom. Participants were all Japanese undergraduate university students majoring in English. The experimental group (PC-group) consisted of 116 participants (PCL: lower level group, 51; PCH: higher level group 65), while the control group (regular classroom-group) consisted of 117 participants (RGL: lower level group, 56; RGH: higher level group 61). Materials used in the present study were several series of VOA Special English news. The participants in the PC-group were allowed to listen to the materials recurrently using an application on the individual PC. The application enabled real-time feedback of their performances and their individual ranks in the classroom for their tasks. By contrast, the participants in the regular classroom-group had recurrent but teacher-controlled chances to listen to the same materials and were given overall feedback for their performances. We conducted two types of the same paper tests and questionnaires in both the pre and post phases of this research project. ANOVA, multiple comparison Scheffe and Wilcoxon signed rank test with Bonferroni adjustment were used for analysis. As for the fill-in-the-blank tests, the ANOVA repeated Measure detected a significant difference between the pre and post test scores (F (1,231) = 184.77, p = .01), and a significant interaction between two groups (F (1,231) = 45.00, p = .01). The average score of the PC-group was significantly higher than that of the regular classroom-group. As for the TOEIC listening tests, the ANOVA repeated Measure detected a significant difference between pre and post test scores (F (1,231) = 52.84, p = .01), but no significant interaction between two groups. The significant interaction between two groups was detected only for the fill-in-the-blank tests. This means that learning environment with PCs may have impact on learners’ attitudes and improved results of listening tasks at perception level. In addition, the ANOVA repeated Measure among four groups (PCL, PCH, RGL, RGH) detected a significant difference between the pre and post test scores: the fill-in-the-blank tests (F(3,229)＝15.231, p=.01), the TOEIC listening tests (F(3,229)＝18.10, p=.01). Multiple comparison Scheffe revealed the significant interactions among following groups: the fill-in-the-blank tests :PCH and RGL, RGL and PC/RG H; the TOEIC listening tests: PCL and RG/PC H, PCH and RG/PC L, RGL and RG/PC H, RGH and RG/PC L. This means that learning environment with PCs may have influence on listening performance at perception level (rather shallow cognitive processing level) but not at comprehension level (rather deep cognitive processing level). Wilcoxon signed rank test with Bonferroni adjustment detected significant differences on the pre and post questionnaires as follows: two items for the PC-group and eight items for the regular classroom-group. This means that learners’ awareness of their listening skills and learning strategies did not affect the results of the tests. In other words, it was different learning environments that caused differences in interactions in the classroom. In conclusion, learning environment may have affected learners’ learning attitudes. Focusing on less numbers of listening skills and learning strategies in the PC-equipped classroom had a positive impact on the scores of the listening perception test. The learning environment with PCs might have facilitated learner autonomy. 本研究では、学習活動の場である教室内に備えられた人工物（PC）の有無により、学習者が経験する学習行為に差が生じるのか、また、学習者のリスニング力伸長や学習意識に差異をもたらすのかを調査する目的で、同じ教材で同じ教育目標によるPC設置有無の二条件（PC教室と普通教室）での授業を実施し、その影響を検証した。教室環境の差により「課題遂行」と「結果表示」の方法などにおいて教師－学習者間の役割遂行配分が異なり、PC教室ではより学習者中心型の授業を展開し、普通教室ではより教師主導型の授業を展開した。この授業展開の差異がリスニング学習の意識変化に影響を及ぼし、結果としてリスニングの知覚レベル（深い意味判断を要求しない）でのテスト得点増加に影響があり、PC教室群が有意に高かった。教室環境固有の条件－PC教室では自己ペース学習が可能である状況、普通教室では教師主導が生み出す状況－がそれぞれの学習者の着目するリスニング技術や学習方略に影響を与えたものと考えられる。

Educational intervention to improve palliative care knowledge among informal caregivers of cognitively impaired older adults

2020 ◽  
pp. 1-9
Author(s):  
Hyunjin Noh ◽  
Lewis H. Lee ◽  
Chorong Won
Keyword(s):  
Older Adults ◽  
Palliative Care ◽  
Cognitive Impairment ◽  
Educational Intervention ◽  
Test Scores ◽  
Informal Caregivers ◽  
Cognitively Impaired ◽  
Significant Difference ◽  
Post Test ◽  
Seriously Ill

Abstract Objective Lack of palliative care knowledge among caregivers may pose an access barrier for cognitively impaired older adults, who may benefit from the specialized care. Therefore, this study aims to examine the effectiveness of an educational intervention in improving palliative care knowledge among informal caregivers of cognitively impaired older adults. Method Using a one-group, pre- and post-test intervention design, this study implemented an individual, face-to-face educational intervention with an informational brochure for 43 informal caregivers of chronically or seriously ill older adults (50+) with cognitive impairment, recruited from communities in West Alabama. Their level of knowledge about palliative care was assessed by the Palliative Care Knowledge Scale (PaCKS). The pre- and post-test scores were compared by the Wilcoxon signed-ranks test, and the racial subgroup (Whites vs. Blacks) comparison was made by the Mann–Whitney U test. Results There was a statistically significant difference between the pre- and post-test scores (z = 5.38, p < 0.001), indicating a statistically significant effect of the educational intervention in improving palliative care knowledge among participants. There was a significant difference (U = 143, p < 0.05) between Whites and Blacks in the pre-test, which, however, disappeared in the post-test (U = 173.50, p > 0.05), suggesting that the amount of increased PaCKS scores were significantly greater for Blacks (Mdn = 9.50) than for Whites (Mdn = 4.00, U = 130.50, p < 0.05). Significance of results This study demonstrated that a one-time educational intervention can improve the level of palliative care knowledge among informal caregivers of chronically or seriously ill older adults with cognitive impairment, particularly among Black caregivers. Therefore, further educational efforts can be made to promote palliative care knowledge and reduce racial disparities in palliative care knowledge and its use.

scholarly journals DAILY JOURNAL WRITING TO ENHANCE STUDENT'S WRITING SKILLS

2016 ◽  
Vol 1 (2) ◽  
pp. 27-35
Author(s):  
Ester Eveline Sihite ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
Standard Error ◽  
Test Scores ◽  
Journal Writing ◽  
Writing Skills ◽  
Mean Difference ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This study aims to enhance students’ writing skills through Daily Journal writing. This research was divided into three steps: giving pre-test, giving treatment (writing daily journal), and giving posttest. The result showed significant difference between control and experimental group. Experimental participants was improved through the writing of daily journal, and the score gained by participants showed that there was a significant effect on students’ writing skills. The achievements showed that the mean difference of post-test scores between the two groups was -.45433 and for the standard error mean was .03840 with pValue .050 (see Table 3), means that Ha is accepted and Ho is not accepted. It means, writing daily journal is strong enough to improve the students’ writing skills. Keywords: Journal Writing, Writing Skills, Daily Journal Variations

scholarly journals Teaching Vocabulary through Fly Swatter Game

2019 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Hikmah Noerqori Saputra ◽  
Muhamad Sofian Hadi
Keyword(s):  
Experimental Study ◽  
Test Scores ◽  
Quantitative Method ◽  
T Test ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
Academic Year ◽  
Experimental Group

The study aimed to find out whether fly swatter game can give influence toward students’ vocabulary mastery. The subject of this study was grade VII-2 of SMPN 9 Tangerang Selatan in the academic year of 2018/2019, which consisted of 42 students. The method used in this study is a quantitative method with the design of the pre-experimental study. The data from pre-test and post-test were analyzed statistically using spss 16. The result of this study showed; the students’ pre-test mean score was 45.4 and the students’ post-test mean score was 86.6. The result of t-test was 21.55 and significant (2-tailed) was 0.00 < p (0.05). The hypothesis (H1) was accepted, which means there is a significant difference between pre-test and post-test scores of the experimental group. It can be concluded that applying fly swatter game in teaching vocabulary to 7th grade students of SMPN 9 Tangerang Selatan is effective.

scholarly journals Manipulative Approach In Teaching Fractions

2021 ◽  
Vol 2 (5) ◽  
pp. 435-447
Author(s):  
Rea C. Parungao
Keyword(s):  
Test Scores ◽  
Traditional Method ◽  
Number Line ◽  
Virtual Manipulatives ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Fractions ◽  
Experimental Group

This study aimed to determine the effects of using manipulatives in teaching fractions.   Quasi- experimental method of research was used in this study. It was conducted during the first quarter of S.Y. 2019-2020 among the respondents were randomly selected. Two sections of Arayat National High School were the respondents of the study. The control group was the 7-Rosal while the 7-Sampaguita was the experimental group. Both groups were given a pretest prior to the discussion about fractions and a posttest after instruction using the traditional method (control group) and the use of manipulatives (experimental group). The results were then evaluated, analysed through SPSS, and interpreted. Mean, t-test and ANCOVA were utilized to analyze and interpret the data. This study found out that the post-test scores of the respondents from the two groups improved in comparison to their pre-test scores.  The mean pretest and mean posttest scores of both groups showed significant difference. The results showed that the use of virtual manipulatives in converting fractions to decimals had significant difference compared the use of the traditional method. On the contrary, teaching fractions on a number line did not have significant difference. Out of the four operations on fractions, three showed that the use of concrete manipulatives was highly effective. This study recommends that teachers must test the prior knowledge of their students before discussing about fractions to determine the students’ strengths and weaknesses. Although both traditional method and the manipulative approach showed improvement on the post-test results in teaching fractions, still, teachers are encouraged to use manipulatives in teaching fractions to improve students’ performance. It is important for teachers to provide their students opportunities for hands-on manipulation of objects in order to grasp the concepts of fractions more easily. Lastly, teachers must develop the use of concrete and virtual manipulatives in teaching fractions to promote active learning that can enhance students’ mathematics performance and can help them to realize that mathematics is an enjoyable subject.

scholarly journals THE EFFECTIVENESS OF TECHNOLOGY ENABLED LEARNING AMONG THE TEACHER TRAINEES OF DIPLOMA IN TEACHER EDUCATION (D.TED.,) PROGRAMME.

2019 ◽  
pp. 1-3
Author(s):  
P. Jayanthi Nirmala
Keyword(s):  
Teacher Education ◽  
Test Scores ◽  
Research Study ◽  
Appropriate Technology ◽  
Learning Performance ◽  
Learning Science ◽  
Teacher Trainees ◽  
Lecture Method ◽  
Significant Difference ◽  
Post Test

Technology-enabled learning is selecting some appropriate technology and improving learning performance through the appropriate learning environment. The aim of the research study is to focus on the effectiveness of Technologyenabled learning among the Diploma in Teacher Education teacher trainees. Investigator has adopted experimental research method to analyse the framed hypotheses. A total sample of Thirty I year diploma teacher trainees from Vellore district has been chosen for the present study. The finding of the research study shows that there exists a significant difference between mean value of the pre-test and post-test scores of learning science through lecture method. There exists a significant difference between pre-test post-test scores of the experimental group in learning science through technology-enabled learning. It has been found that both lecture method and technology-enabled learning (TEL) or effective in term of achievement among the Diploma in Teacher Education Students. But analyses between the post-test scores of experimental and control group reveals that Technology-enabled learning was more effective than the lecture method. Hence it is recommended to utilize the technology-enabled learning for students studying diploma in teacher education programme.

scholarly journals The Effectiveness of Sandplay Therapy to Improve Students’ Self-Esteem: A Preliminary Study in Brunei Darul Salam

2018 ◽  
Vol 9 (1) ◽  
pp. 23
Author(s):  
Azizi Yahaya ◽  
Ismail Maakip ◽  
Peter Voo ◽  
Sharon Kwan Sam Mee ◽  
Khairiah Hanna Kifli
Keyword(s):  
Self Esteem ◽  
Repeated Measure ◽  
Control Group ◽  
Social Self ◽  
Sandplay Therapy ◽  
Brunei Darussalam ◽  
Significant Difference ◽  
Main Effect ◽  
Post Test ◽  
Experimental Group

Purpose: This research was conducted to identify the effectiveness of sandplay therapy to improve students&rsquo; self-esteem among students. Methods: The sample was 16 students for experimental group, who received sandplay therapy, in comparison to the 16 students from control group who did not receive any treatment intervention. The instrument used in this research was Self-Esteem Inventory developed by Coopersmith. Data were analyzed using SPSS version 22 using Manova Repeated Measure Method, pre-test and post-test instruments. Results: The results from multivariate Pillai&rsquo;s Trace test shows the main effect of the sandplay therapy from the post-test is significant F (5, 11) = 41.372, p&lt;.05. The univariate shows that there is significant difference of the sandplay therapy to the general self-esteem F (1, 15) = 49.853 &alpha;&lt;.05, social self-esteem F (1, 15) = 63.646 &alpha;&lt;.05, parental self-esteem F (1, 15) = 82.924 &alpha;&lt;.05 and academic self-esteem F (1, 15) = 80.071 &alpha;&lt;.05. Conclusions: Sandplay therapy can be used in school to help students improve their self-esteem. Given this, one of the issues relating to adolescents is low self-esteem. Therefore, by applying sandplay therapy can minimize the issue surrounding low self-esteem among adolescents particularly in Brunei Darussalam However, since limited study on the usage of this kind of therapy, it is suggested that further study on the applicability of this therapy should be conducted.

scholarly journals Sickle Cell Education for Medical Professionals: A Pre and Post Test Analysis

Blood ◽  
2018 ◽  
Vol 132 (Supplement 1) ◽  
pp. 5812-5812
Author(s):  
Diana D Simmons ◽  
Robert Lucia ◽  
Kay Linn Saving ◽  
Nicole Alwan
Keyword(s):  
Sickle Cell Disease ◽  
Sickle Cell ◽  
Test Scores ◽  
Conflicts Of Interest ◽  
Learning System ◽  
Medical Professionals ◽  
Cell Disease ◽  
Learning Module ◽  
Significant Difference ◽  
Post Test

Abstract Background and Objectives: Sickle cell disease is a severe inherited form of anemia caused by a genetic mutation. Polymerization of hemoglobin leads to a cascade of effects decreasing blood flow. This causes tissue hypoxia leading to acute and chronic damage to the organs and endothelial lining. This disease requires complex management that relies on comprehensive training and knowledge regarding the disease process. Often accurate knowledge of sickle cell disease and how to provide appropriate care in the general medical population is limited. The purpose of this project was to develop a sickle cell educational training module for medical professionals. Such a module could be used to guide the provision of accurate education regarding sickle cell disease and best practice when caring for this patient population. Methods: Goals and learning objectives were created and current medical literature about caring for sickle cell disease was reviewed. A comprehensive PowerPoint presentation was produced along with a provider tip sheet and a pre and posttest. The presentation, tip sheet, and tests were reviewed by a board certified pediatric hematologist/oncologist along with the hospital's educational review committee in the Department of Professional Regulation. Once approved, the PowerPoint, tip sheet, and tests were combined into a learning module and uploaded onto an online learning system utilized by the hospital system. The module was sent to over 2,400 outpatient providers and staff and to all inpatient staff on units where sickle cell patients stay when admitted. The module consisted of the participant completing a 10 question pretest, then reviewing the PowerPoint presentation and tip sheet. Following the review of the PowerPoint and tip sheet, the participant completed a 10 question posttest and completed an evaluation of the module. Analysis: There were 223 people who completed the Sickle Cell Disease Learning Module. A paired t-test was conducted to compare pre-test scores to post-test scores. There was a significant difference in the pre-test scores (M = 5.98, SD = 1.66) and post-test scores (M = 9.17, SD = 1.36); p = <0.0001. Conclusion: The goal of this module was to increase baseline medical knowledge of sickle cell disease. The results indicate there was statistically significant improvement in baseline knowledge, based on pre and post data (p = <0.0001). While the results indicate statistically significant increases in performance, it would be important to see if improvements are sustained over time. Reassessment of participants one year after completion of module can be beneficial to see if learned knowledge has been retained. Disclosures No relevant conflicts of interest to declare.

scholarly journals Learning Effectivenss of Blended Learning in Higher Education Context

2019 ◽  
Vol 4 (2) ◽  
pp. 89-96
Author(s):  
Christiana Sidupa
Keyword(s):  
Blended Learning ◽  
Test Scores ◽  
Test Score ◽  
Learning Approach ◽  
Final Test ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Face To Face Learning ◽  
Data Collection Technique

The notion of applying ICT to support traditional learning approach (face-to-face learning) is obviously not new todays. This study aimed to seek the significant difference between the mid test and final test scores of students’ English listening and reading skills. Mid test score represents face-to-face learning approach applied from first meeting whereas final test score represents blended learning approach employed after the mid test. The method used in this study was quantitative.  A random selection of samples was carried out involving 133 first year undergraduates in Jakarta pursuing English as a compulsory course.  Data collection technique used mid and final tests of two English skills: listening and reading. This study revealed that there was a significant difference between the mid test and the post test scores.  

scholarly journals Impact of the Digital Literacy Courses Taken by the Prospective Social Studies Teachers by Distance Learning on Digital Citizenship Skills

2020 ◽  
Vol 12 (1) ◽  
pp. 42-57
Author(s):  
Mithat Aydın ◽  
Türkan Çelik
Keyword(s):  
Social Sciences ◽  
Distance Learning ◽  
Prospective Teachers ◽  
Digital Literacy ◽  
Test Scores ◽  
Digital Citizenship ◽  
Significant Difference ◽  
Post Test ◽  
Literacy Course ◽  
Citizenship Skills

Abstract The purpose of this study is to determine the efficacy of the digital literacy course taught to undergraduates with the cooperation of the Council of Higher Education (CHE) and Anadolu University on the ‘digital citizenship skills’ of social sciences teachers. In this context, 30 prospective social sciences teachers who received digital literacy training participated in the study, which employed criterion sampling, a purposive sampling technique. The study followed a pre-test and post-test uncontrolled quasi-experimental model. The digital literacy course process by distance learning covered eight weeks. At the beginning and the end of the digital literacy course, a ‘digital citizenship’ scale was applied to the prospective teachers. In research results, a significant positive difference was detected between the pre-test and post-test scores of prospective teachers obtained from the whole of the digital citizenship skills scale. Between pre-test and post-test scores of ‘digital communication’, ‘digital ethics’, and ‘critical thinking’ sub-dimensions of the digital citizenship scale, a significant difference was not detected. On the other hand, a positive significant difference was detected between scores from its digital skills, digital participation, digital rights and responsibilities, and digital commerce sub-dimensions. Similarly, between digital security points, which is another sub-dimension of the study, a significant difference was detected, though this difference was found to be negative. In this context, it is proposed that similar training should be made more common, more functional subjects in digital topics that teachers do not know should be the focus rather than those prospective teachers are expected to know, some changes regarding digital security must be implemented in institutions that teach the digital literacy course with distance learning and that these should enrich this subject further.

scholarly journals Students’ Performance and Perceptions Towards Authentic Learning Environment Based on Visual Thinking Continuum

2021 ◽  
Vol 16 (23) ◽  
pp. 56-73
Author(s):  
Noor Azean Atan ◽  
Zaidatun Tasir ◽  
Mohd Fadzli Ali ◽  
Mohd Shafie Rosli ◽  
Mohd Nihra Haruzuan Mohamad Said
Keyword(s):  
Learning Environment ◽  
Qualitative Data ◽  
Visual Learning ◽  
Authentic Learning ◽  
Research Data ◽  
Visual Thinking ◽  
Significant Difference ◽  
Positive Growth ◽  
Post Test ◽  
Research Findings

This paper explores the changes in student’s level of achievement and per-ception towards authentic learning environment based on visual thinking elements. The three elements in visual thinking continuum are visual thinking, visual learning and visual communication. This research is a quan-titative design involving quantitative and qualitative data. Research instru-ments included pre and post achievement tests, and a questionnaire on stu-dent’s perception towards visualization level. There are 29 samples students, from teacher training first degree program in one of Malaysian public univer-sities. The research data were analyzed by inferential and descriptive statisti-cal analysis. Research findings through paired-sample t-test showed that there is a significant difference between scores of mean for the pre-test and post-test (p< 0.05) and shows positive student’s perception towards authen-tic learning environment. All students have experienced positive growth in their level of visualization through authentic learning environment activities which based on visual thinking elements. Therefore, it can be concluded that the visual-based website has helped to enhance the students’ performance and visualization levels.

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