scholarly journals Comparison of Collaborative Learning Models to Improve Programming Competence

2021 ◽  
Vol 17 (10) ◽  
pp. 48
Author(s):  
Krismadinata Krismadinata ◽  
Wilda Susanti
Keyword(s):  
Collaborative Learning ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
T Test ◽  
Online Environment ◽  
Inquiry Approach ◽  
Significant Difference ◽  
Learning Scenarios ◽  
Model Class ◽  
The One

The purpose of this research is how collaborative learning strategies should be arranged in three classes as Wang & Hwang model class, control class and experimental class with different treatments in Algorithm and Programming courses. Three learning strategies were tested to see students' cognitive abilities in computer programming skills. Three collaborative learning scenarios were tested, namely: 1) conventional collaborative learning 2) problem-based collaborative learning using an online environment and 3) inquiry-based collaborative learning also using an online environment. The results of the t-test with the one-way ANOVA test showed that the pretest results of the students' ability levels were not different because they had not been treated. While the results of the t-test with the posttest t-test results obtained a very significant difference in student final results, namely the control class 71.30, Wang & Hwang model class 73.0 and the experimental class 81.13. The benefit of the results of this study is that collaborative learning with an inquiry approach allows students to transfer knowledge and does not make lecturers the only source of learning

scholarly journals Creating Effective Collaborative Learning Groups in an Online Environment

2009 ◽  
Vol 10 (3) ◽  
Author(s):  
Jane Brindley ◽  
Lisa Marie Blaschke ◽  
Christine Walti
Keyword(s):  
Collaborative Learning ◽  
Small Group ◽  
Skill Acquisition ◽  
Online Teaching ◽  
Teaching Experience ◽  
Study Groups ◽  
Online Environment ◽  
Learning Groups ◽  
Learner Participation ◽  
Significant Difference

Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts) from the Foundations course in the Master of Distance Education (MDE) program offered jointly by University of Maryland University College (UMUC) and the University of Oldenburg does not support the authors’ original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes.

scholarly journals THE EFFECT OF PROJECT-BASED COLLABORATIVE LEARNING ON CONCEPT MASTERY OF MUSHROOM: THE CASE OF SENIOR HIGH SCHOOL STUDENTS IN INDONESIA

2020 ◽  
Vol 17 (34) ◽  
pp. 45-52
Author(s):  
Fatma SUKMAWATI ◽  
Punaji SETYOSARI ◽  
Sulton SULTON ◽  
Purnomo PURNOMO
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Direct Instruction ◽  
T Test ◽  
Choice Test ◽  
Control Group ◽  
School Students ◽  
Concept Mastery

Biology learning is highly recommended to be presented contextually following daily experience and phenomena. This study, a quasi-experimental research using a pretest-posttest non-equivalent control group design, aimed to understand the effect of project-based collaborative learning towards the concept mastery of mushrooms. The subjects of the study were 75 tenth grade of high school students in Surakarta City, Indonesia, divided into two classes: 38 students in the experimental class 37 in the control class. In the experimental class, the students were treated with project-based collaborative learning strategies. In project-based collaborative learning strategy, students were challenged to create a project on oyster mushroom cultivation (Pleurotus ostreatus) With the media garden waste such as sawdust. In the control class, the students were treated with direct instruction. The instrument used was a multiple-choice test and essay developed by researchers to measure students' concept mastery towards mushrooms. Research data were analyzed by independent sample t-test. The results found that the average n-gain score for the experimental and the control classes were 63.09% and 45.73%, respectively. Moreover, all indicators of mushroom concept mastery showed the n-gain scores for the experimental class higher than the control class. Analysis of independent sample t-test proved that the significant differences existed between direct instruction and project-based collaborative learning in improving the concept mastery of mushroom. Finally, This research concluded that project-based collaborative learning is more effective in enriching the concept mastery than direct instruction.

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

Scripts for Facilitating Computer Supported Collaborative Learning

2011 ◽  
pp. 745-750
Author(s):  
Bernhard Ertl ◽  
Heinz Mandl
Keyword(s):  
Distance Learning ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Text Comprehension ◽  
Comprehension Strategies ◽  
Computer Supported Collaborative Learning ◽  
Collaboration Scripts ◽  
Collaboration Skills ◽  
Learning Scenarios ◽  
Collaboration Process

Many distance learning scenarios, for example, virtual seminars, use collaborative arrangements for learning. By applying them, they offer learners the chance to construct knowledge collaboratively. However, learners often do not possess the skills necessary for a beneficial collaboration. It is therefore important that learners are offered support in these learning scenarios. Scripts for collaborative learning can provide support. They can guide learners through their collaboration process (Ertl, Kopp, & Mandl, 2007b) and help them to acquire collaboration skills (Rummel & Spada, 2005). Scripts for collaboration were originally developed in order to support text comprehension. They facilitate two or more learners—who are similar as far as their existing knowledge and learning strategies are concerned— in their efforts to understand contents provided by theory texts. Collaboration scripts split this process into a sequence of smaller steps, assign each learner to a particular role, and offer a number of comprehension strategies, such as questions, feedback, and elaboration. Each one of these learners has a defined role to play, which in turn is associated with certain strategies and varies within the different phases.

scholarly journals The Effectiveness of Collaborative Learning Throughtechniques on Group Investigation and Think Pair Share Students' Critical Thinking Ability on Chemical Equilibrium Material

2021 ◽  
Vol 5 (1) ◽  
pp. 198
Author(s):  
Fajrina Fauzi ◽  
Maria Erna ◽  
Roza Linda
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Hypothesis Testing ◽  
Chemical Equilibrium ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Average Percentage ◽  
Learning Techniques ◽  
Significant Difference

The purpose of this study was to determine the differences in the improvement of students' thinking skills using collaborative learning techniques Think-Pair-Share and Group Investigation. The research used was a quasi-experimental research design with non equivalent control posttest design. The data collection technique used critical thinking skills questions consisting of 5 essay test questions. Based on the research results of hypothesis testing using paired simple t-test , the results obtained were sig (2-tailed) <0.05, which means that collaborative learning of GI and TPS techniques is effective on critical thinking skills than the control class. Hypothesis testing is to see significant differences between collaborative learning. TPS and GI techniques used independent sample t-test and the results obtained were sig (2-tailed) <0.05, which means that there is a significant difference between collaborative learning of GI and TPS techniques on critical thinking skills. For the average percentage of critical thinking skills in the collaborative learning class, the Think-Pair-Share technique is 80.57% and Group Investigation is 76.73%, and in the control class it is 68.45%, which means the application of collaborative learning techniques Think-Pair- Share is more effectively used in improving students' critical thinking skills on chemical equilibrium material.

scholarly journals A Study of Motivation Orientations Used from High School to University

2014 ◽  
Vol 5 (3) ◽  
pp. 146-153
Author(s):  
Vali Mehdinezhad
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Target Population ◽  
T Test ◽  
Motivational Orientation ◽  
Motivational Strategies ◽  
Motivational Orientations ◽  
Significant Difference ◽  
Educational Groups ◽  
Main Components

Learning strategies and motivational orientations are important issues that have attracted the attention of many researchers in recent decades. Thus this research was done with the aim of investigation the use of students’ motivational orientations compared with them high school. The type of research is applied, descriptive. Students of University of Sistan and Baluchestan the number of 19750 was considered as target population and with use of Krejcie and Morgan (1970) sample size table 375 students were considered as sample. The main components of motivational orientations were measured with using Taylor-Sims (2011) Motivational Strategies Questionnaire (MSQ). Data was examined with using Paired Sample t-test, Friedman test for prioritize the variables, Analysis Variance and Independentsample t-test. The findings indicated that generally students use less motivational orientation than them high school course and this amount wasn’t desirable. The girls more utilized these skills in comparison with boys. Among different educational groups in just a few components was a significant difference. In rate of using of motivational orientations weren't significant differences between educational levels and age.

scholarly journals Correlation of frankfort horizontal with the sellanasion line angular data in different sagittal skeletal bases

2020 ◽  
Vol 16 (12) ◽  
pp. 1088-1093
Author(s):  
Mathew Thomas Maliael ◽  
Keyword(s):  
T Test ◽  
Class I ◽  
Gender Dimorphism ◽  
Skeletal Class ◽  
Significant Difference ◽  
Beta Angle ◽  
Angular Data ◽  
The Difference ◽  
The One ◽  
One Way Anova

It is of interest to establish the cephalometric correlation of angular data between frankfort horizontal and the sella-nasion line in different sagittal skeletal bases. Beta angle was used to divide the sample based on their sagittal skeletal base relationship. The FH-SN angle was measured for each group. The data were tabulated into IBM SPSS software. Kolmogorov-Smirnov and Shapiro-Wilk test was done to test the normal distribution of the data. One-way ANOVA analysis was done to test the difference of the FH-SN angle among the groups. Independent samples t-Test was done to test for gender dimorphism. The mean FH-SN angle of the sample was 6.33°3.35°. The results of the One-Way ANOVA and independent samples t-Test were insignificant. Results show that is no statistically significant difference in FHSN angle between skeletal class I, II and III.The mean FH-SN angle of the sample was 6.33°3.35°. The distribution of the data was normal. The results of the One-Way ANOVA and Independent samples t-Test were insignificant. There was no statistically significant difference in FH-SN angle between skeletal class I, II and III.

scholarly journals Influence of the Use of the Approach of Blended Learning Model Rotation Based Moodle on Motivation and Cognitive Abilities of Students in the Subjects of Physics

2022 ◽  
Vol 8 (1) ◽  
pp. 195-202
Author(s):  
Ulan Dari ◽  
A Halim ◽  
S. Ilyas
Keyword(s):  
Blended Learning ◽  
Cognitive Abilities ◽  
T Test ◽  
Control Group ◽  
Motivation To Learn ◽  
Control Group Design ◽  
Group Design ◽  
Significant Difference ◽  
Data Collection Instrument ◽  
The Impact

Students' motivation to learn is the main aspect to achieve student success. Based on the results of observation and interview, the learning motivation of students in SMA Negeri 2 Kutacane is still relatively less, so the impact on the low cognitive ability of the students. The purpose of this study is to see the influence of the approach blended learning type station rotation on differences in motivation and cognitive abilities after the study. This research use approach uses quasi-experiments design pretest-posttest control group design. The population of this research is all students of class XI, the sample taken is of class XI IPA 2 as the experimental class and XI IPA 3 as the control class. Using a data collection instrument sheet, questionnaires, and interviews to measure the motivation to learn and use the instrument on a test to measure the cognitive abilities of the students. The results of data analysis using t-test (independent sample t-test) show the differences in motivation and cognitive abilities of students with a significance of 0.000 < 0.05 means there is a significant difference between the motivation and ability of cognitive control and experimental classes. Therefore, it can be concluded that there is an influence of the use of the approach blended learning type station rotation motivation and cognitive abilities of the students.

scholarly journals The Use of Learning Logs Strategy in Improving Students’ Ability in Writing Expository Paragraph

2019 ◽  
Vol 10 (2) ◽  
pp. 198-211
Author(s):  
Agung Prasetyo Wibowo ◽  
Vonnysa Febrinda
Keyword(s):  
Learning Strategies ◽  
T Test ◽  
Teaching Writing ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
Learning Logs

To see the difference in students' ability in writing expository paragraphs, this research uses a comparison between log learning and conventional learning strategies. Using true-experimental research, there were pre-test, treatment, and post-test. The subject of this research was the first-year students of State Senior High School 1 Selatpanjang, Meranti Island Regency. Two classes were deployed; an experimental and a control class with total of 47 students. The researchers used cluster random sampling, based on the group. In collecting data, the researchers used a test and an observation list. In assessing students’ writing, the researchers invited two raters, those who are qualified and considered as experts in teaching writing. The researchers analyzed the data by using t-test formula. The result shows that the mean score of students’ post-test in the control class was 65,5. Meanwhile, the mean score of students’ post-test in experimental class was 73,4. The result of t test sees a significant difference between students’ ability in writing expository paragraphs by using Learning Logs Strategy and those using Conventional Strategy (5.26). This result was higher than t table significant 5% (2,02) and 1% (2,69). H0 was rejected and Ha was accepted. It means that there was a significant difference in students’ ability in writing an expository paragraph using Conventional Strategy and using Learning Logs Strategy.

scholarly journals Funding Challenges of Small and Medium Enterprises in Transition Countries: Kosovo Case Study

2020 ◽  
Vol 3 (2) ◽  
pp. p71
Author(s):  
Fahredin Berisha
Keyword(s):  
Bank Lending ◽  
Transition Countries ◽  
T Test ◽  
Bank Loans ◽  
Bank Loan ◽  
Level Of Education ◽  
Significant Difference ◽  
External Sources ◽  
The One ◽  
One Way Anova

SMEs play a very important role in the development of economies of different countries and they are now considered as a key factor of economic development. They affect unemployment, promote social welfare and can be treated as a promoter of economic growth. The paper addresses the role and importance of financing SMEs in transition countries including Kosovo. The study examines the key factors affecting the increase of SME financing from external sources, namely bank lending since other external sources of financing in Kosovo are scarce and almost non-existent. For the purposes of this paper, data from 215 SMEs surveyed in Kosovo were used, randomly distributed across manufacturing, services and commerce sectors. Data collection was done in the period January-April 2016, and their processing was carried out with SPSS (Social Package for Social Science). In order to have more consistent information during data processing, certain models were used in the paper: Paried-Samples T Test, which was used to investigate the difference between two sets of averages, which indicates that the business plan for the enterprise is relevant to bank loan access. The One Way Anova model was used to test the differences between two or more averages, and through this model is proved that high-profit enterprises have achieved easier access to bank loans. Also following the One Way Anova and Post Hoc LSD test, there were found differences between groups of enterprise by their types, activity and age. The research shows that enterprises with older ages have been able to obtain more easily bank loans. The One Way Anova and Welch-Brown-Forthyse test was used to deal with the level of education of business owners, whereby it was found that owners with a high level of education had easier access to bank loans. Through the Indepedent Samples T Test technique it was found that there is a significant difference between the age groups of the owners based on the mean and standard deviation.

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