Achievement in Online vs. Traditional Classes

2011 ◽  
pp. 29-32 ◽  
Author(s):  
E. Lea Witta
Keyword(s):  
Problem Solving ◽  
Multiple Choice ◽  
Extended Period ◽  
Student Needs ◽  
Class Session ◽  
Universities And Colleges ◽  
Working Classes ◽  
Class Scheduling ◽  
Time Frames ◽  
Seat Time

Universities and colleges constantly attempt to address student needs by offering courses in various time frames. Because it is difficult for teachers to enroll and attend classes during the “normal” two- or three-day format for 15 weeks, graduate classes in education are typically offered as a one evening per week class. In summer, when teachers usually are not working, classes may be offered in an alternative format meeting for longer periods of time in each class session but for fewer weeks. There are, however, questions concerning the changes in class scheduling. Although the seat time in an eightweek extended period class is equivalent to a 15-week class, are the learning outcomes equivalent? According to Rayburn and Rayburn (1999), if only responses on multiple choice Accounting exams were considered, there was no effect of class length. If, however, problem solving was also considered, there was a statistically significant effect based on length of the class.

Achievement in Online vs. Traditional Classes

2011 ◽  
pp. 34-37
Author(s):  
E. Lea Witta
Keyword(s):  
Problem Solving ◽  
Multiple Choice ◽  
Extended Period ◽  
Student Needs ◽  
Class Session ◽  
Universities And Colleges ◽  
Working Classes ◽  
Class Scheduling ◽  
Time Frames ◽  
Seat Time

Universities and colleges constantly attempt to address student needs by offering courses in various time frames. Because it is difficult for teachers to enroll and attend classes during the “normal” two- or three-day format for 15 weeks, graduate classes in education are typically offered as a one evening per week class. In summer, when teachers usually are not working, classes may be offered in an alternative format meeting for longer periods of time in each class session but for fewer weeks. There are, however, questions concerning the changes in class scheduling. Although the seat time in an eight-week extended period class is equivalent to a 15-week class, are the learning outcomes equivalent? According to Rayburn and Rayburn (1999), if only responses on multiple choice Accounting exams were considered, there was no effect of class length. If, however, problem solving was also considered, there was a statistically significant effect based on length of the class.

scholarly journals MEASURING STUDENTS’ PROBLEM-SOLVING SKILLS ON DIRECT CURRENT CIRCUITS WITH MULTIPLE REPRESENTATIONS

2020 ◽  
Vol 8 (3) ◽  
pp. 725-736
Author(s):  
Maria Dewati ◽  
A. Suparmi ◽  
Widha Sunarno ◽  
Sukarmin ◽  
C. Cari
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Multiple Choice ◽  
Multiple Representations ◽  
Assessment Instruments ◽  
Multiple Choice Questions ◽  
Multiple Representation ◽  
Problem Solving Skills ◽  
Electrical Circuits ◽  
Physics Problems

Purpose of study: This study aims to measure the level of students' problem-solving skills, using assessment instruments in the form of multiple-choice tests based on the multiple representation approach on DC electrical circuits. Methodology: This research is a quantitative descriptive involving 46 students of physics education. Students are asked to solve the problem of DC electrical circuits on 12 multiple choice questions with open reasons, involving verbal, mathematical, and picture representations. Data were analyzed by determining means and standard deviations. Main findings: The results of the study showed that there were 3 levels of students' problem-solving skills, namely 7 (15%) students in the high category, 22 (48%) students in the medium category and 17 (37%) students in the low category. Applications of this study: The implication of this research is to continuously develop assessment instruments based on multiple representations in the form of various types of tests, to help students improve their conceptual understanding, so students can solve physics problems correctly. The novelty of this study: Researchers explain the right way to solve physics problems, 1) students are trained to focus on identifying problems, 2) students are accustomed to planning solutions using a clear approach, to build an understanding of concepts, 3) students are directed to solve problems accordingly with understanding the concepts they have built.

10. Thinking Like a Lawyer: Critical Thinking and Legal Analysis

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Legal Analysis ◽  
Student Needs ◽  
Essay Writing ◽  
The Law ◽  
Law Student ◽  
Law Degree ◽  
Different Parts

The successful law student needs to be able to place the law in context, analyse its effects on different parts of society, apply these rules to different problems, and reflect upon the suitability of both individual laws and the law as an institution. This ability to think critically and undertake broad and deep legal analysis is important to becoming a lawyer, but is also valuable for any other career. This chapter explores the importance of critical thinking to the law degree and beyond, and looks at how the student can bring analysis and criticism into their work. It considers techniques for problem solving and essay writing, and the importance of constructing arguments balancing ‘content’ and ‘thought’.

scholarly journals Student Modeling: Supporting Personalized Instruction, from Problem Solving to Exploratory Open Ended Activities

AI Magazine ◽  
2013 ◽  
Vol 34 (3) ◽  
pp. 13-26 ◽  
Author(s):  
Cristina Conati ◽  
Samad Kardan
Keyword(s):  
Problem Solving ◽  
Intelligent Tutoring Systems ◽  
Educational Games ◽  
Student Modeling ◽  
Student Needs ◽  
Personalized Instruction ◽  
Tutoring Systems ◽  
Student Models ◽  
Target Skills ◽  
Interactive Simulations

The field of intelligent tutoring systems has successfully delivered techniques and applications to provide personalized coaching and feedback for problem solving in a variety of domains. The core of this personalized instruction is a student model; the ITS component in charge of assessing student traits and states relevant to tailor the tutorial interaction to specific student needs during problem solving. There are however, other educational activities that can help learners acquire the target skills and abilities at different stages of learning including, among others, exploring interactive simulations and playing educational games. This article describes research on creating student models that support personalization for these novel types of interactions, their unique challenges, and how AI and machine learning can help.

Logical and Psychological Reasoning

1996 ◽  
Vol 83 (3_suppl) ◽  
pp. 1127-1138
Author(s):  
Horacio J. A. Rimoldi ◽  
Elsa Inés Bei de Libonatti
Keyword(s):  
Information Theory ◽  
Problem Solving ◽  
Multiple Choice ◽  
Logical Connectives ◽  
Multiple Choice Items ◽  
Psychological Reasoning ◽  
Exclusive Disjunction ◽  
Final Answer ◽  
Choice Approach

The performance of 30 subjects when solving problems built around logical connectives (Conjunction, Inclusive Disjunction, Exclusive Disjunction, Conditional, and Biconditional) was compared with the results obtained when the same logical connectives were presented using a multiple-choice approach. The processes followed by the subjects in solving 20 problems were evaluated in terms of information theory, making it possible to investigate (a) the processes followed by the subjects and (b) the quality of the final answer Analysis indicated that the problem-solving processes do not necessarily provide the same information as that obtained by the final answers. The knowledge obtained by examining the questions subjects ask is different from the knowledge obtained when examining the answers to multiple-choice items.

Criterion Validity for Rotton's Paralogic Test-Beliefs of Forbidden Knowledge May Negatively Affect Inferential Problem Solving

1992 ◽  
Vol 74 (1) ◽  
pp. 296-298 ◽  
Author(s):  
M. A. Persinger
Keyword(s):  
Problem Solving ◽  
Multiple Choice ◽  
Criterion Validity ◽  
Men And Women ◽  
Women Subjects ◽  
Part Time ◽  
Explained Variance ◽  
Inferential Processing ◽  
Personal Philosophy

The hypothesis was tested that belief in restricted or exclusionary knowledge interferes with strong inferential processing. Scores on Rotton's Paralogic Test, multiple-choice examinations (mutually interactive items), and the belief clusters from the Personal Philosophy Inventory were factor analyzed for 55 part-time university men and women. Subjects who endorsed more items concerning forbidden knowledge (i.e., there are some things that Science should not investigate) displayed poorer logical and inferential performance (25% explained variance). These results suggest that such beliefs may limit cognitive exploration of certain conceptual domains.

scholarly journals Step by Step: Biology Undergraduates’ Problem-Solving Procedures during Multiple-Choice Assessment

2016 ◽  
Vol 15 (4) ◽  
pp. ar71 ◽  
Author(s):  
Luanna B. Prevost ◽  
Paula P. Lemons
Keyword(s):  
Problem Solving ◽  
Specific Problem ◽  
General Procedure ◽  
Multiple Choice ◽  
Higher Order ◽  
Hybrid Procedures ◽  
General Domain ◽  
Domain Specific ◽  
Written Descriptions ◽  
Categorization Scheme

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this allowed us to systematically investigate their problem-solving procedures. We identified a range of procedures and organized them as domain general, domain specific, or hybrid. We also identified domain-general and domain-specific errors made by students during problem solving. We found that students use domain-general and hybrid procedures more frequently when solving lower-order problems than higher-order problems, while they use domain-specific procedures more frequently when solving higher-order problems. Additionally, the more domain-specific procedures students used, the higher the likelihood that they would answer the problem correctly, up to five procedures. However, if students used just one domain-general procedure, they were as likely to answer the problem correctly as if they had used two to five domain-general procedures. Our findings provide a categorization scheme and framework for additional research on biology problem solving and suggest several important implications for researchers and instructors.

scholarly journals Learning Al-Qur'an Hadith Subjects Through Problem Solving Strategy

2021 ◽  
Vol 6 (1) ◽  
pp. 15
Author(s):  
Regita Vita Cahyani ◽  
Romelah Romelah ◽  
Hadi Nur Taufiq
Keyword(s):  
Qualitative Research ◽  
Problem Solving ◽  
Data Collection ◽  
Multiple Choice ◽  
Field Research ◽  
Implementation Plan ◽  
Problem Solving Strategy ◽  
Solving Strategy

This research aims to find out the study of the Qur’an Hadith through problem solving strategy in MTs Surya Buana Malang. The focus of the problem to be reviewed is: learning planning, learning implementation, and evaluation. This research is qualitative research. This type of research is field research with data collection techniques using interview, observations and documentations. From the results of this study, it can be concluded that the learning of the Qur'an Hadith consists of: 1. Learning planning of the Qur'an Hadith through problem solving strategy consists of syllabus and Learning Implementation Plan. 2. The implementation of the learning of the Qur'an Hadith, opening the lesson by giving important points and reviewing the material, presenting the material then closing the lesson by reviewing, for the implementation of problem solving strategy on the material of the Qur'an Hadith from the results of this study is declared successful. 3. Evaluation of the learning of the Qur'an Hadith, the teacher uses several types of evaluations such as multiple choice, essay or stuffing, and quiz, the teacher behaves ma'fu (tolerance) so that his students can improve the evaluation value.

scholarly journals The Application of Problem Solving Reasoning (PSR) in Improving Students’ Metacognitive at the Twelfth Grade Students of SMAN 19 Makassar

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Sujarwo Sujarwo ◽  
Akhiruddin Akhiruddin ◽  
Muh. Reski Salemuddin ◽  
Bellona Mardhatillah Sabillah ◽  
Sriwahyuni Sriwahyuni
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Social Science ◽  
Mastery Learning ◽  
Multiple Choice ◽  
Thinking Skill ◽  
Practice Tests ◽  
Art And Culture ◽  
Twelfth Grade ◽  
Academic Year

The study describes the students’ thinking skill, and metacognitive in problem solving reasoning (PSR) learning model at SMAN 19 Makassar in the academic year 2018/2019. The design of this research was Classroom Action Research (CAR) in which subject was students social science eleventh grade students that consisted of 69 students. Data were collected by using a problem-solving reasoning tests in the form of multiple choice, essay, oral and practice tests. Data of problem solving reasoning (PSR) abilities were analyzed quantitatively and qualitatively. The results of this study show that: (1) The application of problem solving reasoning (PSR) can improve the statistical students’ metacognitive of social science eleventh grade students. In cycle I, the students’ English outcomes average reached 59.2, whereas in cycle II was successfully increased into 84.8, In cycle I, the students’ sociology and anthropology outcomes average reached 60.9, whereas in cycle II was successfully increased into 88.5 and in cycle I, the students’ Art and Culture outcomes average reached 62.3, whereas in cycle II was successfully increased into 86.9. (2) The application of problem solving reasoning (PSR) can improve students' metacognitive of social science XI grade students. These results indicate that there has been an increasing in percentage mastery learning by 20% from cycle I to cycle II.

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