Pocket Cartoons

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.

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Helping to realize “computer science for all”: Student outcomes of self-pacing in introductory programming courses

Innovations in Teaching & Learning Conference Proceedings ◽

10.13021/g8hw20 ◽

2016 ◽

Vol 8 ◽

Author(s):

Jaime Lester

Keyword(s):

Computer Science ◽

Self Report ◽

Experimental Methodology ◽

Classroom Observations ◽

Control Group ◽

Introductory Programming ◽

Quasi Experimental ◽

The Impact ◽

Introductory Programming Courses ◽

Programming Courses

Sparked by a series of national campaigns to increase interest in computer science, computer science departments are inundated with students who are interested in learning how to program. Despite the interest, introductory computer science course have relatively low completion rates (approximately 55% at Mason) and high rates of academic integrity violations. In response to this environment, the Computer Science department at Mason received an external grant to redesign their introductory programming courses to a self-paced, flipped format. Implementation began in Fall 2015 with a quasi-experimental methodology that tracks students from an experimental course and a control group (those who took more traditional introductory CS courses) over the course of the semester. Data collected includes grades on assignments, self-report surveys, and classroom observations. The purpose of this study is to examine the impact of a self-paced, flipped curricular design in an introductory experiential computer science course on the immediate (in course) completion. In this short lightning talk, we will present data from student surveys and classroom observations identifying any difference across the control and experimental groups. Preliminary results identify a significant increase in student completion upwards of a 20% difference across the groups. In addition to increasing knowledge of the impact of self-paced courses on student retention and success in computer science, we offer an alternative method to collect data on classroom observations via the Real-time Observation Classroom Application (ROCA). ROCA allows for efficient data collection and comparison of specific pedagogies to student engagement measures.

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Using French Language Facebook Posts to Increase Beginning Students’ Instrumentality and Cultural Interest

Instructed Second Language Acquisition ◽

10.1558/isla.33565 ◽

2018 ◽

Vol 2 (1) ◽

pp. 83-108

Author(s):

Shelly Wyatt ◽

Glenda Gunter

Keyword(s):

Target Language ◽

French Language ◽

Future Research ◽

Control Group ◽

Language And Culture ◽

Central Florida ◽

Face To Face ◽

Language Orientation ◽

Quasi Experimental ◽

The Impact

This quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners’ attitudes towards the target language and culture. Participants in this study were recruited from two sections of FRE 1120, Elementary French Language and Civilization I at the University of Central Florida. Native French language Facebook posts were ‘pushed’ to participants’ personal Facebook News Feeds over the course of four weeks, with posts pushed on weekdays only. Dörnyei and Clément’s (2001) Language Orientation Questionnaire was used to measure participants’ attitudes towards the target language and culture. Data were analysed using a split-plot ANOVA. A total of twenty-six participants completed the study, with fourteen participants in the control group and twelve participants in the treatment group. Both sections of FRE 1120 were conducted in a face-to-face modality and were taught by the same instructor. Results indicated that participants’ attitudes towards the target language and culture were not significantly impacted by interaction with native French language Facebook posts. Opportunities for future research include increasing the size of the sample, increasing the length of the study, and selecting participants who are more advanced in their mastery of the target language.

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Being Creative Makes You Happier: The Positive Effect of Creativity on Subjective Well-Being

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18147244 ◽

2021 ◽

Vol 18 (14) ◽

pp. 7244

Author(s):

Cher-Yi Tan ◽

Chun-Qian Chuah ◽

Shwu-Ting Lee ◽

Chee-Seng Tan

Keyword(s):

Undergraduate Students ◽

Perceived Stress ◽

Divergent Thinking ◽

Well Being ◽

Reciprocal Relationship ◽

Future Research ◽

Control Group ◽

Subjective Well Being ◽

Priming Task ◽

The Impact

The impact of happiness on creativity is well-established. However, little is known about the effect of creativity on well-being. Two studies were thus conducted to examine the impact of creativity on subjective well-being. In the first study, 256 undergraduate students (Study 1a) and 291 working adults (Study 1b) self-reported their creativity, stress, and subjective well-being. Hierarchical multiple regression analysis showed a positive relationship between creativity and subjective well-being after controlling the effect of self-perceived stress and demographics in both samples. Study 2 then employed an experimental design to examine the causal relationship between creativity and subjective well-being. Half of the 68 undergraduates underwent a creativity priming task followed by a divergent thinking test as well as self-reported stress and subjective well-being. The priming task was found to boost creative performance in the pilot study (Study 2a) and the actual study (Study 2b). Moreover, after controlling the effect of self-perceived stress, ANCOVA analysis showed that participants receiving the priming reported higher subjective well-being scores than their counterparts in the control group. The overall findings not only shed light on the facilitative effect of creativity on subjective well-being but also highlight the necessity of considering the reciprocal relationship of the two constructs in future research.

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Exploring students’ perceptions of leadership skills in higher education: An impact study of the leadership training program

Gifted Education International ◽

10.1177/02614294211055987 ◽

2021 ◽

pp. 026142942110559

Author(s):

Omar Muammar

Keyword(s):

Training Program ◽

Leadership Training ◽

Leadership Skills ◽

Future Research ◽

Control Group ◽

Convenience Sample ◽

Quasi Experimental ◽

The Difference ◽

Perceptions Of Leadership ◽

The Impact

Leadership skills are a prerequisite in the 21st-century workplace in all fields. However, graduates often leave universities with a wealth of knowledge but less mastery and confidence in leadership skills. The purpose of the current study was to estimate the impact of a 20-hour leadership training program (LTP), on learning. A quasi-experimental method with non-equivalent groups, namely, an experimental group (EG) and a control group (CG), were used to assess the impact of the LTP on students’ learning perceptions. The convenience sample consisted of 96 students (49 males and 47 females), and 55 students in the EG. Pre- and post-assessments were performed. In the series of t-tests, the value of the difference between the pre- and post-assessments showed a significant overall effect on the ratings, favoring the EG. The results showed that the LTP was highly effective at developing students’ leadership skills. Implications and recommendations for future research are also included.

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Using Google Docs to Enhance Students’ Collaborative Translation and Engagement

Journal of Information Technology Education Research ◽

10.28945/4888 ◽

2021 ◽

Vol 20 ◽

pp. 503-528

Author(s):

Amira Ali

Keyword(s):

Undergraduate Students ◽

Future Research ◽

Control Group ◽

Discussion Forums ◽

Structured Interviews ◽

Multiple Sources ◽

Google Docs ◽

Positive Feelings ◽

The Impact ◽

Experimental Group

Aim/Purpose: This study investigated the integration of Google Docs in facilitating undergraduate students’ interactional collaboration in an online translation course. The study also explored the engagement patterns that emerge when students use Google Docs and evaluated their experience of using this platform in collaborative translation. Background: Integration of technology in specialized English translation classes has become crucial to empower students with the required skills in the labor market. However, students might perceive specialized translation as a tedious and difficult process and become reluctant to engage in translation classes. Few studies have investigated students’ performance and engagement aspects in online collaborative translation contexts. Methodology: This study employed a mixed-method approach. Multiple sources of data were collected from translation tests, an engagement questionnaire, semi-structured interviews, and students’ interactions on the online platforms. Ninety-three students majoring in business administration were purposefully assigned into a control group and two experimental groups. Throughout six weeks, students in the first experimental group collaborated on translation assignments via discussion forum boards on a Learning Management System (LMS), whereas students in the second experimental group used Google Docs to complete three translation assignments. Control group students completed the same assignments individually. Contribution: This study contributes to the previous body of knowledge in the field of collaborative learning, translation, and educational technology by exploring the effectiveness of using Google Docs in improving students’ collaboration and engagement in a specialized translation course. Findings: One-way ANOVA for the translation post-tests showed a statistically significant improvement in the overall translation performance and translation subskills of the experimental group who used Google Docs compared to the control group and the experimental group who interacted through discussion forums. Descriptive statistics of the engagement questionnaire revealed a significant statistical increase in the Google Docs group’s behavioral, cognitive, and affective engagement. Content analysis of the qualitative data showed that students engaged behaviorally by giving and receiving feedback both at the global and local levels and cognitively through questioning, giving constructive comments, and justifying arguments. Students also engaged effectively and expressed positive feelings when collaborating online. Moreover, students reported the usefulness of using Google Docs in the collaborative translation process and expressed their satisfaction and confidence. Recommendations for Practitioners: Practitioners should use collaborative technological tools to upgrade translators’ skills and increase students’ engagement. Recommendation for Researchers: It is recommended that researchers compare students’ engagement in different learning modalities and explore the relationship between students’ translation competence and their engagement level. Impact on Society: The society of specialized translation will be improved by implementing innovative pedagogical techniques in teaching and training translators. This research can raise awareness of the importance of online tools in exchanging learning experiences inside and outside the academic contexts. Future Research: Future studies should explore the impact of implementing web/computer-based tools in the collaborative translation of different genres and various languages.

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Examining the impact of abdominal enhancement techniques to assist Chinese-speaking English learners’ phoneme pronunciation

Language Teaching Research ◽

10.1177/1362168820961774 ◽

2020 ◽

pp. 136216882096177

Author(s):

Michael Yeldham

Keyword(s):

Case Studies ◽

English Learners ◽

Future Research ◽

Control Group ◽

Quasi Experimental ◽

Multiple Case ◽

Multiple Case Studies ◽

And Control ◽

The Impact ◽

Experimental Group

Instruction in second language (L2) English phoneme pronunciation almost invariably includes a focus on improving the learners’ use of their articulatory organs to pronounce the relevant sounds. However, the pronunciation of many English sounds also relies on effort from the abdominal region, and under-utilization of this region can often contribute to pronunciation difficulties. For Chinese-speaking learners of English, such relevant sounds include the long vowel and diphthong sounds, particularly the phonemes /iː/, /uː/ and /eɪ/, and also the voiced fricative consonants, /z/, /ð/, /v/ and /ʒ/. Consequently, this study examined the impact of teaching adult Chinese-speaking English learners to enhance the use of their abdomen when pronouncing these sounds. The main focus of the research was a quasi-experimental component, where both an experimental and control group were taught the same way in all aspects, with the only point of difference being that the experimental group was taught the abdominal techniques. Longitudinal multiple-case studies of learners from the experimental group were also employed to examine for any post-course maintenance of the phonemes as well as possible reasons for this. Results from the quasi-experimental component showed that it was advantageous to teach learners the abdominal techniques. Also, there were some discernible trends in the learners’ post-course maintenance of the sounds. This article then discusses pedagogical implications of the study, and provides suggestions for future research of the abdominal techniques.

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The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) ◽

10.33578/jtlee.v1i2.5881 ◽

2018 ◽

Vol 1 (2) ◽

pp. 98

Author(s):

Muhammad Fendrik ◽

Elvina Elvina

Keyword(s):

Elementary Schools ◽

Problem Solving ◽

Elementary Students ◽

Visual Learning ◽

Control Group ◽

Visual Thinking ◽

Quasi Experimental ◽

Student Skill ◽

Mathematical Skill ◽

The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

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Assessing the impact of the European resilience curriculum in preschool, early and late primary school children

School Psychology International ◽

10.1177/01430343211025075 ◽

2021 ◽

pp. 014303432110250

Author(s):

Celeste Simões ◽

Anabela C. Santos ◽

Paula Lebre ◽

João R. Daniel ◽

Cátia Branquinho ◽

...

Keyword(s):

Mental Health ◽

Intervention Group ◽

Well Being ◽

Primary School Children ◽

Control Group ◽

Physical And Mental Health ◽

Quasi Experimental ◽

Mental Health Difficulties ◽

Prosocial Behaviours ◽

The Impact

Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed to evaluate the impact of the RESCUR curriculum implemented in Portuguese schools on students’ academic, behavioural, and socioemotional outcomes, based on child and teacher reports. Participants included 1,084 children (53.2% male) aged 3-15 ( M = 7.24, SD = 2.31). A quasi-experimental study compared outcomes for an experimental intervention group (AIG) with a waiting list control group (WG). The results showed the RESCUR programme decreased mental health difficulties while increasing both prosocial behaviours and well-being. In addition, academic performance increased for those in preschool after implementation. Both teachers and children consistently reported positive behavioural changes in resilience-related competencies after implementing RESCUR. Our findings contribute to the recent research on the potential of RESCUR to address key socioemotional competencies and improve relevant protextive factors. Study limitations and future recommendations are addressed.

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Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class

Education and Information Technologies ◽

10.1007/s10639-021-10670-5 ◽

2021 ◽

Author(s):

Kasiyah Junus ◽

Harry Budi Santoso ◽

Mubarik Ahmad

Keyword(s):

Undergraduate Students ◽

Social Presence ◽

Community Of Inquiry ◽

Role Playing ◽

Future Research ◽

Computer Aided Instruction ◽

Online Discussion Forum ◽

Computer Aided ◽

Community Of Inquiry Framework ◽

The Impact

AbstractThis current study investigates the use of online role-playing, in an online discussion forum, in learning the community of inquiry framework – an area of learning covered in the Computer-Aided Instruction (CAI) course, an elective course for Computer Science undergraduate students at Universitas Indonesia. The participants were divided into different roles. Each group was triggered to discuss the implementation of online collaborative learning. A mixed-methods approach was utilised to analyse the qualitative and quantitative data. The result of content analysis exhibited students implementing all the components of the CoI framework. Teaching presence was the rarest, as students were focused on delivering their ideas. Social presence appeared in almost all messages since it is the easiest, and students can feel the impact immediately. The discussion moved to the integration phase but did not proceed to resolution. This study suggested some recommendations and future research topics.

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