Can E-Training Packages Develop Webquests Designing Skills for Teachers of Gifted Students?

2013 ◽  
Vol 4 (2) ◽  
pp. 59-65 ◽  
Author(s):  
Hanan Ahmed Abdulhameed
Keyword(s):  
Private School ◽  
Research Question ◽  
Gifted Students ◽  
Knowledge And Skills ◽  
Main Research ◽  
Face To Face ◽  
Complementary Method ◽  
Training Package ◽  
Post Test ◽  
Quasi Experimental

The research aimed to study the effectiveness of using an E-training package to develop Webquest designing skills for teachers of gifted students. The main research question was how well gifted students' teachers acquire the Webquest’s designing skills after studying the proposed E-training package? The research follows a quasi- experimental design for one group. The sample consists of 23 teachers of gifted students. The research only focuses on the designing skills for long term webquests. It is administered in a private school located in Jeddah, Saudi Arabia during the second semester of academic year 2008-2009. The researcher used a pre-post test and a webquest rubric to evaluate the teachers' knowledge and skills. The researcher found that gifted students' teachers acquired very well the knowledge and skills related to the design of webquests after studying the E-training package. However, the skills of describing the process clearly and selecting resources were poorly acquired. This finding indicates that e-training packages can be used to train teachers on developing new instructional methods and tools. The researcher has put several recommendations. E-training packages should be used as complementary method and not as a replacement for face-to-face training. In addition, E-training packages should be supervised when implemented in an organization. In addition, the Arabic Web resources should be enriched with high quality websites.

scholarly journals Preschool Parent's Health Education Improving Family Role Model of Fruit Vegetable Consumption

2021 ◽  
Vol 15 (2) ◽  
pp. 116
Author(s):  
Rohayati Rohayati ◽  
Etty Rekawati ◽  
Poppy Fitriani
Keyword(s):  
Health Education ◽  
Role Models ◽  
Role Model ◽  
Fruits And Vegetables ◽  
Vegetable Consumption ◽  
Statistical Tests ◽  
Control Group ◽  
Face To Face ◽  
Post Test ◽  
Quasi Experimental

Prevention of obesity should start early because obesity in children can continue into adulthood. Consumption of vegetables and fruit according to the recommendations is proven to prevent obesity from an early age. The role model of parents is very important in shaping the behavior of eating fruits and vegetables in preschool children. The aim of study to determine the effect of online and face-to-face health education methods on the role models of parents in consuming fruits and vegetables. The study used a quasi-experimental design pre-post-test without a control group. The number of samples was 115 parents of students spread across 5 kindergarten schools. The results showed 49.6% of parents have graduated from high school with an income of 52.7% above the minimum wage. The results of statistical tests showed that there was an effect of online and face-to-face health education methods on the role models of parents in eating vegetables and fruit with their children (17.92 ± 4.61, p = 0.00, 95% CI). Health education using online and face-to-face methods can be an intervention in increasing parental role models of fruit and vegetable consumption.

scholarly journals Models Connecting Points on Pupils’ Achievement in Rational Numbers

2020 ◽  
Vol 10 (4) ◽  
pp. 1
Author(s):  
Bertha Ese Omoruan ◽  
Patrick Uzo Osadebe
Keyword(s):  
Traditional Approach ◽  
Research Question ◽  
Rational Numbers ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Level Of Significance ◽  
Teaching Learning

  The study investigated pupils’ achievement in rational numbers, using constructivist models and traditional approach of instruction as connecting points between pupils’ prior knowledge of whole numbers concept and the new concept. Pre-test post-test non-equivalent control group quasi-experimental research design was adopted. A research question guided the study and was answered using descriptive statistics; and a formulated corresponding null hypothesis was tested at 0.05 level of significance, using analysis of covariance (ANCOVA). A sample of 103 pupils was used for the study. A test instrument titled Rational Numbers Achievement Test (RNAT) was developed, validated and used to generate data. The instrument had 0.74 reliability index of internal consistency through the use of Kuder Richardson formula 21. The results showed that different types of representation are central to conceptual understanding, and are able to resolve pupils’ difficulties and misconceptions about rational numbers. Based on these findings, it was recommended that constructivist models of instruction should be part of the main instructional approaches for the teaching-learning of mathematics at the Basic Levels of the Nigerian school system.

RECOGNIZING THE CONTRIBUTION OF FEMALE ENTREPRENEURS IN ECONOMIC DEVELOPMENT IN SUB-SAHARAN AFRICA: SOME EVIDENCE FROM GHANA

2015 ◽  
Vol 20 (01) ◽  
pp. 1550003 ◽  
Author(s):  
KWAME ADOM
Keyword(s):  
Economic Development ◽  
Informal Economy ◽  
Research Question ◽  
Sub Saharan Africa ◽  
Female Entrepreneurship ◽  
Female Entrepreneurs ◽  
Main Research ◽  
Face To Face ◽  
Multiple Case ◽  
Sub Saharan

In recent decades, female entrepreneurs have been seen to contribute to the economic development of nations especially in developing countries. Until now the contribution of female entrepreneurs to economic development in sub-Saharan Africa (SSA) has been relegated to the background or ignored in development circles. Part of the reason is because female entrepreneurs mainly work in the informal economy and are necessity driven and marginalized. The main research question the study poses is 'what is the contribution of female entrepreneurs to socio-economic development in SSA?' This paper seeks to answer this by examining critically the contribution of female entrepreneurs from Ghana as a means to achieve economic development. The study employs a qualitative approach using multiple case study design. To examine female entrepreneurship, a 2014 survey involving face-to-face interviews of 60 female entrepreneurs from Accra in Ghana is analyzed. The key finding is that, although male entrepreneurs contribute significantly more to economic development than their female counterparts, there remains untapped potential for female entrepreneurs becoming key players for achieving economic development. This and other findings of the study have some implications for policy on female entrepreneurship. Therefore, there is a call to harness these potentials through policies that would promote female entrepreneurship on an equal wavelength as their male counterparts. This is the first known study of female entrepreneurship as a catalyst for economic development in Ghana.

scholarly journals Effect of Computer Mediated Communication and Face-to-Face Communication on the Students’ Writing

2018 ◽  
Vol 12 (3) ◽  
pp. 233
Author(s):  
Vita Vendityaningtyas ◽  
Erlik Widiyani Styati
Keyword(s):  
Computer Mediated Communication ◽  
Private University ◽  
Research Subjects ◽  
Mediated Communication ◽  
Face To Face ◽  
Writing Test ◽  
Computer Mediated ◽  
Post Test ◽  
Quasi Experimental ◽  
Data Collection Technique

This research aimed to investigate the effect of computer-mediated communication (CMC) and face-to-face (F2F) communication on the students’ writing. The subjects were the English department students of the fourth semester at the private University in Madiun. The researchers employed the students in class A and B as the research subjects. The research method used was a quasi-experimental design. The research design was divided into pre-test, treatment, and post-test. Both of the two groups were given pre-test to see the homogeneity of the two groups. The experimental group was given CMC, and the comparison group was given F2F communication. Then, both of the two groups were given post-test. The data collection technique was done by giving the students a writing test. Data analysis was done by employing the independent t-test. The result shows that the students’ writing after employing F2F communication is more effective than students’ writing after employing CMC. The students like to share the ideas directly than they employ CMC because it is more complicated. In addition, it is because the students find difficulty in sharing the ideas through CMC, so, F2F communication is better than CMC on the students’ writing quality.

scholarly journals Comparison between Virtual and Traditional Learning Methods for Orthodontic Knowledge and Skills in Dental Students: A Quasi-Experimental Study

Healthcare ◽  
2021 ◽  
Vol 9 (9) ◽  
pp. 1092 ◽  
Author(s):  
Zaki Hakami
Keyword(s):  
Dental Students ◽  
Gradual Transition ◽  
Traditional Learning ◽  
Learning Methods ◽  
Traditional Group ◽  
Knowledge And Skills ◽  
Face To Face ◽  
Virtual Group ◽  
Quasi Experimental ◽  
Face To Face Learning

A gradual transition from traditional face-to-face learning to online learning has been observed globally following the COVID-19 pandemic. The aim of the study was to compare online and traditional learning methods in relation to orthodontic knowledge and skills acquired in undergraduate courses. A quasi-experimental design was used with two consecutive year classes of 198 dental students at Jazan University, Saudi Arabia. The experimental (virtual) group of 92 students received the content of a clinical orthodontic course virtually using the Blackboard Collaborate™ platform. The control (traditional) group consisted of a previous cohort of 106 students who enrolled in the same course but received traditional classroom education. The students were evaluated through a semester, and both groups obtained the same content and exam questions. The students in the virtual group scored higher in the final theory exam than the traditional group (p-value < 0.05). However, no significant difference in the overall orthodontic knowledge and skills was observed between the groups at the end of the course. Both learning methods showed moderate positive correlation between orthodontic knowledge and skills. In conclusion, virtual learning can serve as an effective alternative to traditional face-to-face learning for teaching orthodontic knowledge and skills to the dental students.

scholarly journals PENGARUH PELATIHAN METODE SIMULASI TERHADAP PERILAKU KADER DALAM UPAYA PEMBERIAN ASI EKSKLUSIF

2018 ◽  
Vol 7 (1) ◽  
pp. 06-12
Author(s):  
Jumiyati Jumiyati
Keyword(s):  
Treatment Group ◽  
Support Group ◽  
Exclusive Breastfeeding ◽  
Control Group ◽  
Simulation Methods ◽  
Breastfeeding Support ◽  
Knowledge And Skills ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental

Exclusive breastfeeding in Indonesia fluctuated and showed a tendency to decrease from the age of zero months to five months. The low coverage of exclusive breastfeeding is influenced by not maximal yet educational activities and fostering optimal breastfeeding support group. Breastfeeding support group can involve cadre by increasing knowledge, skills and training. The purpose of the study to determine the effect of training with simulation methods of behavior of cadres to effort exclusive breastfeeding. This research is a quasi experimental with a non- randomized control group pretest and post test. the ppopulation are 105 cadres  with 60 samples . the Measurement of knowledge and skills done before and after the study. The results of the study can improve the  of cadres knowledge about breastfeeding in the treatment group was higher than the control group with p = 0.001. so also  skill cadre  enhancement in the treatment group was higher than the control group with p = 0.001 (Training with simulation methods and administration modules can improve cadre behavior (knowledge and skills)

scholarly journals THE USE OF TEXT ALOUD SOFTWARE IN TEACHING STUDENTS' PRONUNCIATION

2020 ◽  
Vol 7 (1) ◽  
pp. 27-41
Author(s):  
Roslaini Roslaini ◽  
Cahya Komara
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Small Scale ◽  
Technology Application ◽  
English As Foreign Language ◽  
English Pronunciation ◽  
Technology Applications ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

Pronunciation is often viewed as difficult English sub-skill for EFL students in Indonesia. Many of students did not know how to respond the problem of pronunciation they have in class. Moreover, many teachers or lecturers also did not support the students’ pronunciation teaching and learning with a proper media. This situation happened in second semester students of English Department, FKIP UHAMKA Jakarta 2018/2019 Academic Year. In fact, there are plenty of technology applications that can support or assist them to practice pronunciation by their own. One of it is Text aloud Software. Thus, in this small-scale study, the researchers aim to reveal the use of Text Aloud Software as one of technology application that can help English as Foreign Language (EFL) students to mastery English pronunciation in the classroom. This study applies quantitative method with the use of quasi-experimental design and also added by close-ended questioners. The question of this research is; does Text Aloud Software help EFL students to master English pronunciation? To be able to answer the research question, this study involved 20 respondents who were selected purposively. The results showed that both data of pre-test and post-test in control class and experiment class was normally distributed and homogeny. The statistical test or t-test also showed that t observed (to = 1.68) was smaller than t table (tt = 2.02) which was 1.68 < 2.02. It can be concluded that Ho is rejected and Hi is accepted. Therefore, Text-Aloud Software is effective in helping students to master pronunciation.

Gauteng Paperless Classrooms: Fantasy, Fiction, or Reality?

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Rehana Minty ◽  
Ian Moll
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Research Question ◽  
Communication Technologies ◽  
Main Research ◽  
Face To Face ◽  
Fantasy Fiction ◽  
Postgraduate Studies ◽  
Information And Communication ◽  
Ict Training

The South African government has invested substantial funds into providing information and communication technologies (ICTs) to schools and ICT training for teachers. However, these projects have not been as successful as anticipated. Internet connectivity and a lack of ICT skills among teachers continue to plague ICT integration at schools. Despite the challenges, the Gauteng Department of Education (GDE) established “paperless schools” at selected sites. This article emanates from the postgraduate studies of the first author, entitled “The Viability of Teaching and Learning Mathematics Using Information and Communication Technologies in a Paperless Environment”. The main research question was: “How are teachers teaching Mathematics in a paperless environment?” A qualitative research method and a multiple case study design were employed. Semi-structured, in-depth face-to-face interviews were conducted with sixteen Mathematics teachers, one deputy principal, two ICT committee members, and a member of the Harry Gwala Support Centre. Classroom observations were also conducted. The data were analysed using thematic analysis. The findings indicate that Mathematics is being taught in a blended environment in all four cases, contrary to what the Gauteng MEC expected. Teachers articulated their preference for a blended teaching and learning environment and their belief that Mathematics cannot be taught solely with ICTs. It is recommended that the GDE change their expectations of requiring teachers to teach in a paperless context. Instead, it should be the teacher’s choice when to integrate technology to enhance teaching and learning.

scholarly journals A Longitudinal Study in the L2 Acquisition of the French TAM System

Languages ◽  
2020 ◽  
Vol 5 (4) ◽  
pp. 42
Author(s):  
Dalila Ayoun
Keyword(s):  
Longitudinal Study ◽  
Research Question ◽  
Empirical Studies ◽  
Repeated Exposure ◽  
L2 Acquisition ◽  
Main Research ◽  
L2 Learners ◽  
Post Test ◽  
Interface Hypothesis ◽  
L1 English

Empirical studies investigating the second language (L2) acquisition of tense, aspect, mood/modality (TAM) systems offer an enlightening window into L2 learners’ linguistic competence because they involve all areas of a language, making them ideal testing grounds for the Interface hypothesis and ultimately whether adult learners may achieve a native-like TAM system. This longitudinal study used a pre-test, repeated exposure, delayed post-test design guided by a main research question—does the L2 learners’ interlanguage display contrasts and systematicity? Sixteen L2 French learners—L1 English (n = 9), HL French (n = 4), and HL Spanish (n = 3) speakers enrolled in a fourth-year college Film and Fiction class read five novels that were extensively discussed in class and used as essay topics, thus providing controlled, repeated exposure to oral and written input over a semester. Qualitative and quantitative findings reveal a highly accurate production of several forms, but with an over-reliance on the indicative present. The learners’ TAM system appears to be contrasted and varied, but unbalanced. Findings regarding the Interface hypothesis are mixed.

scholarly journals Online Design Thinking Problems for Enhancing Motivation of Gifted Students

2021 ◽  
Vol 20 (8) ◽  
pp. 91-107
Author(s):  
Ayed H Ziadat ◽  
Mohammad Abed Sakarneh
Keyword(s):  
Extrinsic Motivation ◽  
Design Thinking ◽  
Gifted Students ◽  
School Design ◽  
Sat Scores ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
Students Satisfaction ◽  
Experimental Group

Motivation is important for harnessing abilities and competencies, even if students are naturally or potentially gifted. This study used design thinking pedagogy as an innovative approach to motivate students holistically to learn and attend school. Design thinking is an approach to acquire and apply knowledge in a real situation that involves five stages: empathy, define, ideate, prototype, and test. The study was a quantitative quasi-experimental study with a one-group design and pre and post-tests. The study evaluated intrinsic and four extrinsic motivation categories – integrated, identified, introjected, and external regulation – to evaluate gifted students’ motivation to do coursework, and used a motivation scale to gauge their willingness to attend school, and an attitude questionnaire to determine students’ satisfaction with and engagement in the design thinking class. The experimental group consisted of 77 randomly selected gifted students at the King Abdullah II School for Excellence. After engaging in the design thinking class, the gifted students’ scores on all motivation categories were higher in the post-test than they had been in the pre-test. However, gifted students’ motivation levels were not associated with their gender, grades, and SAT scores. Thus, the design thinking approach is a promising approach for educating gifted students; students found it satisfying and they exhibited high levels of engagement behavior. The study results recommend that a design thinking approach is worth pursuing to increase gifted students’ motivation. The researchers recommend considering both gifted and non-gifted students in future studies involving the design thinking approach.

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