scholarly journals Efecto de la combinación metodológica de aula invertida e instrucción entre pares en las calificaciones académicas de estudiantes universitarios de Ciencias de la Actividad Física y del Deporte (Effect of the methodological combination based on flipped c

Retos ◽  
2020 ◽  
pp. 47-56
Author(s):  
David Falcón Miguel ◽  
Javier Sevil-Serrano ◽  
Carlos Peñarrubia-Lozano ◽  
Ángel Abós-Catalán
Keyword(s):  
University Students ◽  
Flipped Classroom ◽  
Scientific Evidence ◽  
Peer Instruction ◽  
Control Group ◽  
Intervention Programme ◽  
Quasi Experimental ◽  
The Subject ◽  
Teaching Learning ◽  
Estudiantes Universitarios

  El desarrollo de nuevos métodos de enseñanza-aprendizaje en la educación superior demandan la aportación de evidencias científicas que señalen su efectividad en el rendimiento académico del alumnado. El presente estudio evalúa el efecto de un programa de intervención basado en la combinación de las metodologías de aula invertida e instrucción entre pares sobre una parte de las calificaciones académicas obtenidas por estudiantes universitarios en una asignatura. Se realizó un diseño cuasi-experimental en el que participaron 52 estudiantes universitarios del 3º curso de Grado en Ciencias de la Actividad Física y el Deporte que cursaban la asignatura de Gestión y Organización de Eventos. El grupo experimental recibió durante tres clases los contenidos de la asignatura a través de la combinación metodológica de aula invertida y de instrucción entre pares, mientras que el grupo control lo hizo siguiendo una metodología tradicional. Para comparar la eficacia de la intervención se midió la calificación académica de un contenido de la asignatura a través de un examen teórico. Los resultados del estudio mostraron una asociación positiva y significativa entre recibir clases con la combinación metodológica y el acierto en el examen. Por tanto, la combinación de una metodología utilizada parece mostrarse más eficaz que la metodología tradicional para mejorar la compresión de conceptos teóricos en el alumnado universitario. Abstract: The development of new teaching-learning methods in higher education require the contribution of scientific evidence that indicates whether these types of methodologies are effective. The aim of this study was to assess the effect of an intervention programme based on the combination of flipped classroom and peer instruction on the grades of university students in an academic subject. Fifty-two university students of the 3rd course of Physical Activity and Sports Sciences Degree participated in this quasi-experimental study. The contents of the subject were taught through three lessons by a methodological combination of flipped classroom and peer instruction in the experimental group, while in the control group the same contents and number of lessons were taught following a traditional methodology. The students' grades were measured in a part of the subject by means a theoretical exam to assess the effectiveness of the two types of methodologies implemented. The results of the study showed a positive and significant association between receiving lessons with the methodological combination and getting the different exam questions right. Therefore, the combination of this methodologies seems to be more effective than the traditional methodology for improving the understanding in university students.

scholarly journals Effect of the use of a model with peer instruction for the teaching of membrane potential and action potential

2018 ◽  
Vol 42 (4) ◽  
pp. 661-667 ◽  
Author(s):  
Fabíola da Silva Albuquerque ◽  
Temilce Simões de Assis ◽  
Francisco Antônio de Oliveira Júnior ◽  
Maria Regina de Freitas ◽  
Rita de Cássia da Silveira e Sá ◽  
...  
Keyword(s):  
Action Potential ◽  
Student Performance ◽  
Performance Model ◽  
Peer Instruction ◽  
Control Group ◽  
Northeast Brazil ◽  
Model Group ◽  
The Subject ◽  
Teaching Learning ◽  
Undergraduate Programs

A group of teachers from Northeast Brazil developed a model of membrane potentials and action potential and tested the hypothesis that using the peer-instruction model would provide a better performance for students in reading traditional texts and lectures. The results were obtained from 357 students from 20 different courses in 9 different undergraduate programs. All students attended two 100-min theoretical lecture and, at the end of the second lecture, were asked to answer a multiple-choice question (a pretest). In the following lecture, students were divided into three groups: control, text, and model. At the end of the lecture, everyone responded to a posttest. Student performance in the pretest did not differ significantly between groups. In the comparison between the pretest and the posttest, students in the model and text groups significantly improved their performance, but there was no improvement in the control group. In the posttest, the model group presented a better performance than the control group. In the evaluation of the strategies used, 46% of the students indicated that the text would be very useful to remind them about the subject in the future, whereas 80% of those who used the model indicated that it would be very useful or extremely useful. useful. Although it was not possible to support the hypothesis conclusively, the performance model group, at least in part, was due to the use of active methodologies that constitute a differential in the teaching-learning process.

scholarly journals Flipped Classroom to Improve University Student Centered Learning and Academic Performance

2019 ◽  
Vol 8 (11) ◽  
pp. 315 ◽  
Author(s):  
Mingorance Estrada ◽  
Granda Vera ◽  
Rojas Ruiz ◽  
Alemany Arrebola
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional System ◽  
Quasi Experimental ◽  
Analytical Research ◽  
Teaching Learning

In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

scholarly journals Efectos de la práctica de aikido sobre mindfulness y la ansiedad en estudiantes universitarios de Costa Rica (Effects of practicing aikido on mindfulness and anxiety in Costa Rican university students)

Retos ◽  
2018 ◽  
pp. 13-19
Author(s):  
Rodrigo Cuéllar Hidalgo ◽  
Aldo Bazán Ramírez ◽  
Gerardo Alonso Araya Vargas
Keyword(s):  
University Students ◽  
Costa Rican ◽  
Control Group ◽  
Anxiety State ◽  
Education Students ◽  
Physical Education Students ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Estudiantes Universitarios

El propósito del estudio fue examinar el efecto de la práctica del aikido sobre el mindfulness y el estado de ansiedad, en estudiantes universitarios sin experiencia previa en artes marciales. Se utilizó un diseño cuasi experimental intra sujetos con mediciones Pre y Post tratamiento, con un grupo control activo (estudiantes de Educación Física. Se midió mindfulness con la escala MAAS y la ansiedad con la escala de Hamilton. Se aplicó un entrenamiento centrado en el aprendizaje y práctica de diversas técnicas de aikido (waza) y de la forma en que debían ser recibidas dichas técnicas (ukemi), por 11 semanas (2 sesiones semanales de 2 horas cada una). Grupo experimental: n=12, con edades entre 18 y 62 años. Grupo control: n=12 estudiantes, con edades entre 21 y los 34 años. Resultados: la práctica de aikido mostró tamaños de efecto significativos y de magnitud moderada tanto en mindfulness, como en la ansiedad. La edad no explica estos hallazgos. Se justifican estudios de seguimiento.Abstract. The purpose of the study was to examine the effect of practicing aikido on mindfulness and anxiety state in university students with no previous experience in martial arts. We used an intra-subjects quasi-experimental design with Pre and Post treatment measurements, with an active control group (physical education students). Mindfulness was measured with the MAAS scale, whereas anxiety with the Hamilton scale. A training program focused on learning and practicing various aikido techniques (waza), and the way in which these techniques (ukemi) should be received, was implemented during 11 weeks (2 weekly sessions of 2 hours each). Experimental group: n = 12, with ages between 18 and 62 years old. Control group: n = 12 students, with ages between 21 and 34 years old. Results: the practice of aikido showed significant effect sizes of moderate magnitude in both mindfulness and anxiety. Age does not explain these findings. Follow-up studies are recommended.

scholarly journals Using Flipped Classroom Technique on Online Teaching Platform during COVID-19

2021 ◽  
Vol 58 (1) ◽  
pp. 5422-5430
Author(s):  
Christ Helan I, Dr. K. Anbazhagan
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Poor Quality ◽  
Control Group ◽  
Flipped Learning ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

Owing to the spread of COVID-19, in order to maintain teaching learning during this disruption, the educational system is shifted to online teaching. This article is aimed to analyse the recent trends and the need for revision in the material. The impact of flipped teaching method on students and challenges were analysed in this research to investigate the pre-existing studies, technological tools and the online platform. The quasi-experimental method is used to analyse the implication of FL technique. The students of Engineering and Technology were selected as samples. On the whole 128 students from two sections have used the teaching of Flipped learning approach for the experimental group and 67 students from one section have been using traditional lectures for the control group. In the students’ perceptions, flipped learning is included with questionnaires of open-ended and close-ended. The results have shown flipped learning has better performance. They have become conscious of a unique set of affordances and restrictions; they have shown more attention to flipped learning. It is  found  that different departments were using the FL approach and online technological sources have been used for online practice. The flipped classroom has brought positive results on students’ learning activities like achievements, interactions, motivations, and so on. Poor quality of video and untrained lecturer has been addressed as a great challenge in inculcating the flipped classroom environment.

scholarly journals Enhancing the performance of students in chemistry through flipped classroom with peer instruction teaching strategy

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Aprhodite Macale ◽  
Marivic Lacsamana ◽  
Maria Ana Quimbo ◽  
Edmund Centeno
Keyword(s):  
High School Students ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Student Perception ◽  
Peer Instruction ◽  
Control Group ◽  
Public High School ◽  
School Students ◽  
Chemistry Achievement ◽  
Quasi Experimental

This study examines the implementation of flipped classroom with peer instruction teaching strategy to Grade 7 public high school students in Laguna, Philippines.  To analyze the effect of flipped classroom with peer instruction on Chemistry achievement, a two-group quasi-experimental pretest-posttest research design was used. In addition, student perception and participation were conducted using a post-implementation survey. In the flipped classroom with peer instruction, the students were introduced to the lesson using the science courseware developed by the Department of Science and Technology and YouTube videos as pre-class activities. The in-class activity was focused on answering concept questions through peer instruction. Findings show that the two groups of students significantly increased their Chemistry achievement after the implementation of the teaching strategies. However, the students in the flipped classroom with peer instruction had higher Chemistry achievement, high level of participation, and wide acceptance of the teaching strategy than the control group. With this teaching strategy, the students were able to complete their assigned tasks on time, show cooperative and supportive attitude during classroom discussion and activities, share ideas in class, and show respect for the opinion of others. On the contrary, students in the traditional classroom with peer instruction setup performed poorly on these aspects of classroom participation. 

scholarly journals Revisit the Effectiveness of Educational Kinesiology on Stress and Anxiety Amelioration in Kindergarteners With Special Needs Using Biological Measures

2021 ◽  
Vol 12 ◽  
Author(s):  
Alan Pui-Lun Tai ◽  
Way Kwok-Wai Lau
Keyword(s):  
Special Needs ◽  
Scientific Evidence ◽  
Intervention Group ◽  
Small Samples ◽  
Control Group ◽  
Intervention Programme ◽  
Post Intervention ◽  
Brain Functioning ◽  
Educational Kinesiology ◽  
Quasi Experimental

Background: Educational kinesiology is a popular intervention that aims to improve brain functioning via physical movements. Yet, it lacks supporting scientific evidence and is regarded as pseudoscience. Given the popularity of educational kinesiology in school settings, it is important to revisit its effectiveness through scientific research. Previous studies that evaluated the effectiveness of educational kinesiology relied mainly on subjective measures, in which subjective bias is inevitable. Cortisol and oxytocin levels in saliva have been reported to be reliable stress and anxiety markers that provide unbiased objective data. This study explores the effect of educational kinesiology on the changes in salivary cortisol and oxytocin levels in kindergarteners with special needs.Methods: A quasi-experimental design was adopted in this study. Thirty-seven kindergarteners (3.5–6.5 years old) who were either diagnosed with one type of special needs or referred by school principals due to the requirement of special supports at school were assigned to either the intervention group, which received 1-h educational kinesiology intervention weekly for a total of 10 weeks, or the wait-list control group. Saliva samples were collected at baseline and after the completion of intervention programme for the measurement of cortisol and oxytocin levels. Scores of Parent-rated Preschool Anxiety Scale (PAS-TC) were also collected at pre- and post-intervention. Because of the small samples, non-parametric tests such as Mann-Whitney U test, Quade test, and Fisher's exact tests were used in this study where appropriate.Results: After controlled for the effect at baseline, gender and types of special needs, the changes in oxytocin levels were significantly higher in the intervention group compared with control [F(1, 35) = 4.747, p = 0.036, eta2 = 0.119], whereas no significant between-group difference in changes of cortisol levels was observed [F(1, 35) = 0.306, p = 0.584, eta2 = 0.009]. Results from PAS-TC showed significant improvement in anxiety levels after the intervention in the intervention group (p = 0.048, ϕ = 0.344, p = 0.037).Conclusions: Our findings suggest a plausible anti-anxiety effect of educational kinesiology in kindergarteners with special needs by elevating the oxytocin levels. Future studies are warranted to further confirm our findings with a larger sample.

scholarly journals UPAYA MENINGKATKAN HASIL BELAJAR SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN QUANTUM TEACHING

2016 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Ary Yanuarti ◽  
A. Sobandi
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Factors Affecting ◽  
Group Design ◽  
Quasi Experimental ◽  
The Subject ◽  
Teaching Learning ◽  
Improve Student Learning

Permasalahan dalam penelitian ini adalah rendahnya tingkat hasil belajar siswa. Model pembelajaran merupakan  salah satu faktor yang dapat mempengaruhi hasil belajar siswa.  Artikel ini membahas hasil penelitian kuasi eksperimen yang bertujuan untuk mengetahui peningkatan hasil belajar siswa melalui penerapan model pembelajaran Quantum Teaching. Design penelitian ini menggunakan Nonequivalent Control Group Design. Hasil penelitian menunjukkan bahwa model pembelajaran Quantum Teaching  lebih cocok dalam upaya meningkatkan hasil belajar siswa dalam mempelajari Mata Pelajaran Korespondensi, kompetensi dasar mengidentifikasi prosedur pembuatan surat dinas. Dengan demikian, model pembelajaran Quantum Teaching dapat menjadi salah satu alternatif bagi para guru Mata Pelajaran Korespondensi dalam upaya meningkatkan hasil belajar siswa pada Mata Pelajaran Korespondensi.Kata Kunci : quantum teaching,  hasil belajar EFFORTS TO IMPROVE STUDENT LEARNING THROUGH APPLICATION OF MODELS  OF QUANTUM LEARNING TEACHINGThe problems to be studied in this research was the lack of students’ learning outcomes. Learning model is one of the factors affecting students’ learning outcomes. This article discusses the results of quasi-experimental research aimed to find about the improvement of students’ learning outcomes through the implementation of Quantum Teaching learning model. The research employed nonequivalent control group design. The findings show that the Quantum Teaching learning model is more appropriate for improving students’ learning outcomes in the subject of Correspondence with the basic competence of identifying the procedures of writing official letters. Thus,Quantum Teaching learning model can be made one of the alternatives for teachers of Correspondence Subject in their efforts of improving students’ learning outcomes in this subject. Keywords: quantum teaching, learning outcomes

The Implementation of Learning Materials Based on Local Wisdom of Agricultural in Binjai to Improve the Students Problem Solving Abilities

2019 ◽  
Author(s):  
Nur Tsalits Fahman Mughni
Keyword(s):  
Problem Solving ◽  
Control Group ◽  
School Grade ◽  
Teaching Materials ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Subject ◽  
And Control ◽  
Experimental Group

Teaching materials by integrating local culture makes easier for students to understand the subject matter in the learning process. The aims of the study is to measure the effectiveness of teaching materials based on local wisdom of agriculture in Binjai in improving the students problem solving abilities. The research method was a quasi experimental which use non equivalent control group in the pretest posttest design. The sample of study were students of Senior High School grade X in Binjai that consisted of experiment group which used teaching materials based on local wisdom of agriculture in Binjai and control group that used student handbooks. Teaching materials are tested by material experts and technology experts to ensure the quality of teaching materials. Data collection was conducted through test. The results showed that the teaching materials based on local wisdom of agriculture in Binjai effective in improving students problem solving abilities in the experimental group students based on the results of N gain value was 0.67 which has medium criteria. It means teaching materials based on agricultural local wisdom of agriculture in Binjai can be used as one of the teaching materials in learning activities.

Using Flipped Classes to Develop Scientific Communication and the Attitude Towards Technology Acceptance in Science Learning in Intermediate Schools

2022 ◽  
Vol 12 (1) ◽  
pp. 1-15
Author(s):  
Sahar Mohammed Yousef Ezzeldin
Keyword(s):  
Technology Acceptance ◽  
Flipped Classroom ◽  
Science Learning ◽  
Intermediate Stage ◽  
Scientific Communication ◽  
Group Method ◽  
Control Group ◽  
Intermediate School ◽  
School Students ◽  
Quasi Experimental

This study aimed for using flipped classroom to develop scientific communication and the attitude towards technology acceptance in science learning among intermediate school students. For this purpose, the quasi-experimental design with the experimental and the control group method was used. The sample involved (49) third intermediate stage students from two different schools in Wadi Al-Dawasir Governorate, Riyadh, Saudi Arabia. A list of written scientific communication levels suitable for intermediate school students and a procedural model for learning with flipped classes were presented. The study applied the scientific communication test and the technology acceptance in the science learning scale. The statistical analyses revealed that there were statistically significant differences between the means of the scores of the experimental and control group students in the scientific communication scale and the technology acceptance in the science learning scale in favor of the experimental group. Recommendations and suggestions were presented.

The effect of body-movement teaching, learning motivation and performance

2016 ◽  
Vol 24 (3) ◽  
pp. 414-437 ◽  
Author(s):  
Satoshi Sugahara ◽  
Hisayo Sugao ◽  
Steven Dellaportas ◽  
Takahiro Masaoka
Keyword(s):  
Body Movement ◽  
Learning Motivation ◽  
Control Group ◽  
Content Type ◽  
Entry Level ◽  
Quasi Experimental ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

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