scholarly journals Effectiveness of Teaching Methods : Comparative Outcomes

2020 ◽  
Vol 1 (1) ◽  
pp. 16-25
Author(s):  
Mandira Shahi ◽  
Megh Raj Banjara ◽  
Jeny Kayastha ◽  
Amrita Chaulagain ◽  
Suni Pradhan ◽  
...  
Keyword(s):  
Nursing Students ◽  
Small Group ◽  
Mixed Method ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Factual Knowledge ◽  
Childhood Diarrhea ◽  
Group Discussions ◽  
Childhood Diarrhoea ◽  
Small Group Discussions

Background: Instructional methods play an important role in developing nursing education. The objective of this study was to compare the effectiveness of lecture, small group discussion and mixed method to teach childhood diarrhea topic among 2nd year Proficiency Certificate Level (PCL) nursing students. Methods: Over a one year period, 60 2nd year PCL nursing students were divided into three groups and provided educational sessions on childhood diarrhoea. Three methods; a lecture, small group discussions and mixed methods (lecture+ small group discussion) were used separately. At the beginning, students were informed about a research study with process and questionnaires on the content of childhood diarrhea were administered to each student for pre-test. After the completion of sessions, post-test was done. They also completed a session evaluation ranged from 1(Strongly Disagree) to 5 (Strongly Agree). Classroom observation result was collected by using "A 5-Point Likert Scale" ranging from 1(poor) to 5 (excellent) by the observer with feedback. The collected data were entered in MS Excel and analyzed using latest version of SPSS. Results: Lecture method was most significantly effective for gaining factual knowledge while small group discussion was most significantly effective for gaining insightful knowledge. However mixed method is most significantly effective for learning both the procedural and insightful knowledge. Conclusion: Nursing students learning about childhood diarrhoea preferred a mixed method of lecture and small group discussions (SGDs) over traditional lecture or discussion in groups.

scholarly journals The Effect of Using Small Group Discussions Through Zoom Breakout Room to Increase the Frequency of Individual Speaking Participation in the Speaking Courses

2021 ◽  
Vol 1 (3) ◽  
pp. 18-26
Author(s):  
Lulu Zahrotun Nisa ◽  
Taqiya Nabila Prameswari ◽  
Yayah Izzah Alawiyah
Keyword(s):  
Small Group ◽  
Video Analysis ◽  
Qualitative Method ◽  
Research Study ◽  
Group Discussion ◽  
Active Participation ◽  
Small Group Discussion ◽  
Group Discussions ◽  
Perceptions Of Students ◽  
Small Group Discussions

The purpose of this study is to determine whether the small group discussion method via breakout room zoom may boost student individual engagement in order for them to be more active and confident in learning speaking. This research study used a qualitative method with applied video analysis and questioners' perceptions of students as instruments. The findings found 17 active participants in the observation speaking class and 35 participants preferred small group discussions using the breakout room zoom application, with the majority preferring small group discussions because it helped them to be more active and confident. This method can also boost their confidence for more active participation for individual speaking in class, and they believe that small group discussions via breakout room zoom are the most effective way to deal with a pandemic.

scholarly journals Analisis Pembelajaran SGD (Small Group Discussion) pada Blok Neuroendokrin dan Indra Khusus sebagai Upaya Meningkatkan Motivasi Belajar Mahasiswa Kedokteran UNS Angkatan 2018

2019 ◽  
Author(s):  
Rifki Taufiqurrohman
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Small Group Discussion ◽  
Learning Method ◽  
Group Discussions ◽  
School Of Medicine ◽  
Small Group Discussions

The SGD learning method applied at the Sebelas Maret University School of Medicine is a Problem Based Learning learning adapted from the tutorial learning method. This learning method emphasizes the activeness of students in small group discussions. Based on the results of the study, the SGD learning method was able to increase the learning motivation of UNS medical students.

scholarly journals Small Group Discussion in Actual ELT Speaking Classes

2021 ◽  
Vol 8 (2) ◽  
pp. 189
Author(s):  
Luli Sari Yustina ◽  
Besral Besral ◽  
Syayid Sandi Sukandi
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Thinking Skills ◽  
Small Group Discussion ◽  
Group Discussions ◽  
Higher Order Thinking Skills ◽  
Small Group Discussions ◽  
Positive Effect ◽  
Research Show ◽  
Speaking Skills

Finding out aspects of learning in small group discussions that matched with the Indonesian Higher Order Thinking Skills (HOTS) and aspects of local cultures that contradict small group discussion excellence is the purpose of this research. The method of this research is qualitative. Researchers use document analysis by collecting documents from various sources such as journals and articles, which are following the research that the researcher will do. The results of this research show that the implementation of HOTS instruction in teaching speaking skills investigated from students’ small group discussions will be advantageous and beneficial. In essence, HOTS instructions give a positive effect on students speaking skills significantly.    

scholarly journals Varying the Preparation Guide and Group Discussion in a Classroom Analysis of Interteaching

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Catherine M Gayman ◽  
Stephanie T Jimenez
Keyword(s):  
Academic Success ◽  
Small Group ◽  
Group Discussion ◽  
Active Engagement ◽  
Group Discussions ◽  
Effective Implementation ◽  
Student Comprehension ◽  
Small Group Discussions ◽  
Frequent Testing ◽  
Psychology Course

Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of preparation guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategies used in these studies vary slightly. The goal of the present study was to compare two different ways of implementing the preparation guide and group discussions to determine which method led to higher academic success. A group design was used in two sections of a psychology course over two semesters. One section experienced the standard interteaching method, where students completed the entire preparation guide prior to class and engaged in small group discussions during class. The second section was divided into two groups and each group was given half of the preparation guide to complete. Students, then, went through two rounds of group discussions: first, in a dyad with a member that completed the same portion of the preparation guide and then in a larger group with another dyad who completed the other portion of the preparation guide. Students in the second section scored more points on exam questions that came from their half of the preparation guide and they demonstrated less of a preference for interteaching than those who experienced the standard interteaching method. Results from this study indicate that instructors should have students read and complete the entire preparation guide to allow for more effective implementation of interteaching.

scholarly journals KESIAPAN DAN PERSEPSI MAHASISWA KEPERAWATAN PADA PROGRAM IPE : STUDI PADA SGD DENGAN LBM JIWA

2019 ◽  
Vol 7 (1) ◽  
pp. 101
Author(s):  
Betie Febriana
Keyword(s):  
Nursing Students ◽  
Small Group ◽  
Health Professionals ◽  
Self Efficacy ◽  
Interprofessional Education ◽  
Quantitative Research ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Research Approach ◽  
Cross Sectional

Pengenalan kolaborasi antar professional kesehatan penting dilakukan sejak dini melalui pendidikan dengan model interprofessional education(IPE). Beberapa studi melaporkan, hal lain yang mempengaruhi kolaborasi tersebut adalah self-efficacy dari mahasiswa. Untuk membentuk self efficacy yang baik diperlukan kajian mengenai kesiapan dan persepsi mahasiswa terkait mePengenalan kolaborasi antar professional kesehatan penting dilakukan sejak dini melalui pendidikan dengan model interprofessional education (IPE). Beberapa studi melaporkan, hal lain yang mempengaruhi kolaborasi tersebut adalah self-efficacy dari mahasiswa. Untuk membentuk self efficacy yang baik diperlukan kajian mengenai kesiapan dan persepsi mahasiswa terkait metode pembelajaran IPE di unissula. Pendekatan penelitian kuantitatif dengan jenis deskriptif non-eksperimental dan rancangan cross sectional. Sampel penelitian adalah 100 mahasiswa menggunakan purposive sample yaitu mahasiswa yang telah mengikuti SGD LBM Jiwa dengan lengkap. Alat ukur menggunakan kuisioner SPICES untuk mengukur persepsi dan RIPLS untuk kesiapan. Analisa univariat menggunakan distribusi frekuensi untuk tingkat persepsi dan kesiapan IPE dengan skala ordinal. Studi ini menemukan bahwa 84% persepsi mahasiswa keperawatan terhadap IPE adalah baik dan mahasiswa 85% berada dalam kondisi siap pada tahap akademik. Baiknya, dilakukan pengukuran dan pembandingan persepsi dan kesiapan antar mahasiswa lintas profesi untuk memformulasikan konsep yang baik demi tercapainya tujuan IPE. Kata kunci: Interprofessional education, persepsi, kesiapan ,small group discussion. EARLY INTRODUCTION OF COLLABORATION BETWEEN HEALTH PROFESSIONALS IS IMPORTANT THING. IT COULD BE DONE  THROUGH INTERPROFESSIONAL EDUCATION (IPE) MODELS ABSTRACTEarly introduction of collaboration between health professionals is important. It could be done through education with interprofessional education (IPE) models. Several studies report, another thing that affects the collaboration is student self-efficacy. To form a good self efficacy,  study of the readiness and perception of students related to the IPE learning method is needed to know before. This researches was Quantitative research approach with descriptive non-experimental type and cross sectional design. The research sample was 100 students using random technique samples, students who had attended the SGD LBM mental health completely. The instrument used the SPICES questionnaire fot perceptions and RIPLS for readiness. Analysis used univariate with frequency distribution for the level of perception and readiness of IPE. This study found that 84% of nursing students' perceptions of IPE were good and 85% students were in a condition ready at the academic stage. It is better to measure and compare perceptions and readiness between cross-professional students to formulate good concepts to achieve the objectives of IPE. Keywords: Interprofessional education, persepsi, kesiapan ,small group discussion.tode pembelajaran IPE di unissula. Pendekatan penelitian kuantitatif dengan jenis deskriptif non-eksperimental dan rancangan cross sectional. Sampel penelitian adalah 100 mahasiswa menggunakan purposive sample yaitu mahasiswa yang telah mengikuti SGD LBM Jiwa dengan lengkap. Alat ukur menggunakan kuisioner SPICES untuk mengukur persepsi dan RIPLS untuk kesiapan. Analisa univariat menggunakan distribusi frekuensi untuk tingkat persepsi dan kesiapan IPE dengan skala ordinal. Studi ini menemukan bahwa 84% persepsi mahasiswa keperawatan terhadap IPE adalah baik dan mahasiswa 85% berada dalam kondisi siap pada tahap akademik. Baiknya, dilakukan pengukuran dan pembandingan persepsi dan kesiapan antar mahasiswa lintas profesi untuk memformulasikan konsep yang baik demi tercapainya tujuan IPE..Kata kunci: Interprofessional Education, persepsi, kesiapan ,Small Group Discussion. ABSTRACTarly introduction of collaboration between health professionals is important thing. it could be done  through interprofessional education (IPE) models.Early introduction of collaboration between health professionals is important. It could be done through education with interprofessional education (IPE) models. Several studies report, another thing that affects the collaboration is student self-efficacy. To form a good self efficacy,  study of the readiness and perception of students related to the IPE learning method is needed to know before. This researches was Quantitative research approach with descriptive non-experimental type and cross sectional design. The research sample was 100 students using random technique samples, students who had attended the SGD LBM mental health completely. The instrument used the SPICES questionnaire fot perceptions and RIPLS for readiness. Analysis used univariate with frequency distribution for the level of perception and readiness of IPE. This study found that 84% of nursing students' perceptions of IPE were good and 85% students were in a condition ready at the academic stage. It is better to measure and compare perceptions and readiness between cross-professional students to formulate good concepts to achieve the objectives of IPE.Keywords: Interprofessional Education, persepsi, kesiapan ,Small Group Discussion.

scholarly journals Learning and Affective Support Online in Small Group and Class Contexts

2004 ◽  
Vol 5 (3) ◽  
Author(s):  
Bill Anderson ◽  
Mary Simpson
Keyword(s):  
Distance Education ◽  
Small Group ◽  
Student Perceptions ◽  
Group Discussion ◽  
Education Programme ◽  
Asynchronous Communication ◽  
Group Discussions ◽  
Small Group Discussions ◽  
Support Students ◽  
Affective Support

<P class=abstract>This study was designed to evaluate the use of asynchronous discussion in distance education in terms of student perceptions of its value for learning and for affective support. At the end of the third and sixth years of a distance delivered teacher education programme, students completed a survey to determine the extent to which the nature and characteristics of the online aspects of the programme contributed to learning and afforded affective support. Students perceived considerable value in the online interaction for both learning and support. Small groups and the whole class were seen as the dominant spaces for interaction, but there was considerable differentiation between them in terms of their contribution to affective support. The small group discussions were seen as most important for all aspects of communication but students reported non-participation by some members as a significant problem.</P> <P><B>Keywords:</B> online learning; interaction; group discussion; student support; distance education; asynchronous communication</P>

Comparing Lecturing and Small Group Discussions

2010 ◽  
pp. 396-414
Author(s):  
Gregory C. Petty ◽  
Ernest W. Brewer
Keyword(s):  
Small Group ◽  
Teaching And Learning ◽  
Adult Learner ◽  
Group Discussion ◽  
Content Delivery ◽  
Small Group Discussion ◽  
Delivery Method ◽  
Group Discussions ◽  
Evaluation Form ◽  
Support Strategies

This chapter contains a description and discussion of the teaching and learning methods of the lecture (content delivery method) and small group discussion (interaction method). It also addresses the various steps in using each of these two techniques and compares them along with identifying the strengths and weaknesses of each technique. These formats are explored and discussed regarding procedures for facilitating and presenting and a planning sheet and an evaluation form for each is included. Major studies are cited and used to support strategies and techniques presented. In summary, these instructional techniques are compared and contrasted for their respective benefits for the adult learner.

scholarly journals Teacher's Emotional Display Affects Students' Perceptions of Teacher's Competence, Feelings, and Productivity in Online Small-Group Discussions

2022 ◽  
Vol 12 ◽  
Author(s):  
Xuejiao Cheng ◽  
Han Xie ◽  
Jianzhong Hong ◽  
Guanghua Bao ◽  
Zhiqiang Liu
Keyword(s):  
Small Group ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Educational Practice ◽  
Group Discussions ◽  
Emotional Displays ◽  
Emotional Display ◽  
Small Group Discussions ◽  
Realistic Problem

Teacher's emotions have been shown to be highly important in the quality and effectiveness of teaching and learning. There is a recognized need to examine the essential role of teacher's emotions in students' academic achievement. However, the influence of teacher's displays of emotions on students' outcomes in small-group interaction activities, especially in the online environment, has received little attention in prior research. The aim of the present study was to explore the relationship between teacher's different emotional displays and students' perceptions of the teacher's competence, as well as students' collaborative feelings and productivity in online small-group discussions. Using a three-level between-subjects design, 74 participants were randomly divided into four-member groups comprising a teacher and three other participants. All the groups were asked to discuss an open-ended realistic problem using online software, during which the teacher's display of emotions varied (positive vs. negative vs. neutral). The participants' self-reported questionnaire data (perception of the teacher's competence, students' feeling of pleasure, collaborative satisfaction, and willingness to continue collaborating) and productivity (number of effective ideas expressed within a given time) were measured to compare the participants who were exposed to different emotional displays. As expected, the results showed that the participants who received the teacher's positive emotional display reported that they experienced higher levels of pleasure during the task. However, in contrast to our expectations, those under the negative emotional display condition showed a significantly higher level of productivity in the group task. In addition, compared to emotional display, the participants' perceptions of the teacher's competence were rated significantly higher under the neutral condition, and they reported higher levels of collaborative satisfaction and greater willingness to continue collaborating with their group. The findings have the potential benefit of informing educational practice on whether teachers should display their emotions in a small-group discussion or how they should display emotions following adjustment for the relative aim of the teaching activities.

scholarly journals TEACHING STRATEGIES

2016 ◽  
Vol 23 (05) ◽  
pp. 614-619
Author(s):  
Muhammad Asif Bhalli ◽  
Abdul Sattar ◽  
Midhat Asif
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Teaching Strategies ◽  
Mixed Method ◽  
Group Discussion ◽  
Female Students ◽  
Small Group Discussion ◽  
Basic Sciences ◽  
Medical College ◽  
Interactive Lectures

Objectives: To determine preferences and perceptions of medical studentsabout teaching strategies in basic sciences years. Study design: Mixed method study. Placeand Duration: Khawaja Muhammad Safdar Medical College, Sialkot, from March 2014 toJuly, 2014. Methodology: A total of 77 medical students of 3rd year MBBS were selectedthrough non-probability convenient sampling for this study. A questionnaire to know abouttheir preferences and comments about teaching strategies was distributed to the students.A focus group discussion was also carried out to know in depth opinion of students aboutdifferent teaching strategies. Results: Mean age of the medical students was 22.75 ± 1.05years. Twenty one (27.3%) participants were males and 56 (72.7%) females. Out of 77 students,22 preferred interactive lectures; 16, small group discussion; 20 problem based learning, 10preferred demonstration on models. Only 01 students preferred one-way lecture as the bestteaching methodology.More female students (30.3% vs 23.8%) preferred interactive lecturesand more male (28.6% vs 17.8%) students preferred small group discussion as their teachingstrategies. Conclusion: Majority preferred interactive lectures (28.57%) and problem basedlearning (25.98%) as teaching strategies. Aligning our teaching strategies with preferences ofthe medical students will improve learning and academics.

scholarly journals Improving Knowledge, Attitude, and Perception towards Childhood Diarrhea Using Interactive Discussion in Kulon Progo Community

2021 ◽  
Vol 7 (2) ◽  
pp. 102
Author(s):  
Jarir At Thobari ◽  
Wahyu Damayanti ◽  
Asal Wahyuni Erlin Mulyadi ◽  
Jonathan Hasian Haposan ◽  
Annisa Setiyaningrum ◽  
...  
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Public Health Problem ◽  
Small Group Discussion ◽  
High Morbidity ◽  
Childhood Diarrhea ◽  
Important Public Health Problem ◽  
Technology Utilization ◽  
Attitudes And Perceptions ◽  
Quasi Experimental

Introduction: Diarrhea is still a leading cause of death in the world in children, especially in children under 5 years. Diarrhea is a contagious disease with relatively high morbidity and mortality rates. Rotavirus is a cause of diarrhea in children and is a very important public health problem in both developed and developing countries. Parents' knowledge is one of the causes of diarrhea due to parents' ignorance of the causes of diarrhea, how diarrhea is transmitted and how to prevent diarrhea.Methods: This explanatory mixed qantitative-qualitative method with a quasi experimental design study to determine the effect of interactive discussion on changes in knowledge, attitudes, and perceptions towards the prevention and management of childhood diarrhea among mothers and children living in the area of The Ash-Shiddiqiyah Orphanage located in Central Sremo, Hargowilis, Kokap, Kulon Progo Regency, Yogyakarta.Results: The activities were conducted on November 29th, 2020 with 67 participants consisting of 54 children and 13 mothers from the area. The questionnaire results showed that the posttest scores in all sections (knowledge, attitudes, and perceptions) were significantly higher compared to the the pretest scores. There were increment of 1.33 points in knowledge (p<0.001), 0.5 points in attitudes (p<0.001),  0.4 points in perception (p<0.05), and 0.76 points in overall scores (p<0.001). Interviewees agreed that the intervention has been properly conducted with clear delivery, easy to understand for both adults and children, and ability to two-way communication. Technology utilization might help the understanding of the audience. Besides, a small group discussion in the session may benefit the participants to ask more confidently compared to asking in the middle of large group due to shame.Conclusion: Interactive discussion could be used to improve knowledge, atittude and perception towards childhood diarrhea. The delivery of interactive discussion using simple language for targetted population, adoption of small group discussion and technology utilization might help the effectiveness of the intervention. Further study is needed to identify effective ways to promote the childhood diarrhea management and prevention in community.

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