scholarly journals The Effects of Concept Mapping Instruction on Students’ Attitudes, Motivations, and Self-Efficacy in Educational Technology Class

2019 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Budour Almisad
Keyword(s):  
Educational Technology ◽  
Concept Mapping ◽  
Test Scores ◽  
Self Efficacy ◽  
Sense Of Self ◽  
College Of Education ◽  
Technology Project ◽  
Mapping Approach ◽  
Post Test ◽  
Students Attitudes

The purpose of this study was to examine the effect of concept mapping instruction on students’ attitudes, motivation, and sense of self-efficacy in relation to conducting an educational technology project. A questionnaire was used to collect data from 78 students who were enrolled in three sections of a “production of teaching material” course in a college of education at a university in Kuwait. A pre-test/post-test pre-experimental design was followed, and data was collected using two questionnaires, one before and one after the use of a concept mapping approach to instruction. The analysis of the pre-test/post-test scores showed that there were significant differences between the post-test and pre-test mean scores on the three scales examined: attitude, motivation, and sense of self-efficacy. The findings indicate that the concept mapping approach to instruction was an effective tool for improving students’ attitudes, motivation, and sense of self-efficacy in relation to conducting an educational technology project.

scholarly journals The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement

2016 ◽  
Vol 9 (3) ◽  
pp. 12 ◽  
Author(s):  
Andrew Wilson ◽  
Wonsun Kim
Keyword(s):  
Reading Comprehension ◽  
Goal Orientation ◽  
Concept Mapping ◽  
Learning Strategies ◽  
Test Scores ◽  
Self Efficacy ◽  
Control Group ◽  
Mastery Goals ◽  
High Level ◽  
Academic Self Efficacy

<p class="apa">The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading comprehension achievement and intrinsic motivation of wanting to master a task at a high level. A total of 42 5th grade students at Ilshin Elementary School in South Korea participated in this study. The experiment group (<em>n</em>=22) has undergone concept mapping training while the control group (<em>n</em>=20) has not. All students were required to fill out questionnaires based on mastery goals, performance goals and academic self-efficacy. The results indicated that concept-mapping did not increase mastery goals and mastery goals had no effect on test scores. In addition, the interaction effect between academic self-efficacy and condition did not increase mastery goals and had no effect on test scores. In conclusion, the reduced number of samples may have caused a potential source of instability considering the statistical procedure chosen.</p>

scholarly journals Intervention Effect of Team-Based Learning in Chinese Undergraduate Nursing Students

2019 ◽  
Author(s):  
Yuexia Liao ◽  
Ting Han ◽  
Sumei Wang ◽  
Ye Jiang ◽  
Yiyun Yang ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Test Scores ◽  
Self Efficacy ◽  
Eastern China ◽  
Intervention Effect ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Post Test

Abstract Background: Different education systems or cultural backgrounds may influence the effectiveness of various educational approaches. Little literature explores the effects of TBL on Chinese undergraduate nursing students. Method: We implemented a quasi-experimental pre-/post-test quantitative and qualitative design to evaluate the intervention effect of TBL on undergraduate nursing students in eastern China. Results: The results showed that a significant difference was identified, as the post-test scores were higher than pre-test scores on average level of the Chinese version of Critical Thinking Disposition Inventory, the General Self-efficacy Scale and the Academic Self-efficacy Scale. Also, TBL obtained positive reflection from the students and the Teaching Supervision Team. TBL stimulated the students’ learning interest and was well-accepted well by the nursing students. Conclusion: TBL could be widely used in undergraduate nursing education.

scholarly journals L’efficacite D’un Programme Therapeutique Cognitivo-Comportemental Dans La Diminution Du Burn-Out Chez Les Infirmiers De L’hopital De Sfax (Etude Descriptive-Experimentale)

2018 ◽  
Vol 14 (15) ◽  
pp. 139
Author(s):  
Galaa Telelaz
Keyword(s):  
Experimental Study ◽  
Coping Strategies ◽  
Sense Of Coherence ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Sense Of Self ◽  
Self Esteem ◽  
Significant Difference ◽  
Burn Out ◽  
Post Test

Burn-out result from exposure to chronic work stress, of which the caregivers and nurses are most exposed to this risk. That is why we conducted a descriptive-experimental study which is based on the quantitative approach which aims to describe the prevalence of burnout among our target population (the nurses of both public health institutions of the hospital of Sfax) and the indicators (self-esteem, coping strategy, locus of control, motivation, satisfaction, sense of self-efficacy, life orientation by a sense of coherence) that influence this syndrome and also to evaluate the effectiveness of a therapeutic program proposed and applied in this research on the reduction of the frequency of burnout. The hypotheses stipulate that there is a significant difference between the pre-test data and data collected at post-test among nurses in the experimental group. The results of our descriptive study show that 37.4% of participants suffer from high emotional exhaustion, 59.4% suffer from high depersonalization and 48.5% suffers from a sense of lack of fulfillment in their work. 31% have a degree from low to very low self-esteem, (72.5%) of participants with low levels of self-efficacy feeling an average motivation (being 50.3%) to low (being 44.8%) with 68.1% of a low amotivation, (44.8%) with a low extrinsic motivation, (47.3%) have low intrinsic motivation, (70%) are neither satisfied / nor dissatisfied, 32% have a low sense of coherence, 52.9% use coping strategies focused on emotion and (56.4%) seeking social support while (75.3%) use weakly coping strategies focused on problem solving, a majority of them uses an external attribution (44%) due to colleagues (42%) due to the superior, and also (42%) due to chance. The results of the experimental study responded generally to the research hypotheses given that they have shown significant differences between the two groups of nurses (experimental -control) post-test pre-test, which affirms the effectiveness of treatment program in reducing burnout and improving indicators.

scholarly journals Investigating the Effectiveness of Digital-Based Concept Mapping on Teaching Educational Technology for Undergraduate Students

2016 ◽  
Vol 10 (4) ◽  
pp. 737 ◽  
Author(s):  
Abdelrahman Ahmed ◽  
Ahmed Abdelraheem
Keyword(s):  
Educational Technology ◽  
Concept Mapping ◽  
Undergraduate Students ◽  
Control Group ◽  
Sultan Qaboos University ◽  
Mapping Strategy ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group ◽  
Better Than

The purpose of this study was to investigate the effects of using digital-based concept mapping as strategy on students’ achievements and attitudes. Data was collected from 58 students enrolled in the course of ”Introduction to Educational Technology” in Instructional and Teaching Technologies Department at Sultan Qaboos University. Two sections out of four sections were selected randomly as the sample of the study. One of the sections was randomly chosen as experimental group (n = 27) and the other was control group (n = 31). Both pre- and post- achievement tests were used. The results of the study revealed that students who were taught with digital-based concept mapping strategy performed better than those who were taught with the conventional method. There was a significant difference between male and female students in the post test scores of the experimental group in favor of females. In addition, no interaction effect for the independent variables was found. The study also showed that students in the experimental group had positive attitude towards using digital-based concept mapping in learning edu- cational technology.

scholarly journals Attitude of Higher Secondary Students to Flipped Classroom

2019 ◽  
Vol 8 (1) ◽  
pp. 43-47
Author(s):  
C Manoharan ◽  
S Birundha
Keyword(s):  
Educational Technology ◽  
Test Scores ◽  
Flipped Classroom ◽  
Intentional Content ◽  
Control Group ◽  
Flipped Learning ◽  
Professional Educators ◽  
Class Time ◽  
Post Test ◽  
Experimental Group

Educational Technology is an applied study which aims at maximizing learning by making use of the scientific and technological method and concepts developed in other social service. “Educational technology is the application of scientific knowledge about learning and conditions learning to improve the effectiveness and efficiency of teaching and learning.”Four Pillars of Flipped Learning Flipped Learning Consists Of Four Pillars: Flexible Environment, learning the culture, intentional content, and Professional educators. Flipped Learning F-L-I-PFlexible Environment Learning Culture Intentional Content Professional Educators. Flipping a classroom is one of the recent methods which requires teachers’ recording the lesson and students’ watching the recordings before coming to the classroom to spend the class time with the activities. As teachers do not deliver the lecture in the class, more time can be allocated to active learning activities. The flipped classroom is “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction.” That means that there is much more use of technology for Flipped Learning. The objectives of the study were: to study the effectiveness of Flipped classroom instruction upon the teaching of Chemistry at the Higher secondary level. Findings: The means of pre-test scores and post-test scores of experimental groups differ significantly (0.01 level) with the post-test mean being higher than the pretest mean. The implication of that is that the level of acquiring of the basic skills in Chemistry has not increased due to the traditional method in the Control group and the Flipped classroomInstructional Method in Experimental group. The post-test scores of the control and experimental group differ significantly. The means score of the experimental group is greater than of the control group.

scholarly journals The Impact of Use of Manipulatives on the Math Scores of Grade 2 Students

2017 ◽  
Vol 26 (2) ◽  
Author(s):  
Robert Scott Liggett
Keyword(s):  
Treatment Group ◽  
Test Scores ◽  
Control Group ◽  
Math Intervention ◽  
Math Scores ◽  
Rural Town ◽  
Teachers And Students ◽  
Post Test ◽  
Students Attitudes ◽  
The Impact

Today’s society places a lot of pressure on schools, teachers, and students to improve test scores.This paper discusses the possibility of using mathematical manipulatives to improve student testscores and students’ attitudes towards mathematics. Forty-three Grade 2 students with age rangesbetween six and eight from a rural town in Saskatchewan were selected. They were dividedrandomly into two groups: the treatment group (n=22) and the control group (n=21) and theirpre- and post-test scores compared. Findings supported the hypothesis that students in thetreatment group who received the math intervention obtained higher post-test scores incomparison to their classmates in the control group.

How a cycle of information literacy assessment and instruction stimulates attitudes and motivations of LIS students: A competency-based case study

2017 ◽  
Vol 51 (2) ◽  
pp. 370-386 ◽  
Author(s):  
Maria Pinto ◽  
Rosaura Fernández-Pascual
Keyword(s):  
Information Literacy ◽  
Self Efficacy ◽  
Literacy Assessment ◽  
Knowledge And Skills ◽  
Post Test ◽  
Competency Based ◽  
Students Attitudes ◽  
Latent Structures ◽  
New Research ◽  
Information Literacy Competencies

The main goal of this study is better understanding of LIS students’ affective and effective status with regard to a range of basic information literacy competencies, through their attitudes – belief in importance (BI), motivations – self/efficacy (SE) and actual levels of knowledge and skills (KS). In order to check to what extent specific pedagogical intervention may result in an improvement, a cycle of combined instruction and assessment was implemented with the following steps: (1) pre-test on affective and actual values concerning information literacy competencies; (2) information literacy instruction on ‘content analysis’ subject; (3) post-test replicating the same questionnaires (ILHUMASS and EVALCI). Various statistical methods such as paired sample tests, factor analysis and correlations were used for data analysis. Some significant relationships between students’ attitudes, motivations and actual levels of knowledge and skills are confirmed, but not in all competencies. Instruction has greater impact on students’ self-efficacy (SE) and lower on belief-in-importance (BI). Latent structures at pre- and post-instruction remain stable in SE and vary considerably in BI. In sum, instruction/assessment experience has been relevant for LIS students’ motivations (SE), ant to a lesser extent for their attitudes (BI). Thus, both information literacy dimensions should be approached separately, with higher emphasis on BI. Though limited to a group of LIS students from one institution, a new research path towards better understanding of the relationships between their affective and actual values on information literacy competencies is suggested. Through the combination of paradigms on both information literacy frameworks and information literacy competencies, outstanding results on the relationships between LIS students’ affective and actual status concerning information literacy competencies are delivered.

scholarly journals A Study of First-Year Students’ Attitudes toward Programming in the Innovation in Educational Technology Course

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Virawan Amnouychokanant ◽  
Surapon Boonlue ◽  
Saranya Chuathong ◽  
Kuntida Thamwipat
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
First Year Students ◽  
Five Dimensions ◽  
Significant Difference ◽  
Students Attitudes ◽  
Block Based ◽  
Level Of Significance ◽  
Learning Performances ◽  
Technology Course

The purpose of this study was to investigate the relationship between students’ attitudes toward programming, gender, and learning performances. The survey used for measuring students’ attitudes toward programming consisted of 20 questions on a five-point Likert scale in five dimensions (meaningfulness, interest in programming, self-efficacy, creativity, and collaboration). Ninety freshmen who had basic programming experience by using block-based programming in the Innovation in Educational Technology course were asked to take the survey. The overall reliability of the survey was found to be 0.93. The results showed that there was no significant difference between male and female freshmen in attitude toward programming, but there was a significant difference among different learning performances in dimensions of interest in programming, self-efficacy, and creativity. We performed pairwise comparisons at the same level of significance by using Fisher’s least significant difference (LSD) method to test which group differs from the other groups. The results found that low-performing students’ attitudes toward programming in dimensions of interest in programming, self-efficacy, and creativity were the lowest of all types of students. This is a challenge for instructors in planning learning activities to encourage low-performing students to have a more positive attitude toward programming.

The effect of concept maps, as an individual learning tool, on the success of learning the concepts related to gravimetric analysis

2018 ◽  
Vol 19 (3) ◽  
pp. 819-833 ◽  
Author(s):  
N. Turan-Oluk ◽  
G. Ekmekci
Keyword(s):  
Concept Mapping ◽  
Test Scores ◽  
Concept Maps ◽  
Case Study Research ◽  
Attitude Scale ◽  
Individual Learning ◽  
Mapping Technique ◽  
Gravimetric Analysis ◽  
Learning Tool ◽  
Post Test

This study aims to conduct a detailed investigation on the effect the use of concept mapping, as an individual learning tool, has on students’ success in learning the concept of gravimetric analysis. This study applies a case study research design to quantitatively examine the effect of the use of concept mapping and to conduct a detailed qualitative investigation of the participants’ opinions about its use. In this study, the concept maps were used both as a data collection tool [Select and fill in the nodes (SAFIN); Select and fill in the lines (SAFIL); Create and fill in the lines (CAFIL); Select and fill in the nodes&lines (SAFIN&L)] and as an individual learning tool. For data triangulation, students’ opinions on the concept mapping technique, as an individual learning tool for understanding gravimetric analysis, were also taken. Results from the study showed that there were significant differences between the pre- and post-test scores on all the tests (four types of fill-in-the-blank concept maps and a concept test) in favor of the post-test scores. In other words, the use of the concept map resulted in an increase in the success of the students. Furthermore, the participants expressed very positive opinions about the concept maps as an individual learning tool, both on the attitude scale and in their written opinions, declaring that it has a definite boosting effect on successfully learning a concept.

scholarly journals PROGRAM PENGUATAN PENGETAHUAN DAN SIKAP SISWA TERHADAP PENGAMALAN NILAI-NILAI PANCASILA KOMUNITAS ROHANI ISLAM DI KOTA PANGKALPINANG

Al-Khidmat ◽  
2021 ◽  
Vol 3 (2) ◽  
pp. 31-41
Author(s):  
Musa Musa ◽  
Dinar Pratama
Keyword(s):  
Test Scores ◽  
Student Attitudes ◽  
Vocational High School ◽  
Student Knowledge ◽  
Spiritual Community ◽  
Community Mapping ◽  
Post Test ◽  
Students Attitudes ◽  
Knowledge And Attitude ◽  
Test Result

AbstrakProgram  ini bertujuan untuk memberikan penguatan pengetahuan dan sikap nilai-nilai pancasila kepada Komunitas Rohani Islam siswa SMK Negeri Di Kota Pangkalpinang melalui pendampingan. Metode pendampingan melalui metode yang dikembangkan oleh Oos M. Anwas yang terdiri dari pemetaan komunitas, intervensi, dan evaluasi. Teknik pengumpulan data melalui kuesioner dan tes. Hasil analisis data menunjukkan bahwa, pengetahuan nilai-nilai pancasila siswa sebesar 69.7 pada pre test dan 75.3 pada post test. Sehingga terdapat peningkatan pengetahuan siswa setelah dilakukan kegiatan pendampingan sebesar 8 persen. Sikap siswa terhadap pengamalan nilai-nilai pancasila pada pre test sebesar 3.81 dan post test sebesar 4.00. Hasil uji beda nilai pre test dan post test mengenai sikap siswa terhadap pengamalan nilai-nilai pancasila menunjukkan nilai yang signifikan. Hal ini berarti terdapat perubahan sikap siswa setelah dilakukan pendampingan.  AbstractThe programs aims to provide strengthening knowledge and attitude of national insight to the Islamic spiritual community students of Vocational High School in Pangkalpinang City through mentoring. Methods of mentoring through methods developed by Oos M. Anwas consisting of, community mapping, intervention, and evaluation. Data collection techniques through questionnaires and tests. The results of data analysis showed that the knowledge of the values of Pancasila students was 69.7 on the pre-test and 75.3 on the post-test. So, there is an increase in student knowledge after a mentoring activity of 8 percent. Student attitudes towards the practice of the values of Pancasila in the pre-test of 3.81 and post-test of 4.00. The test result of different pre-test scores and post-tests on the students ' attitudes towards the practice of Pancasila values show significant value. This means that there is a change in students ' attitudes after mentoring. 

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