scholarly journals The Effectiveness of Applying Multimedia Web-Based Technologies in Culinary Skills Training

2015 ◽  
Vol 3 (2) ◽  
pp. 131 ◽  
Author(s):  
Liwei Hsu ◽  
Ming-Yu Chang Chien ◽  
Ming-Yu Chang Chien
Keyword(s):  
High School Students ◽  
Focus Group ◽  
Skills Training ◽  
Focus Group Interviews ◽  
School Students ◽  
Web Based ◽  
Group Interviews ◽  
Qualitative Part ◽  
And Control ◽  
Experimental Group

This study was designed to investigate the effectiveness of the use of multimedia web-based technologies in culinary skills training with a mixed method. One hundred high school students of hospitality programme in Taiwan were recruited and randomly assigned to experimental and control groups respectively using multimedia web-based educational technologies and traditional educational methods, with two dishes (one basic and one advanced) as target contents to be learned and delivered. The findings indicated that the experimental group performed better on both dishes. The effect size validated the applicability of multimedia web-based technologies in culinary skills training. A focus group of 10 interviewees from the experimental group were formed for qualitative part of research. Furthermore, results of focus group interviews revealed that convenience was mentioned by eight interviewees as a benefit of the experimental instructional method, while the ability to present material with captions was seen as the most significant functionality.

scholarly journals Students’ Perceptions of Two Spelling Techniques: Copy, Cover, and Compare and Flip Folder

2020 ◽  
Vol 13 (7) ◽  
pp. 67
Author(s):  
Saad Althobaiti
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
Focus Group Interviews ◽  
School Students ◽  
Learning Achievement ◽  
Student Responses ◽  
Spelling Instruction ◽  
Word Spelling ◽  
Group Interviews

This interpretivist research aimed at exploring students’ opinions regarding two spelling instruction techniques, Copy, Cover, and Compare (CCC) and Flip Folder. Twenty high school students who previously received spelling instruction using one of these two techniques participated in semi-structured focus group interviews to give their opinions about each technique. They were divided into three groups for which three questions were asked to collect feedback about each technique. Student responses varied and included suggestions for improvements to these techniques: introducing a revision plan to memorize the learned words, creating word spelling lists, increasing the repetition of words, and taking a weekly test to assess their learning achievement.

scholarly journals Investigating the effects of worksheets supported with prediction-observation-explanation method on high school students opinions

2020 ◽  
Vol 7 (3) ◽  
pp. 198-203
Author(s):  
Ali Karadeniz ◽  
Canan Kocak Altundag ◽  
Aysem Seda Yucel
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
Focus Group Interview ◽  
Group Discussion ◽  
Group Interview ◽  
Control Group ◽  
School Students ◽  
Qualitative Part ◽  
Experimental Group

The purpose of this study was to investigate the effect of ‘Predict-Observe-Explain’ (POE) activities which is carried out with the help of the POE method worksheets on ‘States of Matter’ in the ninth-grade chemistry course curriculum, on students’ metacognitive awareness. The focus group interview held in this study was conducted with eight students selected from the experimental group on a voluntary basis. Twelve questions were asked to the students. This research is a mixed-method study. While the quantitative part of the research was carried out using the pretest and posttest model with the control group, the qualitative part was conducted with the focus group interview technique. A focus group discussion was held to obtain the opinions of the experimental group students on the subjects of Gases and States of Matter taught with worksheets prepared with POE support. The findings obtained as a result of these interviews and the study of student worksheets show that students find POE-supported worksheets fun and they increase their interest and curiosity towards the chemistry class.   Keywords: POE, high school students, states of matters, worksheets.

scholarly journals The Influence of Guided Inquiry Learning Using Flash Based Invertebramedia on the Senior High School Students’ Learning Achievement

2018 ◽  
Vol 7 (2) ◽  
pp. 137-143 ◽  
Author(s):  
Anifatussholihah Anifatussholihah ◽  
Nur Rahayu Utami ◽  
Niken Subekti
Keyword(s):  
High School ◽  
High School Students ◽  
Inquiry Learning ◽  
Learning Outcome ◽  
Control Group ◽  
Guided Inquiry ◽  
School Students ◽  
And Control ◽  
Experimental Group ◽  
Senior High School Students

This research aims to know the influence of guided inquiry learning with flash based Invertebramedia on the learning outcome of senior high school students. The research was done in SMA N 1 Pamotan using Quasi Experimental Design. The sample of the study was X MIPA 1 class (experimental group) and X MIPA 2 class (control group) which was taken by purposive sampling technique. The results showed that there were increasing of cognitive’s learning outcome of the experiment group was 80% and control group was 34.2%. There was a significant difference in the average of cognitive learning outcomes of the experimental group and control group. Analysis of affective and psychomotor aspects showed that learning outcome the experimental group higher that the control group. So, the activity of students during learning process was enchancement. The average of the student’s questionnaire responses after joining the learning was 84.9% in good criteria. The teacher and the students also gave good responses on the implementation of the learning in general. The conclusion of the research is the application of guided inquiry learning with Invertebramedia based on flash influence on high school student’s learning outcomes.

scholarly journals Characteristics of influential peers in the eyes of secondary school students: a mixed method study

2017 ◽  
Vol 18 (05) ◽  
pp. 429-440 ◽  
Author(s):  
Alice Y. Loke ◽  
Yim-wah Mak ◽  
Cynthia S.T. Wu
Keyword(s):  
Focus Group ◽  
Health Risk ◽  
Risk Behaviors ◽  
Mixed Method ◽  
At Risk Students ◽  
Health Risk Behaviors ◽  
Mixed Method Study ◽  
Focus Group Interviews ◽  
School Students ◽  
Group Interviews

Aim It is the aim of this study to explore the characteristics of influential peers identified by schoolmates, and the mechanism by which they exert their influence on their peers. Background Adolescent crowds are a salient influence on the health-risk behaviors of peers, contributing to adolescent substance use such as drinking alcohol, smoking cigarettes, and taking drugs. Methods A mixed method study. Three schools granted us access to students and those who had been nominated as influential by their peers. The students were asked to nominate and indicated the characteristics of peers whom they considered influential in a quantitative study. Those peers whom they considered influential were invited to take part in focus group interviews. A total of six focus group interviews were conducted, comprised of two groups from each school, with an average of seven participants in each group. Findings Students considered caring and friendliness (91.0%), being a buddy (88.5%), and entertaining/humor (86.8%) as the top three characteristics of influential peers. The interviews revealed that the students believed that they are influential because of their cheerfulness and humor, considerateness, ability to communicate, popularity and sociability, sincerity and trustworthiness, and because they possess the characteristics of a leader. They also believed that their power to influence came about through their helpfulness, accommodation, and the closeness of their relationships. Their influence was manifested in both positive and negative ways on the academic pursuits and health-risk behaviors of their peers. In order to engage at-risk students in health promotion programs, it is important to identify their influential peers, and to understand how adolescent friends may help one another to resist behaviors that pose a risk to their health.

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

2014 ◽  
Vol 12 (1) ◽  
pp. 52-73 ◽  
Author(s):  
Shi-Jer Lou ◽  
Huei-Yin Tsai ◽  
Kuo-Hung Tseng ◽  
Ru-Chu Shih
Keyword(s):  
High School ◽  
High School Students ◽  
Knowledge Integration ◽  
Project Based Learning ◽  
Learning Activities ◽  
Focus Group Interviews ◽  
School Students ◽  
Future Studies ◽  
Female High School ◽  
Group Interviews

This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams. Students were provided with a place to discuss, share, and integrate learning activities. A questionnaire and focus group interviews were conducted for data collection. The results show that STEM-I project-based learning activities can promote the development of diverse abilities and effectively expand STEM knowledge integration and learning for female high school students as well as enhance their imagination in the project-based activities. Additionally, the STEM-I instructional model with the process of initiation, development, expression, alternative, and links (IDEAL) is confirmed. Finally, some suggestions are proposed for future studies on STEM education and imagination integrative instruction.

scholarly journals Recently Certified Athletic Trainers' Undergraduate Educational Preparation in Psychosocial Intervention and Referral

2009 ◽  
Vol 44 (1) ◽  
pp. 67-75 ◽  
Author(s):  
Jennifer Lynn Stiller-Ostrowski ◽  
John A. Ostrowski
Keyword(s):  
Focus Group ◽  
Athletic Training ◽  
Psychosocial Intervention ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Skills Training ◽  
The United States ◽  
Content Area ◽  
Focus Group Interviews ◽  
Group Interviews

Abstract Context: “Psychosocial Intervention and Referral” is one of the 12 content areas established by the National Athletic Trainers' Association Education Council and is required to be taught in athletic training education programs (ATEPs). The perceived preparation of athletic trainers (ATs) in this content area has not been evaluated. Objective: To explore the preparation level of recently certified ATs within the content area of “Psychosocial Intervention and Referral.” Design: Qualitative design involving semistructured, in-depth, focus group interviews. Setting: Interviews were conducted at 2 National Collegiate Athletic Association Division I institutions in 2 regions of the United States. Patients or Other Participants: A total of 11 recently certified ATs who met predetermined criteria were recruited. The ATs represented a range of undergraduate ATEPs and current employment settings. Data Collection and Analysis: Focus group interviews were transcribed verbatim and analyzed deductively. Peer debriefing and member checks were used to ensure trustworthiness. Results: The ATEPs are doing an adequate job of preparing ATs for many common communication and interpersonal issues, but ATs report being underprepared to deal with athlete-related issues in the areas of motivation and adherence, counseling and social support, mental skills training, and psychosocial referral. Conclusions: Limitations of undergraduate ATEPs regarding preparation of athletic training students within the “Psychosocial Intervention and Referral” content area were identified, with the goal of improving athletic training education. The more we know about the issues that entry-level ATs face, the more effectively we can structure athletic training education.

scholarly journals Ortaokul Öğrencilerinin Epistemolojik İnançlarının Keşfedilmesinde Öğrenci Merkezli Bir Yaklaşım: Çiz-Yaz-Anlat Tekniği / A Student-Centered Approach to Explore Middle School Students’ Epistemological Beliefs: Draw-Write-Tell Technique

2018 ◽  
Vol 7 (3) ◽  
pp. 566 ◽  
Author(s):  
Servet Üztemur ◽  
Erkan Dinç
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Focus Group ◽  
Epistemological Beliefs ◽  
Sampling Technique ◽  
Word Knowledge ◽  
Focus Group Interviews ◽  
School Students ◽  
Group Interviews ◽  
Research Students

<p><strong>Abstract </strong></p><p>The purpose of this research is to explore the epistemological beliefs of middle school students by means of draw-write-tell technique which is formed from three phases. Designed as a qualitative phenomenological research, this study employs 96 students (51 female, 45 male) selected by convenience sampling technique. The participants were attending various grade levels of a state secondary school in Yunusemre district of Manisa province in 2017-2018 academic year. In the first stage of the research, students were asked to pencil draw five things reminding or representing them the word “knowledge”. In the second stage, each student was asked to select one drawing amongst five, which best meets the concept of “knowledge” according to her/his personal opinion and which is identified with “knowledge” the most and write down why she/he chose this one. In the third stage, a total of 12 different focus group interviews were conducted with 53 volunteering students amongst the ones having participated in the earlier research stages. The data obtained from the first stage was thematically analyzed, while the remaining data was analyzed phenomenologically. Research findings show that most of the students see the authorities and the objects out there as sources of knowledge. In the processes of knowledge acquisition, they also perceive themselves as passive recipients of any given knowledge. It is observed that it is possible to measure the epistemological beliefs of the students for the source of knowledge through the drawings and the accuracy and justification of knowledge through the written materials and focus group interviews. Research results show that draw-write-tell technique is a new approach useful and practical in measuring the epistemological beliefs of middle school students.</p><p><strong>Öz</strong></p><p>Bu araştırmanın amacı ortaokul öğrencilerinin epistemolojik inançlarını üç aşamadan oluşan çiz-yaz-anlat tekniğiyle keşfetmektir. Nitel araştırma temelinde fenomenoloji modeline göre desenlenen araştırmanın çalışma grubunu 2017-2018 öğretim yılında Manisa ili Yunusemre ilçesindeki bir devlet ortaokulunun kolay ulaşılabilir durum örneklemesi yöntemiyle her sınıf seviyesinden seçilmiş 96 öğrenci (51 kız, 45 erkek) oluşturmaktadır. Araştırmanın birinci aşamasında öğrencilere bilgi deyince akıllarına gelen beş farklı çizim (karakalem) yapmaları istenmiştir. İkinci aşamada öğrencilere bu beş çizim içerisinden kişisel görüşlerine göre bilgi kavramını en çok karşılayan ve bilgi ile en çok özdeşleşen bir tanesini seçip bu çizimi niçin seçtiklerini yazmaları istenmiştir. Üçüncü aşamada katılımcılar içerisinden gönüllülük esasına göre belirlenen 53 öğrenciyle toplam 12 odak grup görüşmesi yapılarak öğrencilerin yazdıkları metinleri daha ayrıntılı bir şekilde ifade etmeleri sağlanmıştır. Birinci aşamadan elde edilen veriler içerik olarak; ikinci ve üçüncü aşamada elde edilen veriler ise fenomenolojik olarak analiz edilmiştir. Araştırma bulguları; öğrencilerin büyük bir kısmının uzmanlar ve dış dünyadaki nesneleri bilginin kaynağı olarak gördüklerini ve bilgi edinme sürecinde kendilerini birer pasif bilgi alıcısı olarak algıladıklarını göstermiştir. Çizimler aracılığıyla öğrencilerin bilginin kaynağına yönelik; yazılı metinler ve odak grup görüşmeleriyle de bilginin kesinliği ve doğrulanması boyutuna yönelik epistemolojik inançlarının tespit edilebildiği görülmüştür. Araştırma sonuçları; yeni bir yaklaşım olan çiz-yaz-anlat tekniğinin ortaokul öğrencilerinin epistemolojik inançlarının ölçülmesinde faydalı ve kullanışlı olduğunu göstermiştir.</p>

scholarly journals The Effects of Study Skills Training on Qualitative Academic Achievement among Students

2021 ◽  
Vol 17 (3) ◽  
pp. 130
Author(s):  
Saeid Motevalli ◽  
Mohd Sahandri Ghani Hamzah ◽  
Samsilah Roslan ◽  
Siti Raba’ah Hamzah ◽  
Maryam Gholampour Garmjani
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Study Skills ◽  
Skills Training ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Experimental Group

Abstract: The aim of the present study was to investigate the effectiveness of study skills training on the qualitative academic achievement of girl high school students. This study was conducted by using an experimental design with pretest, posttest, and follow-up with the control group. The participants were 32 students from girl high school students of Tehran which were selected by cluster random sampling from girl high schools and then randomly assigned into control and experimental groups (Each group consisted of 16 students). The instruments used were Dortaj Qualitative Academic Achievement Questionnaire and Motevalli Study Skills Training Module. The experimental group received 8 sessions of psycho-educational group therapy and the control group did not receive any training. Two-way repeated-measures ANOVA was utilized for the analysis of data. Results revealed that there was a significant increase in qualitative academic achievement between pretest with post-test and follow-up among the experimental group. Moreover, there was a significant increase in qualitative academic achievement between post-test and follow-up in the experimental group with the control group. Additionally, the results showed that there is a significant increase in self-efficacy, planning, and motivation and also a significant decrease in emotional effects and lack of outcome control. In conclusion, the results of this study indicated that on the basis of deficit theory using learning and study skills training can lead to enhance student's skills to improve qualitative academic achievement. Further studies are required to examine whether exposing students to study skills training programs can lead them to enhance their qualitative academic achievement.   Keyword: Motivation Study Skills Training, Planning, Qualitative Academic Achievement, Self-efficacy.

Explicit Phonetic Instruction and Pronunciation Skills of Grade 10 High School Students

2020 ◽  
Vol 1 (4) ◽  
pp. 47-54
Author(s):  
Walter Coronado Latorza
Keyword(s):  
High School ◽  
High School Students ◽  
The Philippines ◽  
School Students ◽  
Content Relevance ◽  
Significant Difference ◽  
English Pronunciation ◽  
And Control ◽  
Phonetic Instruction ◽  
Experimental Group

The Explicit Phonetic Instruction-Centered (EPIC) Module is a compilation of topics and exercises in English pronunciation made and modified by the researchers where the explicit phonetic instruction is highlighted as the main approach to enhance the pronunciation skills of the respondents. The study is aimed at evaluating, validating, and determining the effectiveness of the EPIC Module and its actual delivery conducted to the Grade 10 students of Kauran National High School in the Philippines. A panel consisting of five teachers from different schools served as evaluators of the module to validate its content, relevance, acceptability and instructional quality. To determine how the module was delivered, another five English teachers observed and evaluated the researcher-teachers in the implementation of the module. The respondents of the study for both the experimental and control groups were chosen randomly. The researchers used mean in the validation of the module and in the performance of the researcher-teachers based on the delivery of the module. To identify whether there was or no significant difference on the respondents’ performance and mean gain scores, t-test was used. The findings revealed that students in experimental group improved their pronunciation skills significantly due to the intervention of the EPIC Module and its excellent delivery. It was statistically verified that the use of EPIC Module apparently improves the English pronunciation skills of the respondents.

Girls Opting in to Senior Elective Physical Education

2014 ◽  
Vol 22 (2) ◽  
pp. 113-119 ◽  
Author(s):  
Sandra L. Gibbons ◽  
Viviene A. Temple ◽  
Louise Humbert
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Focus Group Interviews ◽  
School Students ◽  
Individual Interviews ◽  
Flexible Planning ◽  
Group Interviews ◽  
Education Courses ◽  
Insight Into

It is well documented that many young women become discontented with physical education in their high school years. The purpose of this investigation was to gain insight into the characteristics of nine senior elective physical education courses that were specifically designed to accommodate the needs and interests of female students. Data collection methods included focus group interviews with students; individual interviews with teachers; and analysis of course documents. The following themes are presented: (a) choice in what to learn and how to learn it; (b) all-female learning environment; (c) lifetime physical activities; (d) personalized assessment; and (e) responsive and flexible planning. Findings offer considerations for the development of physical education curricula that will gain and hold the interest of female high school students.

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