scholarly journals Effectiveness of the Multimedia Training Module on Farmer’s Knowledge in using Bio-control Agents : An Experimental Investigation

2022 ◽  
Vol 22 (1) ◽  
pp. 50-54
Author(s):  
Rewendra Kumar Sahu ◽  
M.L. Sharma ◽  
P. Mooventhan ◽  
M.A. Khan
Keyword(s):  
Learning Style ◽  
Visual Learning ◽  
Knowledge Gain ◽  
Transfer Of Knowledge ◽  
Farming Practices ◽  
Training Module ◽  
Group V ◽  
Learning Style Inventory ◽  
Group I ◽  
Training Modules

The present study aims to analyze the effectiveness of the multimedia training modules in terms of knowledge gain among bio-control user’s farmers. The study was purposively conducted in Chhattisgarh where, a total of 200 biocontrol user’s farmers were selected randomly and divide into eight groups equally. Bio-control agents was selected as farm technology based on new and need based one. The Barsch learning style inventory was used to access the learning style of farmers and results showed that majority (67.67%) of them were preferred visual learning style. The knowledge was assessed through in-build knowledge test on the specific aspects. From the result, at Dhamtari district, the Group-I (Katalboard) has highest (144.37%) knowledge gain and in Raipur district Group-V (Baronda) has lowest (37.60%) knowledge gain. The overall knowledge gain ranges from 37.60 per cent to 144.37 per cent in the study area; this variation indicated that the farmers having different level of knowledge aspects in the biocontrol agents. There was also statistically significant gain in knowledge (t-test 23.91) from pre to post exposure mean scores which can be interpreted that the multimedia training module had significant effect on the knowledge gain on bio-control agents farming practices. The results of the study clearly indicate the importance of multimedia training modules in transfer of knowledge and skill on scientific farming practices.

scholarly journals A Study of Educational Achievement of Standard XI Students in Context of their Learning Style in Reference to Area

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Ajay B. Raval
Keyword(s):  
Individual Differences ◽  
Data Collection ◽  
Learning Style ◽  
Individual Difference ◽  
Educational Achievement ◽  
Visual Learning ◽  
Learning Style Inventory ◽  
Kinesthetic Learning ◽  
The Individual ◽  
Selection Of

In the Era of Change, teacher should consider the individual differences while teaching in the classroom. In fact teacher must keep in mind the individual differences for teaching. Students have so many talent, we as a teacher must have that angel of view of identifying it. This individual difference can be divided in dimension of Learning Style, too. Researcher was giving service in High School as a teacher, he observe such an Individual difference in context to learning style in class room. Is there any relationship between Educational Achievement and Learning Style? Is there any effect of Learning Style on Educational Achievement in reference to Area? To find the answer of this question present study was conducted. Population & Sample: Population for present study was students studying in Standard-XI of Gujarati Medium School of Gandhinagar District. The selection of schools was by Stratified Randomization Technique and selection of students was selected by Cluster Method. In last, the Sample size was 607. Method: Survey Method was used for Data Collection. Tool: Self constructed Learning Style Inventory (L.S.I.) was used for Data Collection. Learning Style Inventory (L.S.I.) was three Point Likert type Scale. Findings: 1) There was no significance different in educational achievement among students having Visual Learning Style, Auditorial Learning Style and Kinesthetic Learning Style. 2) In matter of educational achievement, students of Rural are superior to students of Urban among students having Visual Learning Style. 3) In matter of educational achievement, students of Rural are superior to students of Urban among students having Auditorial Learning Style. 4) In matter of educational achievement, students of Urban are superior to students of Rural among students having Kinesthetic Learning Style.

scholarly journals The Analysis of Instructional Media as Cirebonese Cultural Representative Related to Students’ Learning Styles in Peer Teaching Activity

2018 ◽  
Vol 4 (1) ◽  
pp. 18
Author(s):  
Jaufillaili Jaufillaili ◽  
Linda Linda
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Peer Teaching ◽  
Instructional Media ◽  
Teaching Activity ◽  
Learning Style Inventory ◽  
Visual Learners ◽  
Almost All ◽  
Auditory Learners

In this research, the writers observed the peer-teaching activity in Teaching and Listening for Children class. The writers intended to find out: 1) What is the dominant students‟ learning styles in the class? 2) What are the most dominant instructional media as Cirebonese cultural representative used by the students in peer-teaching activity in the class? 3) How are the instructional media used by the students in peer-teaching activity related to their learning styles? The theory of learning style used in this research was from Pritchard (2009) that was strengthened by Fauziati (2010). This was a qualitative research. The research instruments were Batch‟s Learning style inventory test and observation sheet. The result showed that: 1) The dominant students‟ learning styles in the class was visual learning styles. From forty (41) one students, twenty one (21) students were visual learners. 2) The most dominant instructional media as Cirebonese cultural representative used by the students in peer-teaching activity in the class was picture. Pictures as instructional media were used by almost all groups with different learning styles preferences. 3) The instructional media used by the students in peer-teaching activity related to their learning styles could be concluded as follows: auditory learners uses a sound record, visual learners used pictures, kinesthetic/tactile learners used paper that should be folded by the students (involving physical activity), and multi-learning style learners used video that involved audio-visual activity for their students.

The Quantitative Ultrastructure of the Heart Muscle of Japanese Quail by Hypergravitation, Hypodynamy and Combination

1990 ◽  
Vol 48 (3) ◽  
pp. 188-189
Author(s):  
Anton Bózner ◽  
Mikuláš Gažo ◽  
Jozef Dostál
Keyword(s):  
Japanese Quail ◽  
Heart Muscle ◽  
Relative Size ◽  
Combination Group ◽  
Control Group ◽  
Group V ◽  
Group Iii ◽  
Space Flights ◽  
Group I ◽  
Quantitative Ultrastructure

It is anticipated that Japanese quail /Coturnix coturnix japonica/ will provide animal proteins in long term space flights. Consequently this species of birds is of research interest of international space program INTERCOSMOS. In the year 1987 we reported on an experiment /2/ in which the effect of chronic acceleration of 2 G hypergravitation, the hypodynamy and the simultaneous effect of chronic acceleration and the location in the centre of the turntable of the centrifuge on the protein fractions in skeletal muscles was studied. The ultrastructure of the heart muscle was now in this experiments examined as well.Japanese quail cockerels, aged 48 days were exposed to 2 G hypergravitation /group IV/ in a 6,4 m diameter centrifuge, to hypodynamy /group III/ and their combination /group V/, respectively for 6 days / Fig.1/. The hypodynamy in group III was achieved by suspending the birds in jackets without contact the floor. The group II was located in the centre ofthe turntable of the centrifuge. The control group I. was kept under normal conditions. The quantitative ultrastructure of myocard was evaluated by the methods of Weibel/3/ - this enables to determine the number, relative size and volume of mitochondria volume of single mitochondria, defficiency of mitochondrial cristae and volume of myofibrils.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

The Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Rista Damesari Saragih ◽  
Lince Sihombing ◽  
Eddi Setia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Interaction ◽  
Visual Learning ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Instructional Approaches ◽  
Vocational High School ◽  
Instructional Approach ◽  
Auditory Learning

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar.   Keywords: Grammar; Instructional Approach; Learning Styles

PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF STAD DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SISWA SEKOLAH DASAR NEGERI 054938 ALUR DUA KECAMATAN SEI LEPAN PANGKALAN BRANDAN KABUPATEN LANGKAT

2018 ◽  
Vol 2 (2) ◽  
pp. 62
Author(s):  
Uthman Uthman
Keyword(s):  
Primary School ◽  
Learning Style ◽  
Instructional Strategy ◽  
Visual Learning ◽  
Learning Achievement ◽  
Kinesthetic Learning ◽  
The Difference ◽  
Education Of Students

The objectives of this research were to discover: (1) the difference in learning<br />achievement of Islam Religion Education of students taught by cooperative<br />instructional strategy STAD type and student taught by expository instructional<br />strategy, (2) the a difference of learning style Islam Religion education with visual,<br />auditory and kinesthetic, learning style, and (3) the interaction between instructional<br />strategy and learning style in affecting learning achievement of learning style Islam<br />religion education. The population was Grade V students of Primary School Inti<br />Number SD Negeri 054938 Alur Dua Sei Lepan Pangkalan Brandan Langkat regency<br />consisting of three classes. The sample chosen for instructional class using STAD was<br />class Vc with 40 students, while those taught by expository was class Vb with 40<br />students. The results of the findings were: (1) the average of Islam Religion Education<br />of students taught by STAD instructional strategy ( X = 29,95) was higher than the<br />average of students taught by expositoyi instructional strategy ( X = 28,62) with Fcount<br />= 12,46 &gt; Ftable = 3, 972), the avarage learning achievement of Islam religion education<br />with kinesthetic learning style ( X = 29,77) and visual learning style ( X = 25.35) with<br />Fcount = 5,92 &gt; Ftable = 3,972, and (3) there was an interaction between instructional<br />strategy and learning style toward students learning achievement Islam Religion<br />education with Fcount = 23.84 &gt; Ftable = 3,972.

Different Treatment Protocols of Retained Fetal Membranes and its Effect on Serum Profile, Uterine Involution and Postpartum Fertility in Cows

2019 ◽  
Vol 14 (04) ◽  
Author(s):  
A. I. Shah ◽  
D. M. Patel ◽  
N. P. Sarvaiya ◽  
S. P. Madhira
Keyword(s):  
Group Iv ◽  
Fetal Membranes ◽  
Serum Progesterone ◽  
Group V ◽  
Manual Removal ◽  
Uterine Involution ◽  
Group I ◽  
Medicinal Treatment ◽  
Group Ii ◽  
Postpartum Estrus

This study was undertaken on 36 freshly calved cows randomly divided into 6 equal groups under field conditions. Cows of group-VI that shed placenta within 8-12 hours postpartum naturally served as healthy control. The cows with retained fetal membranes (RFM, n = 18) for more than 12 hrs were managed either by manual removal of placenta without antibiotics (group-I), parenteral antibiotic (Ceftiofur 1 g i/m) for three consecutive days (group-II) or a combination of both (group-III). In group-IV and group-V, cows were administered with Inj. Oxytocin @ 50 IU i/m and Inj. Dinoprost tromethamine (PGF2α) @ 25 mg i/m, respectively, immediately after parturition and time of placental shedding was recorded. The overall prevalence of Brucellosis by RBPT was found to be 5.55 % amongst these 36 animals. The placental expulsion in groups following medicinal treatment was found to be 50 (3/6) % in Ceftiofur alone by 3 days (group-II), and 66.67 (4/6) % in Oxytocin (group-IV) and 100 (6/6) % in PGF2α inj. (group-V) groups within 12 hrs. The time of uterine involution in groups I to VI was found to be 42.00 ± 1.94, 39.50 ± 0.99, 40.67 ± 1.39, 38.33 ± 1.55, 37.50 ± 1.02 and 37.33 ± 1.76 days, respectively, while the interval for the appearance of first postpartum estrus was 54.83 ± 2.06, 51.00 ± 1.05, 52.17 ± 1.96, 50.17 ± 2.03, 48.67 ± 1.90 and 49.17 ± 1.55 days, respectively, which did not vary statistically. The mean serum progesterone profile obtained on day 0 and day 21 postpartum was statistically non-significant between groups. However, it was significantly (p less than 0.05) lower on day 0 as compared to day 21 in group-I, II and VI. The levels on day 0 coincided with the time of blood sampling after calving. The high level of serum P4 on day 0 in group-IV and V could be due to sampling immediately after calving. The serum calcium and phosphorus levels were significantly(p less than 0.05) lower on day 0 than on day 21, but not the magnesium. The group effect was however non-significant for any of three minerals. It was observed that manual removal of RFM without parenteral antibiotics, resulted in puerperal metritis, cervicitis, pyometra which ultimately resulted into delayed uterine involution, delayed first postpartum estrus and thus, reduced the postpartum reproductive efficiency. It was inferred that the PGF2α and Oxytocin injections could be used as a treatment of choice for prevention of RFMs in cattle.

THE EFFECT BETWEEN COOPERATIVE LERANING AND LEARNING STYLE OF THE GERMANY WRITTING OUTCOM

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 172
Author(s):  
Fauzan Adhima
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Styles ◽  
Factorial Design ◽  
Learning Style ◽  
Interaction Effect ◽  
Empirical Data ◽  
Visual Learning ◽  
Design Data ◽  
Auditory Learning

<p><em>The aim of the study is to reveal the empirical data about the effect of cooperative learning and learning styles on the outcome of germany writting of SMA Negeri 42 Jakarta. The methodology used is the experimental method with a 2x2 factorial design. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1)   The teaching cooperative leraning type STAD was higher than students who take cooperative leraning type Pair Cheks teaching. 2) The visual learning style was higher than students who have auditory learning style. 3) The students who take the teaching  cooperative leraning type Pair Cheks and have a visual learning style higher than students who take cooperative leraning type STAD and have a visual learning style . 4) The cooperative leraning type STAD and auditory learning style is higher than  cooperative leraning type Pair Cheks and have auditory learning styles. 5) The teaching cooperative leraning type STAD and have a auditory learning style was higher than the teaching cooperative leraning type STAD and have visual learning styles. 6) The cooperative leraning type Pair Cheks and have a visual learning style is higher than cooperative leraning type Pair Cheks and have auditory learning styles. 7) There is an interaction effect between  cooperative leraning  and learning style of the germany writting outcome.</em></p><p><em><br /></em></p><p> </p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p>

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