scholarly journals Application of Kagan’s Cooperative Learning Structures to Maximize Student Engagement: An Action Research

2021 ◽  
pp. 54-64
Author(s):  
Phub Dorji ◽  
. Yangzom ◽  
Jamyang Tenzin
Keyword(s):  
Content Analysis ◽  
Action Research ◽  
Student Engagement ◽  
Cooperative Learning ◽  
Conceptual Analysis ◽  
Likert Scale ◽  
Observation Data ◽  
Wide Range ◽  
Class Strength ◽  
The Impact

Aims: This action research attempted to apply and evaluate the impact of Kagan’s Cooperative Learning Structures at Gedu College of Business Studies. Study design:  Lim’s [1] Balanced Action Research Model was used in this action research as it captures wide range of action research processes and provides the researchers to validate one's actions through critical analyses and reflections.  Place and duration of study: The study was conducted in one college under the Royal University of Bhutan for a period of one year (2019-2020).  Sample: One first-year Management class was selected as the focus of this action research using purposive sampling technique. Observation and a five-point Likert scale questionnaire were used as data collection tools. There were 45 students and all of them participated in filling out the questionnaire. Methodology: Data were collected using observation and questionnaire. Observation data were analysed using content analysis technique. Out of two general categories of content analysis (conceptual analysis and relational analysis), the researchers used conceptual analysis. A five-point Likert scale questionnaire was administered to collect data on CL structures and student engagement, its feasibility and impact. Responses from the completed questionnaires were entered into SPSS for descriptive analysis. Results: The findings revealed that CL structures like team builders, class builders and team cheers helped the students know their friends better, created a positive learning environment and helped in gaining and retaining students’ attention. Similarly, the findings revealed that CL structures helped in developing positive interdependence and individual accountability, ensured equal participation and encouraged simultaneous interaction in the class. In contrast, the findings revealed that small classroom size, large class strength and classroom furniture that do not support CL structures hindered the application of CL structures. Conclusion: In view of these findings, the researchers recommend that the college plan and come up with classrooms and furniture that support the CL structures in teaching and learning. Further, the college should bring the class strength down as per the teacher-student ratio maintained by the Royal University of Bhutan and provide training and workshops to teachers on CL structures. Finally, teachers should make use of CL structures while teaching to engage, encourage and empower the learners.

scholarly journals Deformation of rockfill in bodies of rockfill dams

2019 ◽  
pp. 5-5
Author(s):  
Mikhail Sainov
Keyword(s):  
Reinforced Concrete ◽  
Deformation Modulus ◽  
Deformation Model ◽  
Observation Data ◽  
Linear Deformation ◽  
Laboratory Test Results ◽  
Wide Range ◽  
Deformation Properties ◽  
Non Linear ◽  
The Impact

Introduction. The main factor determining the stress-strain state (SSS) of rockfill dam with reinforced concrete faces is deformability of the dam body material, mostly rockfill. However, the deformation properties of rockfill have not been sufficiently studied yet for the time being due to technical complexity of the matter, Materials and methods. To determine the deformation parameters of rockfill, scientific and technical information on the results of rockfill laboratory tests in stabilometers were collected and analyzed, as well as field data on deformations in the existing rockfill dams. After that, the values of rockfill linear deformation modulus obtained in the laboratory and in the field were compared. The laboratory test results were processed and analyzed to determine the parameters of the non-linear rockfill deformation model. Results. Analyses of the field observation data demonstrates that the deformation of the rockfill in the existing dams varies in a wide range: its linear deformation modulus may vary from 30 to 500 МPа. It was found out that the results of the most rockfill tests conducted in the laboratory, as a rule, approximately correspond to the lower limit of the rockfill deformation modulus variation range in the bodies of the existing dams. This can be explained by the discrepancy in density and particle sizes of model and natural soils. Only recently, results of rockfill experimental tests were obtained which were comparable with the results of the field measurements. They demonstrate that depending on the stress state the rockfill linear deformation modulus may reach 700 МPа. The processing of the results of those experiments made it possible to determine the parameters on the non-linear model describing the deformation of rockfill in the dam body. Conclusions. The obtained data allows for enhancement of the validity of rockfill dams SSS analyses, as well as for studying of the impact of the non-linear character of the rockfill deformation on the SSS of reinforced concrete faces of rockfill dams.

Going Beyond the Numbers in Teaching Financial Accounting: The Newsletter as an Assignment Option

2012 ◽  
Vol 27 (4) ◽  
pp. 1095-1117 ◽  
Author(s):  
Sue McGowan
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
Group Work ◽  
Financial Accounting ◽  
Accounting Students ◽  
Social Construct ◽  
Research Framework ◽  
Assessment Task ◽  
Wide Range

ABSTRACT This paper examines the effectiveness of an innovative assessment task for undergraduate accounting students in a financial accounting course. The task required students to undertake research to identify current changes and debates within the financial accounting domain by monitoring a wide range of sources and using a newsletter format to present their findings. This task, designed to increase student engagement and interest in accounting issues and to present accounting as a dynamic, interactive social construct, is not case or jurisdiction specific and could be employed in a range of discipline and geographical contexts by educators. The implementation and review of this task within an action-research framework illustrates and reinforces the necessity of the iterations associated with action research to refine and successfully implement teaching innovations. Further, it demonstrates the significance of creativity as an effective tool for enhancing student engagement and the advantages of this assessment task for group work.

Impact of instructional decisions on the effectiveness of cooperative learning in chemistry through meta-analysis

2017 ◽  
Vol 18 (1) ◽  
pp. 271-278 ◽  
Author(s):  
Andrew Apugliese ◽  
Scott E. Lewis
Keyword(s):  
Cooperative Learning ◽  
Group Size ◽  
Meta Analysis ◽  
Educational Reforms ◽  
Instructional Decisions ◽  
Wide Range ◽  
Pedagogical Interventions ◽  
Class Period ◽  
The Impact ◽  
Maximum Group

Meta-analysis can provide a robust description of the impact of educational reforms and also offer an opportunity to explore the conditions where such reforms are more or less effective. This article describes a meta-analysis on the impact of cooperative learning on students’ chemistry understanding. Modifiers in the meta-analysis are purposefully chosen to model instructors’ decisions in implementing cooperative learning. Modifiers investigated include: using cooperative learning periodically or in every class period; setting a maximum group size at four or smallerversusfive or larger; using closed-ended or open-ended assessments; and assessing a single topic or assessing the cumulative topics in the course. The results showed cooperative learning's effectiveness is robust across a wide range of instructional decisions except no evidence of effectiveness was found with cumulative assessments. The overall results from the meta-analysis provide a benchmark for evaluating future efforts to evaluate pedagogical interventions in chemistry.

scholarly journals MENINGKATKAN HASIL BELAJAR MATERI POLIMER MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER PADA SISWA KELAS XII IPA SMAN 2 PONTIANAK

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Grardus Danggus
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Model ◽  
Science Program ◽  
Model Type ◽  
The Third ◽  
12Th Grade ◽  
Classroom Action Research ◽  
The Impact

This research has been conducted to recognize the improvement of the students study achievement in polymer lesson at 12th grade of science program in SMAN 2 Pontianak by the application of cooperative learning model type numbered heads together. The form of this research is Classroom Action Research. The research was conducted in three cycles. The students learn about the meaning and the reaction how the polymer is formed, the classification of polymer, kinds of plastic, the use and the impact of polymer as well. The instruments used are the students’ test achievement and questioners. Result of this research on the first cycle the percentage of the study completeness is 70,97%, the second cycle is 75% and the third cycle is 84,38%. It can be concluded that there is improvement on the students study result. It is recommended for the teachers to choose cooperative learning model type numbered heads together become one of the learning model alternative in polymer lesson to improve of the students’ study result. Keywords: Numbered heads together, polymer.

THE USE OF QUALITY CONTENT ANALYSIS METHODS TO INVESTIGATE THE PROBABILITY OF CRIMINALLY SIGNIFICANT INFORMATION ON NEW WEB SITES

2019 ◽  
pp. 40-47
Author(s):  
A.S. Kolesnyk ◽  
N.F. Khairova
Keyword(s):  
Information Technology ◽  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Learning Approaches ◽  
Significant Information ◽  
Analysis Methods ◽  
Geographical Regions ◽  
Wide Range ◽  
The Media ◽  
The Impact

Today, in the age of the information society, the media play a powerful role in shaping and influencing public opinion. Accordingly, it is a social phenomenon, which affects the point of view of the society. Now all information can be found in text form on the Internet, especially with the help of social media resources. Implementation of such relevant information technology as content analysis is the best way to analyze such kind of data. This method studies documents in their social context and it is used when examining the thematic orientation of the media. At the same time, thanks to the development of methods of content analysis, now it is possible to automatically study the content of different texts, their effectiveness and assess the impact on society. This study analyses existing approaches, methods and tools for content analysis and justifies the relevance of exploring the use of a wide range of linguistic categories for qualitative content analysis. Conceptual possibilities of using this type of analysis in modern linguistic and social research are also considered. The article shows the use of qualitative content analysis methods, based on the use of machine learning approaches and the developed three-language dictionary of criminally colored terms, which is one of the main tools for examining the distribution of criminally significant information of web media news sites by geographical, time characteristics and categories of crime. In this study, we also offer the bases of the development of content analysis information technology of news web space of certain geographical regions that are analyzed in time dependence on the given topic, namely criminal picture of the region. The texts of news sites of Kazakhstan, Ukraine, Great Britain and the USA were assembled automatically using the developed software product. They are considered as an experimental corpus.

scholarly journals Main challenges to international student mobility in the European arena

2021 ◽  
Author(s):  
Cristina López-Duarte ◽  
Jane F. Maley ◽  
Marta M. Vidal-Suárez
Keyword(s):  
Content Analysis ◽  
High Performance ◽  
International Student ◽  
Qualitative Content Analysis ◽  
Student Mobility ◽  
International Mobility ◽  
Publication Type ◽  
International Student Mobility ◽  
Wide Range ◽  
The Impact

AbstractThis study analyses international student mobility (ISM) in Europe since the 1999 Bologna Declaration. International mobility of higher education students is both a driver and a consequence of the Bologna Process and emerges as a relevant issue in a wide range of research areas. This literature review develops a qualitative content analysis of the set of high-performance articles published between 2000 and 2018 and identified through a wide range of bibliometric tools: direct (first generation) citation counts; indirect or accumulated impact; early influence; adjusted impact with respect to year of publication, type of document, and discipline; and alternative metrics that measure interactions in the internet and social media. The content analysis focuses on the pending achievements and main challenges to ISM, among them: attracting non-European students to whole degree programs, the need for actual and further convergence in programs and systems to ensure real compatibility, the impact of HE ISM on the promotion of the European citizenship and consciousness, the sharp imbalance between credit and degree mobility, the need to strengthen the link between ISM and employability, the existing social selectivity in European ISM, the frequent social segregation problems faced by international students.

scholarly journals An analysis of the impact of a leadership intervention on an undergraduate work-based learning project for human resource management students

2019 ◽  
Vol 11 (1) ◽  
pp. 53-62
Author(s):  
Trevor Gerhardt
Keyword(s):  
Content Analysis ◽  
Action Research ◽  
Human Resource ◽  
Self Directed Learning ◽  
Group Leaders ◽  
Content Type ◽  
Mature Adults ◽  
Directed Learning ◽  
The Impact ◽  
Leadership Intervention

Purpose The purpose of this paper is to analyse the impact of an action research intervention during a work-based learning (WBL) project among human resource management (HRM) students at a business college in London. The intervention was the researcher’s meeting with the nominated group leaders to facilitate reflection on their leadership and instil confidence. Design/methodology/approach This paper is based on an action research leadership intervention on a broader undergraduate WBL module taught across nine disciplines and numerous projects. The action learning involved the phases of action, reflection, learning and planning. The sample was five group leaders on one of the projects for HRM students. A content analysis of their assessment submissions was included in the reflection, learning and planning phases. Findings Based on a content analysis, most of the group leaders acknowledged the leadership intervention in their submissions in varying degrees of quantity and quality. The findings reflect the impact of the intervention upon leadership confidence and the application of theory on practice. Specific leadership input would enhance the impact. The intervention did address confidence which impacted self-directed learning. Research limitations/implications The research is limited to a specific context and small sample. It is limited by the fact that reflective assessment work could not be used in comparison with the project assessment submissions. Practical implications The research demonstrates directly from the assessed submissions of students the benefit of WBL with a specific focus on confidence, leadership, reflection and self-directed learning. It demonstrates as an example the application of action research on a small WBL sample. Social implications The research is the evidence of the importance of leadership and confidence among mature adults in WBL contexts. Originality/value This paper demonstrates the impact of WBL on the learning of mature adults and, furthermore, the impact of a leadership intervention on the motivation of students for self-directed learning.

scholarly journals The personalization of engagement: the symbolic construction of social media and grassroots mobilization in Canadian newspapers

2017 ◽  
Vol 40 (6) ◽  
pp. 817-837 ◽  
Author(s):  
Delia Dumitrica ◽  
Maria Bakardjieva
Keyword(s):  
Decision Making ◽  
Social Media ◽  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Digital Technologies ◽  
Democratic Politics ◽  
Wide Range ◽  
Symbolic Construction ◽  
Governance Processes ◽  
The Impact

This article explores the symbolic construction of civic engagement mediated by social media in Canadian newspapers. The integration of social media in politics has created a discursive opening for reimagining engagement, partly as a result of enthusiastic accounts of the impact of digital technologies upon democracy. By means of a qualitative content analysis of Canadian newspaper articles between 2005 and 2014, we identify several discursive articulations of engagement: First, the articles offer the picture of a wide range of objects of engagement, suggesting a civic body actively involved in governance processes. Second, engagement appears to take place only reactively, after decisions are made. Finally, social media become the new social glue, bringing isolated individuals together and thus enabling them to pressure decision-making institutions. We argue that, collectively, these stories construct engagement as a deeply personal gesture that is nevertheless turned into a communal experience by the affordances of technology. The conclusion unpacks what we deem as the ambiguity at the heart of this discourse, considering its implications for democratic politics and suggesting avenues for the further monitoring of the technologically enabled personalization of engagement.

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