Comparison of programed and conventional instruction methods.

1964 ◽  
Vol 48 (2) ◽  
pp. 110-114 ◽  
Author(s):  
Myles H. Goldberg ◽  
Robert I. Dawson ◽  
Richard S. Barrett
Keyword(s):  
Conventional Instruction

scholarly journals The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110035
Author(s):  
Aziz İlhan
Keyword(s):  
Collaborative Learning ◽  
Control Group ◽  
Conventional Instruction ◽  
Game Based Learning ◽  
Mathematical Literacy ◽  
Learning Methods ◽  
Learning Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

scholarly journals The effect of flipped learning on EFL learners’ public speaking in Taiwan

2019 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Rachid Bezzazi
Keyword(s):  
Foreign Language ◽  
Qualitative Data ◽  
Public Speaking ◽  
Flipped Learning ◽  
Conventional Instruction ◽  
Efl Learners ◽  
Learning Group ◽  
Convenience Sampling ◽  
Quantitative And Qualitative Methods ◽  
Reflective Essay

<p>This study investigates the effectiveness of flipped learning on English as a Foreign Language (EFL) learners’ public speaking. An experimental design was implemented throughout the study, for which the researcher used convenience sampling. Seventy-nine sophomore students, from two intact English Public Speaking classes, were divided into a flipped learning group (FLG) and a conventional instruction group (CIG). This happened over a 12-week period where the focus was to investigate how a language learner’s experience of flipped learning or conventional instruction affected their English public speaking. The author used quantitative and qualitative methods to collect data: a pre- and post-in-class speech and a 250-word post-treatment reflective essay. Both an independent and paired t-test were used to analyze the scores of the speeches, whereas coding was used to specify the themes that emerged from the qualitative data. The results revealed that the FLG significantly outperformed the CIG in the areas of body language and paralanguage. In addition, they did better in the areas of content and organization, and developed other skills as will be detailed later. The findings can be an impetus for EFL instructors to adopt flipped learning in an English public speaking course.<strong></strong></p>

scholarly journals Dyslexia: An overview

2011 ◽  
Vol 70 (2) ◽  
Author(s):  
S. O. Wajuihian ◽  
K. S. Naidoo
Keyword(s):  
Developmental Disorder ◽  
Imaging Techniques ◽  
Neural Pathways ◽  
Learning Disorder ◽  
Conventional Instruction ◽  
Management Options ◽  
Learning To Read ◽  
Neuro Imaging ◽  
Sociocultural Background

Dyslexia is a neuro-developmental disorder characterized by difficulties in learning to read despite conventional instruction, adequate intelligence and a balanced sociocultural background.  Dyslexia is the most common type of learning disorder.  Reading difficulties affect a child’s academic achievement.  As primary eye care practitioners, optometrists have a role in attending to patients who may present with symptoms indicative of dyslexia, therefore an understanding of dyslexia will be beneficial to the optometrist.  This paper presents an overview of dyslexia and discusses its prevalence, aetiology, classifications, neural pathways involved in reading, theories, neuro-imaging techniques and management options. The role of optometry in the multidisciplinary management of dyslexia is discussed.  (S Afr Optom 2011 70(2) 89-98)

scholarly journals Flipped Classroom Instruction as a Teaching Tool for Meaningful Learning of the core Subjects in Junior High School: Basis for Instructional Development Plan

2021 ◽  
Vol 2 (3) ◽  
pp. 97-104
Author(s):  
Renz Jervy Book
Keyword(s):  
Instructional Development ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Junior High ◽  
Meaningful Learning ◽  
Conventional Instruction ◽  
The Core ◽  
Core Subjects ◽  
Post Test

This study aimed to determine the effects of two teaching methods namely, flipped classroom instruction and conventional instruction in teaching the least mastered competencies in the core subjects among Grade 8 students in one of the Junior High Schools in Zamboanga City who were purposively selected. A Quasi-Experimental Research using the non-randomized pre-test - post-test control group design and qualitative approach explored the effectiveness of the two teaching methods. The findings indicated that students in flipped classroom instruction and conventional instruction obtained higher scores in the post-test than the pre-test results in the core subjects. But, flipped classroom students got slightly higher mean scores as compared to those students who have been taught in the conventional instruction. However, statistically, no significant difference was found between the two methods in learning the least mastered competencies in Science, Mathematics and English. Further, results revealed that the students who were exposed to flipped classroom instruction and the conventional instruction improved in their level of knowledge in mastering the least learned concepts in the core subjects. The problems encountered in the flipped classroom model, however, were identified based on the interview conducted. It was found out that teachers were unfamiliar with the flipped classroom model and lack of time and resources hindered them to utilize the approach in their classes. Students were also challenged particularly on the availability of resources like gadgets and internet connection that resulted to disengagement of the students to watch the flipped videos at home. This study revealed that whatever method or approach used in teaching least mastered competencies would be considered effective in achieving life-long and meaningful learning. An instructional development program was developed to capacitate and elevate the performance of teachers in the implementation of the flipped classroom instruction to improve students’ performance.

A loop diagram pedagogy: seeing the unseen in the forward market efficiency hypothesis

2014 ◽  
Vol 40 (2) ◽  
pp. 189-199 ◽  
Author(s):  
Boonlert Jitmaneeroj
Keyword(s):  
Market Efficiency ◽  
Rational Expectations ◽  
Forward Rate ◽  
Regression Equations ◽  
Conventional Instruction ◽  
School Students ◽  
Content Type ◽  
Loop Diagram ◽  
Forward Market ◽  
Visual Aid

Purpose – In an introductory finance course, business school students often report difficulty in dealing with several variables and regression equations in testing the forward market efficiency and its relevant hypotheses: forward rate unbiasedness, rational expectations, risk neutrality and homogeneous expectations. The paper aims to discuss these issues. Design/methodology/approach – Although each of these hypotheses may be relatively easy to understand one by one, it is harder to see their linkages. Thus, the author develops the loop diagram for supplementing traditional instruction methods. Findings – The author finds that a significant majority of students prefer the loop diagram approach. Furthermore, students using loop diagram display more understanding of the forward market efficiency than those with access to a conventional instruction. Originality/value – The loop diagram provides students a simple visual aid for formulating a complete set of regressions and enables them to analyze a richer set of relationships between several hypotheses than what they typically see in finance textbooks.

scholarly journals Comparing Conventional, Hybrid, and Distance Learning Courses in Horticulture

2016 ◽  
Vol 26 (5) ◽  
pp. 677-682
Author(s):  
William J. Sciarappa ◽  
Vivian Quinn ◽  
Daniel L. Ward
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Student Evaluation ◽  
Online Version ◽  
Conventional Instruction ◽  
Course Content ◽  
Conventional Curriculum ◽  
Significant Difference ◽  
Hybrid Format ◽  
Online Format

In a conventional sophomore level course entitled “Organic Farming and Gardening,” 114 undergraduate students registered from years 2007 to 2009. Due to high demand and insufficient classroom space, this conventional curriculum was reformatted with identical course content into both a hybrid and a fully online version in which 361 students registered from years 2010 to 2012 and 336 students from 2013 to 2015. In comparing conventional instruction with hybrid and fully online versions over a 9-year period, few significant differences were found in final grades involving 811 students. Final class grade averages of these three learning systems ranged from 85.5% to 89.6% over their first 3-year spans. Over their 6-year span, the conventional class average of 89.6% was higher compared with 88.3% for the hybrid format and 86.8% for the online format. Student evaluation surveys assessed faculty performance with eight evaluative questions on a 1 to 5 scale from years 2012 to 2014. No significant difference existed between teaching in person vs. remotely, averaging 4.35 for the hybrid and 4.17 for the online. An additional eight questions measured educational methodology, technology, student confidence, and class satisfaction. There were no significant differences in comparing the combined averages of 4.12 for the hybrid format and 4.00 for the online version. Student responses indicated a significant preference overall for hybrid and online course formats compared with conventional methods. Registration numbers indicated an overwhelming choice for online education with an average class enrollment of 91.0 students compared with 38.0 students for conventional classes and 25.2 students for the hybrid format.

Differential impact of learning path based versus conventional instruction in science education

2016 ◽  
Vol 99 ◽  
pp. 53-67 ◽  
Author(s):  
Cindy De Smet ◽  
Bram De Wever ◽  
Tammy Schellens ◽  
Martin Valcke
Keyword(s):  
Science Education ◽  
Conventional Instruction ◽  
Differential Impact ◽  
Learning Path

Remote Delivery of Instruction in Complex Skills

1983 ◽  
Vol 11 (4) ◽  
pp. 315-323 ◽  
Author(s):  
A. F. Rushton ◽  
Robert K. Branson
Keyword(s):  
Group Treatment ◽  
Statistical Significance ◽  
Cost Savings ◽  
Experimental Treatment ◽  
Experimental Methodology ◽  
Medical Laboratory ◽  
Control Group ◽  
Conventional Instruction ◽  
Potential Cost ◽  
Chi Square

This study sought to discourse whether an experimental methodology could provide instruction in identification and quantitation tasks which were categorized as intellectual skills with some motor skill components. Hypotheses were derived from the thesis that remotely located students would perform at a level equal to or higher than conventionally trained counterparts. Subjects participating in the study were medical laboratory workers from four states. A remote delivery instructional methodology was compared with conventional instruction. Conventional instruction and the experimental methodology essentially differed only in that in the experimental methodology subjects were remotely located from instructors. Terminal Learning Objective tests were scored on a pass/fail basis. A Chi-square one sample test yielded a value below that required for statistical significance. There was no evidence to suggest that failures signified anything other than random processes or other sources of variation not inherent in administration of instruction. The conclusion reached is that the experimental treatment is no different in effect than the control group treatment. A discussion of potential cost savings using teleconferencing is presented.

Simulation, Gaming, and Conventional Instruction in the Teaching of Ecology

1974 ◽  
Vol 5 (4) ◽  
pp. 21-24 ◽  
Author(s):  
Gail M. Fennessey ◽  
Samuel A. Livingston ◽  
Keith J. Edwards ◽  
Steven J. Kidder ◽  
Alyce W. Nafziger
Keyword(s):  
Conventional Instruction ◽  
Simulation Gaming

scholarly journals Pembelajaran dengan Scientific Debate Untuk Meningkatkan Kemampuan Berpikir Kreatif Mahasiswa

2014 ◽  
Vol 30 (1) ◽  
pp. 1
Author(s):  
Yani Ramdani
Keyword(s):  
Creative Thinking ◽  
Educational Background ◽  
Major Effect ◽  
Conventional Instruction ◽  
Ability Test ◽  
Scientific Debate ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Normalized Gain ◽  
Creative Thinking Ability

This study examines the effect of scientific debate instructional on the enhancement of mathematical creative thinking ability of students.This study is quasi-experimental with a static group comparison design involves 94 students from Department of Mathematics Education. Research instruments include student’ prior knowledge of mathematics (KAM) and creative thinking ability test. Scores of the the enhancement of mathematical creative thinking ability were analyzed with normalized gain test. The Effect of Scientific Debate instructional and conventional instructional was used the Mann-Whitney U and Kruskal Wallis test. The study finds that the enhancement in mathematical creative thinking ability with scientific debate instructional was better than conventional. The enhancement of student’ mathematical creative thinking abilities with a scientific debate instructional based on the KAM, it is not completely distinctive. On the other hand, the enhancement of student’ mathematical creative thinking abilities with a conventional instruction based on the KAM was considerably different. On the scientific debate instructional, student’s educational background differences do not give major effect on the enhancement student’ mathematical creative thinking abilities but on the conventional instructional provides a better effect.

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