An Experimental Study of Instructor Immediacy and Cognitive Learning in an Online Classroom

2014 ◽  
Author(s):  
Lorah W. Bodie ◽  
Marcie Bober Michel
Keyword(s):  
Experimental Study ◽  
Cognitive Learning ◽  
Online Classroom ◽  
Instructor Immediacy

scholarly journals Efek Penggunaan Strategi Konflik Kognitif terhadap Hasil Belajar Kognitif Siswa

2018 ◽  
Vol 6 (2) ◽  
pp. 113
Author(s):  
Ni Nyoman Sri Putu Verawati ◽  
Gusti Afifah
Keyword(s):  
Experimental Study ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Cognitive Strategies ◽  
Cognitive Learning ◽  
Motion Measurement ◽  
High Category ◽  
A Value ◽  
Test Instrument ◽  
The Subject

This study aims to determine the effect of using the conflict cognitive strategies on students' cognitive learning achievements. This research is an experimental study using one group pretest-posttest design. The research sample was 35 students of class X MIPA 7 at SMAN 2 Mataram. The conflict cognitive strategies are conditioned in research on the subject matter of Regular Straight Motion and Regular Changed Straight Motion. Measurement of cognitive learning outcomes using test instruments and given to students as pretest and posttest. The test instrument was previously validated by 2 (two) validators on the content and construct aspects. The validation results show that the test instrument has been declared valid on the content and construct aspects with a validity (Va) level of 4.12 and 4.00. The results showed that students' cognitive learning achievements improved after learning using the conflict cognitive strategies (mean of 3.49) significant (p <0.05). These results are also supported by the results of n-gain analysis of cognitive learning achievements of students after learning with a value of 0.74 with a high category so that it is declared effective to improve students' cognitive learning achievements.

scholarly journals The Effectiveness of CLT in the ESL Context of Pakistan

2016 ◽  
Vol I (I) ◽  
pp. 85-111
Author(s):  
Arshad Ali Khan ◽  
Hussain Ahmad ◽  
Sayyed Rashid Ali Shah
Keyword(s):  
Experimental Study ◽  
Public Sector ◽  
Learning Process ◽  
Traditional Method ◽  
Writing Skills ◽  
Cognitive Learning ◽  
Communicative Language Teaching ◽  
Intermediate Level ◽  
Control Group ◽  
Post Test

The study investigates the effectiveness of Communicative Language Teaching (CLT) in Public sector colleges of Pakistan. The experimental study traces improvement in comprehension and writing skills of intermediate level students (studying in grades 11 and 12). An experiment group and a control group are used to study the effects of CLT on learners’ progress. A pre-test and post-test are carried out to measure any improvement in the students’ cognitive learning process. The experiment group is given treatment through vigorous intervention of CLT based activities. The control group is taught through the traditional method of GTM. The data collected from the two groups are analyzed using SPSS. The results show a significant improvement in the learning process, comprehension and writing skills of the students in the experiment group. The analysis proves the appropriateness of CLT for Pakistani ESL context.

scholarly journals VIEWING VERSUS LISTENING OF STORIES BY PAKISTANI CHILDREN FROM LOW SOCIO-ECONOMIC BACKGROUND – AN EXPERIMENTAL STUDY OF MEDIA EFFECTS ON COGNITION

2018 ◽  
Vol 57 (2) ◽  
pp. 177-191
Author(s):  
Khushboo Rafiq ◽  
Nisar Ahmed Zuberi
Keyword(s):  
Social Sciences ◽  
Experimental Study ◽  
Media Effects ◽  
Cognitive Skills ◽  
Mass Communication ◽  
Cognitive Learning ◽  
The Other ◽  
Vocabulary Skills ◽  
Economic Background ◽  
Story Listening

This research sets out to study and compare the effects of story watching on television and story listening by an elder on children’s cognitive skills, specifically in building up their vocabulary and comprehension. A total of two hundred children aged between 7 to 12 years from low socio-economic background were selected through matching. They were divided into two different groups based on the medium they were exposed to, either oral or visual. The study took place in laboratories set at four different schools in Karachi, Pakistan. Ten stories were told to the half children, while the other group watched 10 animated episodes having same content for 10 consecutive weeks. Children’s perception and vocabulary skills were evaluated through questionnaires, which were filled out after each story. Results affirmed the hypothesis that story listening is more effective than cartoon watching in terms of cognitive learning. The study is beneficial for various disciplines of social sciences including psychology, sociology, education and mass communication.

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