Kesan Strategi Pembelajaran Pengalaman Terhadap Pembangunan Kompetensi: Perspektif Pendidikan Perakaunan

2012 ◽  
Author(s):  
Rohaila Yusof ◽  
Faridah Karim ◽  
Norasmah Othman
Keyword(s):  
Repeated Measures ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Higher Learning ◽  
Accounting Education ◽  
Control Group ◽  
Competency Development ◽  
Post Test ◽  
Quasi Experimental ◽  
Learning Institutions

Kelemahan graduan dalam mempamerkan kompetensi yang diharapkan terhadap diri mereka menyebabkan banyak pihak yang menuding jari kepada pihak Institusi Pengajian Tinggi (IPT). Inovasi dalam pengajaran dan pembelajaran perlu diberi perhatian sewajarnya agar pembangunan kompetensi pelajar dijadikan sebagai agenda utama. Kajian ini telah menguji keberkesanan strategi pembelajaran pengalaman berasaskan Kitaran Pembelajaran Kolb (strategi KPK) terhadap pembangunan kompetensi dengan menggunakan kaedah eksperimen kuasi. Kajian dijalankan ke atas 145 responden yang terdiri daripada pelajar Kursus Pengantar Perakaunan Kewangan di sebuah IPTA. Responden berada dalam dua kumpulan iaitu 73 dalam kumpulan eksperimen iaitu KPK dan 72 dalam kumpulan kawalan yang mengikuti strategi pembelajaran tradisional. Pengukuran kompetensi dibuat berdasarkan pencapaian pelajar dalam kemahiran kognitif dan tingkah laku. Set ujian serta soal selidik digunakan sebagai instrumen kajian. Analisis data dilakukan dengan menggunakan ANOVA Repeated Measures dan ANOVA sehala. Hasil kajian menunjukkan kumpulan KPK memperoleh pencapaian yang lebih tinggi dalam kemahiran kognitif analitikal serta lima daripada enam dimensi kemahiran tingkah laku yang diukur. Kajian ini memberi implikasi terhadap objektif serta kaedah pengajaran dan pembelajaran kursus perakaunan di IPT. Kata kunci: Pendidikan perakaunan, model Kolb, kompetensi, pengajaran dan pembelajaran di Institusi Pendidikan Tinggi The failure of graduates to perform at expected competency level has moved the attention towards higher learning institutions. Innovation in teaching and learning has to be given a due attention so that competency development becomes the main agenda. This quasi–experimental study was conducted to test the effectiveness of a Kolb–based experiential learning strategy towards students’ competency development. A total number of 145 students were involved in this study of which 73 students were in the experimental group (Kolb Learning Cycle–KLC) and the other 72 in the control group using the traditional learning strategy. The competency measured was based on students’ achievement on the cognitive and behavioural skills. The instruments used in the study consisted of a test and a questionnaire. The data was analysed using the inferential test ANOVA Repeated Measures, one–way and two–way ANOVAs. The results showed that the treatment group obtained higher scores in the post test. The study showed that the KLC treatment was beneficial to the students’ competency development. The results of the study has implications on the learning objectives and teaching methods of accounting courses in IPT. Key words: Accounting education, Kolb’s model of learning, competency, teaching and learning in Higher Learning Institutions

UTILIZING GRAPHIC ORGANIZER STRATEGY IN TEACHING WRITING ON NARRATIVE PARAGRAPH

2020 ◽  
Vol 11 (2) ◽  
pp. 189-204
Author(s):  
Nurjannah Nurjannah ◽  
Taufiq Hidayah ◽  
Muhammad Nazar
Keyword(s):  
Experimental Research ◽  
English Learners ◽  
Teaching And Learning ◽  
Research Result ◽  
T Test ◽  
Teaching Writing ◽  
Graphic Organizer ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental

This research is entitled “Using graphic organizer strategy in teaching writing on narrative paragraph (experimental research). Writing is a very important subject that should be learned by English learners. The students should be able to express their ideas and opinion either in the form of a sentence or paragraph. However, the researcher found that many students at the Second Grade Students of SMP Negeri 1 Tanah Luas could not express their ideas and develop into the paragraph. Hence, the appropriate strategy of teaching and learning is very important to help students master writing skills. This research aims to know the effect of achievement between the students who are taught writing by using graphic organizers from those taught writing in the narrative by using traditional methods. This research was experimental research and used a quasi-experimental design. The samples chosen in this research were the whole students of class VIII2 and VIII4 of SMPN 1 Tanah Luas. Class VIII2 consisted of 25 students was chosen as experimental group and class VIII4 consisted of 24 students was chosen as control group. This research was conducted in three phrases; there were pre-test, treatments and post-test. The data collection technique used in this research was test. The tests were pre-test and post-test. The researcher gave pre-test before giving treatment and post-test after giving treatment. The treatment was conducted in three meetings. The data was analyzed by using t-test formula. The research result and the hypothesis authentication found by using t-test formula in significant level 5% or α = 0.05 were obtained that ttest > ttable. The ttest found in this research was 3.91. Meanwhile, ttable was gotten from the list of distribution value with degree of freedom = 47, because the data not in the table, the researcher used interpolation approach and obtained = 1.67. So >  = 3.91 > 1.67. It meant that Ha was accepted and Ho was rejected. So, graphic organizer strategy significantly affects the students’ ability in mastering writing.   Kata Kunci: graphic organizer strategy, teaching and learning, writing narrative paragraph

scholarly journals Improving Students' Reading Comprehension of Report Text with KWL Strategy

2019 ◽  
Vol 8 (1) ◽  
pp. 25-36
Author(s):  
Nudiya Afiya Farha ◽  
Rohani Rohani
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Control Group ◽  
Eleventh Graders ◽  
Post Test ◽  
Sample Test ◽  
Quasi Experimental ◽  
Significant Achievement ◽  
Experimental Group ◽  
Report Text

ABSTRACT This research was carried out to know the effectiveness of implementing KWL strategy to improve students’ reading comprehension of report text and to know whether there is a significant achievement difference between students who were taught with KWL strategy and those who were not. The instrument used was a multiple choice reading comprehension test. Seventy two eleventh graders of SMA Negeri 1 Bae Kudus were selected as the sample. They were divided equally into experimental and control group. The data collection involved pre-test, treatments, and post-test. The result of the implementation of KWL strategy in the experimental group improved the students’ participation, motivation, and interest during teaching and learning process. In addition, the results of pre-test and post-test showed that mean score of the experimental group had a higher increase from 74.58 to 90.97 than the control group (from 72.77 to 87.77). However, the Independent Sample Test showed there was no significant achievement difference between the students who were taught with KWL strategy and those who were not. (1.80) was higher than.  Keywords: Quasi-experimental; KWL strategy; reading comprehension; report text

scholarly journals THE EFFECTIVENESS OF CHUNKING STRATEGY IN DEVELOPING STUDENT'S ABILITY IN STORY RETELLING

Prominent ◽  
2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Rohmaniyah Nia ◽  
Nur Ekaningsih
Keyword(s):  
Content Validity ◽  
Teaching And Learning ◽  
Face Validity ◽  
Control Group ◽  
Story Retelling ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Abstract: This research aims at finding out whether or not the use of chunking strategy is effective in developing students’ ability of story retelling to the tenth-grade students at MAN 01 Pekalongan. Quasi experimental research was applied as the method with two groups : experimental and control group. The total subject of this research was 52 students which were taken from two classes of X IPS 1 as a control group and X AGAMA 2 as an experimental group. Face and content validity were done by asking the English teacher and advisor to be expert judgements to validate the instrument by using a rubric appearance of test for face validity and its conformity by curriculum as a content validity. Inter-rater reliability in giving scores to the students’ was done to measure the reliability of the test. This research used SPSS in analysing the data of speaking test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significant difference in the story retelling ability between tenth grade students who were taught by using chunking strategy and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 89 and control class which is 83 and as a result Sig. (2-tailed) is 0.044 0.050. Therefore, the null hyothesis of this study is rejected. It means that the use of chunking strategy had significantly improved the tenth-grade students story retelling ability in English teaching and learning process of the experimental class at MAN 01 Pekalongan in the academic year 2019/2020. Keywords:     chunking, teaching speaking strategy, story retelling

scholarly journals The Effectiveness of the Dealing with Homophobia Psycho-Education Program on Psychological Counselor Candidates

2020 ◽  
Vol 10 (3) ◽  
pp. 1
Author(s):  
Meryem Vural-Batık
Keyword(s):  
Education Program ◽  
Repeated Measures ◽  
Mixed Model ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Quantitative And Qualitative Methods ◽  
Experimental Group

The aim of this research is to investigate the effect of the Dealing with Homophobia Psycho-Education Program on homophobia levels of psychological counselor candidates. This research was conducted with a mixed model and utilized quantitative and qualitative methods. 2 (experimental and control groups) x 3 (pre-test, post-test, follow-up) research design which is a type of quasi-experimental design was used and content analysis was applied to the data obtained via interviews. The study was conducted with a total of 24 psychological counselor candidates, 12 in the experimental group and, 12 in the control group. The Homophobia Scale was used to determine the homophobia levels of psychological counselor candidates. The Dealing with Homophobia Psycho-Education Program was developed by the researcher. In order to determine the effectiveness of the program, The Two-Way Analysis of Variance with Repeated Measures was used. As a result of the research, it was determined that the Dealing with Homophobia Psycho-Education Program is effective in decreasing the levels of homophobia of the psychological counselor candidates. Also, according to the participant's views, it was determined that the psycho-education program was effective in decreasing homophobia and caused changes in attitudes. The importance and necessity of using the program on psychological counselor education are discussed.

scholarly journals PORTFOLIO AS A STRATEGY TO IMPROVE CAREER ADAPTABILITY RESOURCES

2021 ◽  
pp. 15-25
Author(s):  
Liliana Faria ◽  
Keyword(s):  
Focus Group ◽  
Repeated Measures ◽  
Development Project ◽  
Control Group ◽  
Career Adaptability ◽  
Post Test ◽  
Quasi Experimental ◽  
Market Opportunities ◽  
Expository Teaching ◽  
Experimental Group

This study aimed to determine whether the levels of career adaptability resources could be increased through the use of a portfolio writing strategy. Based on a mixed methods approach, the study used the design quasi-experimental, with two independent groups and with repeated measures, together with a focus group. Forty students (17 from the experimental group; 23 from the control group) in university-work transition completed the Portuguese version of the Career Adaptation Scale. The pre-test survey was administered at the beginning of the semester of the curricular unit of personal and professional development project (PPDP) in both groups. This was followed, in the experimental group, by a fourteen-week portfolio writing intervention, under the PPDP. In the control group, the PPDP followed the traditional expository teaching methodology. After completing the intervention procedure, post-test research was conducted byboth groups. Five students from the experimental group also participated in a focus group of feedback on the writing of portfolios under the PPDP. The results revealedthat writing the portfolios contributed to a career adaptability resources increase as well as for the confidence, self-knowledge and knowledge of the market opportunities of these students. The use of portfolios in the PPDP unit course is recommended.

scholarly journals Impact of bilateral-coordinated movement on manipulative skill competency in school-aged children

2020 ◽  
Author(s):  
Jun Chen ◽  
Xiaozan Wang ◽  
Weiyun Chen
Keyword(s):  
Elementary School ◽  
Repeated Measures ◽  
Fourth Grade ◽  
Control Group ◽  
Significant Interaction Effect ◽  
School Aged Children ◽  
Fourth Grade Students ◽  
Main Effect ◽  
Post Test ◽  
Quasi Experimental

Abstract Background Researchers found that manipulative skill competency in childhood not only help improve physical activity participation, but also help adolescent learn specialized sport skills. This study aimed at examining the effects of an 8-week bilateral-coordinated movement (BCM) intervention on manipulative skill competency in school-aged children.Methods Participants were 314 fourth-grade students in two elementary schools. This study used 2-arm quasi-experimental research design. For one elementary school, two fourth-grade classes were assigned to the BCM group, the other two fourth-grade classes were assigned to the control group. For another elementary school, one fourth-grade class was assigned to the BCM group and another fourth-grade class to the control group. The students in the BCM group received an 8-week, two 40-minute BCM lessons in soccer and another 8-week, two 40-minute BCM lessons in basketball, while the control group received an 8-week, two 40-minute regular PE lessons in soccer and basketball, respectively. Students’ manipulative skill competency in soccer and basketball skills were pre- and post-tested using the two PE Metric assessment rubrics. Data were analyzed by means of descriptive statistics, independent sample t test, ANCOVA and ANOVA repeated measures.Results The results showed a significant main effect of time (pre-test vs. post-test) in soccer skills (F = 273.095, p = .000, 𝜂2 = .468) and in basketball skills (F = 74.619, p = .000, 𝜂2 = .193). Also, the results revealed a significant main effect of group (BCM group vs. control group) in soccer skills (F = 37.532, p = .000, 𝜂2 = .108), marginal significant main effect of group in basketball skills (F = 3.619, p = .058, 𝜂2 = .011). Further, there was significant interaction effect between the time and group in soccer skills (F = 37.532, p = .000, 𝜂2 = .108) and in basketball skills (F = 18.380, p = .000, 𝜂2 = .056).Conclusions It was concluded that after participated in the 8-week, 16 40-min lessons of BCM, the fourth-grade students had greater improvement in soccer and basketball dribbling, passing and receiving skills, compared to the control group.

Effect of Computer Assisted Instructional Package on Students' Learning Outcomes in Basic Science

2019 ◽  
Vol 9 (1) ◽  
pp. 1-15
Author(s):  
Simeon O. Olajide ◽  
Francisca O. Aladejana
Keyword(s):  
Learning Outcomes ◽  
Basic Science ◽  
Teaching And Learning ◽  
Science Achievement ◽  
Control Group ◽  
Computer Assisted ◽  
Post Test ◽  
Quasi Experimental ◽  
Improved Performance ◽  
Instructional Package

The study developed the basic science information and communication technology (BSICT) instructional package based on Nigerian Junior Secondary School (JSS) curriculum and investigated its effect on the students' learning outcomes with the aim of improving them. The study employed the pre-test, post-test, control group quasi-experimental research design. From a population of all JSS in Osun State, a sample of 180 students from six intact classes in six purposively selected schools was taken. The experimental groups were taught using the BSICT package while the control groups were taught the same concepts without the package. Data was collected using the Basic Science Achievement Test and analysed. The results showed significant effects of the package on students' performance and retention ability in basic science. The study concluded that BSICT could be used to improve students' learning outcomes in basic science if properly proctored. Hence, the use of computer assisted instruction can be recommended for teaching and learning for improved performance and retention.

Análisis comparativo de los perfiles motivacionales y el Estado de Flow entre una metodología tradicional y la metodología Flipped Classroom en estudiantes de Educación Física (Comparative analysis of motivational profiles and flow status between a tradi

Retos ◽  
2020 ◽  
pp. 338-344
Author(s):  
Pablo Cuenca Ruano ◽  
Salvador García Martínez ◽  
Alberto Ferriz Valero ◽  
Juan Tortosa Martínez
Keyword(s):  
Learning Environment ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
The State ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Student Test ◽  
Para Determinar ◽  
Experimental Group

El proceso de enseñanza y aprendizaje está muy determinado por la motivación y el ambiente de aprendizaje. La motivación y el ambiente de aprendizaje, dentro de la educación, dependen mucho de las metodologías educativas que se implementan en los centros educativos. El objetivo de este trabajo es comparar la motivación y el estado de Flow entre la estrategia metodológica Flipped Classroom y una metodología tradicional. Para ello se llevó a cabo un estudio de diseño cuasiexperimental, con selección de la muestra no probabilística e intencional. 103 alumnos universitarios participaron en el estudio, divididos en un grupo experimental (Flipped Classroom) y un grupo control (metodología tradicional). La motivación y el estado de Flow se evaluaron antes de comenzar la impartición de lecciones relacionadas con la asignatura: “Didáctica de la Educación Física” y al finalizar la misma (cuatro meses). Se utilizaron los cuestionarios de metas de logro 2x2 (Guan et al., 2006) y DREEM (Herrera et al., 2015). Para determinar si existían diferencias iniciales y finales entre los grupos se realizó la prueba T-Student de muestras independientes. Para observar las diferencias intragrupo (pre vs pos-test) se utilizó una prueba T-Student para muestras relacionadas. Los resultados muestran que existen diferencias significativas entre el grupo de control y el grupo experimental en las variables aproximación/maestría (p < .001), enseñanza (p = .003) y aprendizaje (p = .05). Con la metodología Flipped Classroom el alumnado presenta niveles en la motivación y en el estado de Flow superiores al alumnado que imparte una metodología tradicional.  Summary. The teaching and learning process is highly determined by motivation and the learning environment. The motivation and the learning environment, within education, both of them depend a lot on the educational methodologies that are implemented in educational centers. The objective of this work is to compare the motivation and the state of Flow between the Flipped Classroom methodological strategy and a traditional methodology. For this reason, a quasi-experimental design study was carried out, with a selection of the non-probabilistic and intentional sample. 103 university students participated in the study, divided into an experimental group (Flipped Classroom) and a control group (traditional methodology). The motivation and the state of Flow were evaluated before the beginning of the lessons related to the subject: "Physical Education Didactics" and at the end of it (four months later). The 2x2 achievement goal questionnaires (Guan et al., 2006) and DREEM (Herrera et al., 2015) were used. To determine if there are initial and final differences between the groups, the T-Student test was performed on independent samples. To observe intra-group differences (pre vs. post-test), a T-Student test was detected for related samples. The results found that there are differences between the control group and the experimental group in the variables approach/mastery (p < .001), teaching (p = .003) and learning (p = .05). With the Flipped Classroom methodology, students have higher levels of motivation and Flow status than students who teach a traditional methodology.

COVID-19 AND NIGERIAN PUPILS’ READING DISTRESSES: EXPERIMENTING COLLABORATIVE TECHNIQUE FOR THE REVATALISATION OF LOWER-BASIC SCHOOL PUPILS’ READING CULTURE

2020 ◽  
Vol 10 (2) ◽  
pp. 19-27
Author(s):  
Lawal Safi ◽  
◽  
Umar Zakaric ◽  
Oluwole Grace ◽  
◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
English Language ◽  
General Level ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Reading Culture ◽  
Basic School ◽  
Level Of Significance

The development of lower-basic school was replicated prior to the attainment of independent in Nigeria. This is a move to look inward on how the country can lay a very good foundation for Nigeria education. The emergency of covid-19 pandemic that compulsorily short down schools across the globe in no doubt affects Nigerian pupils reading culture. The trust of this paper therefore, is to experiment how collaborative as an instructional technique can close the reading-culture vacuum created by the covid-19 pandemic with a view to suggesting ways of improving the quality of teaching and learning reading comprehension. A quasi-experimental design with pre and post-test, non-randomized, and non-equivalent was adopted for data collection. The population for this study consisted of all upper-basic school pupils in Ilorin metropolis. Two schools were purposively sampled. The sample was categorized into one experimental group and one control group of fifty respondents each. The data collected were analysed using the percentage, mean, standard deviation and analysis of Co-variance (ANCOVA) to test the two formulated hypotheses at 0.05 level of significance. Findings revealed that: the general level of pupils’ achievement in reading comprehension was low before the treatments (42.79) but high after the treatments (77.76) irrespective of gender. The paper recommends that teachers of the English language should wake up and move in line with the modern trends through the use of collaborative instructional techniques in order to improve the teaching and learning of reading comprehension. Teachers and other stakeholders should try and leave up expectations by encouraging collaborative techniques for teaching reading. Curriculum planners and developers should not be left out in this regard.

scholarly journals Collaborative Learning as A Strategy to Improve the English Reading Comprehension of Indonesian Learners in The Agribusiness Department at Muhammadiyah University of Parepare

2021 ◽  
Vol 3 (2) ◽  
pp. 78-84
Author(s):  
Ammang Latifa
Keyword(s):  
Reading Comprehension ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Reading Ability ◽  
Learning Strategy ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Test Result

This research sheds some light on collaborative learning to increase the agribusiness students' reading ability at the Muhammadiyah University of Parepare. It tries to find answers to two questions. First, to what extent does the collaborative learning strategy improve the students reading comprehension in the ESP course at UMPAR? Second, what are the students' perceptions of collaborative learning strategies in teaching reading comprehension at UMPAR? To answer these questions, the researcher adopted a Quasi-Experimental design by using the experimental and control group. The data were collected through a reading test and a questionnaire. The research findings indicated that using a collaborative learning strategy improved the students' reading comprehension at agribusiness students at UMPAR. The t-test result of the Pre-test was -1.25 and 2.50 in the Post-test. The Post-test result was more significant than the t-table (2.50>2.023). It indicated that H0 was rejected and H1 was accepted. The results of the study also revealed that a collaborative learning strategy improves the students' ability in teaching Reading Comprehension.

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