scholarly journals The effect of using context- based learning strategy REACT on developing secondary stage students’ achievement in grammar, motivation and the transfer of learning on their oral performance

2017 ◽  
Vol 63 (2) ◽  
pp. 57-96
Author(s):  
Hanan Ahmed Hussien Hussien
Keyword(s):  
Transfer Of Learning ◽  
Learning Strategy ◽  
Oral Performance ◽  
Secondary Stage

scholarly journals Effect of Visualised Case-Based Learning Strategy On Students’ Academic Performance in Chemistry in Ibadan Metropolis, Nigeria

2021 ◽  
Vol 10 (1) ◽  
pp. 106-126
Author(s):  
Mabel Ihuoma Idika
Keyword(s):  
Transfer Of Learning ◽  
Learning Strategy ◽  
Instructional System ◽  
Instructional System Design ◽  
Design Development ◽  
Chemistry Students ◽  
Case Based Learning ◽  
Post Hoc ◽  
Senior Secondary ◽  
Case Based

This study investigated the effect of the use of visualized case-based learning (VCBL) strategy on chemistry students’ academic achievement. The theoretical framework for this study is based on Thorndike’s idea of transfer of learning. A sample of one hundred and forty-five (145) senior secondary school II chemistry students drawn from four intact classes in two local government areas of Ibadan metropolis, were used for the research. Three well validated instruments were used to collect data. The VCBL package was developed following the Smith and Ragan Instructional System Design (ISD) Model (1999). This model comprises four stages: namely, Analysis, Design, Development and Implementation/Evaluation. Data were analysed by means of inferential statistics (ANCOVA, EMM and Tukey’s post-hoc). Results showed that there is significant main effect of treatment on students’ achievement in Chemistry (F (2, 248) =17.539; p<0.05; η2=0.124); implying that the posttest scores of students’ achievement in achievement significantly differ between the treatment and conventional groups. It was concluded that VCBL strategy has the potential to enable students understand chemistry better by way of promoting transfer of learning. In light of this, implications were discussed and relevant suggestions made.     

Lingual Strengthening: Success in an Outpatient Setting

2015 ◽  
Vol 24 (2) ◽  
pp. 71-74
Author(s):  
Ali Meier
Keyword(s):  
Oropharyngeal Dysphagia ◽  
Patient Discharge ◽  
Outpatient Setting ◽  
Oral Performance ◽  
Exercise Protocol ◽  
Anterior Position ◽  
Tongue Position ◽  
Bolus Propulsion ◽  
Posterior Position

In the last decade or more, dysphagia research has investigated the effect of lingual strengthening on oropharyngeal dysphagia with promising results. Much of this research has utilized strengthening devices such as the Iowa Oral Performance Instrument (IOPI) or the Madison Oral Strengthening Therapeutic (MOST) Device. Patients are often given a device to use, and are able to complete an exercise protocol daily or multiple times per day. This case study was completed to determine the effectiveness of using the IOPI in an outpatient clinic where therapy was conducted two to three times per week. The patient was seen post tongue resection due to oropharyngeal cancer. From initiation of IOPI use to patient discharge, the patient demonstrated a 71% increase in lingual strength at the anterior position, a 61% increase at the posterior position, and a 314% increase at the base of tongue position. His diet advanced from NPO to general based on gains in lingual strength and bolus propulsion.

Transfer of learning but not memory after unilateral cerebellar lesion in rabbits.

1994 ◽  
Vol 108 (2) ◽  
pp. 284-293 ◽  
Author(s):  
David G. Lavond ◽  
Sanae A. Kanzawa ◽  
Dragana Ivkovich ◽  
Robert E. Clark
Keyword(s):  
Transfer Of Learning ◽  
Cerebellar Lesion

Implicit transfer of learning and action effects

2011 ◽  
Author(s):  
L. Ferraro ◽  
S. Rubichi ◽  
R. Nicoletti ◽  
C. Iani ◽  
V. Gallese
Keyword(s):  
Transfer Of Learning ◽  
Action Effects
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