scholarly journals Impact of Brain-Based Instructional Strategy on Academic Performance of Deaf Students in Mathematics in Oyo School of Handicapped, Nigeria

2016 ◽  
Vol 3 (2) ◽  
pp. 447 ◽  
Author(s):  
Samuel A. Olaoluwa ◽  
Catherine A. Ayantoye
Keyword(s):  
Academic Performance ◽  
Mathematics Anxiety ◽  
Instructional Strategy ◽  
Rating Scale ◽  
Study Data ◽  
Instructional Materials ◽  
Control Group ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

This study investigated the impact of brain-based instructional strategy on academic performance of<br />students who are deaf or hard of hearing (D/HH) in mathematics. A pre-test, post-test, control group<br />quasi-experimental design was adopted with a 2 x 3 x 2 factorial matrix. The sample size of 41 students<br />who are D/HH were randomly selected in the school. Two intact classes each were randomly assigned<br />to the experimental group (Brain-Based Instructional Strategy-BBIS) and the Control Group<br />respectively. The instruments used were, Mathematics Attitude Questionnaire (r = 0.81), Cognitive<br />Style Test (r = 0.80), and Mathematics Anxiety Rating Scale (r = 0.81). Three research questions<br />guided the study. Data obtained were analyzed using descriptive statistics of mean scores and standard<br />deviations to explain and compare pretest and posttest scores of the experimental and control groups in<br />all the criteria measured. Brain-based instructional strategy was more effective at improving students’<br />attitude to mathematics than the conventional method. The findings of the study also indicated that<br />tension and test-phobia which normally permeates the teaching-learning process of mathematics was<br />highly reduced due to the optimal use of diverse brain compatible instructional materials among<br />students who are D/HH.

The effect of body-movement teaching, learning motivation and performance

2016 ◽  
Vol 24 (3) ◽  
pp. 414-437 ◽  
Author(s):  
Satoshi Sugahara ◽  
Hisayo Sugao ◽  
Steven Dellaportas ◽  
Takahiro Masaoka
Keyword(s):  
Body Movement ◽  
Learning Motivation ◽  
Control Group ◽  
Content Type ◽  
Entry Level ◽  
Quasi Experimental ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

Effects of Data-Driven Instructional Strategy on Pre-Service Teachers' Mathematics Lesson Preparation in College of Education Ikere-Ekiti

2019 ◽  
pp. 75-91
Author(s):  
Oluwabunmi V. Kehinde-Dada ◽  
Olusola Obisanya ◽  
Gbenga Adewale
Keyword(s):  
Instructional Strategy ◽  
Rating Scale ◽  
College Of Education ◽  
Data Driven ◽  
Control Group ◽  
Significant Interaction Effect ◽  
Main Effect ◽  
Quasi Experimental ◽  
Effect Of Treatment ◽  
Instructional Package

This study determined the effects of data-driven instructional strategy (DDIS) on pre-service teachers' lesson preparation in mathematics. The moderating effect of gender was also examined. A pretest-posttest control group quasi-experimental design was adopted. Twenty-seven College of Education pre-service teachers participated in the study. The study was guided by three research questions. Data collected were analyzed using analysis of variance (ANOVA). Instruments used were rating scale tagged practical teaching assessment scale (PTAS) (Scotts' pie = 0.87) and data-driven instructional package (DDIP). There was a significant main effect of treatment on pre-service teachers' lesson preparation (F(1,23)= 26.83, partial η2 = 0.54). Lesson preparations of pre-service teachers exposed to DDIS (x ̅ = 7.12) were better than those of control (x ̅ = 4.87). There was a significant interaction effect of treatment and teachers' gender on pre-service teachers' lesson preparation (F(1,23)= 4.37). Data-driven instructional strategy enhanced pre-service teachers' lesson preparation in mathematics.

scholarly journals Application of Brain-Based Teaching Strategies on Academic Performance of Children with Attention Deficit Hyperactivity Disorder (ADHD) In Mathematics

2020 ◽  
Vol 7 (1) ◽  
pp. p146
Author(s):  
Catherine A. Ayantoye ◽  
Samuel O. Olaoluwa ◽  
Mari Caballero ◽  
Sonja Ezell ◽  
Kelly O’Neal Hixson
Keyword(s):  
Academic Performance ◽  
Conventional Method ◽  
Teaching Strategies ◽  
Mathematics Anxiety ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
Children With Adhd ◽  
Teaching Learning ◽  
And Control

This study examined application of Brain-based Teaching Strategies on academic performance of children with ADHD in Mathematics. Gender and Mathematics anxiety level were introduced as moderator variables. A pre-test, post-test, control group experimental design was employed for this study. Two groups were involved (experimental and control groups). The experimental group was exposed to the application of Brain-based Teaching Strategies while the control group was exposed to the conventional method. Two instruments were used (i) Achievement Test in Mathematics (ATM) (r = 0.83) and (ii) Mathematics Anxiety Rating Scale (MARS) (r = 0.80). Data obtained were analyzed using descriptive statistics of means scores and standard deviations to explain and compare pretest and posttest mean scores of the experimental and control groups in all the criteria measured. Inferential statistics of Analysis of covariance (ANCOVA) was used to test the hypotheses and estimate the impacts of various factors on the dependent variables. Treatment was more effective at improving children with ADHD attitude to mathematics than the conventional method. Findings indicated significant improvement on children’s attention span resulting from taking cognizance of “prime times” in the teaching-learning episode. Also, tension that is normally associated with the teaching-learning process of mathematics was significantly reduced.

scholarly journals Effect of Web 2.0 Technologies on Academic Performance: A Meta-analysis Study

2020 ◽  
Vol 5 (1) ◽  
pp. 108-127
Author(s):  
Esra Ergül Sönmez ◽  
Hasan Çakır
Keyword(s):  
Academic Performance ◽  
Web 2.0 ◽  
Experimental Approach ◽  
Meta Analysis ◽  
Control Group ◽  
Analysis Method ◽  
Web 2.0 Technologies ◽  
Quasi Experimental ◽  
G Value ◽  
The Impact

With the development of Web 2.0 technologies, the studies conducted in this field are diversifying and quite different results are obtained. In the current study, the contributions of wikis and blogs, which are considered as web 2.0 technologies, to academic performance were examined with meta-analysis method. The studies following quasi-experimental approach and have a control group with pretest-posttest measures published both in Turkish and English are included in the study. In consideration of the criteria determined, 19 studies were selected to be considered for the current study. The studies having participants from nine different countries were coded, and then they were analyzed in a meta-analysis software called CMA. As the distribution of data was heterogeneous, a random effects model was selected and the analysis was performed. Effect size (E++) according to the analysis performed by the Hedge’s g value and 95% confidence interval was found as 0.740. Results show that the impact of web 2.0 technologies on academic performance is positive and moderate.

scholarly journals Using Flipped Classroom Technique on Online Teaching Platform during COVID-19

2021 ◽  
Vol 58 (1) ◽  
pp. 5422-5430
Author(s):  
Christ Helan I, Dr. K. Anbazhagan
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Poor Quality ◽  
Control Group ◽  
Flipped Learning ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

Owing to the spread of COVID-19, in order to maintain teaching learning during this disruption, the educational system is shifted to online teaching. This article is aimed to analyse the recent trends and the need for revision in the material. The impact of flipped teaching method on students and challenges were analysed in this research to investigate the pre-existing studies, technological tools and the online platform. The quasi-experimental method is used to analyse the implication of FL technique. The students of Engineering and Technology were selected as samples. On the whole 128 students from two sections have used the teaching of Flipped learning approach for the experimental group and 67 students from one section have been using traditional lectures for the control group. In the students’ perceptions, flipped learning is included with questionnaires of open-ended and close-ended. The results have shown flipped learning has better performance. They have become conscious of a unique set of affordances and restrictions; they have shown more attention to flipped learning. It is  found  that different departments were using the FL approach and online technological sources have been used for online practice. The flipped classroom has brought positive results on students’ learning activities like achievements, interactions, motivations, and so on. Poor quality of video and untrained lecturer has been addressed as a great challenge in inculcating the flipped classroom environment.

scholarly journals Realidad aumentada como recurso de apoyo en el proceso enseñanza-aprendizaje

2021 ◽  
Vol 24 (3) ◽  
Author(s):  
Byron Geovanny Hidalgo Cajo ◽  
Diego Patricio Hidalgo Cajo ◽  
Mercedes Gabriela Montenegro Chanalata ◽  
Iván Mesías Hidalgo Cajo
Keyword(s):  
Standard Deviation ◽  
Ease Of Use ◽  
Human Anatomy ◽  
Control Group ◽  
Cross Sectional ◽  
Teaching Resources ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

El presente estudio analiza el impacto de la realidad aumentada (RA) como recurso de apoyo en el proceso enseñanza-aprendizaje (E-A) de la Anatomía Humana. Para el efecto se diseñó una investigación cuantitativa, cuasiexperimental expostfacto, transversal, descriptivo mediante la conformación de dos grupos de estudiantes que recibieron formación de anatomía, el primer grupo denominado de control  conformado por 31 estudiantes utilizaron recursos didácticos tradicionales como textos, maquetas, dibujos, presentaciones; paralelamente se impartió la misma temática a un grupo experimental de 31 estudiantes mediante el uso de una aplicación móvil de RA, al finalizar el experimento se aplicó una evaluación de 20 reactivos a cada grupo, obteniendo los siguientes resultados, el grupo de control obtuvo una media de 2,77 sobre 10 y una desviación estándar de 0,956, mientras el grupo experimental obtuvo una media de 7,97 sobre 10 y una desviación estándar de 0,875. Por otra parte, se aplicó una encuesta de 10 preguntas al grupo experimental en cuanto a la utilización de la RA, los cuales mostraron plena satisfacción por la experiencia recibida y consideran que los recursos de RA despiertan en ellos la motivación de utilizarlo, por su fácil uso y la interacción que experimentan entre el contenido y los objetos virtuales, generando conocimiento con entretenimiento. Sin embargo, desde la perspectiva del estudiantado la adopción de la RA por parte del profesorado será un reto que los docentes deben abordar, dado que su implementación exigirá desarrollar competencias tecnológicas, pedagógicas y de contenido para una adecuada aplicación en el aula. This study analyzes the impact of augmented reality (AR) as a support resource in the teaching-learning process (E-L) of Human Anatomy. For this purpose, a quantitative, quasi-experimental, expository, cross-sectional, descriptive, descriptive research was designed by forming two groups of students who received training in anatomy. The first group, called the control group, made up of 31 students, used traditional teaching resources such as texts, models, drawings, presentations, etc. At the same time, the same subject matter was taught to 31 students; At the end of the experiment, an evaluation of 20 reagents was applied to each group, obtaining the following results: the control group obtained a mean of 2.77 out of 10 and a standard deviation of 0.956, while the experimental group obtained a mean of 7.97 out of 10 and a standard deviation of 0.875. On the other hand, a 10-question survey was applied to the experimental group regarding the use of AR, which showed full satisfaction with the experience received and consider that AR resources awaken in them the motivation to use it, due to its ease of use and the interaction they experience between the content and virtual objects, generating knowledge with entertainment. However, from the students' perspective, the adoption of AR by teachers will be a challenge that teachers must address, since its implementation will require the development of technological, pedagogical and content competencies for an adequate application in the classroom.

scholarly journals The Effectiveness of a Proposed Program Based on Stepanz's Model of Changing the Alternative Chemical Concepts on the Achievement of Ninth-Grade Students in Jordan

2015 ◽  
Vol 9 (3) ◽  
pp. 472
Author(s):  
Basil A. Husein
Keyword(s):  
Ninth Grade ◽  
Study Data ◽  
Male Students ◽  
Control Group ◽  
Grade Levels ◽  
Chemical Concepts ◽  
Quasi Experimental ◽  
Ninth Grade Students ◽  
Teaching Learning ◽  
And Control

This quasi-experimental study aimed to investigate the effect of Stepanz' model in changing the alternative chemical concepts on the achievement of ninth-grade students. The participants of the study were 50 ninth grade male students who were distributed randomly into two groups: experimental group and control group. To answer the question of study, data was gathered and analyzed using (T-test). The results showed that there were statistically significant differences (p. < 0.05). In students mean scores with regards to their achievement. Those differences were in favor of the students who were taught using Stepanz model. In light of these results, the researcher recommend adopting Stepanz model in the teaching -learning process and training in-service teachers and reforming the scientific subjects in accordance with this model. In addition, the researcher recommends that more researches to be conducted to examine the effect of Stepanz model in changing the alternative chemical concepts on the achievement of students at different grade levels and in other subjects. 

The Impact of Humor Therapy to Reduce Headache Due to Hypertension in Mersi Purwokerto

2018 ◽  
Vol 13 (1) ◽  
pp. 15
Author(s):  
Sidik Awaludin ◽  
Iwan Purnawan
Keyword(s):  
Blood Pressure ◽  
Rating Scale ◽  
Sampling Technique ◽  
Numeric Rating Scale ◽  
Pain Scale ◽  
Control Group ◽  
P Value ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Impact

<p>Hypertension can lead to the heart disease, kidney, and stroke if the blood pressure is not controlled. Various complementary therapies are developed to reduce pain due to high blood pressure. Humor therapy can cause a relaxation response and reduce a headache. The purpose of this research was to identify the impact of humor therapy to reduce headache caused by hypertension. This research used a quasi-experimental design of pre and post control group design. The number of samples was 40 people with primary hypertension in Mersi village Purwokerto. The sampling technique used was purposive sampling. Numeric rating scale was applied to measure the pain scale. The difference of pain scale before and after the intervention was tested using Mann Whitney test. Statistical analysis result showed that humor therapy has a significant impact to reduce headache due to hypertension (p value = 0.000). Humor therapy is able to reduce headache due to hypertension significantly.</p>.

scholarly journals Application of the ubiquitous game with augmented reality in Primary Education

Comunicar ◽  
2019 ◽  
Vol 27 (61) ◽  
pp. 71-82 ◽  
Author(s):  
José-Manuel Sáez-López ◽  
María Luisa Sevillano-García-García ◽  
María de los Ángeles Pascual-Sevillano
Keyword(s):  
Academic Performance ◽  
Augmented Reality ◽  
Information Search ◽  
Sixth Grade ◽  
School Students ◽  
Educational Environments ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Educación Primaria ◽  
The Impact

Augmented reality (AR) immersion enables virtual objects and real environments to coexist and encourage experimentation with phenomena that are not possible in the real world. Augmented reality is generating new opportunities for the development of ubiquity within educational environments. The objective of this study was to analyze the impact that the integration of ubiquitous game approaches with augmented reality has on learning. A quasi-experimental study was carried out with 91 sixth-grade primary school students; the learning scenario was designed and the augmented reality application “WallaMe” was selected for use in five sessions of a didactic unit in Art Education. Through pretest and posttest procedures, academic performance and information search skills were evaluated, and, a Likert scale analyzed the motivation and collaboration variables among the students. The results showed that the experimental group obtained statistically significant improvements in the academic performance of the subject, motivation, in the search for, and analysis of, information, level of fun and collaboration. The conclusion is that the dynamic activities managed in the intervention, which made use of augmented reality and localization, benefit teaching-learning processes, and encourage innovation and improvement through educational technology. La inmersión de la realidad aumentada (RA) propicia la coexistencia de objetos virtuales y entornos reales que permiten la experimentación con fenómenos que no son posibles en el mundo real. La realidad aumentada está generando una nueva oportunidad de crecimiento de la ubicuidad en los entornos educativos. El objetivo de este estudio es analizar el impacto que tiene sobre el aprendizaje la integración educativa de los enfoques de juego ubicuo con realidad aumentada. Se realizó un estudio cuasi experimental con 91 alumnos de sexto curso de Educación Primaria, se diseñó el escenario de aprendizaje y se seleccionó la aplicación de realidad aumentada «WallaMe», que fue utilizada en cinco sesiones de una unidad didáctica del área de Educación Artística. Mediante el procedimiento de pretest y postest se evaluaron el rendimiento académico y las habilidades de búsqueda de información, y una escala Likert analizó las variables motivación y colaboración entre los estudiantes. Los resultados mostraron que el grupo experimental obtiene mejoras estadísticamente significativas en la motivación hacia el aprendizaje, el rendimiento académico de la materia y en la competencia digital. En definitiva, se concluye que las actividades dinámicas manejadas en la intervención, que hacen uso de realidad aumentada y localización, aportan beneficios en los procesos de enseñanza aprendizaje, y propician una innovación y mejora educativa con el uso de la tecnología educativa.

scholarly journals Fostering Achievement of Low-, Average-, and High-Achievers Students in Biology through Structured Cooperative Learning (STAD Method)

2019 ◽  
Vol 2019 ◽  
pp. 1-10 ◽  
Author(s):  
Sangeeta Yaduvanshi ◽  
Sunita Singh
Keyword(s):  
Cooperative Learning ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Low Achievers ◽  
Analysis Of Covariance ◽  
Cognitive Domain ◽  
High Achievers ◽  
Control Group ◽  
Teaching Learning ◽  
The Impact

Cooperative learning is one among the most innovative and popular strategies of learning for present century students. It is theoretically grounded and extensively researched teaching-learning practice which is believed to foster the achievement of all types of students. Since cooperative learning is in the nascent stage in India and it is not much trendy method of teaching, the investigator carried out the present study. The present study is an experimental investigation that explores the impact of the structured cooperative learning strategy (STAD method) on the achievement of low-achievers, average-achievers, and high-achievers students in biology at the secondary level. The pretest and posttest experimental design was used, and control and experimental groups are equated on the basis of pretest scores. The sample consisted a total of 63 students of ninth class students from Varanasi city. Data were collected and analyzed with t-test, and analysis of covariance (ANCOVA) was performed to test the hypotheses at 0.05 levels of significance with the use of the biology achievement test (BAT). The results revealed that students taught by the cooperative learning strategy perform better on the BAT at three levels of the cognitive domain of knowledge, understanding, and applying, than those taught using the conventional method of instruction. The study revealed that low-achievers, average-achievers, and high-achievers students of the experimental group outperform the control group. So, it can be concluded from this study that the STAD method of structured cooperative learning fosters the achievement of low-, average-, and high-achievers students in Indian context. It was therefore recommended that teachers should be encouraged to use the cooperative instructional strategy to teach biology and other subjects in secondary schools to facilitate learning of higher levels of cognitive domains to meet challenges of the twenty-first century.

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