scholarly journals Effectiveness of computer-assisted learning in biology teaching in primary schools in Serbia

2013 ◽  
Vol 45 (2) ◽  
pp. 422-444 ◽  
Author(s):  
Vera Zupanec ◽  
Tomka Miljanovic ◽  
Tijana Pribicevic
Keyword(s):  
Primary Schools ◽  
Teaching Method ◽  
Biology Education ◽  
Control Group ◽  
Computer Assisted ◽  
Traditional Teaching ◽  
Computer Assisted Learning ◽  
Biology Teaching ◽  
Cognitive Domains

The paper analyzes the comparative effectiveness of Computer-Assisted Learning (CAL) and the traditional teaching method in biology on primary school pupils. A stratified random sample consisted of 214 pupils from two primary schools in Novi Sad. The pupils in the experimental group learned the biology content (Chordate) using CAL, whereas the pupils in the control group learned the same content using traditional teaching. The research design was the pretest-posttest equivalent groups design. All instruments (the pretest, the posttest and the retest) contained the questions belonging to three different cognitive domains: knowing, applying, and reasoning. Arithmetic mean, standard deviation, and standard error were analyzed using the software package SPSS 14.0, and t-test was used in order to establish the difference between the same statistical indicators. The analysis of results of the post?test and the retest showed that the pupils from the CAL group achieved significantly higher quantity and quality of knowledge in all three cognitive domains than the pupils from the traditional group. The results accomplished by the pupils from the CAL group suggest that individual CAL should be more present in biology teaching in primary schools, with the aim of raising the quality of biology education in pupils.

scholarly journals Application of PDCA Cycle in Clinical Teaching of Respiratory Medicine During the Outbreak of COVID-19

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Meifang Ren ◽  
Cheng Huang
Keyword(s):  
Clinical Teaching ◽  
Teaching Method ◽  
Respiratory Medicine ◽  
Control Group ◽  
Traditional Teaching ◽  
Teaching Content ◽  
Pdca Cycle ◽  
Traditional Teaching Methods ◽  
Experimental Group

Objective: The study was to analyze the application of PDCA cycle in the clinical teaching of respiratory department during the outbreak of COVID-19. The teaching content focused on the prevention, control, diagnosis and treatment of COVID-19. Methods: Thirty clinical interns who entered the Department of Respiratory Medicine in our hospital from June 2020 to December 2020 were selected as the research objects and were randomly divided into two groups. The control group adopted traditional teaching methods and the experimental group adopted PDCA cycle. The teaching effect of the two group was compared. Results: The experimental group that used the PDCA cycle method had significantly higher theoretical knowledge, treatment skills, and comprehensive quality evaluation of COVID-19 than the traditional teaching method of the control group. Conclusion: The application of the PDCA cycle method in clinical teaching activities can improve the teaching process during the outbreak of COVID-19 and help improve the overall quality of clinical interns.

scholarly journals Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

2016 ◽  
Vol 9 (11) ◽  
pp. 104 ◽  
Author(s):  
Ataman Karacop
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Control Group ◽  
Electrochemical Cells ◽  
Traditional Teaching ◽  
Learning Group ◽  
Student Teams ◽  
Undergraduate University Students

<p class="apa">The aim of this study was to determine the effect of Student Teams-Achievement Divisions cooperative learning with models on academic achievements of undergraduate university students attending classes in which the electrochemical cells. The sample of research was comprised of 70 students from first class of science teacher education program during the academic year 2014-2015. The data obtained by the Electrochemistry Achievement Test (EcAT). The study was carried out in three different groups. The research groups were randomly assigned as the cooperative learning with models group (CLMG), the cooperative learning group (CLG), and the control group (CG). The data obtained by the instrument was evaluated through descriptive statistics, one–way ANOVA, and ANCOVA. The results indicated that teaching electrochemical cells via STAD with Model method was more effective than the traditional teaching method and only STAD in increasing academic achievement. In addition, according to the EcAT results, students’ high levels of misunderstanding show that there are indicative of some deficiencies in teaching of the electrochemical cells in the molecular level.</p>

scholarly journals A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students’ Learning at ‘A’ level

2019 ◽  
Vol IV (I) ◽  
pp. 61-66
Author(s):  
Muhammad Kamran ◽  
Namra Munir ◽  
Rashid Minas Wattoo
Keyword(s):  
Teaching Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Cognitive Domain ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Post Test ◽  
Experimental Group ◽  
Differentiated Teaching

This study explores the effect of differentiated teaching method vs. traditional teaching method on students’ learning at ‘A’ level. It is an experimental research, conducted in Aitchison College. By applying simple random sampling technique, 70 students are selected as a sample from the population. Pre-test and post-test are conducted for data collection. Research investigates, how differentiated method of teaching effects learners’ academic achievement. The retention level of the students who are taught via differentiated teaching and traditional teaching method is. After conducting a posttest, data is analyzed with pair-sample and independent sample t-test by using SPSS. Analysis shows that the students taught via differentiated teaching have more power of retention than the students taught via traditional teaching methods. The control group perform up to application level while experimental group perform up to evaluation level of cognitive domain.

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals The Effect of Using Flipped Classroom Model on Libyan University Students' English Learning

2018 ◽  
pp. 64-84
Author(s):  
Mustafa Braiek ◽  
Abdulhamid Onaiba ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Language Test ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Experimental Group ◽  
Learning English

This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed that applying the strategy of the flipped classroom had a significant effect in increasing the students’ performances in learning English. The questionnaire responses showed positive attitudes regarding the use of flipped teaching.

scholarly journals The Impact of Online Computer Assisted Learning at Home for Disadvantaged Children in Taiwan: Evidence from a Randomized Experiment

2020 ◽  
Vol 12 (23) ◽  
pp. 10092
Author(s):  
Bin Tang ◽  
Te-Tien Ting ◽  
Chyi-In Wu ◽  
Yue Ma ◽  
Di Mo ◽  
...  
Keyword(s):  
Academic Performance ◽  
Preliminary Evidence ◽  
Average Treatment Effect ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
Intention To Treat ◽  
Catch Up ◽  
Standard Deviations ◽  
The Impact

In Taiwan, thousands of students from Yuanzhumin (aboriginal) families lag far behind their Han counterparts in academic achievement. When they fall behind, they often have no way to catch up. There is increased interest among both educators and policymakers in helping underperforming students catch up using computer-assisted learning (CAL). The objective of this paper is to examine the impact of an intervention aimed at raising the academic performance of students using an in-home CAL program. According to intention-to-treat estimates, in-home CAL improved the overall math scores of students in the treatment group relative to the control group by 0.08 to 0.20 standard deviations (depending on whether the treatment was for one or two semesters). Furthermore, Average Treatment Effect on the Treated analysis was used for solving the compliance problem in our experiment, showing that in-home CAL raised academic performance by 0.36 standard deviations among compliers. This study thus presents preliminary evidence that an in-home CAL program has the potential to boost the learning outcomes of disadvantaged students.

scholarly journals Implementation of Cooperative Learning Model in Preschool

2016 ◽  
Vol 5 (3) ◽  
pp. 83 ◽  
Author(s):  
Nilüfer Okur Akçay
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Learning Model ◽  
Control Group ◽  
Traditional Teaching ◽  
Sense Organs ◽  
City Center ◽  
National Education ◽  
Jigsaw Method ◽  
And Control

<p>In this study, the effectivity of jigsaw method, one of the cooperative learning models, on teaching the concepts related to sense organs and their functions to four-five year-old children in nursery class was analyzed. The study is in the semi-experimental design consisting of experimental and control groups and pretest and posttest. The sample of this study consists of 38 children from the nursery class of Ministry of National Education in Ağrı city center, in 2015-2016 academic years. Two groups determined randomly have been formed. These are: Jigsaw Group (JG, N=20) and Control Group (CG, N=18). In the direction of the goals of this study, a data collection tool has been developed by the researcher to collect data. The test prepared by the researcher to determine the knowledge levels of the students about organs like ear, tongue, eye and skin and senses like hearing, smelling, tasting, seeing and sensing has been used. As a result of the obtained data, it has been determined that cooperative learning model is more effective in teaching the sense organs subject to the children compared to the traditional teaching method.</p>

scholarly journals Step-by-step teaching method: improving learning outcomes of undergraduate dental students in layering techniques for direct composite resin restorations

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Jia-xue Yuan ◽  
Ke-yu Yang ◽  
Jing Ma ◽  
Zhen-zhen Wang ◽  
Qing-yu Guo ◽  
...  
Keyword(s):  
Composite Resin ◽  
Teaching Method ◽  
Dental Students ◽  
Control Group ◽  
Final Score ◽  
Composite Resin Restorations ◽  
Group Control Group ◽  
Experimental Group ◽  
Resin Restorations

Abstract Background Layering techniques for direct composite resin restorations might be complicated for inexperienced learners, as a number of materials and instruments are required at each step. The present study aimed to compare and assess the teaching effect of step-by-step and all-in-one teaching methods in layering techniques for direct composite resin restorations among undergraduate dental students. Methods A total of 68 junior dental students participated in this study, which was a prospective and single-blind trial. The students were randomly divided into a step-by-step group (experimental group, n = 34) and all-in-one group (control group, n = 34). The same teacher taught the two groups, ensuring a comparable teaching effect. The final score of each student was an average of scores by two experts who were blinded to the grouping. The scoring system was consisted by five parts. Each part was assigned scores of 3.0, 1.5, or 0. The total maximum score was 15 and minimum was 0. The total time taken by each group was also calculated. Results The values of the quality of tooth restorations evaluated by experts for step-by-step and all-in-one groups were 11.29 ± 2.13 from 15 and 9.00 ± 2.71 from 15 (t = 3.88, P < 0.001), respectively. In addition, the time spent by the experimental group was significantly lesser than that spent by the control group, which was 122.47 ± 2.82 and 137.18 ± 6.75 min, respectively (t = 11.72, p < 0.001). Conclusion With regard to the layering techniques for direct composite resin restorations, the outcomes were better in the step-by-step group than in the all-in-one group.

Influence of Multimedia Communication Materials on the Students' Sports Motivation

2012 ◽  
Vol 155-156 ◽  
pp. 892-896
Author(s):  
Ming Chang Liu
Keyword(s):  
Physical Education ◽  
Teaching Method ◽  
Research Result ◽  
Multimedia Communication ◽  
Control Group ◽  
Traditional Teaching ◽  
Multimedia Teaching ◽  
Significant Difference ◽  
Motivation Level ◽  
Multi Media

Through adopting many research methods, such as literature, experimentation, questionnairesand mathematical statistics method, this study explores the effect of sports multimedia teaching on stimulating the college students’ sports motivation, makes comparison between multimedia teaching and traditional teaching in the EC course teaching, and makes use of sports motivation scale to make measurement. The research result shows that the sports motivation level of the students in the experimental class who are adopted multimedia teaching method to teach is significantly improved, and has significant difference with the control group who are adopted the traditional teaching approach. In physical education, the adoption of multi-media teaching can motivate and improve the sports motivation of the students, so the multimedia communication materials should be promoted in physical education.

Sign in / Sign up

Export Citation Format

Share Document