scholarly journals Compliance of declarative and procedural knowledge in cooperative teaching

2012 ◽  
pp. 595-605
Author(s):  
Gordana Miscevic-Kadijevic
Keyword(s):  
Procedural Knowledge ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Control Group ◽  
Homogeneous Grouping ◽  
Cooperative Teaching ◽  
Knowledge Quality ◽  
Fourth Grade Students ◽  
Nature And Society ◽  
Successful Teaching

In a number of works dealing with cooperative teaching affective domain variables were in focus, while the cognitive domain variables were studied less. In this paper, we try to look on cooperative teaching from the point of conformation of declarative and procedural knowledge. The influence of three modalities of cooperative work in teaching Nature and Society on comformability of students? declarative and procedural knowledge are experimentally checked. Arranging the students within small homogeneous and heterogeneous groups was the basis for the formation of the applied modalities. The sample consisted of 259 fourth-grade students of elementary school. The experiment was done with parallel groups. The results showed that students in the experi?mental group had better conformation of declarative and procedural knowledge not only at the final, but also at the subsequent measurings, as compared to the control group. Heterogeneous or homogeneous grouping led to the same conformation of declarative and procedural knowledge. Quality knowledge can not be obtained by accumulation of either declarative or procedural one, but by balancing these two kinds of knowledge, by their conformation. Conformed skills last longer and that is precisely the goal of a successful teaching in general, and not only cooperative teaching Nature and Society we dealt with in our study.

scholarly journals Influence of different modalities of cooperative work forms on adopting declarative and procedural knowledge in students

2009 ◽  
Vol 41 (2) ◽  
pp. 383-400
Author(s):  
Gordana Miscevic-Kadijevic
Keyword(s):  
Cooperative Learning ◽  
Procedural Knowledge ◽  
Cultural Theory ◽  
Cooperative Work ◽  
Cognitive Domain ◽  
Control Group ◽  
Developmental Approach ◽  
Final Measurement ◽  
Grouping Students ◽  
Cooperative Instruction

The majority of papers on cooperative learning so far have discussed the variables of affective domain, and research within the cognitive domain, especially when it comes to different forms of knowledge, has not been conducted very much. Within the cognitive-developmental approach, Piaget's genetic-epistemological theory and Vygotsky's socio-cultural theory have the biggest importance for understanding cooperative learning and the topic we deal with. The influence of the three models of cooperative work in the instruction of Basic Science and Social Studies on the adoption of declarative and procedural knowledge of students is experimentally tested in the paper. The basis for formation of the applied models is grouping students within small homogenous, i.e. heterogeneous groups. The sample of respondents consisted of 259 students from 11 classes of the fourth grade of primary school. The experiment with parallel groups was applied. The results indicated that in students from experimental group the adoption of declarative and procedural knowledge in final measurement was better than in students from the control group, as well as that in final measurement there were no statistically significant differences with respect to adoption of the studied knowledge among the three subgroups in which different cooperative work models were applied. The obtained findings indicated that cooperative instruction yields good results when its theoretical assumptions are carefully operationalised, along with exhibiting patience and gradualism in working with students previously prepared for cooperation with peers.

scholarly journals Analisis Sistem Human Interface (HMI) pada Kompetensi Programmable Logic Controller (PLC)

2020 ◽  
Vol 5 (3) ◽  
pp. 328
Author(s):  
Angga Septian MN ◽  
Dian Megasari
Keyword(s):  
Programmable Logic Controller ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Control Group ◽  
Programmable Logic ◽  
Control Group Design ◽  
Human Interface ◽  
Machine Interface ◽  
The Difference ◽  
Psychomotor Domain

This analysis aims to determine the difference between Human Machine Interface (HMI) based learning media and conventional learning media in influencing student competence in operating the Programmable Logic Controller (PLC). The method used was a true experimental design with a posttest-only control group design. The experimental group was given learning treatment assisted by HMI Omron with the CX-Designer software, while the control group was given treatment with conventional learning media. The treatment effect was analyzed by using different test (Mann-Whitney). The results showed that the effect of HMI-based learning media on PLC competence is as follows: (1) 61% competence in the cognitive domain is in the very good category, 50% competence in the affective domain is in the very good category, and 50% competence in the psychomotor domain is in the very good category; and (2) There are competency differences between HMI-based learning media and conventional learning. This is evidenced by the Sig. Count value of 0.000 in the cognitive domain, 0.000 in the affective domain, and 0.001 in the psychomotor domain, which is smaller than the Sig. Of the study of 0.05 after being given treatment.

UPAYA PENINGKATAN HASIL BELAJAR PASING BAWAH BOLA VOLI DENGAN PENDEKATAN BERMAIN PADA SISWA KELAS X MAN DEMAK

2020 ◽  
Vol 13 (2) ◽  
pp. 41-55
Author(s):  
Indrianto Arif Ramadhana ◽  
Jeff Agung Perdana
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Action Observation ◽  
Student Learning Outcomes ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Reflection Data ◽  
Normalized Gain ◽  
Improve Student Learning ◽  
Planning Action

Forearm pass is one of the materials that must be mastered by students of class X Senior High School. In fact, many students do not yet master and know forearm pass techniques. This research is a classroom action research (CAR) with two cycles. Each cycle consists of 4 stages, namely: planning, action, observation and reflection. Data collection was carried out using observations and questionnaires. Data were analyzed using Hake's Normalized Gain formula. From the results of the study it is known that the psychomotor domain of students increased by 0.42 with average criteria from cycle 1 to cycle 2. The affective domain increased by 0.37 with average criteria. The cognitive domain increased by 0.39 with average criteria. Based on the results of the data analysis, it can be concluded that learning forearm pass techniques with games method can improve student learning outcomes.

The Effect of Language Games with Audio Visual Aids on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School

2019 ◽  
Vol 3 (3) ◽  
pp. 185
Author(s):  
Susnawati. K ◽  
Marhaeni A.A.I.N ◽  
Ramendra D.P
Keyword(s):  
Elementary School ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Control Group ◽  
Language Games ◽  
Visual Aids ◽  
Fourth Grade Students ◽  
Post Test ◽  
Competence Test ◽  
Better Than

Study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

Pengembangan Instrumen Evaluasi Domain Afektif

1970 ◽  
Vol 13 (1) ◽  
pp. 87-109
Author(s):  
Rohmad Qomari
Keyword(s):  
Instrument Development ◽  
Affective Domain ◽  
Specific Aspect ◽  
Cognitive Domain ◽  
Test Evaluation ◽  
Evaluation Instrument ◽  
Reliable Instrument ◽  
Alternative Test ◽  
Psychomotor Domain

To carry out evaluation comprehensively, we need appropriate instrument that suitable with domain that being evaluated. Evaluation instrument development with test has been conducted by experts. These instruments were only suitable to measure cognitive domain and part of psychomotor domain. To measure affective domain, we need to develop non-test evaluation instrument (alternative test). The development of this instrument tends to more difficult and complicated compare with instrument test evaluation instrument. Therefore, it does necessitate a through study to derive and elaborate affective domain to specific aspect to develop valid and reliable instrument.

Validation of the Brief International Cognitive Assessment for Multiple Sclerosis (BICAMS) in the Russian Population

2021 ◽  
pp. 1-8
Author(s):  
Evgeniy Evdoshenko ◽  
Kristina Laskova ◽  
Maria Shumilina ◽  
Ekaterina Nekrashevich ◽  
Maria Andreeva ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Cognitive Assessment ◽  
Verbal Learning ◽  
Cognitive Status ◽  
Russian Population ◽  
Cognitive Domain ◽  
Control Group ◽  
Retest Reliability ◽  
Valid Instrument ◽  
Test Retest Reliability

Abstract Objective: Cognitive dysfunction is common in multiple sclerosis (MS). The Brief International Cognitive Assessment for MS (BICAMS) battery of tests has been suggested as a measure for the evaluation of the cognitive status of MS patients. This study aims to validate the BICAMS battery in the Russian population of MS patients. Methods: Age- and sex-matched MS patients (n = 98) and healthy individuals (n = 86) were included in the study. Symbol Digit Modalities Test (SDMT), California Verbal Learning Test, 2nd edition (CVLT-II) and the Brief Visuospatial Memory Test – Revised (BVMT-R) were administered to all participants. The battery was readministered 1 month later to 44 MS patients to investigate the test–retest reliability. Results: MS patients exhibited a significantly lower performance in testing with BICAMS than the control group in all three neuropsychological tests. Test–retest reliability was good for SDMT and CVLT-II (r = .82 and r = .85, respectively) and adequate for BVMT-R (r = .70). Based on the proposed criterion for impairment as z score below 1.5 SD the mean of the control group, we found that 34/98 (35%) of MS patients were found impaired at least in one cognitive domain. Patients with Expanded Disability Status Scale score ≥3.5 performed significantly worse than controls (SDMT, p < .0001; CVLT–II, p = .03; BVMT-R, p = .0004), while those with ≤3.0 scores did not. Conclusion: This study demonstrates that the BICAMS battery is a valid instrument to identify cognitive impairment in MS patients and it can be recommended for routine use in the Russian Federation.

scholarly journals Disturbed Monitoring and Response Inhibition in patients with Gilles De La Tourette Syndrome and Co-Morbid Obsessive Compulsive Disorder

2003 ◽  
Vol 14 (1-2) ◽  
pp. 29-37 ◽  
Author(s):  
Sandra Verena Müller ◽  
Sönke Johannes ◽  
Berdieke Wieringa ◽  
Axel Weber ◽  
Kirsten Müller-Vahl ◽  
...  
Keyword(s):  
Executive Functions ◽  
Obsessive Compulsive Disorder ◽  
Tourette Syndrome ◽  
Response Inhibition ◽  
Error Detection ◽  
Neuropsychological Tests ◽  
Cognitive Domain ◽  
Control Group ◽  
Obsessive Compulsive ◽  
Compulsive Disorder

Objective:Fronto-striatal dysfunction has been discussed as underlying symptoms of Tourette syndrome (TS) with co-morbid Obsessive Compulsive Disorder (OCD). This suggests possible impairments of executive functions in this disorder, which were therefore targeted in the present study.Results:A comprehensive series of neuropsychological tests examining attention, memory and executive functions was performed in a group of 14 TS/OCD in co-occurrence with OCD patients and a matched control group.Results:While attentional and memory mechanisms were not altered, TS/OCS patients showed deficits in executive functions predominately in the areas of response inhibition and action monitoring.Conclusions:These findings provide further evidence for a substantial impairment of the frontal-striatal-thalamic-frontal circuit. We propose that the deficits in monitoring, error detection and response inhibition constitute the major impairment of TS/OCD patients in the cognitive domain.

A comparative study of learning outcomes between video-based and traditional lecture-based teaching in physiology

2021 ◽  
Vol 20 (4) ◽  
pp. 833-839
Author(s):  
Raisa Nazir Ahmed Kazi ◽  
Mirfat Mohamed Labib El Kashif ◽  
Manjur Kolhar
Keyword(s):  
Learning Outcomes ◽  
Medical Science ◽  
Affective Domain ◽  
Assessment Methods ◽  
Cognitive Domain ◽  
Digestive Physiology ◽  
Traditional Lecture ◽  
Lecture Session ◽  
Affective Domains ◽  
Different Levels

Background: -Video-based teaching, a distance learning tools is widely beingused in the present COVID-19 pandemic. Present study compares cognitive and affective domains learning outcomes between traditional and video-based physiology lecture. Methods and material: -A total of 25female students of Applied Medical College, Prince Sattam bin Abdul Aziz University, kingdom of Saudi Arabia during 2019 were selected for the study. Physiology course consist of 45 credit hours in a fifteen-week semester. Students were evaluated by various methods for different levels of cognitive and affective domains between traditional method of endocrine physiology lecture session and video-based digestive physiology lecture session. Marks obtained by each student in all the assessment methods of cognitive and affective domains were calculated to get a total mean score and expressed in percentage and compared between the traditional and video-based physiology lecture. Results: -The total mean score for all the assessment methods of the cognitive domains in the digestive physiology lecture with video was 70% and endocrine lecture without video was 50%.The total mean score for affective domain in the digestive physiology lecture with video was 80% and endocrine lecture without video was 50%.Cognitive domain show no major difference between traditional endocrine physiology and video-based digestive physiology lecture, while student performance was good for affective domain in the lecture supported by video. Conclusion: -Video-based teaching helps the learner to achieve objectives of the different levels of affective domain compared to cognitive domain as well as compared to traditional lecture with no video. Bangladesh Journal of Medical Science Vol.20(4) 2021 p.833-839

scholarly journals The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

2017 ◽  
Vol 7 (2) ◽  
pp. 67 ◽  
Author(s):  
Mehmet Fatih Ocal
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Dynamic Geometry ◽  
The Other ◽  
Control Group ◽  
Other Hand ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students’ achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students’ responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students’ scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students’ scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students’ learning these subjects meaningfully and conceptually.

scholarly journals Efektifitas Modul Tematik Berbasis Qur’an dan Hadist Dengan Buku Paket Tematik Terhadap Hasil Belajar dan Karakter Religius Siswa Kelas 4

2019 ◽  
Vol 1 (2) ◽  
pp. 79
Author(s):  
Nuril Nuzulia
Keyword(s):  
Learning Outcomes ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Average Score ◽  
Average Value ◽  
Learning Module ◽  
Domain Learning ◽  
Lower Effect ◽  
Affective Domains ◽  
Thematic Learning

The module is one of the teaching material media that is intact and systematic. This study aims to determine the effectiveness of teaching thematic modules based on the Qur'an and Hadith with the thematic package book on the 4th class religious character in SDN Janti 2 Tarik Sidoarjo. The type of research is experimental research with samples taken by class 4 A (experimental class with thematic learning module based on qur'an and hadith) and 4 B (control class with thematic package book). The data were obtained from the students' learning outcomes of the cognitive and affective aspects of my dream ideals by analyzing using SPSS program statistics. The result of cognitive domain using SPSS Independent Samples Test shows the significance of 0.000 <0,05 then Ho is rejected so it can be concluded that there is effectiveness of thematic teaching module based on qur'an and hadith with thematic package book to the result of fourth grade student learning at SDN Janti 2 Pull Sidoarjo. Likewise, the affective domain results show the percentage of 90% so it can be concluded to increase students' religious kararkter. Learning module has a high influence, seen from the cognitive domain learning results obtained by an average score of 80, while affective domain average value 4. For thematic package books have a lower effect because of the cognitive domain learning results obtained an average of 75,  while affective domains result in an average value of 3.

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