scholarly journals STEAM-Learning to Mars: Students’ Ideas of Space Research

2021 ◽  
Vol 11 (3) ◽  
pp. 122
Author(s):  
Erna Piila ◽  
Hannu Salmi ◽  
Helena Thuneberg
Keyword(s):  
Test Scores ◽  
Control School ◽  
Lower Grade ◽  
Achievement Level ◽  
Grade Point ◽  
Learning Module ◽  
Significant Difference ◽  
Post Test ◽  
And Mathematics ◽  
6Th Graders

Multidisciplinarity and the enrichment of science and mathematics education toward the so-called STEAM-approach where the A stands for art, has raised a lot of academic interest in the past decade. In this study, 5th and 6th graders from the greater Helsinki area (N = 390) participated in a several months long, Mars-colonization themed STEAM-learning intervention. Testing the students’ science knowledge using pre- and post-tests, their learning outcomes were compared to those of 5th and 6th graders from a control school (N = 119), who during the same period studied STEM-subjects in a more traditional manner. The main factors that were taken into account during the comparisons were gender and academic achievement level. Based on only whether there was any improvement between the pre- and post-test scores, girls were found to have benefitted from the Mars-module more than boys did. While also considering the magnitude of the said improvement, no significant difference in the effectiveness of the learning module was found between genders. The group of academically highest-achieving students improved their test scores the most after participating in the STEAM-learning module. This is an important, somewhat surprising finding, as often informal, outside of school learning has been found to benefit especially students with lower grade point averages.

scholarly journals Sickle Cell Education for Medical Professionals: A Pre and Post Test Analysis

Blood ◽  
2018 ◽  
Vol 132 (Supplement 1) ◽  
pp. 5812-5812
Author(s):  
Diana D Simmons ◽  
Robert Lucia ◽  
Kay Linn Saving ◽  
Nicole Alwan
Keyword(s):  
Sickle Cell Disease ◽  
Sickle Cell ◽  
Test Scores ◽  
Conflicts Of Interest ◽  
Learning System ◽  
Medical Professionals ◽  
Cell Disease ◽  
Learning Module ◽  
Significant Difference ◽  
Post Test

Abstract Background and Objectives: Sickle cell disease is a severe inherited form of anemia caused by a genetic mutation. Polymerization of hemoglobin leads to a cascade of effects decreasing blood flow. This causes tissue hypoxia leading to acute and chronic damage to the organs and endothelial lining. This disease requires complex management that relies on comprehensive training and knowledge regarding the disease process. Often accurate knowledge of sickle cell disease and how to provide appropriate care in the general medical population is limited. The purpose of this project was to develop a sickle cell educational training module for medical professionals. Such a module could be used to guide the provision of accurate education regarding sickle cell disease and best practice when caring for this patient population. Methods: Goals and learning objectives were created and current medical literature about caring for sickle cell disease was reviewed. A comprehensive PowerPoint presentation was produced along with a provider tip sheet and a pre and posttest. The presentation, tip sheet, and tests were reviewed by a board certified pediatric hematologist/oncologist along with the hospital's educational review committee in the Department of Professional Regulation. Once approved, the PowerPoint, tip sheet, and tests were combined into a learning module and uploaded onto an online learning system utilized by the hospital system. The module was sent to over 2,400 outpatient providers and staff and to all inpatient staff on units where sickle cell patients stay when admitted. The module consisted of the participant completing a 10 question pretest, then reviewing the PowerPoint presentation and tip sheet. Following the review of the PowerPoint and tip sheet, the participant completed a 10 question posttest and completed an evaluation of the module. Analysis: There were 223 people who completed the Sickle Cell Disease Learning Module. A paired t-test was conducted to compare pre-test scores to post-test scores. There was a significant difference in the pre-test scores (M = 5.98, SD = 1.66) and post-test scores (M = 9.17, SD = 1.36); p = <0.0001. Conclusion: The goal of this module was to increase baseline medical knowledge of sickle cell disease. The results indicate there was statistically significant improvement in baseline knowledge, based on pre and post data (p = <0.0001). While the results indicate statistically significant increases in performance, it would be important to see if improvements are sustained over time. Reassessment of participants one year after completion of module can be beneficial to see if learned knowledge has been retained. Disclosures No relevant conflicts of interest to declare.

Educational intervention to improve palliative care knowledge among informal caregivers of cognitively impaired older adults

2020 ◽  
pp. 1-9
Author(s):  
Hyunjin Noh ◽  
Lewis H. Lee ◽  
Chorong Won
Keyword(s):  
Older Adults ◽  
Palliative Care ◽  
Cognitive Impairment ◽  
Educational Intervention ◽  
Test Scores ◽  
Informal Caregivers ◽  
Cognitively Impaired ◽  
Significant Difference ◽  
Post Test ◽  
Seriously Ill

Abstract Objective Lack of palliative care knowledge among caregivers may pose an access barrier for cognitively impaired older adults, who may benefit from the specialized care. Therefore, this study aims to examine the effectiveness of an educational intervention in improving palliative care knowledge among informal caregivers of cognitively impaired older adults. Method Using a one-group, pre- and post-test intervention design, this study implemented an individual, face-to-face educational intervention with an informational brochure for 43 informal caregivers of chronically or seriously ill older adults (50+) with cognitive impairment, recruited from communities in West Alabama. Their level of knowledge about palliative care was assessed by the Palliative Care Knowledge Scale (PaCKS). The pre- and post-test scores were compared by the Wilcoxon signed-ranks test, and the racial subgroup (Whites vs. Blacks) comparison was made by the Mann–Whitney U test. Results There was a statistically significant difference between the pre- and post-test scores (z = 5.38, p < 0.001), indicating a statistically significant effect of the educational intervention in improving palliative care knowledge among participants. There was a significant difference (U = 143, p < 0.05) between Whites and Blacks in the pre-test, which, however, disappeared in the post-test (U = 173.50, p > 0.05), suggesting that the amount of increased PaCKS scores were significantly greater for Blacks (Mdn = 9.50) than for Whites (Mdn = 4.00, U = 130.50, p < 0.05). Significance of results This study demonstrated that a one-time educational intervention can improve the level of palliative care knowledge among informal caregivers of chronically or seriously ill older adults with cognitive impairment, particularly among Black caregivers. Therefore, further educational efforts can be made to promote palliative care knowledge and reduce racial disparities in palliative care knowledge and its use.

scholarly journals DAILY JOURNAL WRITING TO ENHANCE STUDENT'S WRITING SKILLS

2016 ◽  
Vol 1 (2) ◽  
pp. 27-35
Author(s):  
Ester Eveline Sihite ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
Standard Error ◽  
Test Scores ◽  
Journal Writing ◽  
Writing Skills ◽  
Mean Difference ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This study aims to enhance students’ writing skills through Daily Journal writing. This research was divided into three steps: giving pre-test, giving treatment (writing daily journal), and giving posttest. The result showed significant difference between control and experimental group. Experimental participants was improved through the writing of daily journal, and the score gained by participants showed that there was a significant effect on students’ writing skills. The achievements showed that the mean difference of post-test scores between the two groups was -.45433 and for the standard error mean was .03840 with pValue .050 (see Table 3), means that Ha is accepted and Ho is not accepted. It means, writing daily journal is strong enough to improve the students’ writing skills. Keywords: Journal Writing, Writing Skills, Daily Journal Variations

scholarly journals Teaching Vocabulary through Fly Swatter Game

2019 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Hikmah Noerqori Saputra ◽  
Muhamad Sofian Hadi
Keyword(s):  
Experimental Study ◽  
Test Scores ◽  
Quantitative Method ◽  
T Test ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
Academic Year ◽  
Experimental Group

The study aimed to find out whether fly swatter game can give influence toward students’ vocabulary mastery. The subject of this study was grade VII-2 of SMPN 9 Tangerang Selatan in the academic year of 2018/2019, which consisted of 42 students. The method used in this study is a quantitative method with the design of the pre-experimental study. The data from pre-test and post-test were analyzed statistically using spss 16. The result of this study showed; the students’ pre-test mean score was 45.4 and the students’ post-test mean score was 86.6. The result of t-test was 21.55 and significant (2-tailed) was 0.00 < p (0.05). The hypothesis (H1) was accepted, which means there is a significant difference between pre-test and post-test scores of the experimental group. It can be concluded that applying fly swatter game in teaching vocabulary to 7th grade students of SMPN 9 Tangerang Selatan is effective.

scholarly journals Manipulative Approach In Teaching Fractions

2021 ◽  
Vol 2 (5) ◽  
pp. 435-447
Author(s):  
Rea C. Parungao
Keyword(s):  
Test Scores ◽  
Traditional Method ◽  
Number Line ◽  
Virtual Manipulatives ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Fractions ◽  
Experimental Group

This study aimed to determine the effects of using manipulatives in teaching fractions.   Quasi- experimental method of research was used in this study. It was conducted during the first quarter of S.Y. 2019-2020 among the respondents were randomly selected. Two sections of Arayat National High School were the respondents of the study. The control group was the 7-Rosal while the 7-Sampaguita was the experimental group. Both groups were given a pretest prior to the discussion about fractions and a posttest after instruction using the traditional method (control group) and the use of manipulatives (experimental group). The results were then evaluated, analysed through SPSS, and interpreted. Mean, t-test and ANCOVA were utilized to analyze and interpret the data. This study found out that the post-test scores of the respondents from the two groups improved in comparison to their pre-test scores.  The mean pretest and mean posttest scores of both groups showed significant difference. The results showed that the use of virtual manipulatives in converting fractions to decimals had significant difference compared the use of the traditional method. On the contrary, teaching fractions on a number line did not have significant difference. Out of the four operations on fractions, three showed that the use of concrete manipulatives was highly effective. This study recommends that teachers must test the prior knowledge of their students before discussing about fractions to determine the students’ strengths and weaknesses. Although both traditional method and the manipulative approach showed improvement on the post-test results in teaching fractions, still, teachers are encouraged to use manipulatives in teaching fractions to improve students’ performance. It is important for teachers to provide their students opportunities for hands-on manipulation of objects in order to grasp the concepts of fractions more easily. Lastly, teachers must develop the use of concrete and virtual manipulatives in teaching fractions to promote active learning that can enhance students’ mathematics performance and can help them to realize that mathematics is an enjoyable subject.

Working on Grade Point Average, test Accuracy, and Attendance of High School Students

1996 ◽  
Vol 78 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Grant Lenarduzzi ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Test Accuracy ◽  
Lower Grade ◽  
School Students ◽  
Grade Point ◽  
School Year

The present analysis examined grade point averages (GPA), subject-matter test scores, and attendance for 274 students enrolled in a high school at the beginning of the 1992–1993 school year by the number of hours worked per week in the previous year (1991–92) and in the current school year (1992–1993). The over-all outcomes indicated that working fewer than 10 hours per week had small adverse effects on each measure. Students working from 10 to 20 hours per week had lower grade point averages and attendance. Students working over 20 hours per week had depressed test scores and grade point averages and more absences than other students who worked less or did not work.

Cultural competency training for health care providers in an urban cancer institute and impact on breast care.

2013 ◽  
Vol 31 (15_suppl) ◽  
pp. 6561-6561
Author(s):  
Erica H. Williams ◽  
Earlene Whitaker ◽  
Barbara Zickafoose ◽  
Mihriye Mete ◽  
Sandra M. Swain
Keyword(s):  
Breast Cancer ◽  
Cultural Competency ◽  
Test Scores ◽  
Cancer Disparities ◽  
Care Providers ◽  
Learning Module ◽  
Post Test ◽  
Breast Cancer Disparities ◽  
Lost To Follow Up

6561 Background: The purpose was to improve the cultural competence of healthcare providers at an urban cancer institute and to assess its impact on breast screening and diagnostic benchmarks. Methods: A web-based learning module was developed to address breast cancer disparities in African American women, identifying common barriers to care and highlighting functions of patient-provider education. The module, a pre-and post-test were administered to providers including physicians, nurses, non-clinical employees, diagnostic technicians and medical office assistants (MOA) of MedStar’s Washington Cancer Institute (WCI) and Breast Imaging Center (BIC). Cultural competency discussions began with providers in BIC in April 2011. The module was available to BIC providers in October 2011 and to WCI providers in December 2011. To increase the cancer knowledge-base, a breast education class was offered to 40 MOAs. Statistical analysis was conducted using SAS v.9.1. Results: October 2011-March 2012, 133 providers were offered the module. Seven providers helped create the module, were removed from analyses. Of the 126, 29 did not complete all parts or complete in proper order and were not used in analyses. Overall, providers (n=97) demonstrated an increase in average pre/post test scores (119 vs. 123; P<.01). All providers, except diagnostic technicians, increased cultural competency scores post module. Physician’s average pre/post test scores showed the greatest increase with 11 points (P<.01). From Nov 2011- April 2012, BIC experienced a 59% decrease in number of patients lost to follow up after a screening mammogram, a 11% decrease in lost to follow up for diagnostic patients as well as a decrease of 1 days in average number of days patients return for diagnostic imaging after a mammogram. There was a 32% increase in employee satisfaction within in BIC. Conclusions: This suggests that our learning module had a positive impact on patient-provider communication. The decrease in screening and diagnostic lost to follow up rates illustrates the learning module’s potential for staff motivation in reducing breast cancer disparities. Supported by Susan G. Komen for the Cure NR-11-33340.

scholarly journals THE EFFECTIVENESS OF TECHNOLOGY ENABLED LEARNING AMONG THE TEACHER TRAINEES OF DIPLOMA IN TEACHER EDUCATION (D.TED.,) PROGRAMME.

2019 ◽  
pp. 1-3
Author(s):  
P. Jayanthi Nirmala
Keyword(s):  
Teacher Education ◽  
Test Scores ◽  
Research Study ◽  
Appropriate Technology ◽  
Learning Performance ◽  
Learning Science ◽  
Teacher Trainees ◽  
Lecture Method ◽  
Significant Difference ◽  
Post Test

Technology-enabled learning is selecting some appropriate technology and improving learning performance through the appropriate learning environment. The aim of the research study is to focus on the effectiveness of Technologyenabled learning among the Diploma in Teacher Education teacher trainees. Investigator has adopted experimental research method to analyse the framed hypotheses. A total sample of Thirty I year diploma teacher trainees from Vellore district has been chosen for the present study. The finding of the research study shows that there exists a significant difference between mean value of the pre-test and post-test scores of learning science through lecture method. There exists a significant difference between pre-test post-test scores of the experimental group in learning science through technology-enabled learning. It has been found that both lecture method and technology-enabled learning (TEL) or effective in term of achievement among the Diploma in Teacher Education Students. But analyses between the post-test scores of experimental and control group reveals that Technology-enabled learning was more effective than the lecture method. Hence it is recommended to utilize the technology-enabled learning for students studying diploma in teacher education programme.

scholarly journals Learning Effectivenss of Blended Learning in Higher Education Context

2019 ◽  
Vol 4 (2) ◽  
pp. 89-96
Author(s):  
Christiana Sidupa
Keyword(s):  
Blended Learning ◽  
Test Scores ◽  
Test Score ◽  
Learning Approach ◽  
Final Test ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Face To Face Learning ◽  
Data Collection Technique

The notion of applying ICT to support traditional learning approach (face-to-face learning) is obviously not new todays. This study aimed to seek the significant difference between the mid test and final test scores of students’ English listening and reading skills. Mid test score represents face-to-face learning approach applied from first meeting whereas final test score represents blended learning approach employed after the mid test. The method used in this study was quantitative.  A random selection of samples was carried out involving 133 first year undergraduates in Jakarta pursuing English as a compulsory course.  Data collection technique used mid and final tests of two English skills: listening and reading. This study revealed that there was a significant difference between the mid test and the post test scores.  

scholarly journals Impact of the Digital Literacy Courses Taken by the Prospective Social Studies Teachers by Distance Learning on Digital Citizenship Skills

2020 ◽  
Vol 12 (1) ◽  
pp. 42-57
Author(s):  
Mithat Aydın ◽  
Türkan Çelik
Keyword(s):  
Social Sciences ◽  
Distance Learning ◽  
Prospective Teachers ◽  
Digital Literacy ◽  
Test Scores ◽  
Digital Citizenship ◽  
Significant Difference ◽  
Post Test ◽  
Literacy Course ◽  
Citizenship Skills

Abstract The purpose of this study is to determine the efficacy of the digital literacy course taught to undergraduates with the cooperation of the Council of Higher Education (CHE) and Anadolu University on the ‘digital citizenship skills’ of social sciences teachers. In this context, 30 prospective social sciences teachers who received digital literacy training participated in the study, which employed criterion sampling, a purposive sampling technique. The study followed a pre-test and post-test uncontrolled quasi-experimental model. The digital literacy course process by distance learning covered eight weeks. At the beginning and the end of the digital literacy course, a ‘digital citizenship’ scale was applied to the prospective teachers. In research results, a significant positive difference was detected between the pre-test and post-test scores of prospective teachers obtained from the whole of the digital citizenship skills scale. Between pre-test and post-test scores of ‘digital communication’, ‘digital ethics’, and ‘critical thinking’ sub-dimensions of the digital citizenship scale, a significant difference was not detected. On the other hand, a positive significant difference was detected between scores from its digital skills, digital participation, digital rights and responsibilities, and digital commerce sub-dimensions. Similarly, between digital security points, which is another sub-dimension of the study, a significant difference was detected, though this difference was found to be negative. In this context, it is proposed that similar training should be made more common, more functional subjects in digital topics that teachers do not know should be the focus rather than those prospective teachers are expected to know, some changes regarding digital security must be implemented in institutions that teach the digital literacy course with distance learning and that these should enrich this subject further.

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