scholarly journals Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics

2018 ◽  
Vol 8 (3) ◽  
pp. 109 ◽  
Author(s):  
Moein Moradi ◽  
Lin Liu ◽  
Carl Luchies ◽  
Meagan Patterson ◽  
Behnaz Darban
Keyword(s):  
Learning Experience ◽  
Intervention Group ◽  
Instructional Materials ◽  
Control Group ◽  
Course Materials ◽  
Supplementary Instruction ◽  
Midwestern University ◽  
Survey Results ◽  
And Mathematics ◽  
Teaching Learning

This study explored the effectiveness of online instructional modules for providing supplementary instruction in basic mathematics and physics concepts. The modules were developed in accordance with a cognitive apprenticeship model. Participants (N = 47) were students enrolled in a required Statics course at a midwestern university. Participants were randomly assigned to either an intervention or control group. The results show that the intervention group performed significantly better on post-tests through using the online instructional modules, while there was no significant improvement of performance in the control group. Based on survey results, students expressed their engagement to the instructional materials. Furthermore, they expressed a self-paced learning experience through providing feedback that they had control over the course materials by using the developed online instructional modules. Survey results also were indicative of students’ approval of using the modules as a supplemental material to classroom lectures.

NATURE OF SCIENCE INTERDISCIPLINARY TEACHING AT PRIMARY SCHOOL BASED ON SYMMETRY AND THE SEARCH OF INVARIANTS

2021 ◽  
pp. 207-219
Author(s):  
Simone Brasili ◽  
◽  
Riccardo Piergallini ◽  
Keyword(s):  
Primary School ◽  
Nature Of Science ◽  
Interdisciplinary Approach ◽  
Control Group ◽  
Learning Sequence ◽  
Learning Path ◽  
Post Test ◽  
And Mathematics ◽  
Teaching Learning ◽  
Fitting In

The project is situated in the field of teaching physics, generally speaking, science education. It aims at studying the interplay between physics and mathematics, introducing an interdisciplinary approach based on the modern concept of symmetry or sameness within change (i.e., invariance). The interdisciplinary methods integrate the process skills common to discovery-based science and problem-based mathematics, typically of Nature of Science (NoS) modelling. We designed a teaching-learning sequence(TLS) and implemented it in an Italian primary school on a sample group (N = 96). Research conforms to pre-and post-test design with a control group. The resulting data were examined through a mixed method. We assess the effectiveness of the TLS by analysing the learning changes in the level of pupils’ knowledge of symmetry. The findings show that the pupils were in the regime of competence for grasping the changed view of symmetry. It also provides ideas that the concepts of symmetry and invariance will allow building the architecture of more extensive scientific knowledge. The study of transformations and invariants facilitates the acquisition of cognitive procedures fitting in many domains, modelling and generalization processes. This research contribution brings important suggestions for designs of successive steps in the learning path on symmetry.

User-driven design of child restraint information to reduce errors in use: a pilot randomised controlled trial

2019 ◽  
Vol 26 (5) ◽  
pp. 432-438 ◽  
Author(s):  
Alexandra B Hall ◽  
Catherine Ho ◽  
Bianca Albanese ◽  
Lisa Keay ◽  
Kate Hunter ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Controlled Trial ◽  
Intervention Group ◽  
Instructional Materials ◽  
Control Group ◽  
P Value ◽  
Point Increase ◽  
Comprehension Score ◽  
Child Restraint ◽  
Randomised Controlled

BackgroundIncorrect use of child restraints is a long-standing problem that increases the risk of injury in crashes. We used user-centred design to develop prototype child restraint instructional materials. The objective of this study was to evaluate these materials in terms of comprehension and errors in the use of child restraints. The relationship between comprehension and errors in use was also explored.MethodsWe used a parallel-group randomised controlled trial in a laboratory setting. The intervention group (n=22) were provided with prototype materials and the control group (n=22) with existing instructional materials for the same restraint. Participants installed the restraint in a vehicle buck, secured an appropriately sized mannequin in the restraint and underwent a comprehension test. Our primary outcome was overall correct use, and our secondary outcomes were (1) comprehension score and (2) percent errors in the installation trial.ResultsThere was 27% more overall correct use (p=0.042) and a higher mean comprehension score in the intervention group (mean 17, 95% CI 16 to 18) compared with the control group (mean 12, 95% CI 10 to 14, p<0.001). The mean error percentage in the control group was 23% (95% CI 16% to 31%) compared with 14% in the intervention group (95% CI 8% to 20%, p=0.056). For every one point increase in comprehension, there was an almost 2% (95% CI −2.7% to −1.0%) reduction in errors (y=45.5–1.87x, p value for slope <0.001).ConclusionsConsumer-driven design of informational materials can increase the correct use of child restraints. Targeting improved comprehension of informational materials may be an effective mechanism for reducing child restraint misuse.

scholarly journals MENINGKATKAN KREATIVITAS MATEMATIKA MELALUI MODEL PEMBELAJARAN PROJECT BASED LEARNING DAN DAMPAKNYA TERHADAP SIKAP SERTA HASIL BELAJAR

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Heri Herwanto
Keyword(s):  
Learning Outcomes ◽  
Learning Experience ◽  
Mathematics Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Model Learning ◽  
Study Program ◽  
Model Project ◽  
Survey Results ◽  
And Mathematics

The study, entitled "Enhancing Creativity Learning Mathematics through Project Based Learning Model and Its Impact on Attitude and Learning Outcomes" conducted on students of the second semester study program Information Systems Faculty of Computer Science University of Brass. This research is motivated by the fact that the survey results indicate a lack of creativity of mathematics, consequently affect the poor attitude and mathematics learning outcomes. The study aims to analyze whether there was an effect Implementation Project Based Learning Model Learning to creativity, attitude and student results. The research method used mixmethode, where quantitative data and qualitative data presented to strengthen each other and interpreted based on the facts and findings that occurred during the study. Based on the research results obtained by the fact that the amount of influence the implementation of Project Based Learning Model Learning for Creativity, Attitude and Learning Outcomes are sinifikan. improvement of learning outcomes based on the value of the gain shows the medium category, and the response to the application of the Model Student Learning Project Based Learning is positive. Based on the findings, with the implementation of Project Learning Model Based Learning, students gain learning experience complete and intact because it is done step by step based on the concepts of mathematics to produce a project that could be used for community needs.Keywords: Learning Model Project Based Learning, Creativity, Attitudes, Learning Outcomes

The Role of Learning Management Systems in the Administration of a Multi-Section Course

2017 ◽  
pp. 126-136
Author(s):  
Devin Scott ◽  
Lindsey B. Anderson ◽  
Elizabeth E. Gardner ◽  
Andrew D. Wolvin ◽  
Rowena Kirby Straker
Keyword(s):  
Student Learning ◽  
Learning Analytics ◽  
Learning Experience ◽  
Learning Management Systems ◽  
Management Systems ◽  
Course Materials ◽  
Learning Management ◽  
Teaching Learning

This chapter will examine how course administrators of multi-section classes can use learning management systems (LMSs) to create consistency, support instructors, and enhance the student learning experience. The authors draw upon their experience using a campus-wide LMS to illustrate the ways in which this technology can be used to enhance the teaching/learning experience. Specifically, they detail the development of a master course page and distribution of common course materials. In turn, the focus on consistency created new assessment opportunities through learning analytics.

A mixed-methods study of tailor-made animated cartoons in teaching punctuation in EFL writing

ReCALL ◽  
2018 ◽  
Vol 31 (01) ◽  
pp. 75-91 ◽  
Author(s):  
Arif Bakla
Keyword(s):  
Mixed Methods ◽  
Treatment Group ◽  
Learning Experience ◽  
Instructional Materials ◽  
Control Group ◽  
Cluster Sampling ◽  
Structured Interviews ◽  
Post Test ◽  
And Control ◽  
The Impact

AbstractDespite their potential benefits, teacher-created animated cartoons have not found much room in second-language (L2) research, probably due to some technical challenges involved in creating them. This paper reports the findings of a mixed-methods embedded experimental study, designed to test the impact of tailor-made animated cartoons on the correct use of common punctuation rules in English. The participants were 112 Turkish-first language (L1) learners of English, assigned to either the treatment or control group through random cluster sampling. The instructional materials in the treatment group included teacher-created animated cartoons, exercises designed using SCORM-compliant software, and a forum for discussions in Moodle. The participants in the control group, on the other hand, used PowerPoint presentations (PPTs) instead of animated cartoons and completed the same follow-up activities. Quantitative results suggested that the treatment and control groups’ post-test and late post-test scores significantly differed in favour of the former. Moreover, qualitative data from semi-structured interviews and document analysis revealed that the participants, especially those in the treatment group, viewed this learning experience highly positively. The findings globally imply that tailor-made animated cartoons might facilitate the learning of punctuation and help raise students’ awareness of it.

scholarly journals Assessing Students’ Mathematics Achievement and Mathematical Creativity using Mathematical Creative Approach: A Quasi-Experimental Research

2021 ◽  
Vol 17 (2) ◽  
pp. 100
Author(s):  
Nor Haniza Abdul Hamid ◽  
Nurzatulshima Kamarudin
Keyword(s):  
Mathematics Achievement ◽  
Experimental Research ◽  
Intervention Group ◽  
Mathematical Creativity ◽  
Control Group ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Learning Institutions ◽  
Quality Learning ◽  
The Impact

Abstract: There is an abundance of literature highlighting the need to focus on enhancing students’ creativity in the classroom. This research aimed to determine the impact of the Mathematical Creative Approach (MCA) on mathematical creativity and mathematics achievement among students and to explore the relationship between mathematical creativity and achievement in mathematics. A quasi-experimental research design was employed for the study that included a total of 64 Form Four students from schools in Kuala Lumpur; 32 students in the intervention group and 32 students in the comparison group. The findings showed that those participants who were exposed to MCA reported significant positive changes in both outcome variables (mathematical creativity and mathematics achievement) as compared with those from the control group. Based on the results, there was also a high correlation between mathematical creativity and mathematics achievement. The research revealed that MCA has enormous capabilities to promote creativity; hence it should be integrated into pedagogical approaches to foster higher-quality learning among students. Additionally, the research results may serve as a guide for educators in Higher Learning institutions to design innovative curriculum for pre-service mathematics teachers, especially those being trained to integrate creativity and character development into student learning.   Keywords: Mathematical creative approach, Mathematical creativity, Mathematics achievement

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.

scholarly journals Integrating numerical cognition research and mathematics education to strengthen the teaching and learning of early number

2019 ◽  
Author(s):  
Zachary Hawes ◽  
Rebecca Merkley ◽  
Daniel Ansari
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Numerical Cognition ◽  
School Context ◽  
Intervention Group ◽  
Number Line ◽  
Control Group ◽  
Number Line Estimation ◽  
Teachers And Students ◽  
And Mathematics

This study reports on the design, implementation, and effects of a 16-week (25-hour) mathematics Professional Development (PD) model for K-3 educators (N=45) and their students (N=180). A central goal of the PD was to better integrate numerical cognition research and mathematics education. The results of the first iteration (Year 1), indicated that compared to a control group, both teachers and students benefitted from the intervention. Teachers demonstrated gains in self-perceived and actual numerical cognition knowledge, while students demonstrated gains in number line estimation, arithmetic, and numeration. In Year 2, teachers in the intervention group demonstrated greater improvements than the control group on a measure of self-perceived numerical cognition knowledge, but no gains in actual numerical cognition knowledge. At the student level, there was some evidence of gains in numeration. Given the mixed findings, questions remain as to why the model may be effective in one school context but not another.

Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students

2008 ◽  
Vol 32 (4) ◽  
pp. 312-316 ◽  
Author(s):  
Hilda Leonor González ◽  
Alberto Pardo Palencia ◽  
Luis Alfredo Umaña ◽  
Leonor Galindo ◽  
Luz Adriana Villafrade M
Keyword(s):  
Problem Solving ◽  
Concept Maps ◽  
Learning Experience ◽  
Intervention Group ◽  
Multiple Choice ◽  
Meaningful Learning ◽  
Control Group ◽  
Mediated Learning ◽  
Mediated Learning Experience ◽  
The Impact

Even though comprehension of human physiology is crucial in the clinical setting, students frequently learn part of this subject using rote memory and then are unable to transfer knowledge to other contexts or to solve clinical problems. This study evaluated the impact of articulating the concept map strategy with the mediated learning experience on meaningful learning during the cardiovascular module of a medical physiology course at Universidad Autónoma de Bucaramanga. This research was based on the ideas of David Ausubel (meaningful learning), Joseph Novak (concept maps), and Reuven Feuerstein (mediated learning experience). Students were randomly allocated to either an intervention group (mediated learning experience articulated with concept mapping) or a control group (traditional methodology). The intervention group constructed concept maps related to cardiovascular physiology and used them to solve problems related to this subject. The control group attended traditional discussion sessions and problem-solving sessions. All students were evaluated with two types of exams: problem-solving and multiple-choice exams. The intervention group performed significantly better on the problem-solving exams, but the difference was not significant in the multiple-choice exam. It was concluded that intervention promoted meaningful learning that allowed the students to transfer this knowledge to solve problems. The implemented strategy had a greater impact on the students who came into the study with the lowest cognitive competence, possibly because they were empowered by the intervention.

scholarly journals The effectiveness of M-learning over traditional method among the medical students

2019 ◽  
Vol 6 (8) ◽  
pp. 3466
Author(s):  
Arun T. Mithrason ◽  
Vijatha Thomas
Keyword(s):  
Social Media ◽  
Traditional Method ◽  
Learning Experience ◽  
Intervention Group ◽  
Control Group ◽  
Group I ◽  
Feedback Questionnaire ◽  
Significant Difference ◽  
Group Ii ◽  
Interventional Group

Background: We are living in an era of technology where smart phones and hence social media have entered into many aspects of our life. Social media tools are gaining attention in medical education as well. Therefore, this study was done to find out the effect of M-learning via WhatsApp over the traditional method and also to know the students’ perception towards M-learning via WhatsApp.Methods: The study included 60 sixth semester students and they were divided into two groups of 30 each. 4 sessions were conducted on nutrition and occupational health. For the first 2 sessions, group I was intervention group (TL method was WhatsApp) and group II was control group (TL method was lecture). For the next 2 sessions, group II was interventional group (TL method was WhatsApp) and group I was control group (TL method was lecture). To assess the effectiveness of WhatsApp intervention, a test was conducted using 60 MCQs. To evaluate the participant’s perception towards M-learning via WhatsApp, a feedback questionnaire was used. Data was analyzed using SPSS 20.Results: There was a statistically significant difference between the 2 groups of students. Interventional-group perceived WhatsApp sessions to be effective than traditional lecture.Conclusions: In our study we found a significant difference between gains of knowledge from WhatsApp compared to didactic lectures. Students were favourably inclined to use the WhatsApp and welcome its role in enhancing their learning experience. 

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