scholarly journals Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages

2019 ◽  
Vol 11 (24) ◽  
pp. 7005 ◽  
Author(s):  
David Hortigüela Alcalá ◽  
Alejandra Hernando Garijo ◽  
Ángel Pérez-Pueyo ◽  
Javier Fernández-Río
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Cooperative Learning ◽  
Primary Education ◽  
Test Motivation ◽  
Education Group ◽  
Significant Difference ◽  
Post Test ◽  
Convenience Sampling ◽  
Education Groups

The goal of the study was to contrast the effects that a Cooperative Learning implementation in Physical Education can produce in two different Educational stages: Primary and Secondary Education. A total of 179 students agreed to participate: 96 (44 boys, 52 girls) were enrolled in four Year 7 Primary Education groups (11.37 ± 0.89 years) and 83 students (38 boys, 45 girls) were enrolled in three Year 11 Secondary Education groups (15.42 ± 1.12 years). Convenience sampling was used. All groups experienced three consecutive learning units (23 sessions). At post-test, motivation increased significantly in the two groups (p = 0.031, p = 0.029), while social interaction only in the Secondary Education group (p = 0.024), and a significant difference between groups was also obtained in the post-test (p = 0.034). All effect sizes exceed the value of 0.87, which is considered large. Qualitative data showed that the teacher highlighted the importance of cooperation in Physical Education in order to promote respect for others and joint thinking in Primary Education.

scholarly journals Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

2020 ◽  
Vol 17 (14) ◽  
pp. 5090 ◽  
Author(s):  
Sergio Rivera-Pérez ◽  
Benito León-del-Barco ◽  
Javier Fernandez-Rio ◽  
Jerónimo J. González-Bernal ◽  
Damián Iglesias Gallego
Keyword(s):  
Emotional Intelligence ◽  
Secondary Education ◽  
Physical Education ◽  
Cooperative Learning ◽  
Primary Education ◽  
Affective Domain ◽  
Emotional Control ◽  
Positive Contribution ◽  
Emotional Empathy ◽  
Different Dimensions

The present research had two complementary aims: (a) to examine the associations between cooperative learning (CL) and emotional intelligence (EI) in physical education (PE) and (b) to explore and compare the use of CL in PE in primary education (PED), secondary education (SED) and baccalaureate (BA). A total of 1332 students (682 males, 650 females) took part in the study. All participants were aged between 10 and 20 years old (M = 13.09; SD = 2.47) and belonged to 13 different schools in Southwest Spain. They completed the cooperative learning questionnaire (CLQ), referring to the PE classes, in addition to the emotional intelligence questionnaire in physical education (EIQPE). Positive and significant associations were found between CL and EI in all school stages. In addition, moderately strong associations were uncovered between CL and the different dimensions of EI: emotional recognition, emotional control and regulation and emotional empathy. Participants belonging to classrooms with larger cooperation indices presented higher levels of EI. Results also highlighted a greater use of CL in PE classes during the PED stage in comparison to the SED and BA stages. These outcomes are discussed in light of the existing literature and methodological implications are derived for teaching PE. The use of CL in PE is recommended because of its positive contribution to the affective domain through IE. This will be especially important during the SED and BA stages, where lower rates of CL were observed.

scholarly journals The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hala Gabr Mahmoud
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Nursing Administration ◽  
Student Centered ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Post Test

Todays, higher education emphasizes the importance of student centered learning. Further the aim of nursing education should be on the process of thinking and involve being proactive, collaborative and quality oriented. Cooperative learning is an approach to the aim of student-centered activities towards the attainment of the outcomes-based environment as required by accrediting and certifying bodies and agencies of higher education. Cooperative learning most often involves small groups of students who contribute to each other's learning. It is one of the innovative teaching strategies can be incorporated in the nursing curriculum for the better results and it is a great tool that can be used to enhance and promote higher student achievement.Therefore, a variety of teaching strategies have been designed to be used in teaching, ranging from teacher-centered strategies to more student-centered ones.Hence, the present study aims to assess the effect of cooperative learning strategy on undergraduate nursing students enrolled in nursing administration course at Faculty of Nursing, King Khalid University, Saudi Arabia. A one-group before–after quasi-experimental design was used. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing studentsenrolled in theeighth at the time of the study of the academic year 2015-2016were included in the study. Four tools were used for data collection namely; The Revised two-factor Study Process Questionnaire (R-SPQ-2F), Teamwork perception survey, Students’ Self-Perception Leadership Questionnaire, and Students' Opinner Questionnaire Sheet.A major finding of the present study revealed there was statistical significant difference between the pretest and post-test mean scores of students' deep learning approach, team perception of learning and self-perception of leadership of student. While there was no a significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning. It was concluded that  cooperative learning as a method and philosophy is an effective approach to fostering deeper approach to learning and improving communication skills of nursing students especially in interactive skills, team work, and their leadership abilities among nursing students. It is recommended to the successful introducing of cooperative learning in nursing education will improve professional performance.

scholarly journals An analysis of student's attitudes towards physical educationObez öğrencilerin beden eğitimi dersine karşı tutumlarının incelenmesi

2018 ◽  
Vol 15 (4) ◽  
pp. 2493
Author(s):  
Emre Çavdar ◽  
Ekrem Levent İlhan ◽  
Oguz Kaan Esentürk
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
Physical Education ◽  
School Students ◽  
Significant Difference ◽  
Kolmogorov Smirnov ◽  
The Mean ◽  
Students Attitudes ◽  
One Way Anova

In this study, it is aimed to analyze attitudes of obese students in high school towards physical education according to some variables. 74 secondary education student, 45 of them are girls and 29 boys who studied at three different Anatolian High Schools in the city of Niğde in the 2016-2017 academic year, have been participated in this study. As data collection tool, Physical Education attitude scale for secondary education students developed by Güllü and Güçlü (2009) has been used and coefficient of consistence (Cronbach Alpha) is 0,94. SPSS 23.0 packaged software has been used for assesing the result. Kolmogorov – Smirnov Test have been done regarding whether the data showed normal distribution or not and Kurtosis and Skewness values have been studied. Independent Sample T Test has been used to test the mean difference significance belonging to two group independent variables in the study. One Way ANOVA Test has been used to test the mean differences significence when the number of groups is more than two. At the end of the study, all of the attitude scores belonging to variables have been found high and it has been established that obese high school students’ attitudes towards Physical Education show statictically significant difference, according to gender, in favor of boys (p<0,05). Accordingly, it has been determined that students’ cognitive attitudes acording to obesity level for Physical Education show difference in favor of second grade obese students (p<0,05) and no significent difference found in students’ affective and behavioural attitudes (p>0,05). It has been identified that high school students’ attitudes towards Physical Education show no statistically significant difference according to their calass level variable and time variable which they spent with their communication instruments (p>0,05) As a result, when considering obese students’ positive attitudes towards physical education and sports, in view of obtained findings, it is possible to say that physical education and sports may contribute to increase the participation of obese students and thus make them become healthy individuals.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmada, lise düzeyinde öğrenim gören obez öğrencilerin beden eğitimi dersine yönelik tutumlarının bazı değişkenlere göre incelenmesi amaçlanmıştır. Araştırmaya 2016-2017 eğitim-öğretim yılında Niğde ilinde bulunan üç ayrı Anadolu Lisesi'nde öğrenim gören 45 kız ve 29 erkek olmak üzere toplam 74 lise öğrencisi katılmıştır. Araştırmada veri toplama aracı olarak Güllü ve Güçlü (2009) tarafından geliştirilen "Ortaöğretim Öğrencileri İçin Beden Eğitimi Dersi Tutum Ölçeği Kullanılmış olup ölçeğin iç tutarlılık katsayısı 0.94 olarak tespit edilmiştir. Verilerin değerlendirilmesinde SPSS 23.0 paket programı kullanılmıştır. Verilerin normal dağılım gösterip göstermediğine ilişkin Kolmogorov-Smirnov Testi yapılmış, Kurtosis ve Skewness değerleri incelenmiştir. Araştırmadaki iki gruplu bağımsız değişkenlere ait ortalama farkların anlamlılığını test etmek için parametrik hipotez testlerinden Independent Sample t testi kullanılmıştır. Grup sayısının ikiden fazla olduğu durumlarda gruplar arasındaki ortalama farklarının anlamlılığını test etmek için ise, One Way ANOVA testi kullanılmıştır. Araştırmanın sonunda, değişkenlere ait tutum puanlarının hepsi yüksek bulunmuş olup, liselerde öğrenim gören obez öğrencilerin beden eğitimi dersine yönelik tutumlarının cinsiyete göre istatistiksel olarak erkekler lehine anlamlı farklılık gösterdiği tespit edilmiştir (p<0.05). Benzer şekilde öğrencilerin beden eğitimi dersine yönelik obezite düzeyine göre bilişsel tutumlarının 2. sınıf obez öğrenciler lehine anlamlı farklılık gösterdiği belirlenmiş olup (p<0.05), duyuşsal ve davranışsal tutumlarında anlamlı farklılık bulunmamıştır (p>0.05). Öğrencilerin beden eğitimi dersine yönelik tutumlarının öğrenim gördükleri sınıf düzeyine  ve iletişim araçları ile geçirdileri süre değişkenine göre istatistiksel olarak anlamlı farklılık göstermediği belirlenmiştir (p>0.05). Sonuç olarak, obez öğrecilerin beden eğitimi ve spor derslerine karşı tutumlarının olumlu olduğu göz önünde bulundurulduğunda elde edilen bulguların beden eğitimi ve spor derslerinin obez öğrencilerin spora katılımının arttırılması ve dolayısıyla onların sağlıklı bireyler olmalarında önemli düzeyde katkısının olabileceğini söylemek mümkündür

scholarly journals The Effect of Guided Inquiry Laboratory Activity with Video Embedded on Students’ Understanding and Motivation in Learning Light and Optics

2019 ◽  
Vol 2 (3) ◽  
pp. 79-84 ◽  
Author(s):  
Tina Afriani ◽  
Rika Rafikah Agustin ◽  
Eliyawati Eliyawati
Keyword(s):  
Junior High School ◽  
Sampling Technique ◽  
Statistical Test ◽  
Guided Inquiry ◽  
Laboratory Activity ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Convenience Sampling ◽  
Research Show

This research aims to investigate the effect of guided inquiry laboratory activity with video embedded on students’ understanding and students’ motivation in learning lights and optics topic. The method used in this research was pre-experiment. The sampling technique used in this research was convenience sampling, and the samples were taken from grade 8 in one of junior high school in Bandung. The sample was 20 students. The class implemented guided inquiry laboratory activity with video embedded in learning light and optics. The students’ understanding was measured using test given at pretest and post-test while students’ motivation was calculated using software ministeps (RASCH Model). The t-test paired sample also was performed on the average level of 95% to identify the significant difference of students’ understanding before and after the implementation of guided inquiry laboratory activity with video embedded. The results of this research show that the use of guided inquiry laboratory with video integrated gives an improvement of students understanding. Even though the value of n-gain is 0,264 (categorized as low level), the statistical test shows that there is a significant difference between students understanding before and after the implementation of guided inquiry laboratory activity with video embedded. There are 15 students from 20 students who are motivated in learning light and optics by using guided inquiry laboratory activity with video embedded. Students are motivated by the implementation of guided inquiry laboratory activity with video embedded.

scholarly journals A Study on Effectiveness of Stress Management Programme among Physical Education Teachers

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr Abhishek Chowdhery ◽  
Dr Jaydeep Nandi
Keyword(s):  
Physical Education ◽  
Stress Management ◽  
Management Program ◽  
Management Programme ◽  
Physical Education Teachers ◽  
Relaxation Techniques ◽  
Coping Skill ◽  
Significant Difference ◽  
Post Test ◽  
Management Techniques

Aim: The purpose of this study was to find out the effectiveness of stress management programme among Physical education teachers. Objectives: To identify the level of stress and to test the effect of stress management among Physical education teachers. Methods: One hundred and twenty one participants were involved in the study to prove the effectiveness of stress management techniques among the Physical education teachers by using stress questionnaire. The purpose of the study was to determine the effectiveness of stress management program among Teachers. Before starting the techniques were introduced and the stress questionnaire was used for pre-test. The program starts from coping skill to verbalization the same stress questionnaire is given for the post test purpose. Results: The results showed that there was a significant difference between the pre and post test of stress questionnaire (75.386 if p= 0.000). The stress level was said to be reduced after the application of stress management techniques. Conclusion: Study concluded that various relaxation techniques should be established for reducing the level of stress on the Physical education Teachers.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TEAM ASSISTED INDIVIDUALIZATION TERHADAP HASIL BELAJAR MOTOR BENSIN SISWA JURUSAN TKR SMK NEGERI 1 MOTOLING

2021 ◽  
pp. 1-6
Author(s):  
Imanuel Alan Onibala ◽  
Parsaoran Tamba ◽  
Denny Maukkar
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Test Group ◽  
Learning Model ◽  
Educational Media ◽  
Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

ABSTRAK. Media pendidikan sebagai salah satu sarana meningkatkan mutu pendidikan sangat penting dalam proses PBM. Penggunaan media pendidikan dapat memperbaiki PBM siswa yang pada gilirannya dapat meningkatkan hasil belajar yang dicapainya. Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran kooperatif TAI (Team Assisted Individualization) terhadap hasil siswa pada mata pelajaran Motor Bensin kelas XI di SMK Negeri 1 Motoling. Penelitian ini dikategorikan dalam penelitian Eksperimen Semu (quasi exsperimental). Desain penelitian yang digunakan pada penelitian ini adalah desain jenis pre-test dan post-test group design. Berdasarkan uji hipotesis diperoleh nilai t hitung sebesar 4,4360 dan nilai t tabel 1,6772 artinya  nilai t hitung lebih besar dari t tabel maka signifikan. Hasil tersebut menunjukkan bahwa terdapat perbedaan yang signifikan pada penggunaan model pembelajaran Kooperatif TAI (Team Assisted Individualization)  dan konvensional terhadap pencapaian hasil belajar siswa di SMK N 1 Motoling. Kata Kunci: Hasil Belajar, Team Assisted Individualization.   ABSTRACT. Educational media as a means of improving the quality of education is very important in the PBM process. The use of educational media can improve students' PBM which in turn can improve the learning outcomes they achieve. The purpose of this study was to determine the effect of the TAI (Team Assisted Individualization) cooperative learning model on student outcomes in the XI class of gasoline motorbike subjects at SMK Negeri 1 Motoling. This research is categorized as a quasi-experimental research. The research design used in this study was a pre-test and post-test group design. Based on the hypothesis test, the t value is 4.4360 and the t table value is 1.6772, which means that the t value is greater than the t table, so it is significant. These results indicate that there is a significant difference in the use of the cooperative learning model TAI (Team Assisted Individualization) and conventional to the achievement of student learning outcomes at SMK N 1 Motoling. Keywods: Learning Outcomes, Team Assisted Individualization.

scholarly journals CONSTATATIVE STUDY ON THE ASSESSMENT IN THE PHYSICAL EDUCATION DISCIPLINE IN THE SECONDARY EDUCATION CYCLE

2020 ◽  
Vol 13(62) (2) ◽  
pp. 119-126
Author(s):  
A.G. DOBRE ◽  
F. GRIGORE
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Primary Education ◽  
Education System ◽  
Evaluation Criteria ◽  
Educational Process ◽  
Assessment System ◽  
Concrete System ◽  
Personal Performance

We appreciate that the problem of assessment in the education system is addressed in many specialized studies. Following the analysis of the instructional-educational process and the assessment system in the physical education discipline of the secondary education, in the present study, it was started from the idea that in the success of the students of the primary education cycle, the weight of the personal performances prevails, followed and aided by other evaluation criteria. The purpose of the paper was to establish to what extent the success of the physical education discipline is based on a concrete system of the personal performance of the students.

scholarly journals THE EFFECTIVENESS OF JIGSAW LEARNING METHOD COMPARED TO LECTURE-BASED LEARNING IN ANATOMY LECTURES

2018 ◽  
Vol 7 (2) ◽  
pp. 118
Author(s):  
Saharnauli J. Verawaty Simorangkir
Keyword(s):  
Cooperative Learning ◽  
Retention Test ◽  
Test Score ◽  
Control Group ◽  
Learning Method ◽  
Significant Difference ◽  
Post Test ◽  
Jigsaw Method ◽  
And Control ◽  
Experimental Group

Background: Jigsaw is a cooperative learning method in which students work together in small groups, helping one another towards a common goal. The aim of this research were to find out the different effect of Jigsaw cooperative learning method with conventional method in terms of anatomy learning achievement and retention. Method: Forty-nine students were randomly assigned into two groups, control group (n=24) and experimental group (n=25). A pretest was administered to all students before classes. The Jigsaw learning method was applied to the experimental group for one session. At the same day, control group was taking classes using the lecture-based learning method. At the end of session, all students were retested (post test) on subject. A retention test was administered 3 weeks after the post test. Mean scores were calculated for each test for the experimental and control groups, and the data obtained were analysed using the independent samples t-test.Results: No significant difference was determined between the Jigsaw and lecture based methods at pretest or post-test. The highest mean test score was observed in the post-test with the Jigsaw method. In the retention test, no significant difference between the Jigsaw and lecture-based methods. The highest mean retention test score was observed in the lecture-based method.Conclusion: The Jigsaw method is less effective than lecture-based method. 

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TEAM ASSISTED INDIVIDUALIZATION TERHADAP HASIL BELAJAR MOTOR BENSIN SISWA JURUSAN TKR SMK NEGERI 1 MOTOLING

2022 ◽  
Vol 2 (2) ◽  
pp. 52-57
Author(s):  
Imanuel Alan Onibala ◽  
I. Parsaoran Tamba ◽  
Denny Maukar
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Test Group ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran kooperatif TAI (Team Assisted Individualization) terhadap hasil siswa pada mata pelajaran Motor Bensin kelas XI di SMK Negeri 1 Motoling. Penelitian ini dikategorikan dalam penelitian Eksperimen Semu (quasi exsperimental). Desain penelitian yang digunakan pada penelitian ini adalah desain jenis pre-test dan post-test group design. Berdasarkan uji hipotesis diperoleh nilai t hitung sebesar 4,4360 dan nilai t tabel 1,6772 artinya  nilai t hitung lebih besar dari t tabel maka signifikan. Hasil tersebut menunjukkan bahwa terdapat perbedaan yang signifikan pada penggunaan model pembelajaran Kooperatif TAI (Team Assisted Individualization)  dan konvensional terhadap pencapaian hasil belajar siswa di SMK N 1 Motoling.     Kata Kunci: Hasil Belajar, Team Assisted Individualization. The purpose of this study was to determine the effect of the TAI (Team Assisted Individualization) cooperative learning model on student outcomes in the XI class of gasoline motorbike subjects at SMK Negeri 1 Motoling. This research is categorized as a quasi-experimental research. The research design used in this study was a pre-test and post-test group design. Based on the hypothesis test, the t value is 4.4360 and the t table value is 1.6772, which means that the t value is greater than the t table, so it is significant. These results indicate that there is a significant difference in the use of the cooperative learning model TAI (Team Assisted Individualization) and conventional to the achievement of student learning outcomes at SMK N 1 Motoling.           Keywods: Learning Outcomes, Team Assisted Individualization.

Effects of Virtual Reality-Based Teaching On Students’ Learning Performance In Anatomy

2021 ◽  
Author(s):  
Behnam Rasouli ◽  
Khadijeh Aliabadi ◽  
Saeid Pourroostaei Ardakani
Keyword(s):  
Academic Achievement ◽  
Virtual Reality ◽  
Technology Acceptance ◽  
Learning Performance ◽  
Learning Group ◽  
Education Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
E Learning

Abstract Background: Students should become familiar with spatial relationships around anatomical structures, not just their appearance and function. This is a challenge in traditional classrooms where students use 2D images of books and descriptive articles as a reference. The aim of this study was to evaluate the effectiveness of VR training applied in anatomy training compared to conventional or 2D digital methods in the classroom.Method: Our quasi-experimental method used pre-test and post-test to measure academic achievement and technology acceptance questionnaires. A total of 92 fourth-year medical students were from three classes. They were randomly divided into three groups: 1) Traditional education group and 2) Virtual Reality education group 3) E-learning group (based on Moodle). To examine learning performance, the measurement tools included pre-test and post-test of anatomy and technology acceptance questionnaire.Result: The results showed that students who took anatomy courses in VR showed significantly higher academic achievement than those who taught through traditional methods. There was also a significant difference between E-learning and traditional groups and no significant difference was observed between E-learning and VR groups.Conclusion: The present study provides empirical evidence for the use of VR in anatomy education. In addition, it explains how to create and implement a VR-based class for formal educational purposes.

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