scholarly journals Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course

2021 ◽  
Vol 13 (13) ◽  
pp. 7092
Author(s):  
Yi-Chieh Chen ◽  
Kuo-Kuang Fan ◽  
Kwo-Ting Fang
Keyword(s):  
Cognitive Load ◽  
Mobile Devices ◽  
Teaching Strategy ◽  
Group Interaction ◽  
Private University ◽  
Load Level ◽  
Control Group ◽  
Quasi Experimental ◽  
Group Interviews ◽  
Experimental Group

Due to the emergence of computer education, AI education, the Internet of Things, big data, and technological wisdom, it is easy for students to be distracted when engaged in traditional education. Flipped teaching is a teaching strategy frequently used in colleges and universities. The focus of this research was conducted by a comparative analysis of the cognitive load between the experimental group and the control group through a quasi-experimental design for research with different learning methods and different classes. More specifically, flipped teaching was carried out with an experimental group, and traditional teaching a control group; they were observed at the same time, and 213 private university students participated in the experiment. The research proposes a practice of mixed teaching, carried out in a group communication behavior system, and enhancing the spirit of group interaction and learning through mobile devices. The core value of the research lies in (1) online learning, (2) group interaction, and (3) the learning load of the conceptual model. In addition, focus group interviews were used to provide feedback on participants’ cognition and emotions. The results indicate that there were differences in cognitive load between the two classes.

scholarly journals THE EFFECTS OF COMBINING INQUIRY-BASED TEACHING WITH SCIENCE MAGIC ON THE LEARNING OUTCOMES OF A FRICTION UNIT

2017 ◽  
Vol 16 (2) ◽  
pp. 218-227
Author(s):  
Jang-Long Lin ◽  
Meng-Fei Cheng ◽  
Shih-Yin Lin ◽  
Jih-Yuan Chang ◽  
Ying-Chi Chang ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Attitudes Toward Science ◽  
Teaching Strategy ◽  
Static Friction ◽  
Friction Unit ◽  
Control Group ◽  
Teaching Materials ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Experimental Group

This research used a quasi-experimental method to explore whether integrating Science Magic (SM) into 5E Learning Cycle (5ELC) in the development of teaching materials for a friction unit would impact students’ learning outcomes and attitudes toward science. A total of 68 eighth-grade students were divided into experimental and control groups. The experimental group was taught using teaching materials and methods developed using the SM-based 5ELC, while the control group adhered solely to textbook-based materials, which were also based on the 5ELC but did not involve SM activities. Two major findings were obtained in this research. First, learning effects for the experimental group were significantly higher than the control group, especially in relation to characteristics of static friction, factors that affect friction, and relationships between frictional and normal force. Second, the experimental group showed significant improvements in their attitudes toward science when juxtaposed with the control group. Keywords: attitudes toward science, friction concepts, inquiry-based teaching strategy, science magic.

scholarly journals Enhancing Students Speaking Skills Through Project-Based Learning

2020 ◽  
Vol 11 (2) ◽  
pp. 113
Author(s):  
Sintya Mutiara We
Keyword(s):  
Private University ◽  
Project Based Learning ◽  
Control Group ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Speak Up ◽  
Motivation And Confidence ◽  
Experimental Group ◽  
Speaking Skills

The mastery of English speaking skill is one problem for Indonesian learners so that it needs one particular treatment to overcome it. This study was aimed to investigate if Project-Based Learning (PjBL) was effective to improve speaking skills of the second year of non-English students in one private university in Semarang and how PjBL was able to influence their attitude to speaking. Quantitative and qualitative methods were used. Quasi-experimental research design was applied to 53 students. To collect data, instruments employed were speaking tests, observations, and interviews. The results showed that the experimental group had a better score compared to the control group. The previous mean score was 8.74, and the post mean score was 11.33. The range score of the experimental group and the control group was 3.70. Furthermore, Independent Sample T-test showed sig. value (2-tailed) of 0.00, which was lower than 0.05, indicating that there was statistically significant difference between the two groups. The results of the interviews also showed that the students gave positive attitudes towards the implementation of PjBL. Before the treatment the students had low motivation and confidence in speaking. After the 8 week-treatment, the finding showed that they felt enthusiastic and challenged during all the speaking projects. This method was successful to develop the students’ motivation and confidence to speak up in English.

scholarly journals Comparing the effect of ICT and longhand note-taking instructions towards learners’ comprehension test results

2018 ◽  
Vol 13 (1) ◽  
pp. 17-30
Author(s):  
Clara Herlina Karjo
Keyword(s):  
Private University ◽  
Control Group ◽  
English Department ◽  
Test Results ◽  
Note Taking ◽  
Comprehension Test ◽  
Lecture Video ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Ted Talks

With the advancement of technology nowadays, taking notes by hand seems old-fashioned to most students nowadays. They prefer typing using their various gadgets since it will be done faster, especially when there is a lot of information to be recorded. However, the use of ICT devices (such as laptops, smartphones, and tablets) in the classroom has a tendency to be distracting for the students – it is very easy for the students to take out their gadgets and click on Facebook or other applications during a dull lecture. The purpose of the present study is to find out whether note-taking using ICT devices affect the students’ understanding of the lecture. This study will use a quasi-experimental design, with 52 English department students of a private university as the participants. They will be divided into two groups as the control and experimental group. Participants of both groups were instructed to watch a video from TED talks twice. While watching the video, the control group was instructed to take notes by hand, while the other group was instructed to take notes using their various devices. After that, participants had to do a comprehension test of the lecture video. The results revealed that participants who took notes by handwriting performed better in comprehension test compared to those who took notes using ICT devices.

Examining Language Related Episodes (LREs) of Arabic as a Second Language (ASL) Learners During Collaborative Writing Activities

2017 ◽  
Vol 7 (4) ◽  
pp. 256 ◽  
Author(s):  
Mohammed A. Alwaleedi
Keyword(s):  
Second Language ◽  
Collaborative Writing ◽  
Group Interaction ◽  
Experimental Writing ◽  
Control Group ◽  
Writing Groups ◽  
Control Groups ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

Previous studies have increasingly examined the nature of collaborative writing in English as a foreign/second language settings. However, little research has been conducted on its nature in Arabic as a second language (ASL) contexts. This study investigated the nature of 64 students’ Language Related Episodes (LREs) while performing collaborative writing in ASL classrooms. Employing a quasi-experimental design with a mixed methods approach, the frequency and the focus of the students’ LREs in collaborative (experimental) writing groups and in traditional (control) groups were compared. The findings showed that there was a statistically significant difference between the LREs produced by the experimental and the control groups which can be attributed to the collaborative writing approach. In particular, the analysis of LREs per minutes indicated that LREs were more frequent in the experimental group interaction than in control group interaction. In addition, the experimental groups paid more attention to language and were more successful at resolving language related problems than the control ones which may explain the differences in their performance. Specimens of dialogues of both groups are presented to explain their differential performance.

Development and Effects of a Transition Nursing Program for Patients and Family Caregivers at a Neurological ICU in Korea

2016 ◽  
Vol 26 (1) ◽  
pp. 27-46 ◽  
Author(s):  
Sun Hee Yun ◽  
Eui Geum Oh ◽  
Yang Sook Yoo ◽  
So Sun Kim ◽  
Yeon Soo Jang
Keyword(s):  
Family Caregivers ◽  
Routine Care ◽  
Nursing Program ◽  
Control Group ◽  
Transition Readiness ◽  
Neurological Intensive Care ◽  
Post Test ◽  
Quasi Experimental ◽  
Group Interviews ◽  
Experimental Group

The purpose of this study was to develop a transition nursing program for patients and family caregivers in neurological intensive care units (ICUs) and to evaluate the effects of the program. A literature review, focus group interviews, analysis of medical records, confirmation of validity, and clinical applicability were used to develop the program, which was tested using a pre- and post-test quasi-experimental design. Participants were recruited in 2011. The experimental group (46 patients and their family caregivers) received the developed program before transferring from the neurological ICU to a ward, whereas the control group (48 patients and their family caregivers) received routine care. The results showed that patients and family caregivers in the experimental group had significantly higher transition readiness and satisfaction with transition nursing and lower transition anxiety and transition stress, and family caregivers in the experimental group had a significantly lower burden of caregiving.

scholarly journals Developing students’ mastery on adjective using a systemic approach

2018 ◽  
Vol 1 (4) ◽  
pp. 30-41
Author(s):  
M Mallombasi ◽  
Mansur Akil ◽  
I Iskandar
Keyword(s):  
Experimental Design ◽  
English Education ◽  
Private University ◽  
Systemic Approach ◽  
Control Group ◽  
Significant Development ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
And Control ◽  
Experimental Group

This study aimed to investigate the effectiveness of the systemic approach to develop students’ mastery of adjective.  The limitations of adjective mastery in this research were the kind, the use, the form, and the order. This research employed a quasi-experimental design with the non-equivalent control group. Sixty-two students in a private university are majoring in English Education chosen from two classes that were divided into two groups, namely experimental and control group. The experimental group was taught by using a systemic approach, while the control group was taught by using lecturing method. The instruments of this research were adjective tests. The  data of the experimental group experienced improvement in their  mastery of  adjective  in  terms  of  kind,  use,  form, and order indicated by the posttest mean score of experimental group (75.40) that was higher than the posttest mean score of control group (54.6) and the t-test value which was higher than the t-table value (12.991 > 1.671).  Furthermore, the researchers found that the element of adjective which experienced most significant development happened on the order.  The result of this research indicated that there was significant development between experimental and control class. It means that a systemic approach that was applied in the experimental group could develop the students’ mastery of adjective. Thus it was concluded that the systemic approach was effective to develop students’ mastery of adjective.

scholarly journals EFFECT OF QUIZIZZ TOWARDS THE ELEVENTH-GRADE ENGLISH STUDENTS’ READING COMPREHENSION IN MOBILE LEARNING CONTEXT

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
N.W.I. Priyanti ◽  
M.H. Santosa ◽  
K.S. Dewi
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Data Gathering ◽  
Choice Test ◽  
Control Group ◽  
P Value ◽  
Learning Context ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The research’s aim was to investigate the effect of Quizizz towards the eleventh grade students’ English study. A quasi-experimental utilizing a post-test only control group was employed for data gathering. Research’s population included eleventh-grade students in SMA Negeri 4 Singaraja. The sample was 37 students of XI IPS 1 as the experimental group who were treated through Quizizz and 36 students of XI IPS 2 as the control group who were treated through conventional teaching strategy. The method of data collection employed multiple choice test. The result showed scores of experimental group (M=83.08, p value=0.018) and control group (M=80.77, p value= 0.018). Mean score of experimental group was higher than the control group (83.08>80.77) and the p value was 0.018 or less than 0.05. The small effect was supported by result specification of reading comprehension text dominated by literal recognition aspects. In conclusion, Quizizz affected students reading comprehension.

scholarly journals Composite Effect of Concept Mapping and ICT on Students’ Performance in Organic Chemistry

2018 ◽  
Vol 5 (3) ◽  
pp. 301
Author(s):  
Indra Sen Singh ◽  
Mary Mambwe
Keyword(s):  
Organic Chemistry ◽  
Concept Mapping ◽  
Performance Test ◽  
Teaching Strategy ◽  
Control Group ◽  
Composite Effect ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

<p><em>Generally, the performance of students in organic chemistry in Zambia is not encouraging. This can be attributed to the nature of the subject in addition to other factors. This study explored the composite effect of concept mapping and ICT on students’ performance in selected topics in organic chemistry. One hundred and thirty-four grade 12 students were involved. Data was collected using an organic chemistry performance test. A pre-test, the post-test quasi-experimental design was adopted. The study comprised of three</em><em> </em><em>groups randomly assigned to experimental group one, experimental group two and a control group. Experimental group one was taught using concept mapping, experimental group two was taught using a combination of concept mapping and ICT and the control group was taught using conventional methods (discussion). ANOVA results for the three groups were F (2,131) = 2.237 and p = 0.111. This indicates that there was no significant difference amongst the three groups at the beginning of the study. After treatment the results revealed that experimental group two outperformed the other two groups with a p valuep-value</em><em> </em><em>0 at F (2,131) = 2.237 at ? = 0.05. Post hoc analysis using Fisher’s </em><em>L</em><em>east </em><em>S</em><em>ignificant </em><em>D</em><em>ifference (LSD) test showed that the mean scores were statistically significant amongst the three groups. A very large effect was seen between experimental group one and control and between experimental group two and control. A sizable effect was seen between experimental group one and two. The conclusion is that using concept mapping with ICT has a positive effect on the performance of students in organic chemistry. The results corroborate the findings of studies that the use of concept mapping and ICT teaching strategy improves the performance of students. Consequently, this study seems to offer a positive solution towards the enhancement of students’ performance in organic chemistry in secondary schools.</em></p>

scholarly journals Gamification and Education: Achievements, Cognitive Loads, and Views of Students

2016 ◽  
Vol 11 (07) ◽  
pp. 64 ◽  
Author(s):  
Zeynep Turan ◽  
Zeynep Avinc ◽  
Kadir Kara ◽  
Yuksel Goktas
Keyword(s):  
Cognitive Load ◽  
Information Technologies ◽  
Descriptive Analysis ◽  
Sixth Grade ◽  
Control Group ◽  
Mixed Method Research ◽  
Student Opinions ◽  
Significant Difference ◽  
Group Interviews ◽  
Experimental Group

In this mixed method research study, the effect of gamification strategies on students’ cognitive load levels and achievements was examined along with student opinions about gamification. The topic of spreadsheets was covered for six weeks in a sixth grade information technologies and software course. The sample consisted of a control group of 48 students who were trained via traditional procedures and an experimental group of 46 students who were trained using gamification strategies. Independent sample t-test, Mann-Whitney U test and descriptive analysis were applied to the data. A significant difference was found between the two groups that indicated higher achievement in the experimental group. When comparing cognitive load levels, the experimental group also scored higher than the control group. Interviews indicated that the students had positive views about gamification strategies.

scholarly journals Development of Team Cohesion and Sustained Collaboration Skills with the Sport Education Model

2019 ◽  
Vol 11 (8) ◽  
pp. 2348 ◽  
Author(s):  
Chun-Chieh Kao
Keyword(s):  
Physical Education ◽  
Teaching Strategy ◽  
Team Cohesion ◽  
Control Group ◽  
Sport Education ◽  
Team Adaptation ◽  
Post Test ◽  
Quasi Experimental ◽  
Education Model ◽  
Experimental Group

Physical education is crucial to the development of physical and social abilities. Team cohesion, nurtured in physical education, influences team performance and provides skills that students may translate into future social arenas. However, whether teaching strategy in physical education affects the development of team cohesion remains uncertain. The sport education model (SEM) enhances sport skills, rule knowledge, sport etiquette, and affective development through games and competition. The SEM has replaced many conventional physical education curricula in advanced countries. Therefore, this quasi-experimental pretest–post-test study investigated the effects of the SEM on team cohesion. Undergraduate volunteers from a Taiwanese university were divided into experimental and control groups for a 10-week basketball course taught using the SEM or direct instruction, respectively. Pretest and post-test questionnaires utilized a team cohesion scale, with subscales measuring teamwork, team adaptation, and interpersonal interaction. Experimental group (Mpre = 3.35 ± 0.42, Mpost = 3.98 ± 0.50) scores for overall team cohesion and the three subscales were significantly improved after the course; no significant improvement was noticed in the control group (Mpre = 3.23 ± 0.58, Mpost = 3.57 ± 0.57). Furthermore, all post-test scores for the experimental group (M = 3.98 ± 0.50) were higher than those for the control group (M = 3.57 ± 0.57). Therefore, the SEM is a feasible model for improving team cohesion and thus related social skills students may sustain into adulthood.

Sign in / Sign up

Export Citation Format

Share Document