scholarly journals THE VALIDATION OF GAMIFICATION BASED MODULE (Bio-GamyX) FOR TEACHING AND LEARNING BIOLOGY

2020 ◽  
Vol 5 (35) ◽  
pp. 21-30
Author(s):  
Nur Izwani Mohd Shapri ◽  
Che Nidzam Che Ahmad
Keyword(s):  
Chemical Composition ◽  
Pilot Study ◽  
Content Validity ◽  
Teaching And Learning ◽  
Threshold Value ◽  
Content Validation ◽  
Validation Process ◽  
Need Analysis ◽  
Time Restriction ◽  
Modular Instruction

This study aims to obtain the value of content validity for the Bio-GamyX module draft. This module was developed based on the use of gamification elements in teaching and learning Biology specifically for topic Chemical Composition of the Cell. Gamification elements such as points, badges, leader board, levels/stages, storyline, and time restriction have been integrated into this module to engage students in teaching and learning, thus, making learning fun. As to validate this module draft, the process comprises of two main validation steps, namely 1. module content validation and 2. module activities validation. This study involves nine subject matters experts consist of academicians and practitioners in modular instruction, teaching and learning Biology, and gamification area. Before the validation process takes place, the Bio-GamyX module draft was developed after going through the process of literature review and need analysis. The module draft consists of eight sessions and eight activities. The results indicate that the Bio-GamyX module gained a high content validity value (84%) and a high validity of sessions and activities (88%) which is above the threshold value of 70% as advocates by Tuckman and Waheed, (1981). The implication of this study shows that the Bio-GamyX module has high content validity before it can be tested for its reliability in a pilot study.

scholarly journals The development of Bio-Gamyx module for teaching and learning Biology

2019 ◽  
Vol 9 (2) ◽  
pp. 1-8
Author(s):  
Nur Izwani Mohd Shapri ◽  
Che Nidzam Che Ahmad
Keyword(s):  
Chemical Composition ◽  
Subject Matter ◽  
Content Validity ◽  
Teaching And Learning ◽  
Subject Matter Experts ◽  
Learning Modules

The aims of this study were to develop and validate Bio-GamyX module in teaching and learning Biology for form four students. This module was developed for the topic Chemical Composition of the Cell based on the integration of Sidek and Jamaludin’s Model and the Five Steps of Applying Gamification in Education proposed by Huang and Soman. The process of developing this module involved the preparation of module draft, experts’ reviews and calculation of content validity of the module. During this process, the module draft was given to three subject matter experts consist of academicians and practitioners to be reviewed. Several recommendations were identified and amendment was done accordingly. The amended module was then evaluated for its content validity. The percentage of experts’ agreement obtained for this module ranged from 77% to 85%. This finding shows that Bio-GamyX module has a good content validity. This finding reinforces the use of gamification approach in the design of teaching and learning modules specifically in Biology subject.

scholarly journals Validation of the definitions of nursing diagnoses for individuals with Aids

2020 ◽  
Vol 73 (4) ◽  
Author(s):  
Vinicius Lino de Souza Neto ◽  
Rayanne Teresa da Silva Costa ◽  
Wenysson Noleto dos Santos ◽  
Sâmara Fontes Fernandes ◽  
Dhyanine Morais de Lima ◽  
...  
Keyword(s):  
Content Validity ◽  
Nursing Practice ◽  
Content Validation ◽  
Methodological Study ◽  
Validation Process ◽  
Validity Index ◽  
Predictive Capacity ◽  
Nursing Diagnosis ◽  
Hospital School ◽  
Nursing Diagnoses

ABSTRACT Objectives: to develop and validate conceptual and operational definitions of nursing diagnoses of the International Classification for Nursing Practice for people living with Aids. Methods: methodological study with 100 individuals with Aids, in a hospital school. In addition, 19 nurses selected from the Lattes platform acted as experts in the validation process. The research was conducted, using three moments: identification and validation of the nursing diagnoses; construction of the conceptual and operational definitions of the diagnoses, and content validation, using the content validity index. Results: a total of 35 diagnoses were identified and 18 had their conceptual and operational definitions validated, with validity index of ≥ 0.8. Conclusions: the construction of the conceptual and operational definitions enables nurses to analyze the clinical inferences and endorse the nursing diagnosis, contributing to its predictive capacity.

scholarly journals Construção e validação do conteúdo do questionário dos conhecimentos e competências do treinador - QCCT

2018 ◽  
Vol 20 (3) ◽  
pp. 318-331
Author(s):  
Ricardo Teixeira Quinaud ◽  
Ana Flávia Backes ◽  
Daiane Cardoso da Silva ◽  
Juarez Vieira do Nascimento ◽  
Valmor Ramos ◽  
...  
Keyword(s):  
Content Validity ◽  
Cutoff Point ◽  
Academic Experience ◽  
Content Validation ◽  
Validation Process ◽  
Doctorate Degree ◽  
Knowledge And Skills ◽  
Validity Coefficient ◽  
Relevance Criteria ◽  
Sports Coaches

The validation of this questionnaire is an important tool for analyzing the knowledge and skills of coaches, as well as a better understanding of their practice context. Therefore, the aim of the present study was to establish the content validity of the Coaches’ Knowledge and Competence Questionnaire (CKCQ). Five specialists with doctorate degree for at least 10 years, academic experience and periodicity of publications with the theme in national and international journals participated in the validation process. Specialists evaluated 38 items of the questionnaire and assigned a score on a 1-5 point likert scale for each item in the language clarity, practical pertinence and theoretical relevance criteria. The content validity coefficient (CVC) was used to determine the CVCI of items and the CVCt of the total instrument of each criterion, adopting cutoff point of 0.81. The approximate results found for language clarity (0.92), practical pertinence (0.99) and theoretical relevance (0.98) presented values considered almost perfect and appropriate for validation. The content validation of the CKCQ is an important alternative for the evaluation of the knowledge and competences of sports coaches. 

scholarly journals Validation of a Rubric to Evaluate Open Educational Resources for Learning

2019 ◽  
Vol 9 (12) ◽  
pp. 126
Author(s):  
Anabel de la Rosa Gómez ◽  
José Manuel Meza Cano ◽  
Germán Alejandro Miranda Díaz
Keyword(s):  
Content Validity ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Object ◽  
Content Validation ◽  
Specific Topic ◽  
Evaluation Tool ◽  
Validation Process ◽  
Video Images ◽  
Audio Video

Open Educational Resources (OERs) include different web formats, such as audio, video, images and text that can be modified, redistributed and used for learning about a specific topic, however, it became pertinent to create an OER evaluation tool with content validity. The present work gives an account of the content validation process using a 41-criteria rubric, each one with three performance levels, developed from a documentary search on relevant aspects to be included in a learning object. Six expert judges were contacted and decided whether each criterion was essential, useful but not essential or not necessary. Based on this, the Content Validity Reason (CVR) was calculated, obtaining 32 validated criteria. Among some conclusions, it can be mentioned that the validation process of contents allowed the identification of those criteria that require modifications or, if necessary, can be discarded to increase the validity of the heading in its whole.

scholarly journals PHARMACISTS IN DISPENSING DRUGS (PharmDisp): construction and validation of a questionnaire to assess the knowledge for dispensing drug before and after a training course

2018 ◽  
Vol 14 (4) ◽  
Author(s):  
Tiago Marques Reis ◽  
Ariane Cristina Barbosa Zanetti ◽  
Paulo Roque Obreli-Neto ◽  
Ana Maria Rosa Freato Gonçalves ◽  
André Oliveira Baldoni ◽  
...  
Keyword(s):  
Pilot Study ◽  
Continuing Education ◽  
Education Program ◽  
Community Pharmacies ◽  
Content Validation ◽  
Validation Process ◽  
Drug Dispensing ◽  
Training Course ◽  
Before And After ◽  
Data Collection Instrument

The aim of this study was to develop and validate a questionnaire used to evaluate the knowledge of pharmacists in performing drug dispensing before and after a training course, and the effectiveness of a drug dispensing continuing education program. Data were collected from pharmacists recruited from Brazilian community pharmacies. The questionnaire was conceptually structured according to the modules that constitute the continuing education program. The content validation process was carried out by assessment of the instrument by a five-judge committee, following a Likert scale. A pre-test and subsequent pilot study were conducted. A total of 62 pharmacists participated in the pilot study. The developed and validated data collection instrument allowed the measurement of pharmacists’ knowledge before and after training, providing statistically significant indicators for assessing the effectiveness of the course.

scholarly journals Assessments on Vocational Knowledge and Skills: A Content Validity Analysis

2021 ◽  
Vol 10 (3) ◽  
pp. 1529-1540
Author(s):  
Mazlili Suhaini ◽  
Adnan Ahmad ◽  
Normila Mohd
Keyword(s):  
Content Validity ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Item Analysis ◽  
Education Institution ◽  
Content Validation ◽  
Knowledge And Skills ◽  
Validity Analysis ◽  
Item Development ◽  
Alternative Research

<p style="text-align: justify;">While previous studies on assessments focused on measurement of principles and constructs, existing attention is given to content validation involving vocational education and skills. The emphasis on content validation has prompted a holistic perspective of teaching and learning to demand alternative research approaches. Using evidence of content validity based on expert judgment and assessment items, this paper argues that vocational knowledge and skills could be determined via constructs and construct functions. Content validity analysis was studied in two major phases, namely, through an assessment of an electrical technology course at a Malaysian higher education institution and expert panels’ examination of items. It was found that to increase confidence in providing reliable instruments for future empirical studies, a careful process in item development and content validity analysis was considered important. Therefore, applying these findings on item analysis and expert panels to reflect content validity can enhance the validity of assessment items.</p>

scholarly journals Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15–18 years) from grades 10–12: development, content validation and pilot testing

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
João Mota ◽  
João Martins ◽  
Marcos Onofre
Keyword(s):  
High School ◽  
High School Students ◽  
Pilot Study ◽  
Content Validity ◽  
Cognitive Domain ◽  
Literacy Assessment ◽  
Content Validation ◽  
Physical Literacy ◽  
School Students ◽  
Pilot Testing

Abstract Background The Portuguese Physical Literacy Assessment (PPLA) is a novel tool to assess high-school students’ (grade 10–12; 15–18 years) Physical Literacy (PL) in Physical Education (PE); inspired by the four domains of the Australian Physical Literacy Framework (APLF), and the Portuguese PE syllabus. This paper describes the development, content validation, and pilot testing of the PPLA-Questionnaire (PPLA-Q), one of two instruments in the PPLA, comprised of modules to assess the psychological, social, and part of the cognitive domain of PL. Methods Development was supported by previous work, analysis of the APLF, and literature review. We iteratively gathered evidence on content validity through two rounds of qualitative and quantitative expert validation (n = 11); three rounds of cognitive interviews with high-school students (n = 12); and multiple instances of expert advisor input. A pilot study in two grade 10 classes (n = 41) assessed feasibility, preliminary reliability, item difficulty and discrimination. Results Initial versions of the PPLA-Q gathered evidence in favor of adequate content validity at item level: most items had an Item-Content Validity Index ≥.78 and Cohen’s κ ≥ .76. At module-level, S-CVI/Ave and UA were .87/.60, .98/.93 and .96/.84 for the cognitive, psychological, and social modules, respectively. Through the pilot study, we found evidence for feasibility, preliminary subscale and item reliability, difficulty, and discrimination. Items were reviewed through qualitative methods until saturation. Current PPLA-Q consists of 3 modules: cognitive (knowledge test with 10 items), psychological (46 Likert-type items) and social (43 Likert-type items). Conclusion Results of this study provide evidence for content validity, feasibility within PE setting and preliminary reliability of the PPLA-Q as an instrument to assess the psychological, social, and part of the cognitive domain of PL in grade 10 to 12 adolescents. Further validation and development are needed to establish construct validity and reliability, and study PPLA-Q’s integration with the PPLA-Observation (an instrument in development to assess the remaining domains of PL) within the PPLA framework.

Effectiveness of ethics education as perceived by nursing students

2014 ◽  
Vol 22 (3) ◽  
pp. 287-306 ◽  
Author(s):  
Tine Vynckier ◽  
Chris Gastmans ◽  
Nancy Cannaerts ◽  
Bernadette Dierckx de Casterlé
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Teaching Methods ◽  
Content Validity ◽  
Ethics Education ◽  
Nursing Ethics ◽  
User Friendliness ◽  
Instructional Dialogue ◽  
Quantitative Descriptive ◽  
Ethics Courses

Background: The effectiveness of ethics education continues to be disputed. No studies exist on how nursing students perceive the effectiveness of nursing ethics education in Flanders, Belgium. Objectives: To develop a valid and reliable instrument, named the ‘Students’ Perceived Effectiveness of Ethics Education Scale’ (SPEEES), to measure students’ perceptions of the effectiveness of ethics education, and to conduct a pilot study in Flemish nursing students to investigate the perceived efficacy of nursing ethics education in Flanders. Research design: Content validity, comprehensibility and usability of the SPEEES were assessed. Reliability was assessed by means of a quantitative descriptive non-experimental pilot study. Participants and research context: 86 third-year baccalaureate nursing students of two purposefully selected university colleges answered the SPEEES. Ethical considerations: Formal approval was given by the ethics committee. Informed consent was obtained and anonymity was ensured for both colleges and their participating students. Findings: The scale content validity index/Ave scores for the subscales were 1.00, 1.00 and 0.86. The comprehensibility and user-friendliness were favourable. Cronbach’s alpha was 0.94 for general effectiveness, 0.89 for teaching methods and 0.85 for ethical content. Students perceived ‘case study’, ‘lecture’ and ‘instructional dialogue’ to be effective teaching methods and ‘general ethical concepts’ to contain effective content. ‘Reflecting critically on their own values’ was mentioned as the only ethical competence that, was promoted by the ethics courses. The study revealed rather large differences between both schools in students’ perceptions of the contribution of ethics education to other ethical competences. Discussion and conclusion: The study revealed that according to the students, ethics courses failed to meet some basic objectives of ethics education. Although the SPEEES proved to be a valid and reliable measure, the pilot study suggests that there is still space for improvement and a need for larger scale research. Additional insights will enable educators to improve current nursing ethics education.

scholarly journals Designing appropriate English learning materials for Nautical Department at Politeknik Ilmu Pelayaran Semarang

LEKSIKA ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 67
Author(s):  
F Fatimah ◽  
Irma Shinta Dewi ◽  
Sri Purwantini
Keyword(s):  
Research And Development ◽  
Teaching And Learning ◽  
Development Project ◽  
Learning Needs ◽  
English Learning ◽  
Expert Consultation ◽  
The Third ◽  
Need Analysis ◽  
Interview Guide ◽  
The Subject

This research  is aimed to find out the target and learning needs of Nautical students at PIP Semarang and designing the appropriate material for Nautical students at PIP Semarang. This is a Research and Development project. The steps of doing this research are (1) need analysis (2) make syllabus (3) designing materials (4) expert consultation (5) try out material (6) evaluation. The subject of this research is the third-semester students of Nautical department at PIP Semarang. The instruments used are questionnaires for need analysis, interview guide and observation sheets. The data were analyzed by using descriptive quantitative and qualitative. The results of the research recommend three  units namely (1) Initial Call (2) Message Marker and (3) On Board Communication Phrases which are developed with communicative approach. The research gives contribution to the teaching and learning English at Nautical Department of Politeknik Ilmu Pelayaran Semarang.

scholarly journals Haptics-Augmented High School Physics Tutorials

2001 ◽  
Vol 5 (1) ◽  
pp. 167-184 ◽  
Author(s):  
Robert L. Williams II ◽  
Meng-Yun Chen ◽  
Jeffrey M. Seaton
Keyword(s):  
High School ◽  
Virtual Reality ◽  
Pilot Study ◽  
Teaching And Learning ◽  
The Internet ◽  
Haptic Interfaces ◽  
Physics Students ◽  
High School Physics ◽  
Study Results ◽  
Learning Software

This article describes a unique project using commercial haptic interfaces to augment the teaching of high school physics. Since force is central to the teaching of physics, we believe that the use of haptics in virtual reality physics simulations has the potential for deeper, more engaging learning. Software has been developed which is freely-available on the internet, and HTML tutorials have been developed to support these haptics-augmented software activities in the teaching and learning of high school physics. Pilot study results are reported, which yielded positive feedback and suggestions for project improvement from high school physics students and teachers.

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