scholarly journals THE EFFECT OF A ONE-ON-ONE DIALOGUE-BASED MATHEMATICAL INTELLIGENT TUTORING SYSTEM FOR LEARNING EQUIVALENT FRACTION

2021 ◽  
Author(s):  
Shu Chuan Shih ◽  
◽  
Hao Yu Tsai ◽  
Mei Ling Chen
Keyword(s):  
Teaching Methods ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Control Group ◽  
Tutoring System ◽  
Equivalent Fraction ◽  
Post Test ◽  
The One ◽  
Learning Interest ◽  
Experimental Group

The purposes of this study are to develop a one-on-one dialogue-based mathematical intelligent tutoring system (ITS) for learning equivalent fraction in the 4th grade math, and evaluate its learning effect. The system used the course content and dialogue script designed by the math teaching experts in advance, and a computer agent teacher asked questions based on the course script. After the student answered, the system was able to identify the error pattern and misconception according to the student's response, then provided each student with adaptive teaching guidance or feedback. Students could construct correct equivalent fraction concepts through a series of interactive dialogues between students and the computer agent teacher step by step. In order to evaluate the effectiveness of this ITS, a quasi-experiment design was conducted. The pretest and post-test were parallel tests involving equivalent fraction. The participants of the study were 76 students in the fourth grade of two elementary schools chosen from midland of Taiwan. They were divided into the experimental group of 39 and the control group of 37. The experimental group used the "one-on-one dialogue-based mathematical intelligent tutoring system" for teaching. The control group used traditional classroom instruction by a human teacher. The learning content and time were controlled to be the same. Finally, the learning effectiveness and learning interest were assessed by comparing the pre-test and post-test performance of students. The results of the study showed that both teaching methods can significantly improve the students’ learning achievements of equivalent fraction, and the learning effectiveness of "one-on-one dialogue-based mathematical intelligent tutoring system" was significantly better than that of traditional classroom instruction. In the "one-on-one dialogue-based mathematical intelligent tutoring system" group, the learning improvement of students with different genders and different ability levels were also reaching a significant level. It indicated that this system benefited the learning achievements of students with different genders and different abilities. Furthermore, from the response data of the learning interest questionnaire, both teaching methods could significantly improve the learning interest of students. But there was no significant difference between the two teaching methods. By interviewing students, the probable causes included that low learning interest students of the experimental group also lack interest to familiar system operation, and some students think this ITS is not interesting enough because of lacking learning games.

scholarly journals Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replication

2021 ◽  
Vol 7 (3) ◽  
pp. 388-410 ◽  
Author(s):  
Ka Rene Grimes ◽  
Soyoung Park ◽  
Amanda McClelland ◽  
Jiyeon Park ◽  
Young Ri Lee ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Repeated Measures ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Original Study ◽  
Future Research ◽  
Control Group ◽  
Mathematical Language ◽  
Tutoring System ◽  
Tutoring Systems

Intelligent Tutoring Systems are a genre of highly adaptive software providing individualized instruction. The current study was a conceptual replication of a previous randomized control trial that incorporated the intelligent tutoring system Native Numbers, a program designed for early numeracy instruction. As a conceptual replication, we kept the method of instruction, the demographics, the number of kindergarten classrooms (n = 3), and the same numeracy and intrinsic motivation screeners as the original study. We changed the time of year of instruction, changed the control group to a wait-control group, added a maintenance assessment for the first group of participants, and included a mathematical language assessment. Analysis of within- and between-group differences using repeated measures ANOVA indicated gains of numeracy were significant only after using Native Numbers (Partial Eta Square = 0.147). Results of intrinsic motivation and mathematical language were not significant. The effect size of numeracy achievement did not reach that of the original study (Partial Eta Square = 0.622). Here, we compared the two studies, discussed plausible reasons for differences in the magnitude of effect sizes, and provided suggestions for future research.

scholarly journals The effects of a 6-week plyometric training on muscular strength performance in silat exponents

2019 ◽  
Vol 14 (2s) ◽  
pp. 28
Author(s):  
Dahlia Al-Syurgawi ◽  
Mohamad Nizam Mohamed Shapie
Keyword(s):  
Muscular Strength ◽  
Maximum Strength ◽  
Control Group ◽  
Test Results ◽  
Plyometric Training ◽  
Strength Performance ◽  
Repetition Maximum ◽  
Post Test ◽  
The One ◽  
Experimental Group

<div><p>The aim of this study was to investigate the effect of 6-week plyometric training on muscular strength in young silat athletes. Thirty-four male silat exponents (<em>M</em><sub>age</sub> = 14 ± 3.22 years) were randomly assigned to a control or experimental group (<em>n</em> = 17 for each group). The experimental group participated in conventional silat workout routine three times a week for one-hour session plus plyometric training two times a week for one-hour session. The control group performed conventional silat workout routine three times per week for one to two-hours session. The one repetition maximum (1RM) squat test was used three times (pre-, mid- and post-test). Results revealed that muscular strength performance improved for the experimental group. This improvement was 9.16% between pre- and mid-test, 18.81% between mid- and post-test, and 29.7 % between pre- and post-test. Plyometric training was shown to be effective to improve maximum strength of young silat athletes.</p></div>

scholarly journals Effectiveness of a Numeracy Intelligent Tutoring System in Kindergarten: A Conceptual Replication

2020 ◽  
Author(s):  
K. Rene Grimes ◽  
Soyoung Park ◽  
Amanda McClelland ◽  
Jiyeon Park ◽  
Young Ri Lee ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Repeated Measures ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Original Study ◽  
Future Research ◽  
Control Group ◽  
Mathematical Language ◽  
Tutoring System ◽  
Tutoring Systems

Intelligent Tutoring Systems are a genre of highly adaptive software providing individualized instruction. The current study was a conceptual replication of a previous randomized control trial that incorporated the intelligent tutoring system Native Numbers, a program designed for early numeracy instruction. As a conceptual replication, we kept the method of instruction, the demographics, the number of kindergarten classrooms (n = 3), and the same numeracy and intrinsic motivation screeners as the original study. We changed the time of year of instruction, changed the control group to a wait-control group, added a maintenance assessment for the first group of participants, and included a mathematical language assessment. Analysis of within- and between-group differences using repeated measures ANOVA indicated gains of numeracy were significant only after using Native Numbers (η_p^2 = .147). Results of intrinsic motivation and mathematical language were not significant. The effect size of numeracy achievement did not reach that of the original study (η_p^2 = .622). Here, we compared the two studies, discussed plausible reasons for differences in the magnitude of effect sizes, and provided suggestions for future research.

scholarly journals CERITA BERTEMA MORAL DAN EMPATI REMAJA AWAL

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Muchlish Hasyim
Keyword(s):  
Perspective Taking ◽  
Early Adolescent ◽  
Control Group ◽  
Research Subjects ◽  
Post Test ◽  
Group 3 ◽  
Group 2 ◽  
The One ◽  
Experimental Group ◽  
Group Post

Abstract,  Experimental study examines the moral-themed stories to foster empathy on adolescence. Research subjects 205 early adolescents, 103 adolescents (56 males, 47 females) selected as the experimental group, and 102 (61 male, 41 female) were selected as the control group. Sixteen given moral-themed stories twice a week. Experiments using the One Group Post-test Design. Control is done by banning adolescence on the experimental group discuss, or lend anything to do with the course of the experiment. Reinforcement is done by discussion and question and answer, draw conclusions in the form of wisdom, and benefits in daily life; Any story, story teller lend sheets to adolescence groups of experiments to be read again at home to make it more understandable. After the eighth week end of the experiment, measurements of empathy were taken with the Davis Interpersonal Relativity Index (IRI). Experimental results showed: 1) Empathy fantasy of experimental was higher than the control group; 2) Average of empathy at all aspects no differ between the experimental and the control group; 3) Average of perspective taking empathy on girls was higher than boys; 4) Average on all aspects of empathy did not differ between boys and girls. Themed story can only cultivate the moral character of fantasy empathy. Moral themed stories will make adolescent lost in fictional stories and imagine themselves in the same situation as fictional characters. The findings are discussed in terms of their implications for early adolescent in context. Key words: Themed strory moral, emphaty, early adolescence

scholarly journals Development of an Intelligent Tutoring System Using Bayesian Networks and Fuzzy Logic for a Higher Student Academic Performance

2020 ◽  
Vol 10 (19) ◽  
pp. 6638
Author(s):  
Meltem Eryılmaz ◽  
Afaf Adabashi
Keyword(s):  
Fuzzy Logic ◽  
Academic Performance ◽  
Academic Success ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Learning System ◽  
Analysis Of Covariance ◽  
Tutoring System ◽  
Post Test ◽  
E Learning

In this experimental study, an intelligent tutoring system called the fuzzy Bayesian intelligent tutoring system (FB-ITS), is developed by using artificial intelligence methods based on fuzzy logic and the Bayesian network technique to adaptively support students in learning environments. The effectiveness of the FB-ITS was evaluated by comparing it with two other versions of an Intelligent Tutoring System (ITS), fuzzy ITS and Bayesian ITS, separately. Moreover, it was evaluated by comparing it with an existing traditional e-learning system. In order to evaluate whether the academic performance of the students in different learning groups differs or not, analysis of covariance (ANCOVA) was used based on the students’ pre-test and post-test scores. The study was conducted with 120 undergraduate university students. Results showed that students who studied using FB-ITS had significantly higher academic performance on average compared to other students who studied with the other systems. Regarding the time taken to perform the post-test, the results indicated that students who used the FB-ITS needed less time on average compared to students who used the traditional e-learning system. From the results, it could be concluded that the new system contributed in terms of the speed of performing the final exam and high academic success.

scholarly journals Modeling of Badminton Intelligent Teaching System Based on Neural Network

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Ping Wang
Keyword(s):  
Neural Network ◽  
Teaching Methods ◽  
Survey Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Teaching System ◽  
Interview Method ◽  
Daily Exercise ◽  
Learning Interest ◽  
Experimental Group

With the popularity of neural networks and the maturity of network technology, fully functional intelligent terminals have become indispensable devices for people’s lives, research, and entertainment. However, in the badminton teaching of people’s daily exercise, the old traditional teaching mode is still used, which cannot achieve good teaching effects. In order to study the best of badminton teaching, this article is based on the previous research, by introducing neural network, using literature data method, questionnaire survey method, interview method, experimental method, and other research methods to conduct research. The intelligent learning of the network is connected, experiments are designed to be applied, and then, data analysis is conducted. The research results show that with the use of smartphone mobile learning teaching methods, the experimental group students’ technical movements, theoretical knowledge, learning interest, and learning enthusiasm are about 20% higher than those of the control group, and the badminton intelligent teaching system based on neural network is better than the control group’s traditional teaching methods. The satisfaction of the students in the experimental group was also higher than that of the students in the control group. Based on what network, the satisfaction of badminton teaching can reach more than 90%. This student recognizes and accepts the teaching methods of intelligent teaching.

scholarly journals The Use of Digital Storytelling in Teaching Listening Comprehension

2018 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Juvrianto Chrissunday Jakob ◽  
Haryanto Atmowardoyo ◽  
Sukardi Weda
Keyword(s):  
Listening Comprehension ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Control Group ◽  
Digital Story ◽  
Post Test ◽  
The Difference ◽  
Learning Interest ◽  
Comprehension Tests ◽  
Experimental Group

ABSTRACTThis study focuses on finding out whether or not the use of Digital Storytelling (DST) develops the students’ listening comprehension and to find out the students’ learning interest towards the use of DST. The research employed QUAN – Qual model. The writers gathered the data by using listening comprehension tests and open ended questions. The finding of the study revealed that the students’ result of post-test for experimental group was higher than the students’ result in post-test for control group. The difference of the students’ score was statistically significant; the probability value is smaller than significant level (0.000 < 0.05). The result was H1 is accepted and H0 is rejected. While, the open ended question result showed that students agree that learning English by using digital story is a good supporting media since they have used it for about four weeks in the process of teaching and learning.

scholarly journals The Effect of Project in Problem-Based Learning on Students’ Scientific and Information Literacy in Learning Human Excretory System

2019 ◽  
Vol 2 (2) ◽  
pp. 33
Author(s):  
Siti Juleha ◽  
Ikmanda Nugraha ◽  
Selly Feranie
Keyword(s):  
Learning Strategies ◽  
Information Literacy ◽  
Scientific Literacy ◽  
Problem Based Learning ◽  
Excretory System ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The One ◽  
Experimental Group

The present study aims to investigate the effect of Project in Problem-Based Learning on students’ scientific and information literacy in grade 8 studying in one of the private schools in Bandung in the human excretory system topic. A sample of 39 students in two classes was selected purposively from the five classes available in the school. An experimental group comprising 19 students received the instruction by Problem-Based Learning with the project at the end of the lesson while the control group comprising 20 students received the human excretory instruction by using Problem-Based Learning without a project. The data was collected via the pre-test and post-test administration. The results were statistically analyzed using SPSS software by employing an independent t-test. Results indicated that after the one-month treatment period, students in the experimental group have a higher score in the scientific literacy test compared to the students in the control group even it was not significantly different. Therefore, the results of students’ information literacy showed that there was a significant difference between the experiment and control group. It is concluded that Project in problem-based learning is useful to conduct as the learning strategies in the classroom to improve students’ scientific and information literacy.  

scholarly journals To dictogloss or not to dictogloss

2016 ◽  
Vol 10 (2) ◽  
pp. 45-62 ◽  
Author(s):  
Riyadh Younis ◽  
Ruba Bataineh
Keyword(s):  
Public Schools ◽  
Potential Effect ◽  
Three Dimensions ◽  
Control Group ◽  
Writing Performance ◽  
Tenth Grade ◽  
Post Test ◽  
The One ◽  
And Control ◽  
Experimental Group

This study investigates the potential effect of a proposed dictogloss-based program on Jordanian EFL tenth-grade teachers' writing instruction and on their students' writing performance. The participants are 20 Jordanian EFL teachers and 96 tenth-grade students selected from the public schools of Al-Kourah Directorate of Education in the second semester of the academic year 2015/2016. The teachers were trained on both the theoretical and practical aspects of dictogloss. The students were divided into an experimental group (n=70) and a control group (n=26). The former was taught through dictogloss while the latter was taught per the guidelines of the Teacher's Book. Descriptive statistics were used to compare the teachers' performance on the one hand and that of the students on the other. The findings revealed that the level of teachers' instructional practices in writing was high on the three dimensions of the observation checklist (viz., preparation and planning, Dg procedures, and assessment), and that the teachers were reportedly highly satisfied with the content, method, and time of training as well as their interaction, motivation, and benefit. Moreover, statistically significant differences were found between the teachers' performance on the pre- and post-tests, which can be attributed to the training. The findings further revealed statistically significant differences not only among the students of the experimental group on the pre- and post-test but also in the overall writing performance of the experimental and control groups, in favor of the former.

scholarly journals The Effect Of scaffolding strategy and (SWOM) strategy on achievement of teaching methods and Higher Order Thinking among students of the College of Education

2018 ◽  
Vol 218 (2) ◽  
pp. 151-178
Author(s):  
Assist. Prof. Dr. Zainab Hamza Raji
Keyword(s):  
Teaching Methods ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Control Group ◽  
Third Grade Students ◽  
Post Test ◽  
Faculty Of Education ◽  
Scaffolding Strategy ◽  
Group B ◽  
Experimental Group

   The research aims to know The Effect Of scaffolding strategy and (SWOM) strategy on achievement of teaching methods and Higher Order Thinking among students of the Faculty of Education , the researcher used the experimental design of the two experimental groups and the control group and with post test, researcher group (b) represent the experimental group taught according the scaffolding, and Division (a) to represent the second experimental group which studied according (SWOM)  strategy and Division (c ) to represent the control group taught in the traditional way, the number of students (105) students of (35) male and female students in each division. The reward research groups in the variables: age, intelligence and, Higher Order Thinking,. The researcher were verified psychometric characteristics of the instruments, and used, Analysis of variance (ANOVA ) used for data processing , the results showed the superiority of the second experimental group who has studied the according (SWOM) strategy on achievement  and Higher Order Thinking among third grade students of Faculty of Education.

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