scholarly journals The Impact of using "Active Learning" At the Achievement of the Sixth Primary Grade Female Students in Geometry

2012 ◽  
Vol 47 (2) ◽  
pp. 31-42
Author(s):  
Abed El-KareemM.Farajallah ◽  
Salem E. Al arjani
Keyword(s):  
Active Learning ◽  
Female Students ◽  
Primary Grade ◽  
The Impact

scholarly journals Effect of teaching Arabic language using active learning in developing creative thinking skills: أثر تدريس اللغة العربية باستخدام التعلم النشط في تنمية مهارات التفكير الإبداعي

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Sulaiman Hassan Teweej
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Statistical Significance ◽  
Arabic Language ◽  
Primary Grade ◽  
Control Group ◽  
The Impact ◽  
Experimental Group ◽  
Primary Grade Students

This study aimed to know the impact of teaching Arabic language using active learning strategies in developing creative thinking by the sixth primary grade students. In order to achieve the objectives of the study the researcher used the Semi-experimental approach and applied the experiment on a sample of 50 students from the sixth primary grade students, 25 student for the experimental group and 25 student for the control group through teaching the fourth unit (health awareness) of my beautiful languages curriculum of the sixth grade, and application of Torrance test for creative thinking Arabization and codification of the (Al Shanti, 1982), and the study showed an existence of statistical significance differences  between the average of  two sets of study degrees in the dimensional application to test the creative thinking and its three skills , and this difference was in favor of the experimental group taught using strategies of active learning.

An Active Learning Approach to Teaching Social Determinants of Health

2020 ◽  
Vol 6 (4) ◽  
pp. 266-273
Author(s):  
Jeanita W. Richardson
Keyword(s):  
Active Learning ◽  
Learning Style ◽  
Social Determinants ◽  
Learning Approach ◽  
Learning Style Preferences ◽  
Open Discussion ◽  
Approach To Teaching ◽  
The Individual ◽  
Style Preferences ◽  
The Impact

This active learning exercise is designed to deconstruct the impact of social determinants through the assumption of randomly selected personas. As an active learning exercise, it provides opportunities for discussion, problem solving, writing, and synthesis, while incorporating multiple learning style preferences. Part 1 involves assessing the individual social determinants at work. Part 2 involves exploring ways said determinants can enhance community health through collaboration. Assumption of personas unlike one’s own facilitates an open discussion of social position and ranges of factors influential to health without potentially evoking a sense of defensiveness associated with personal privilege (or the lack thereof).

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

scholarly journals Emotional Intelligence Differences between the Normal, the Blind and the Deaf in Adolescence in a Jordanian Sample

2015 ◽  
Vol 7 (2) ◽  
pp. 392
Author(s):  
Feryal Shnekat
Keyword(s):  
Emotional Intelligence ◽  
Female Students ◽  
Intelligence Scale ◽  
Male And Female ◽  
Intelligence Level ◽  
The Impact

<p>This study aimed to identify the Emotional intelligence differences between the normal, the<br />blind and the deaf in a Jordanian sample, in addition to the impact of the gender and type of<br />disability on the level of the emotional intelligence. The sample of the study consisted of 150<br />male and female students who are normal, deaf and blind in the adolescence. The researcher<br />collected data using Bar-On Emotional intelligence scale which is developed by Alia<br />Al-Oweidi and it is consisted of 60items distributed into six domains. Results showed the<br />highest mean of emotional intelligence level was for the normal students, the deaf and the<br />blind respectively. The results also showed that there were statistical significant differences<br />attributed to the type of the disability variable but there were no statistical significant<br />differences attributed to the gender variable.</p>

scholarly journals Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula

2018 ◽  
Vol 42 (4) ◽  
pp. 685-692 ◽  
Author(s):  
Mari K. Hopper ◽  
Daniela A. Brake
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Active Learning ◽  
Medical School ◽  
Curriculum Reform ◽  
Higher Order ◽  
Poor Correlation ◽  
First Year ◽  
Cohort Groups ◽  
The Impact

A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in the renewed curriculum (RC). Near the end of the first year of medical school, both cohorts completed a validated survey of student engagement, and a proctored problem-based assessment of HOS proficiency [Collegiate Learning Assessment (CLA+)]. Results indicated RC students perceived greater levels of engagement than LC (39.5+5.8 vs. 33.3+5.6), and greater reliance on HOS, including analysis, synthesis, and application. However, there were no significant differences between cohorts in proficiency of HOS when assessed by the CLA+ (LC = 1,878 ± 161 vs. RC = 1,900 ± 157). Additionally, poor correlation between engagement and HOS for both LC and RC indicated more engaged students do not necessarily possess greater HOS proficiency. Ceiling effect may explain results as medical students enter medical school as highly skilled learners with potentially little room for improvement. It will be informative to continue to track engagement and HOS of both cohort groups as they continue their medical studies.

scholarly journals Peer effects in college: how peers' performance can influence students' academic outcomes

2021 ◽  
Author(s):  
Laeticia R. de Souza ◽  
Cristine Campos de Xavier Pinto ◽  
Bernardo L Queiroz ◽  
Dimitri de Oliveira e Silva
Keyword(s):  
Peer Effects ◽  
Academic Outcomes ◽  
Female Students ◽  
Male Students ◽  
Dropping Out ◽  
Admission Process ◽  
Self Selection ◽  
The Impact ◽  
High Ability Students ◽  
Identification Strategy

This paper investigates the existence of peer effects in academic outcomes by exploringspecificities in the student's admission process of a Brazilian federal university, which works as a naturalexperiment. Individuals who are comparable in terms of previous academic achievement end up havingclassmates with better or worse performance in college because of the assignment rule of students toclassrooms. Thus, our identification strategy for estimating peer effects on academic outcomes eliminates theendogenous self-selection into groups that would otherwise undermine the causal inference of peer effects.Overall, our findings showed that joining a class with high-ability students damages academic achievementsof the lowest-ability students at UFMG. Although male and female students are both negatively affected bybeing in the first (better) class, we found gender differences. Specifically, being at the bottom of the betterclass make females take less radical decisions compared to male students in the sense that female studentscontinue to study even though with lower performance (reduced GPA and credits earned) while male studentsseem to be more prone towards dropping out (increased number of subjects – or even University registration– cancelled and reduced attendance in classroom). We have also found other heterogeneities in peer effectsin college in terms of class shift, period of admission, area of study and parents’ education. This study is anecessary step before investigating the impact of peer quality on after-graduating decisions using the samenatural experiment. This will allow us to deepen our understanding of how peer effects can also have long-lasting impacts.

scholarly journals The Impact of Teaching Physics via Modeling on Modifying Alternative Conception of Energy and Momentum Conservation among 11th Grade Female Students

2017 ◽  
Vol 11 (1) ◽  
pp. 53
Author(s):  
Abdulah K. Ambusaidi ◽  
Rahma M. Al Sabri
Keyword(s):  
Science Teachers ◽  
Momentum Conservation ◽  
Female Students ◽  
Scientific Models ◽  
Significant Difference ◽  
Energy And Momentum ◽  
The Impact ◽  
Teaching Physics ◽  
Experimental Group ◽  
11Th Grade

This study investigated the impact of teaching physics via modeling on theacquisition of energy and momentum conservation concepts. The sample consisted of 91 female students selected from 11th grade female students in two schools in Al-Dakhiliyah Governorate in Oman. The experimental group (n = 45) was taught via the modeling method, and the control group (n = 46) was taught using a traditional method. The study lasted six weeks during the second semester of the academic year 2013/2014. A teacher guide for teaching by models was designed and validated by a group of experts. To measure the acquisition of physics concepts, energy and momentum, an achievement test was used. The test consisted of 20 multiple-choice questions. Its reliability was measured by test-retest method (r = 0.79). The results revealed a statistically significant difference (p < .05) between the means of the experimental and control groups in favor of the experimental group. The study recommends that science teachers ought to use models and modeling in their teaching. Workshops to train supervisors, in-service teachers and pre-service teachers in the construction and development of scientific models need to be conducted

scholarly journals The impact of the use of some active learning strategies in the teaching of literary knowledge on the literary taste of high school students in the UAE

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Mohammed Abdul Rahman Al - Jagoub
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Group Performance ◽  
Control Group ◽  
Significance Level ◽  
Secondary Stage ◽  
Active Learning Strategies ◽  
The Impact ◽  
Experimental Group

The objective of this study was to develop an achievement test to measure the skills of literary tasting. It consists of (30) multiple choice types, which were applied to a sample of the stability test According to the KR 20 equation, the study used semi-experimental research methodology. The sample consisted of (120) male and female students of the 10th grade at Gulf Arab Secondary School for Boys and Al-Hira Secondary School for Girls in Sharjah. The people were chosen deliberately, (60) students, experimental subjects studied the material using active learning strategies, and the control group studied the same material in the normal way. After analyzing the data, the results of the study indicated that the students in the experimental group achieved a higher level of control group students Statistical analysis showed differences in the level of literary taste at the statistical significance level (α = 0.05); due to the active learning strategies, the total mathematical mean of the experimental group performance was on the post taste test (26.60) For the control group (20.90). The value of P (58.05), the value of the significance level (0.00), that is less than (0.05), which indicates that there are significant differences between the experimental group and the control group for the benefit of the experimental group, and the value of (P) Between the sex and the group was (1.00), which is not statistically significant value, where its significance (0.32), and does not indicate the existence of an effect of interaction between the teaching method and sex. The study concluded with recommendations calling on teachers to use active learning strategies in the teaching of literary knowledge. And focus on those strategies when writing Arabic language books for the secondary stage.

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