A New Kind of Visual-Model Instructional Strategy in Physics

The research study investigated the effects of teaching with Concept Mapping instructional strategy on learning achievement in Nigeria Secondary Schools. The research study adopted the Quasi-Experimental Research design. The population comprised of a sample of 168 Senior Secondary School Class-two Physics students purposively selected from Senior Secondary Schools across Ekiti State, Nigeria. The Instrument used consisted in two parts: a) Motion Concept Map developed for the research study and; b) printed materials in the form of tutorial test items developed and used to elicit responses to the treatment. The research hypotheses tested were; there is no significant effect of treatment on students’ learning achievement; there is no significant effect of treatment on students’ retention; there is no significant effect of treatment on students’ learning attitude. The research study revealed that: Concept Mapping Instructional strategy contributed to learning achievement in physics; there is significant effect of treatment on students’ retention of learned materials; there is significant effect in students’ learning attitude. Result established that the instructional strategy when integrated with any method of instruction resulted in improved learning achievement.

The objectives of this quasi experimental research were to discover applying whether: (1) the learning achievement of students’ Islamic eduction taught by applying simulation instructional strategy were higher than students’ learning achievement in Islamic education taught by applying expository instructional strategy, (2) the learning achievement of students’ Islamic education with high learning student independent than the learning achievement of students’ Islamic education with low learning student independent, and (3) there was are an interaction between instructional strategy and learning student independentin affecting the learning achievement of students’ Islamic education. The Research findings releaved that: (1) on average the students’ learning achievement taught by applying simulation instructional strategy = 28.12 higher than the average students’ learning achievement taught by applying expository learning strategy = 27.00 with F count = 113.96 > F table = 3.984, (2) on average the students’ learning achievement with high learning student independent was = 29.61 higher than the learning learning student independent with low = 25.93 with F count = 7.66 > F table = 3.984, and (3) there was an interaction between instructional strategy and learning learning student independent toward learning achievement in Islamic education with F count = 35.48 > F table = 3.984.

본 연구에서는 국내 교육 환경에서 이루어진 장애 학생의 학습을 위한 증강현실(augmented reality: AR) 및 가상현실(virtual reality: VR) 기반 중재연구의 전반적인 연구 동향을 체계적으로 분석하고, 중재에서 사용된 교육콘텐츠의 유형 및 활용방법을 살펴보았다. 문헌 선정 준거에 따라 총 13편의 연구가 분석 대상으로 선정되었다. 분석 결과, 대부분의 연구가 최근 3년 이내에 이루어졌으며, 지적장애 학생을 대상으로 한 연구가 가장 많았다. AR 및 VR 기반 중재는 대체로 학교에서 교사가 제공하였으며, 11-20회기에 걸쳐 실시된 것으로 나타났다. 한편, 총 13편 중, 7편은 AR 및 VR 기반 단일 중재를 제공하였으며, 6편은 AR 및 VR 기반 중재와 다른 전략을 결합하여 중재를 제공한 것으로 나타났다. 종속변인은 크게 학업 성취와 학습 태도로 나누어볼 수 있었으며, 학업 성취는 읽기 하위 영역에서의 성취도, 과학과 성취도, 지리과 성취도를 포함하였고, 학습 태도는 학습동기, 흥미도, 주의집중, 학습몰입도 등을 포함한 것으로 나타났다. 실험 결과, AR 및 VR 기반 중재는 전반적으로 장애 아동들의 학업 성취와 학습 태도 향상에 효과적인 것으로 나타났다. AR 기반 중재에서 사용된 교육콘텐츠는 관찰조작형이 가장 많았고, 교사의 명시적인 지도와 함께 제공될 때 장애 아동의 학업 성취와 학습 태도 향상에 효과가 더 높은 것으로 나타났다. VR 기반 중재는 몰입형 VR을 이용하여 프로그램을 구성한 것으로 나타났고 과학과 내용지식과 수업태도 향상에 효과적인 것으로 나타났다. 이러한 결과를 바탕으로 AR 및 VR의 장애학생을 위한 교육적 활용 관련 후속연구에 대한 논의와 방향성을 제언하였다.This study systematically analyzed research trends on the use of augmented reality(AR) and virtual reality(VR) for the learning of students with disabilities and investigated how AR or VR was used and the types of educational contents that were used during instruction. A total of 13 studies were selected for analysis and the results determined that most of the studies were conducted within the last three years. The largest number of studies included participants with intellectual disabilities and AR or VR based instruction was mainly taught by their school teachers over 11-20 sessions. In 7 out of 13 studies, AR or VR was used alone while in 6 studies, it was used combined with other practices. Dependent variables of the studies included academic learning achievement(reading, science, geography) and attitude(motivation, interests, attention, learning flow). The results of the studies determined AR- or VR-based instruction was generally effective for enhancing both academic learning achievement and attitude of students with disabilities. The educational content type used in AR instruction most frequently across the studies was the observation operation type and it was more effective when AR was used combined with explicit instruction. Also, both studies on VR-based instruction primarily used the immersive type and it was also effective for enhancing students’ learning achievement and attitude. Based on the results, the study provides suggestions on direction of future research.

The objectives of this research were 1) to compare learning achievements gained from different designs of multimedia pronunciation lessons, 2) to compare the learning achievements of students who have received practice activities with that of those who have not, 3) to compare the learning achievements of students who have different learning styles, 4) to identify interaction effects of factors that influence learning achievements of students, and 5) to compare the factors that influence learning achievements of Thai with that of Chinese students. The subjects of this study were 59 Thai and 38 first-year Chinese undergraduates. The subjects of this study were 59 Thai and 38 Chinese first-year undergarduates majoring Sciences. Three independent variables were studied. First, there were two designs of rhythmic methods: a ball and a color-bar queuing. Secondly, the learning exposure studied was in four classroom practice activities. Lastly, the Reid's learning style preference survey was applied, and the learning styles were labeled as visual, audio, and kinesthetic. The dependent variable was the learning achievements of the students. T-test, one-way ANOVA, two-way ANOVA, and Multiple Variance were used to analyze the results obtained from the study.The research findings were that 1) there was no significant difference on the learning achievements of Thai and Chinese students using from different pronunciation multimedia lessons, and 2) between Thai and Chinese students at the level of significance 0.05. In addition, 3) there was no significant difference on the learning achievements of Thai and Chinese students who have received practice activities and no practice activities, and between Thai and Chinese students at the level of significance 0.05. However, 4) there was a significant difference on the learning achievements of Thai and Chinese students who have different learning styles, between Thai and Chinese students who have different learning styles also at the level of significance 0.05. Finally, 5) it was observed that there was no correlation among factors that influence learning achievements of Thai and Chinese students, and between Thai and Chinese students at the level of significance 0.05.

Student learning achievement in mathematics lessons and using learning models are still low and not in accordance with the material. The use of models in learning must be adapted to the material to achieve satisfactory student achievement. This type of research is quantitative and aims to determine the effectiveness of learning using the Taking Stick model and Prezi's NHT assisted model on student learning achievement. The population of this research is class VII students of SMP Negeri 29 Semarang in the academic year 2017/2018. Sampling using cluster random sampling technique so that three classes were obtained randomly, namely VII A, VII B, and VII C. The design of this study was the Posttest Only Control Design. Data obtained through multiple choice test results were then processed by ANAVA test, Sceffe Test, learning completeness test and simple linear regression test. Data analysis results show that (1) there are differences in student achievement using Prezi-assisted Taking Stick learning models, Prezi-assisted NHT learning models and conventional learning models. (2) Students' learning achievement using Prezi-assisted Taking Stick models is better than conventional learning models. (3) Learning achievement of students who use Prezi-assisted NHT models is better than conventional learning models. (4) Learning achievements of students who use the Taking Stick model and Prezi-assisted NHT achieve KKM. (5) There is a correlation between student activity and learning achievement for classes that receive Prezi Talking Stick learning model and classes that receive Prezi's NHT assisted learning model.

This study aims to determine differences in student motivation and learning achievement in KKPI subjects between students who use the face-to-face learning model and students who use blended learning models, increased motivation and student achievement in KKPI subjects due to the application of the blended model learning, and the interaction of the influence of the application of learning models and motivation on KKPI student learning achievement at SMK 1 Kamal Bangkalan. This quasi-experimental study uses two groups, namely the experimental group using the blended learning model and the control group using the face-to-face learning model. The study population was students of class XI SMKN 1 Kamal Bangkalan. The research sample consisted of 57 students divided into 30 students in the control group and 27 students in the experimental group. Data collection using questionnaires and multiple choice test questions. The results showed that there were significant differences between motivation and student achievement using the blended learning model and students using the face-to-face learning model, there was a significant increase in student motivation and learning achievement due to the application of the blended learning model, and there was no interaction of influence the application of learning models and motivation to student learning achievement.

A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students

Different memory types for generating saccades at different stages of learning

Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education

This study aims to explore how e-textbooks with emotional design affect students' emotion, cognitive load and learning achievement. There were 147 freshman students in total: the experimental group I, II and control group consisted of 49, 47 and 51 students, using e-textbooks with emotional design, without emotional design and traditional paper textbooks. The results reveal the following: Students' emotion after using e-textbooks with emotional design is more positive than those using e-textbooks without emotional design and paper textbooks. Students' cognitive load after using e-textbooks with emotional design is significantly lower than those using etextbooks without emotional design. Students' learning achievement after using two types of e-textbooks is better than after using paper textbooks. Comparing all types of textbooks altogether, emotion has a significantly positive correlation with learning achievement, and both emotion and learnng achievement are significantly and negatively correlated with cognitive load. For the three types of textbooks, the relationship between emotion and learning achievement all becomes not significantly correlated. For two types of e-textbooks, cognitive load and learning achievement become not significantly correlated, disturbed by the digitalization of textbooks. Instructors are suggested to firstly adopt e-textbooks with emotional design, those without emotional design secondly, and paper textbooks rank last.

The relative effects of positive interdependence and group processing on student achievement and attitude in online cooperative learning

The learning achievement of high school students of Malang city in physics was still low, thus the appropriate learning strategies was necessaryto optimize the physics learning achievement. V diagram procedural scaffoldingin Group Investigation was designed with the aim to optimize student learning achievement. The purpose of this study was to examine differences in learning achievement of groups of students who learn through Scaffolding Procedural strategies in Group Investigation and groups of students who are studying with Group Investigation, to examine differences in student achievement between thosewith high and low prior knowledge levels, and to examine the interaction between learning strategies (procedural scaffolding in GI and GI) and initial knowledge of students towardlearning achievement. The method used in this study wasquasi-experimental.The design used in this study was Two Factorial Design consisted of two experimental classes and two control classes each. The results indicated that learning achievement group of students who learn through proceduralscaffolding in Group Investigation was higher than the group of students who are studying with Group Investigation. The learning achievements of students with high prior knowledge surpassed those with low prior knowledge. Last, there was an interaction between the learning strategies and prior knowledge of students toward learning achievement.

Objectives The purpose of this study is to verify the direct impact of parents' academic achievement pressure on elementary school students' career maturity and the mediating effect of learning attitude in this relationship. Methods For this purpose, 1,346 6th grade elementary school students who responded to the 13th year (2020) data of the Korean Children's Panel were selected as research subjects. Data analysis methods included descriptive statistical analysis, correlation analysis, confirmatory factor analysis, and structural equation model analysis using SPSS 26 and AMOS 29 statistical programs. Results The main research results through this are as follows. First, the significant negative impact of parental academic achievement pressure on elementary school students' career maturity was identified. Second, parents' academic achievement pressure had a positive significant effect on elementary school students' learning attitude. Third, elementary school students' learning attitude was found to have a positive significant effect on career maturity. Fourth, the mediating effect of parents' academic achievement pressure was verified as having a significant effect on career maturity through elementary school students' learning attitude. Conclusions This study is significant in that it identified the structural relationship between parents' academic achievement pressure, elementary school students' learning attitude, and career maturity, and at the same time confirmed the importance of elementary school students' learning attitude by verifying the mediating effect of learning attitude. Through this, we aim to provide basic data to elementary school students to improve their career maturity by lowering the level of parental academic achievement pressure and providing measures to increase their learning attitude.

This study aimed to evaluate the effects of innovative learning methods in the Islamic education (ISE) subject on learning motivation, learning activity, and learning achievement of students in the elementary and secondary schools in Indonesia. This study employed the meta-analysis method which is among the quantitative research approach. There were 47 literatures that eligible to be included in the database. Results revealed that, for the learning motivation variable, effect size value in the form of odds ratio was significantly higher than 1.0 (average 3.008 [2.020-4.480]; P<0.001). For the learning activity variable, effect size value was significantly higher than 1.0 (average 2.905 [2.113-3.994]; P<0.001). For the learning achievement variable, effect size value was significantly higher than 1.0 (average 4.941 [4.136-5.903]; P<0.001). These indicated that innovative learning methods were able to elevate learning motivation, activity and achievement. There were no significant differences among the categories within most of the sub-groups, except for the sub-group of cycle, in which cycle 2 showed higher learning achievement than that of cycle 1 (P<0.05). It can be concluded that innovative learning methods are able to elevate learning motivation, learning activity, and learning achievement of students at elementary and secondary schools to study the Islamic education subject. Future work should address the interaction between each particular innovative learning method and the ISE specific topic.

Hippocampal strata theta oscillations change their frequency and coupling during spatial learning