Enhancing Students' Performance in Biology through Blended Learning with Collaborative Tools and Interactive Online Activities

The purpose of this study was to examine the impact of a GenCyber camp curriculum on teachers’ technology, pedagogy, and content knowledge (TPACK). The camp was designed to engage participants in developing the knowledge and skills to incorporate GenCyber Cybersecurity First Principles and GenCyber Cybersecurity Concepts (GenCyber, 2019) into their curriculums. Participants (37 middle and high school teachers from a variety of disciplines) attended one of two weeklong camps held at a Midwestern liberal arts university. Using the TPACK Self-Reflection and TPACK Self-Assessment Surveys, pre- and post-camp data were collected from participants. Findings indicate that participants demonstrated an increase in all domains of the TPACK framework from pre- to post-survey. The greatest increase was in Technological Pedagogy Knowledge (TPK) (0.57), followed by Pedagogical Content Knowledge (PCK) (0.51), and Technological Pedagogical Content Knowledge (TPACK) (0.46). GenCyber participants also demonstrated an average increase in pre- and post-test scores in all areas on the TPACK Self-Assessment Survey Results; however, individual results were mixed. The majority of participants (n=21), sixty percent, saw an increase in composite score from pre- to post, whereas 12 participants' (34%) scores decreased from pre- to post, and two (6%) stayed the same. Findings indicate the GenCyber Camp provided in-service teachers with the knowledge and skills necessary to incorporate GenCyber Principles and Cybersecurity Concepts into their curriculum. Recommendations for teacher professional development on cybersecurity are made.

The research aimed to improve parents’ communication language while talking to 3-6 years old children about sexual development. The research was carried out using the experimental model, one of the quantitative research methods. It was a quasi-experimental study with pretest, posttest, and control groups. Seventy-six parents voluntarily participated in the study, thirty-eight were in the experimental group, and thirty-eight were in the control group. A personal information form and a Sexual Communication Scale for Parents were used as data collection tools. The Online Child Sexual Education and Communication Program were applied to improve the communication language of the parents in the experimental group. The study results showed that the communication language used by the parents while talking to children about sexual development improved after the program. There was a significant difference between the parents' communication language pretest and posttest scores in the experimental group. However, no significant difference was found between the communication language pretest and posttest scores of the parents in the control group. There was a significant difference in pretest and posttest scores of the experimental group parents’ communication language for sexual education.

This study aims to examine the effects of digital science scrapbook on students’ science visual literacy. Digital science scrapbook was designed to teach junior high school students, and the instrument was designed to measure the level of visual literacy before and after the treatment. This study employed a quasi-experimental one-group pretest-posttest design. The population was junior high school students. The convenience sampling method was chosen to carry out the pilot study on 25 students in SMP 9 Salatiga. The visual literacy course was based on the ACRL Visual Literacy Competency Standards. The differences in visual literacy levels were measured through 30 items of the visual literacy test. After conducting paired sample t-test on the data, differences between pretest and posttest were found. From the findings, significant differences in pretest and posttest scores were found. It can be concluded that digital science scrapbook is effective to train digital literacy in science. The novelty of this research is the use of digital science scrapbook on students’ science visual literacy.

This study investigated the effects of Moderate Intensity Continuous Exercise (MICE) on the quality of life and physiological status of obese college students. Employing a Solomon Four-Group experimental design, the research involved 60 obese students from a state university in Negros Occidental. The Quality of Life Scale (QOLS) by John Flanagan measured life quality, while the Philippine Physical Fitness Test assessed physiological status. Descriptive statistics (mean, standard deviation) and inferential tests (independent and dependent t-tests at a 0.05 significance level) were used to analyze the data. Findings revealed that both the MICE (experimental) and Zumba (control) groups improved in life quality from “mostly satisfied” to “delighted” post-intervention. Physiological status, initially “above average” for both groups, improved to “good” in the MICE group but remained “above average” in the Zumba group. Although there were no significant differences in pretest or posttest scores between the groups, both interventions led to statistically significant improvements over time. The results suggest that MICE is comparably effective to Zumba in enhancing life quality and may offer superior benefits for physiological status. These findings support the integration of MICE into wellness programs for obese students as a viable and effective physical activity intervention.

Science literacy skills involve the application of science, the ability to recognize problems, and draw logical conclusions through existing data that need to be instilled since elementary school. Guided inquiry is an alternative learning approach that has proven effective in encouraging students' science literacy, especially in studying the topic of the solar system. This study examines the effect of guided inquiry assisted by augmented reality flashcards to encourage the improvement of science literacy in students at the primary education level. This research design applies a pre-experimental one-group pre-test-post-test because there is only one rombel at SDN 02 Kedung Jepara, with 24 grade VI students as samples. Research instruments in the form of pre-test and post-test using 16 multiple choice questions that have been tested for validity and reliability. Based on the results of the Paired Samples T-Test test, there is a significant difference in pretest and posttest scores, indicated by an average value of -21.61458 and the acquisition of significance results (Sig. 2-tailed) 0.000. The increase in the average score from 57 to 79 confirms that guided inquiry has an effect in improving science literacy.

Critical thinking skills (CTS) and communication skills (CS) in students still need to be improved. This study aims to analyze CTS and CS through the experimental implementation of blended discovery learning (BDL). The research method used is a quasi-experimental design with a pretest-posttest control group design. The study subjects consisted of high school students (SMA) who were divided into experimental and control groups. The experimental group received learning with the BDL model, while the control group used conventional methods. The research instruments were observation sheets for critical thinking and communication skills, as well as CTS tests. The data analysis results showed a significant increase in CTS and communication skills after the implementation of BDL compared to the control group. This increase can be seen from the results of statistical tests that showed a significant difference in pretest and posttest scores in the experimental group. Thus, the implementation of BDL has proven effective in improving CTS and CS, so that it can be an alternative for innovative and interactive learning

To determine whether there was a difference in retention of knowledge about pressure ulcers with a traditional lecture versus computer-based instruction. A quasi-experimental, pretest/posttest design was used. Medical-surgical and critical care nurses (N = 60) were randomly assigned to a lecture, to computer-based instruction, or to a control group. Study participants were given the pressure ulcer knowledge test before and immediately after the program and at 3-month and 6-month intervals. Analysis of variance showed statistically significant differences in pretest and posttest scores [F(2, 57) = 35.784, p = .000] and in posttest to 3-month scores [F(2, 57) = 18.427, p = .000] among the three groups. The most significant loss of pressure ulcer knowledge, regardless of educational method, occurred within the first 3 months. Based on these findings, quarterly education in pressure ulcer prevention is recommended to maintain knowledge. Computer-based instruction is a viable option for acquisition and retention of knowledge about pressure ulcer prevention.

Objective: To describe the development and evaluation of a nurse-patient interactive serious game in improving nurses' self-efficacy and performances in teaching the correct inhaler technique. Materials and Methods: The technology, pedagogy, and content knowledge (TPACK) framework was applied to guide the development of the serious game. The learning effectiveness of the serious game was evaluated through a randomized controlled trial that involved 46 registered nurses. Participants in the experimental group were asked to teach the inhaler technique to a standardized patient using the serious game as a teaching tool, whereas participants in the control group were asked to provide their own usual teaching to a standardized patient without the serious game. The performances of both groups were assessed based on their feedback to a standardized patient who made several errors while demonstrating the inhaler technique. Self-efficacy levels of teaching the inhaler technique were examined before and after the intervention. Results: A significantly higher number of participants from the experimental group obtained perfect performance scores than those in the control group (65.21% vs. 21.74%, χ2 = 15.18, P < 0.01). The posttest self-efficacy mean scores for the experimental group improved significantly (P < 0.001) after the intervention, and significantly higher (P < 0.05) compared to the posttest mean scores of the control group. Conclusion: The study provided evidence on the effectiveness of a serious game in improving the self-efficacy and immediate postintervention performances of nurses teaching the inhaler technique. This game provides a practical and accessible learning tool to help nurses ensure effective patient education.

This study aims to examine the implementation of a teaching module based on the TPACK (Technological Pedagogical and Content Knowledge) approach in the learning of tembang macapat at SMK Negeri 1 Kaligondang, Purbalingga. The focus of this research is to enhance students' understanding, interest, and skills through the integration of technology in learning, in line with the principles of the Merdeka Curriculum, which emphasizes the development of 21st-century skills: critical thinking, creativity, communication, and collaboration. This research employs a qualitative descriptive approach, with research subjects including the principal, Javanese language teacher, and students of SMK Negeri 1 Kaligondang. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model, which consists of data reduction, data display, and verification. The results of the study show a significant improvement in students' learning outcomes, with a 64.5% increase in pretest scores after the learning process. Furthermore, the implementation of the teaching module based on the TPACK approach also enhanced teachers' creativity and innovation in designing more engaging and relevant lessons, while motivating students to be more active in the learning process. Thus, the implementation of the teaching module using the TPACK approach proves to be effective in improving learning outcomes and the quality of tembang macapat instruction, as well as supporting the creation of a more adaptive and responsive learning environment in the face of technological developments and the educational demands of the 21st century.

BackgroundWorkshops are the most common models to enhance knowledge and skills in a specific subject area with an intent to explore, solve a problem and/or innovate new things. The most important aspect of a workshop is the transfer of knowledge in a safe learning environment as a faculty development activity (FDA). At International Medical University (IMU), Malaysia’s first private medical university which was established in 1992, Faculty Development Programmes (FDPs) are run throughout the year in order to enhance the knowledge and skills in teaching and assessment. In order to sustain this faculty development, IMU has a dedicated medical education unit called the IMU Centre of Education (ICE) with dedicated staff and respected faculty developers who are academic role models to the faculty of the institution. However, FDA are collaboratively run by ICE and IMU Centre for lifelong learning (ICL).ObjectivesTo determine the immediate impact of faculty development workshops for health professionals in teaching schools of IMU to enhance the teaching and assessment abilities of the faculty.MethodologyA retrospective quantitative research design was developed to collect data from multiple standard setting workshops using a 3-point Likert scale. A 20 items questionnaire as a pretest from the participants with and without the prior reading of online posted reading materials. An interventional hands-on workshop and a post-test score, using the same 20 items questionnaire, followed the workshop intervention. A collated quantitative data were gathered from a sample of 139 participants attending the standard setting workshops. Data were analysed using paired t test, one-way ANOVA and ANCOVA with effect size in SPSS version 24.ResultsA mean difference between pretest and post-test score was significant at t (138) = 92.24, p < 0.01. A barely significant difference of mean scores between pre-read, partially read and not-read participants was found at F (1, 136) = 9.402, p = < 0.05 and η2 = 0.121 by one-way ANOVA. A post-test difference of the mean scores across those read, partially read and not-read for reading materials on a controlled pretest score determined by one-way ANCOVA remained non-significant at F (1, 136) = 0.240, p = 0.787 associated with a practical effect size = 0.4% only.ConclusionA significant difference of the mean pretest and post-test score within the group was also significant between the groups. A post-test score, controlling on pretest score, was found not significant and is suggestive of an effectively delivered workshop for all participants. As a practical guide, a 7-step plan is recommended to ensure immediate impact of FDP. Majority of the participants rated the workshop as good in terms of content, organisation, delivery and usefulness. A high percentage of survey respondents reported that similar workshops to be offered in future.

Asynchronous e-learning allows for targeted teaching, particularly advantageous when bedside and didactic education is insufficient. An asynchronous e-learning curriculum has not been studied across multiple centers in the context of a clinical rotation. We hypothesize that an asynchronous e-learning curriculum during the pediatric emergency medicine (EM) rotation improves medical knowledge among residents and students across multiple participating centers. Trainees on pediatric EM rotations at four large pediatric centers from 2012 to 2013 were randomized in a Solomon four-group design. The experimental arms received an asynchronous e-learning curriculum consisting of nine Web-based, interactive, peer-reviewed Flash/HTML5 modules. Postrotation testing and in-training examination (ITE) scores quantified improvements in knowledge. A 2 × 2 analysis of covariance (ANCOVA) tested interaction and main effects, and Pearson's correlation tested associations between module usage, scores, and ITE scores. A total of 256 of 458 participants completed all study elements; 104 had access to asynchronous e-learning modules, and 152 were controls who used the current education standards. No pretest sensitization was found (p = 0.75). Use of asynchronous e-learning modules was associated with an improvement in posttest scores (p < 0.001), from a mean score of 18.45 (95% confidence interval [CI] = 17.92 to 18.98) to 21.30 (95% CI = 20.69 to 21.91), a large effect (partial η(2) = 0.19). Posttest scores correlated with ITE scores (r(2) = 0.14, p < 0.001) among pediatric residents. Asynchronous e-learning is an effective educational tool to improve knowledge in a clinical rotation. Web-based asynchronous e-learning is a promising modality to standardize education among multiple institutions with common curricula, particularly in clinical rotations where scheduling difficulties, seasonality, and variable experiences limit in-hospital learning.

The objectives of this research were to 1) compare students’ reading achievement before and after instruction using MIA approach, Basic English subject for grade 4 students, and 2) study the satisfaction for grade 4 students towards learning management, Basic English subject using MIA. The sample group by purposive sampling was 21 grade 4 students from Banlao Wittayakarn School, Chaiyaphum Province in the second semester of the 2024 academic year. Research instruments consisted of eight lesson plans based on MIA approach., pre-test, post-test (achievement test) consisting of forty items and satisfaction questionnaire with twelve items. The descriptive statistics including, percentage that was used to analyze percentage of sample group, mean and standard deviation were used to analyze level of students’ satisfaction, reliability of achievement test was used to analyze content validity and reliability and a paired-sample t-test was used to compare pre-test and post-test scores. The results of the research showed that students’ learning achievement was higher than pre-test score and it had statistical significance at .05 level. Students’ satisfaction towards learning management, Basic English subject using MIA with overall satisfaction average was 4.75, this indicated that it was at the highest level.

The present education system has been disturbed due the COVID-19 pandemic and has imposed a greater challenge on educational institutions to seek out alternative approaches in the teaching-learning process. Most of the educational institutions took several initiatives to impart education with the aid of digital technology. In Today’s world knowledge construction in students can be enhanced by combining technology with the traditional way of lecture delivery. Blended learning is a technique which integrates digital media and technology along with traditional classroom activity. It also provides more flexibility for students to customize their learning experiences. Both online and offline will complement each other by using their individual strength. This paper presents a Blended learning approach using Modular Object-Oriented Dynamic Learning Environment (Moodle) as Learning Management System (LMS) platform. Asynchronous videos were created in studios using Lightboard and uploaded on LMS and subsequent Synchronous classes were handled using the MS Teams platform. Learners Centric Blended learning model includes interactive videos, Frequently Asked Questions (FAQs), post-tests, additional study materials, Quizzes, Assignment submissions, etc. This model is effectively implemented for all the courses in our institution and is illustrated in this paper using the Numerical Methods and Differential Equations (NMDE) course at second Year Biotechnology.An online survey was conducted to understand the perception of the students about the blended learning approach through LMS. The results of feedback revealed that the blended learning approach is more flexible and provides independent opportunities for students to learn. More than 82% of the students have given positive feedback towards this technological transformation in teaching and learning. Keywords: Blended Learning, Asynchronous and synchronous mode, Online Teaching-Learning, Lightboard, Learning Management System.

Introduction: Gastric disorder is a common medical problem in India 5. The incidence of gastritis in India is approximately 3 in 869 people suffering from gastritis. Frequency of gastritis is decreasing in the developed world but increasing in developing countries. Gastritis is more common among the adolescents, but it can affect anyone at any age. A variety of mild to severe stomach symptoms may indicate gastritis. Gastrointestinal system is one of the systems of our body which deals with Diet - its intake, absorption, metabolism and elimination. Upper gastrointestinal inflammatory process is exceedingly common and has a wide spectrum of causes and manifestations. Hence the focus of this study was to evaluate the effectiveness of Planned teaching programme on prevention and management of gastritis among students at selected PU Colleges at Shivamogga. Methodology: A Pretest posttest with control group research design and evaluative approach was used in the study. The data was collected from 120 subjects, each 60 pre - university students in control group and 60 pre - university students in experimental group, selected through non - probability purposive sampling technique. Data was collected using structured questionnaire. Results: The overall analysis of level of knowledge of students regarding prevention and management of gastritis showed that in experimental group majority 55% of the subjects had moderate knowledge and 35% had inadequate knowledge in pre test, where as in post test 55% of subjects had adequate knowledge and 41.7% had moderate knowledge. In control group majority 58.3% of the subjects had moderate knowledge and 30% had inadequate knowledge in pre test, where as in post test 71.7% of subjects had moderate knowledge and 18.3% had adequate knowledge. The mean knowledge scores of the subjects at pre - test were 14.53 (55.88%) with standard deviation 3.529 found to be moderate knowledge regarding prevention and management of gastritis. After administration of Planned teaching programme mean knowledge scores of the subjects was 19.48 (74.92%) with standard deviation 3.327 found to be improvement in the level of knowledge among students in experimental group. In control group the pretest mean knowledge scores was found to be 14.97 (57.57%) with the standard deviation of 3.483 and the mean post test knowledge scores were 16.9 (65%) with standard deviation of 2.628 which shows the mild increase in the knowledge level of students regarding prevention and management of gastritis. Conclusion: Findings of the study show that there was a significant difference in pre test and post test level of knowledge of students in experimental group where as little increase in the knowledge scores of students in control group. From this it is concluded that the Planned teaching programme is effective in improving the level of knowledge of students. And there was a significant association between level of knowledge of students in experimental group and selected demographic variables such as age, educational status and Source of information.

The Genetics module based on a learning management system (LMS) is a standalone website with an instructional design for self-study about genetic literacy. This module is expected to be useful for medical students of Universitas Riau (FK UNRI) from various class years to study at any time. The purpose of this study was to find comparative results of self-study of genetic modules based on LMS among UNRIs medical students in various class years and to determine effectiveness of genetics module based on learning management system among medical students of Universitas Riau. The research method was quantitative. The subjects were 34 UNRIs medical students who were taken proportionally from three class years. The research data was obtained using the UNC-GKS questionnaire. The results showed that the average pre-test scores for the first, second, and third years were 58, 58, and 63. The statistical test results for&nbsp; comparing the pre-test scores of these three class years gave no significant difference. The results of the average post-test scores for the first, second and third years were 58, 68, and 68. The results of the statistical test comparing the post-test scores of these three class years gave no significant difference also. The results of the Wilcoxon test was p