The effectiveness of an inquiry-based computer-simulated lesson in physics

Robust as they are, the existing instructional design prescriptions (Reigeluth, 1983; 1999) which are content-based, expository- and individual-oriented, and generally technology-free are of little use when the task is to design inquiry-based computer-simulated lessons for teaching scientific thinking skills in cooperative learning environments. Thus, the aims of this study were to design a computer-based simulation lesson employing currently available PC and internet software and investigate its effectiveness in various learning situations. The heart of the lesson was the utilitarian Gas Law Simulation program developed by Abraham, Gelder, and Haines (2002) that was incorporated into a hypertext interface display with active links to related notes and worksheets and a superimposed Microsoft Excel table and chart-plotting facility. This package allowed students to review the concepts involved and see relationships between the variables in graphical forms when a selected independent variable was manipulated and all the corresponding values were keyed into the Excel table. A science process skill and HD thinking worksheet was drawn following Lawson’s (1995) prescriptions and the questions and activities were further modified to fit the local syllabus and physics texts. A pilot study was conducted to evaluate and refine the lesson and field testing was conducted using a 3 x 2 factorial design. The first factor was the inquiry-based computer simulation lesson with three modes of cooperative learning, namely, heterogeneous-ability cooperative learning (HACL) group, friendship-based cooperative learning (FCL) group, and traditional group work (TGW) group. The HACL and FCL group were trained following the Kagan (1994) Cooperative Learning Structure while the TGW group which was essentially another friendship-based learning group was not instructed on the Kagan (1994) Cooperative Learning Structure. The second factor was student reasoning ability, namely, empirical-inductive (EI) and hypothetical-deductive (HD) abilities. The sample consisted of 301 Form Four (16-year-old) science students. The results showed that students in the HACL group significantly outperformed their counterparts in the FCL group who, in turn, significantly outperformed their counterparts in the TGW group in scientific thinking and conceptual understanding. The study found that the inquiry-based computer simulation program was effective in enhancing scientific reasoning and conceptual understanding of students of all reasoning abilities but for maximum effectiveness cooperative learning groups should be composed of students of heterogeneous abilities

The Effects of Immersive Multimedia Learning with Peer Support on English Oral Skills (Speaking and Reading)

The methods of teaching English in Indonesia promote the use of code-switching strategies and have resulted in the widespread practice of pronouncing English words following the structures of the Indonesian language. This study investigated at the effects of the immersive multimedia learning technique with peer support on performance in English in terms of oral production skills in reading and speaking that involved six measures, namely, pausing, phrasing, stress, intonation, rate, and integration without the mediation of the students\u27 first language. It also investigated were the effects on performance by students\u27 achievement. The quasi-experimental 2 X 2 factorial design with pre-test and post-test was employed for the study. The first factor was the strategy of learning, namely the use of immersive multimedia learning with and without peer support, while the second factors comprised achievement in English. 80 first-year university students enrolled in English as a foreign language course were selected for this study and the treatment lasted for eight weeks. Data were analysed using one-way ANOVA. The findings showed that the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production for reading and speaking. Analyses by achievement showed that the high achievement students in the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production only for speaking while the low achievement students in the immersive multimedia learning with peer supported group reported significantly better performance in all measures of oral production for reading and speaking. These findings showed that the immersive multimedia technique with peer support reduced the use of code-switching strategies among the students and enabled them to develop oral production skills in English approaching the patterns of native speakers especially among low achievement students

Investigating the knowledge creation processes in a Learning Management System (LMS)

SECI model is commonly used in explaining the process of interaction and transaction of tacit and explicit knowledge between the experts and novices.The model involves Socialization, Externalization, Combination, and Internalization process derived from organizational practice. As its applicability in the educational context is inconclusive, an investigation was conducted to see if the model could explain the knowledge creation processes for the expository (high hierarchical structure) teaching method in a set of online courses.This paper reports the findings based on a survey conducted on a sample comprised of 371 students enrolled in LMS-supported courses at a university in Malaysia.The instrument has been developed based on the SECI model to measure the interaction and transaction processes for content-based and content-free skills.The data was collected in stages over a semester and analyzed using the latent variable method in Structural Equation Modeling (SEM).The latent variable method requires the extraction of the factors investigated through a measurement model followed by the construction of the structural model employing the extracted factors.For content-free skills, the measurement model reported a good fit for the data, with all factors having significant direct effects hence follows the complete SECI model.However, the structural model analysis for content-based skills reported an acceptable fit for the data with one insignificant hypothesized direct effect, thus produced an incomplete SECI model.The overall findings demonstrates that SECI model is applicable to educational settings and worked well in situations or contexts where students were already proficient

The Effects of Immersive Multimedia Learning with Peer Support on English Oral Skills (Speaking and Reading)

The methods of teaching English in Indonesia promote the use of code-switching strategies and have resulted in the widespread practice of pronouncing English words following the structures of the Indonesian language. This study investigated at the effects of the immersive multimedia learning technique with peer support on performance in English in terms of oral production skills in reading and speaking that involved six measures, namely, pausing, phrasing, stress, intonation, rate, and integration without the mediation of the students’ first language. It also investigated were the effects on performance by students’ achievement. The quasi-experimental 2 X 2 factorial design with pre-test and post-test was employed for the study. The first factor was the strategy of learning, namely the use of immersive multimedia learning with and without peer support, while the second factors comprised achievement in English. 80 first-year university students enrolled in English as a foreign language course were selected for this study and the treatment lasted for eight weeks. Data were analysed using one-way ANOVA. The findings showed that the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production for reading and speaking. Analyses by achievement showed that the high achievement students in the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production only for speaking while the low achievement students in the immersive multimedia learning with peer supported group reported significantly better performance in all measures of oral production for reading and speaking. These findings showed that the immersive multimedia technique with peer support reduced the use of code-switching strategies among the students and enabled them to develop oral production skills in English approaching the patterns of native speakers especially among low achievement students

Penta'akulan saintifik dan pencapaian pelajar-pelajar sains UiTM: perbandingan antara jantina / Hamidar Maidinsah and Merza Abbas

Pemikiran saintifik adalah salah satu kemahiran berfikir yang perlu dimiliki terutamanya oleh generasi muda hari ini bagi mendukung wawasan 2020. la sejajar dengan hasrat pembangunan negara untuk melahirkan lebih ramai saintis, pekerja yang pandai mengurus pengetahuan dan cekap menta 'akul. Anton E. Lawson telah membahagikan perkembangan penta 'akulan saintifik kepada 2 tahap kematangan: iaitu tahap Empiriko-Induktif (EI) dan Hipotetiko-Deduktif (HD). Satu ujian penta 'akulan saintifik (PESA) telah diadakan kepada pelajar-pelajar sains UiTM. Hasil kajian mendapati lebih kurang 25.6 % pelajar di tahap EJ, 59.6 % di tahap peralihan dan 14.6 % di tahap HD. Keputusan ini menunjukkan bahawa masih ramai di kalangan pelajar sains UiTM berfungsi jauh di bawah potensi kognitif mereka yang sepatutnya. Terdapat perbezaan bererti (p=0.001) antara min pencapaian PESA bagi pelajar lelaki (n=50) berbanding pelajar perempuan (n=96). Adalah menjadi satu agenda penting kepada para pendidik untuk menitikberatkan dan menilai tahap perkembangan kognitif pelajar. Dapatan ini menggesa para pendidik untuk mengkaji semula kaedah pengajaran, bahan pengajaran dan bentuk penilaian yang dapat menerapkan kemahiran saintifik dan mempercepatkan kematangan pemikiran saintifik pelajar

Assessment of Oral Histology Knowledge and Its Application in Clinical Orthodontics, Operative Dentistry, Oral Medicine, and Oral Surgery

Objective: This study aims to assess the knowledge of oral histology among fifth-year dental students in Iraq and evaluate its relevance to various clinical dental disciplines, including orthodontics, operative dentistry, oral medicine, and oral surgery. Methods: A cross-sectional survey was conducted from February to May 2024 among dental students from both public and private institutions in Iraq. Participants were recruited through targeted online advertisements on platforms such as Telegram, WhatsApp, and Facebook. Results: The results compare clinical and basic knowledge between younger and older dental students. Younger students scored higher in understanding basic concepts like structural changes in the periodontal ligament, bone remodeling, tooth eruption enamel structure, cavity design and surgical interventions. However, older students excelled in clinical areas such as maxillofacial development, orthodontic appliances, and developmental anomalies. Conclusion: This study provides insights into the perceived value of oral histology education among dental students and its application in clinical practice. The findings may be encouraging early clinical involvement while reinforcing basic science concepts can lead to a more well-rounded and confident dental workforce

Self-Care Management and Glycemic Control Among Patients with Type 2 Diabetes in Bahrain: A Cross-Sectional Study

Objective: This study aimed to evaluate the impact of self-care management on glycemic control in type 2 diabetes patients within primary care facilities in the Kingdom of Bahrain. Materials and methods: It was a cross-sectional study that enrolled a cohort of 400 individuals diagnosed with type 2 diabetes. Data collection included the administration of the Diabetes Mellitus Self-Management Questionnaire (DSMQ). Statistical analysis was conducted using SPSS software version 24.0. The Chi-square test was employed to compare optimal scores in relation to diabetes self-care, while the Kruskal-Wallis test was utilized to assess the impact of patients’ activities, as indicated by DSMQ items, on parameters reflecting HbA1c levels. Additionally, the Spearman rank correlation test was applied to examine the association between knowledge of DSMQ items and HbA1c levels. A statistical significance threshold was set at p < 0.05. Results: The study involved participants with a mean age of 55.6 ± 9.3 years (mean ± standard deviation). Notably, there was a significant negative correlation between DSMQ-16 scores and HbA1c levels (p = 0.026). Similarly, a significant negative correlation was observed between dietary control and HbA1c levels (p = 0.017). Among the various socio-demographic variables examined, only the duration of diabetes exhibited a significant association with the overall self-care score for diabetes (p = 0.045). Conclusions: The study underscores the paramount importance of dietary control in attaining favorable glycemic outcomes in individuals with diabetes. It emphasizes the crucial role of healthcare providers in delivering precise and comprehensive dietary guidanceto all diabetes patients

The Influence of Single-gender Peer Scaffolding in Problem-based Gaming on Performance in Double-loop Learning and Sub-dimensions of Science Process Skills

AbstractThis study investigated gender differences in problem-based gaming with peer scaffolding on engagement in double-loop learning (DLL) and performance in the sub-dimensions of science process skills, namely, observing, classifying, inferring, predicting, controlling variables, making hypothesis and experimenting. A complex video game was chosen and a quasi- experimental study involving 60 fifth grade students in two groups of single-gender peer scaffolding and individual was employed. Overall the peer scaffolding group engaged in significantly more DLL cycles than the individual group. Further analysis found that boys in both the individual and single-gender groups engaged in significantly more DLL cycles than girls. Also, single-gender peer scaffolding significantly increased engagement in DLL for girls and performance in the sub-dimension of experimenting for boys