scholarly journals Online interventions to help college students to improve the degree of integration of their argumentative synthesis

2022 ◽  
Author(s):  
María Luna ◽  
Ruth Villalón ◽  
Isabel Martínez-Álvarez ◽  
Mar Mateos
Keyword(s):  
Undergraduate Students ◽  
Graphic Organizers ◽  
Process Condition ◽  
Linguistic Features ◽  
Critical Questions ◽  
Test Synthesis ◽  
Product Features ◽  
Educational Issue ◽  
Post Test ◽  
Argumentative Texts

AbstractWriting an argumentative synthesis is a common but demanding task, consequently undergraduates require some instruction. The objective of this study was to test the effectiveness of two interventions on integrative argumentation: one of them was focused on the product features of argumentative texts; and the other one on the processes involved in the written argumentation. Sixty-six undergraduate students participated voluntarily. As an academic task, they were asked to write a pre-test synthesis after reading two sources which presented contradictory positions about an educational issue, then to read two new texts about a different but equivalent issue, and write a post-test synthesis following one of two types of instructional virtual environments. The instructions, implemented in Moodle, presented similar tools, employing videos, graphic organizers, and exercises. The first condition (n = 33) focused on the linguistic features while the second (n = 33), focused on the process, including explicit instruction and a script with critical questions to guide the reading and writing processes. In this study we have also analyzed how the students in the process condition answered some of the critical questions. The results show that the level of integration of the written products improved in both conditions, although this improvement was more pronounced in the process intervention. Nonetheless, the products that achieved medium and maximum integration were still limited. Despite the lack of a relationship between how students answered the critical questions and the level of integration in their post-test, the case analysis highlights certain educational implications and further research.

Musical pantophagy: Is there an effect on changes in preference resulting from repeated exposure?

2021 ◽  
pp. 030573562098729
Author(s):  
Rebecca R Johnston ◽  
Gina M Childers
Keyword(s):  
Undergraduate Students ◽  
Classical Music ◽  
Effective Means ◽  
Affective Response ◽  
Repeated Exposure ◽  
Positive Trend ◽  
Preference Rating ◽  
Significant Difference ◽  
Music Consumption ◽  
Post Test

The purpose of this research was to examine the effects of musical pantophagy, classical music consumption, and initial receptivity to select musical examples on changes in preference rating resulting from a program of repeated exposure. Participants included undergraduate students enrolled in a section of music appreciation at a large Southeastern university ( n = 67). Data were collected using a research designed preference rating measure (PRM) administered during a 5-week period within which there were eight test measures. Participants were divided into quartiles. Pre- to post-test measures resulted in a general positive trend for all participants. Comparisons of Q1 (lowest pantophagy) and Q3 (highest pantophagy) on PRMs 1–8 yielded no differences between groups, and PRM 8 was significantly different from PRM 1 for both groups. The same comparisons for Q1 (non-Classical music consumption) indicated significant difference with large effect size and for Q1 (lowest initial receptivity) indicated significant difference. Results suggest that regardless of musical pantophagy, repetition is an effective means by which to increase affective response to music, and that students who do not currently consume formal art music and who have low initial receptivity may report greater increases in affective response to music over time.

scholarly journals A Comparison of the Effects of Mindful Conceptual Engagement for the Teaching of the Subjunctive to Heritage- and Second-Language Learners of Spanish

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 23
Author(s):  
Antoni Fernandez Parera
Keyword(s):  
Language Learners ◽  
Undergraduate Students ◽  
Second Language Learners ◽  
Heritage Language Learners ◽  
Group Feedback ◽  
Feedback Questionnaire ◽  
Spanish Subjunctive ◽  
Post Test ◽  
Based Instruction ◽  
Didactic Models

This article investigates the effects that Mindful Conceptual Engagement (MCE) had on the teaching of the Spanish subjunctive on second (L2) and heritage language learners (HL) of Spanish. A total of 26 university-level undergraduate students participated in the study; 12 were advanced L2 students and 14 were intermediate HL students. The methodology used was MCE, which is based on the principles of Concept-Based Instruction (Negueruela 2003; Negueruela and Lantolf 2006). MCE has its origins in Vygotsky’s sociocultural theory and it proposes that the creation and manipulation of didactic models by students promotes the internalization of complex grammatical concepts that would otherwise require long grammatical explanations. Models need to be generalizable and informative and can include, for example, flowcharts, pictures, or schemas among others. In the present study, the concept of [±EXPERIENCE] (Bull 1965) was used to teach the variable uses of indicative and subjunctive in adjectival relative clauses (Busco unas tijeras que cortan/corten). Students had to create their own models and use them to complete a series of assignments in class and at home. Production and interpretation exercises were used in pre- and post-test questionnaires to gauge their improvement. Feedback questionnaires were administered three weeks after the intervention to measure the attitudes and perceptions towards the use of didactic models. Results indicate that both groups improved their indicative/subjunctive interpretation and production abilities after MCE. However, statistically significant differences exist between HL and L2 students according to type of task and student group. Feedback questionnaire results also show that MCE was regarded as positive and useful by both groups.

Using a Strengths-Based Perspective to Change Perceptions: An Exploratory Study

2010 ◽  
Vol 15 (2) ◽  
pp. 1-16
Author(s):  
Karen Rice ◽  
Heather Girvin
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Undergraduate Students ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Positive Influence ◽  
Change Perceptions ◽  
Post Test ◽  
Negative Perceptions

Child welfare is a field plagued with negative perceptions, which have the potential to influence how caseworkers approach their practice with families. As a result, a child welfare course emphasizing the strengths-based approach to practice with families was developed to better prepare students for engaging families and building a helping alliance. The researchers sought to examine whether this new course exerted a positive influence on undergraduate social work students' perception of the parent/caseworker relationship. Compared to undergraduate students not enrolled in this course, at post-test students enrolled in the Child Welfare course more positively perceived the parent/caseworker relationship than they did at pretest. Implications for social work practice and pedagogy are discussed.

scholarly journals Pedagogical Stylistics as a Tool in the Classroom: An Investigation of EFL Undergraduate Students' Ability in Analyzing Poetic Language

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Eman Adil Jaafar ◽  
Fatimah Khudair Hassoon
Keyword(s):  
Social Context ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Literary Texts ◽  
Literary Language ◽  
Teaching Literature ◽  
Post Test ◽  
Second Year ◽  
Literary Awareness ◽  
Academic Year

This research paper draws on applying the tools of pedagogical stylistics in teaching literature in particular poetry to English as a foreign language (EFL) undergraduate Iraqi students. The language of literature is rich with social context, exquisite deviant forms, and vocabulary. This paper aims at examining to what extent pedagogical stylistics can be helpful in increasing students' literary awareness. In addition, to examine how it can help them to interpret and analyze selected poems that have been chosen for them to achieve this goal. For the purpose of gathering the required data a pre-test and a post-test are conducted. Verdonk's (2013) approach is adopted in teaching stylistic tools to the students. The participants were (40) second-year students of the academic year 2018-2017 from University of Baghdad, Iraq. Moreover, a questionnaire is distributed to know students' opinions about studying stylistics. The final results proved that (1-) pedagogical stylistics tools are of great significance to pay heed to the language of poetry or literary language in general, (2-)the questionnaire shows that most agreed on studying stylistics in the classroom. Thus, this study highly recommends that teachers of literary subjects should focus on stylistic tools in teaching literary texts.

scholarly journals IMPLEMENTATION OF PROBLEM-BASED LEARNING MODEL TO INCREASE SELF-CONFIDENCE AND UNDERGRADUATE STUDENTS UNDERSTANDING OF THE ELECTROCHEMISTRY CONCEPT IN CHEMICAL EDUCATION

2020 ◽  
Vol 17 (35) ◽  
pp. 216-226
Author(s):  
Ratu Betta RUDIBYANI
Keyword(s):  
Undergraduate Students ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Chemistry Teaching ◽  
Class A ◽  
Self Confidence ◽  
Class B ◽  
Post Test ◽  
Quasi Experimental

Chemistry is one of the scientific disciplines considered difficult for students to understand its microscopic and macroscopic concepts. Students also claim that this discipline is tedious and complicated. They are unable to connect what is shown in the visual structure to the process and phenomenon. In the context of self-motivation among university students, there is a higher chance of expanding the stimulation of learning. This study aimed to improve self-confidence and the mastery of concepts of chemistry teaching students using problem-based learning. The quasi-experimental method was used with the design of the non-equivalent pre-test-post-test control group. The population included all students in the electrochemistry class at Lampung University in 2019. The purposeful sampling technique employed divided the sample into two groups. The first group was called Class A and was considered as the experimental class - using problem-based learning -. The second group, Class B, was recognized as the control class - using the conventional model in which the teacher applied the speech method in the delivery of materials during the class -. Class A's self-confidence and mastery of concepts have a higher nGain value than class B, and the result of the effect size is that class B has a more significant effect than class A. Based on the outcome, one can conclude that problem-based learning has a significant influence on improving self-confidence and mastery of concepts on the electrochemical theme.

Gender and Language

2021 ◽  
pp. 161-177
Author(s):  
Didem Koban Koç
Keyword(s):  
Gender Differences ◽  
Undergraduate Students ◽  
English Language ◽  
English Language Teaching ◽  
The Other ◽  
First Year ◽  
Teaching Program ◽  
Linguistic Features ◽  
The Social ◽  
Social Meanings

The present study investigated gender differences in the use of linguistic features as well as the social meanings attached to those differences. Academic essays, written by 44 (22 male, 22 female) first-year undergraduate students enrolled in the English Language Teaching program at a government university were analyzed with respect to the use of linguistic features (adjectives, empty adjectives, intensifiers, linking adverbials) as well as the number of words and sentences used by the students. The results showed that, in comparison to males, females used more adjectives, intensifiers, and words. Males, on the other hand, used more empty adjectives and linking adverbials than females. Based on the results, pedagogical implications are discussed, and recommendations are provided in order to increase teachers' awareness of gender differences and improve students' writing skills.

scholarly journals Learning Assessment from a Lecture about Fundamentals on Basic Life Support among Undergraduate Students of Health Sciences

Healthcare ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 379
Author(s):  
Luis Fernando Barbosa Tavares ◽  
Rodrigo Daminello Raimundo ◽  
Claudio Leone ◽  
Cyntia Souza Carvalho Castanha ◽  
Adriana Gonçalves de Oliveira ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Basic Life Support ◽  
Life Support ◽  
Heart Association ◽  
Health Sciences ◽  
Study Data ◽  
Health Science ◽  
Learning Assessment ◽  
Initial Learning ◽  
Post Test

Introduction: Cardiac arrest is one of the leading public health problems worldwide and in Brazil. A victim of cardiorespiratory arrest needs prompt basic life support (BLS) to increase survival. Objective: To evaluate the performance of a synthesis lecture on BLS given to university students in Health Sciences. Methods: A total of 422 undergraduate students in Nursing, Physiotherapy, and Medicine participated in this study. Data were collected by applying a pre-test through a BLS questionnaire based on the American Heart Association guidelines. Results: Students obtained a minimum grade of 40% of the pre-test questions. The score increased to 75% in the post-test; the students with the best performance in the pre-test maintained a higher total number of correct answers in the post-test. There was also better performance in those with previous training in BLS. The students from the first year of medical school were the ones who benefited the most from the lecture. Conclusion: Regardless of the grade course, the Health Science students showed a significant improvement in their level of knowledge after attending the synthesis lecture, indicating its adequacy to promote initial learning about BLS.

Effects of Chinese popular music familiarity on preference for traditional Chinese music: Research and applications

2019 ◽  
Vol 3 (2) ◽  
pp. 329-358 ◽  
Author(s):  
Yunshu Tan ◽  
Lauren Conti
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Traditional Music ◽  
World Music ◽  
Chinese Music ◽  
Short Term Exposure ◽  
Post Test ◽  
Music Research

Teaching and learning popular music and world musics are prominent topics in music education but often play a supplement role in the classroom. The main purpose of this quantitative experimental study was to investigate the effects of Chinese popular music on students’ familiarity and preference for its traditional version. Participants were undergraduate students from a university in the northeastern United States who completed a pre-test, minimum four weekly treatments and post-test. Results suggest participation in a world music course may contribute to preference for Chinese traditional music, but short-term exposure to popular versions of Chinese traditional music does not seem to contribute to preference for Chinese traditional music. A reason for this may be that popular music has its own cultures and characteristics that are not necessarily transferable to music from other music genres. In addition, the personality traits of open-mindedness or closed-mindedness showed significant influence over preference for traditional or popular music, respectively.

Biomechanical Response to Acute Stretching in Dancers and Non-Dancers

2020 ◽  
Vol 24 (1) ◽  
pp. 12-18
Author(s):  
Bárbara Pessali-Marques ◽  
Gustavo H.C. Peixoto ◽  
Christian E.T. Cabido ◽  
André Gustavo P. Andrade ◽  
Sara A. Rodrigues ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Repeated Measures ◽  
Mechanical Response ◽  
Physical Therapists ◽  
Intraclass Correlation ◽  
Correlation Coefficients ◽  
Knee Extension ◽  
Young Males ◽  
Resistance Torque ◽  
Post Test

This study aimed to investigate the bio- mechanical response of the hamstring muscles to acute stretching in dancers (D) compared to non-dancers (ND). Maximal range of motion (ROMMax) and stiffness of the hamstrings were assessed in 46 young males, 23 undergraduate students (ND) and 23 professional dancers (D). Ages of the two groups were D 21.5 ± 0.60 years; ND 27.5 ± 0.98 years). Testing was performed in two sessions, familiarization with procedures in the first session and the tests themselves (pre- and post-test and intervention) in the second, with a 24- to 48-hour interval between. The pre-test consisted of three trials of passive knee extension to the point of increased tension in the hamstrings, defined as ROMMax. The resistance torque recorded at ROMMax was defined as torqueMax. Six 30-second constant torque stretches were performed at 100% of the torqueMaxreached in the pre-test in one lower limb only (intervention), with the contralateral limb used as control. The torque measured at an identical ROM before (pre-test) and after (post-test) the intervention was defined as torqueROM, and represented stiffness in this study. Reliability of the ROMMax, torqueMax, and torqueROMwas assessed via intraclass correlation coefficients (ICC3, k) and standard error of the measurements (SEM). Comparison between dancers and non-dancers, control, and intervention conditions for all dependent variables was performed using ANOVA repeated measures followed by Tukey post hoc comparisons to highlight any interaction. The submaximal stretch intensity applied caused torqueROM to decrease in both D and ND groups (p < 0.01), indicating a decrease in stiffness, but no difference between the groups was found. A significantly greater increase in ROMMax was found for the D group compared to the ND group (p < 0.01), suggesting that other aspects in addition to MTU biomechanical adaptations may have played a role in the ROMMax increase, especially for the D group. Further research is needed to explore what those other adaptations are. Meanwhile, coaches and physical therapists should be aware that dancers may require different stretch training protocols than non-dancers.

scholarly journals The Application of Cultural Model for Literacy through Legends to Enhance Speaking Ability of Second Semester English Students of Sriwijaya University

2014 ◽  
Vol 5 (2) ◽  
pp. 710-716
Author(s):  
Fitri Suci Puspita Sari Sari ◽  
Rita Inderawati ◽  
Zuraida Blani
Keyword(s):  
Undergraduate Students ◽  
T Test ◽  
Control Group ◽  
Cultural Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
And Control ◽  
English Students

This study aimed to find out whether or not there was any significant difference in speaking ability of the students who were taught by implementing CML (Cultural Model for Literacy) through legends and those who were not. The sample was 41 undergraduate students enrolled in English course at FKIP of Sriwijaya University which were taken by purposive sampling method from 85 total of population. This study used one of the quasi-experimental designs that were pretest posttest non equivalent control group or comparison group design. The students were divided into two groups the experimental and control groups. The experimental group was required to do some phases in treatment of 16 meetings including pre-test and posttest in accordance with introducing new model of teaching speaking that was CML through legends. The data were obtained through speaking test by measuring their oral interpretations to know the students speaking ability. The test was administered twice as pre-test and post-test in both groups. The results indicated that there were any significant differences at level 0.05 level found in the data which were analyzed by using paired sample t-test (t=12.156>t-table=2.080) and independent sample t-test (t=3.252, p<0.05). The results also showed that CML through legends could enhance students speaking ability of the second semester English students of Sriwijaya University.

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