The dichotomous key as an active-learning tool in STEM-based biology teaching: effects on students’ self-efficacy, attitudes, and knowledge

To test the efficacy of a multiple micronutrient fortified salt in improving the micronutrient status and health of school children and its effect on cognition. A salt fortified with multiple micronutrients was developed containing chelated ferrous sulphate, microencapsulated vitamin A, B1, B2, B6, B12, folic acid, niacin, calcium pantothenate and iodine. The efficacy of the fortified salt was assessed in 7-11 year old school children in Chennai, India. In the experimental group (N=63), the food in the school kitchen was cooked with the fortified salt for a period of one year. The control group (N=66) consisted of day scholars who did not eat at the school. Hemoglobin, red blood cell count, hematocrit, serum vitamin A, urinary iodine and prevalence of angular stomatitis were measured at baseline and at the end of the study after one year. A battery of 7 memory tests (The personal information test, the Mann-Suiter Visual memory screen for objects, The digit span forward test, The digit span backward test, The delayed response test, The Benton Visual Retention Test and The Cattells retentivity test), one test for attention and concentration (Letter cancellation test) and one test for intelligence (Raven's coloured progressive matrices) were administered to all the children at baseline and endline. There was a significant (p<0.05) improvement in the experimental group in hemoglobin, red cell count, urinary iodine and serum vitamin A whereas in the control group there was a statistically significant decline (p<0.05) in hemoglobin, hematocrit, red cell count and urinary iodine. Angular stomatitis was eliminated from baseline 30.4% in the experimental group whereas it increased from 3.25% to 25.5% in the control group. In 4 tests out of the 7 memory tests and in the letter cancellation test for attention, the mean increment in scores in the experimental group is significantly more (p<0.05) than the control group. There was no significant improvement in overall intelligence as seen in the Ravens progressive matrices between the experimental and control groups. The study shows that the multiple micronutrient fortified salt is effective in improving multiple micronutrient status and cognition in children.

prevalent in 20–57% of stroke patients, visual field defects have been shown to impact quality of life. Studies ([8][1]) have shown increased risk of falling, ambulatory difficulties, impaired reading ability, and feelings of panic in crowded or unfamiliar places in patients with visual field

The Effectiveness of a Human Patient Simulator in the ATLS Shock Skills Station

Video-based analytics-supported formative feedback for enhancing low-achieving students’ conception of collaboration and classroom discourse engagement

This study examines the effects of digital game-based and different educational programs on the phonological awareness skills of 60-72-month-old children. The study group of the research consists of 60-72-month-old children studying in kindergartens affiliated with primary schools. The study group was divided into three experimental groups and one control group. There were 22 children in experimental group 1, 16 in experimental group 2, 17 in experimental group 3, and 17 in the control group, totaling 72 children. In the study, a phonological awareness education program was applied to experimental group 1, a digital game-supported phonological awareness education program was applied to experimental group 2, a digital game-based phonological awareness education program was applied to experimental group 3, and no intervention was applied to the control group. A quasi-experimental design was used as the research model. The Study used the Early Literacy Skills Assessment Tool (ELSA) and the Early Literacy Test for Preschoolers (ELTKC) as data collection tools. A pre-test was administered to the study and control groups, and after the pre-test, educational programs were applied to the experimental groups for ten weeks. After the educational programs were implemented, a post-test was administered to the experimental and control groups, and a retention test was administered to the experimental groups. According to the results of the study, it was determined that there was a significant difference between the experimental groups and between the experimental groups and the control group.

Although simulation laboratories are widely used in today's nursing education programs, it is becoming more and more difficult to find adequate physical space, equipment, and instructors for laboratory practices in schools. With increasing access to quality technology, schools prefer Web-based education or virtual games as another way of learning through simulation laboratories. This study was carried out to evaluate the effect of digital game-supported teaching activity given to nursing students for the developmental care of infants in neonatal ICU on learning. This study is a quasi-experimental study with a control group. Within the scope of the study, the researchers, together with the technical team, developed a digital game in accordance with the purpose of the study. The study was conducted in a health sciences faculty, nursing department, between September 2019 and March 2020. Sixty-two students were included in the study, which were divided into two groups, with 31 students in the experimental group and 31 students in the control group. The study data were collected using a personal information tool and a developmental care information tool. Whereas the digital game learning method was used for the students in the experimental group, the traditional teaching method was used for the students in the control group. No significant difference has been found between the pretest knowledge scores of the students in the experimental and control groups (P > .05). A statistically significant difference has been found in the rates of giving correct answers between the groups in the posttest and retention test (P < .05). The students in the experimental group gave more correct answers in the posttest and retention test than the students in the control group. In line with these results, the learning method with digital games is effective in increasing the knowledge level of nursing undergraduate students. Therefore, it is recommended to integrate digital games into education.

Objectives: 1. To assess the pretest level of sleeping pattern among newborns in the experimental and control group. 2. To provide swaddling techniques on promotion of sleep pattern among newborns in experimental group. 3. To assess the effectiveness of swaddling techniques on promotion of sleep pattern among newborns in the experimental group. 4. To compare the level of sleep pattern among newborns in the experimental and control group. 5. To find the association between the posttest level of sleep pattern and their selected demographic variables among the experimental group. Methodology: A Quasi experimental study was conducted at Ashwin Hospital, Coimbatore. 60 newborns (0–28 days) were selected by non-probability sampling technique of which 30 are experimental group and 30 are control group. Researcher used the swaddling technique to assess its effectiveness on promotion of sleep pattern among newborns in the experimental group. Results: In experimental group, the pretest mean value of sleep score was 58.87 with S.D 9.06 and the posttest mean value of sleep score was 114.07 with S.D 27.7. The calculated paired, ‘t’ value of t=11.49 was found to be statistically highly significant at p&lt;0.05. In control group, the pretest mean value of sleep score was 55.23 with S.D 8.86 and the posttest mean value of sleep score was 58.07 with S.D 12.99. The calculated paired ‘t’ value of t = 1.1 was found to be not significant with p=0.274. On comparison between the experimental and control group the posttest mean value of sleep score was 58.07 with S.D 12.99 in the experimental group and the posttest mean value of sleep score was 114.07 with S.D 27.69 in the control group. The calculated paired, ‘t’ value of t = 10.03 was found to be statistically highly significant at p&lt;0.05. Discussion: It was found that swaddling techniques for the promotion of sleep pattern among newborn was effective in the experimental group. The newborns of the experimental group involved in the study slept well when compared to those newborns who were not swaddled in the control group.

This quasi-experimental study was conducted to explore the effects of the application of a digital game-based learning (DGBL) approach in insurance education on elementary-school students’ learning. A digital role-playing game was developed and used in a 4-week insurance education intervention involving 58 sixth-graders in an elementary school in Taiwan. Students in the experimental group learned insurance-related concepts by playing the game, whereas those in the control group received traditional instruction. Learning achievement was significantly better in the experimental group than in the control group, especially for female and low-achieving students. No significant difference between groups was observed for high-achieving students in learning achievement. Scores reflecting students’ attitudes toward insurance education were significantly higher in the experimental group than in the control group. Female and low-achieving students in the experimental group outperformed those in the control group in overall learning attitude, motivation, self-efficacy and learning approach; male and high-achieving students had higher scores only for the learning approach. Our findings support the effectiveness of DGBL in insurance education for elementary-school students and highlight implications for teachers’ integration of DGBL into insurance instruction for children.

Culturally competent teachers are in high demand as the English learner (EL), culturally and linguistically diverse (CLD) student population increases in the U.S. However, the teaching force continues to be predominantly female, White, and monolingual, inexperienced in dealing with diverse populations. Typically, teacher preparation to teach ELs and CLD students consist mainly of English for Speakers of Other Languages (ESOL) courses that teach pre-service teachers to become linguistically competent and earn their ESOL endorsement certifications but do not ensure that they will be prepared to be culturally competent and responsive in their practices. In this study, an instrument was designed in Qualtrics to measure pre-service teachers’ perceptions of cultural competence in teaching CLD students. On the one hand, the results indicated pre-service teachers’ high disposition, openness, and comfort levels when learning about different cultures and languages and their students’ cultural and linguistic backgrounds. On the other hand, the respondents acknowledged having limited training to prepare them to teach and interact with diverse student populations and having limited experiences interacting with them. The study reinforces the importance of providing pre-service teachers with ongoing opportunities during their teacher preparation programs to develop cultural competence and culturally responsive teaching skills before graduating.

PurposeThe aim of this study was to examine the effects of game-based learning (GBL) on students’ motivation and academic performance in physical education.MethodsOver a five-week period, a total of 51 first-year secondary school students in Tunisia (mean age = 15.0 ± 0.1 years, 50% female) were randomly assigned to an experimental group (EG) or a control group (CG). The EG received physical education instruction through a GBL approach, while the CG followed conventional, teacher-centered instruction. Learning outcomes were evaluated through Learning Time Analysis System video analysis at T0 (pre-intervention), T1 (mid-intervention), and T2 (post-intervention). Motivation was assessed pre- and post-intervention using the Situational Motivation Scale.ResultsCompared to the CG, the EG had significantly higher levels of identified regulation (5.42 ± 1.68 at T0 and 5.7 ± 0.92 at T2 for the EG vs. 4.4 ± 1.12 at T0 and 4.23 ± 1.85 at T2 for CG; p &amp;lt; 0.001; ηp2 = 0.26) and intrinsic motivation (5.52 ± 1.61 at T0 and 5.32 ± 1.37 at T2 for EG vs. 3.29 ± 1.34 at T0 and 4.37 ± 2.13 at T2 for CG; p &amp;lt; 0.001; ηp2 = 0.28). The EG also improved academic performance through improved motor engagement (50.7 ± 42.3 at T0 to 81.3 ± 20.2 at T1, to 131.4 ± 2.7 at T2; p &amp;lt; 0.001; ηp2 = 0.346) and reduced waiting time (82.9 ± 2.9 at T0 to 57.5 ± 3.5 at T1 and 50.3 ± 2.1 at T2; p &amp;lt; 0.001; ηp2 = 0.90) at both middle and post-intervention which was not always the case in the CG.ConclusionGBL significantly improved students’ motivation and engagement in physical education relative to conventional instruction. While these findings support the use of GBL as an effective pedagogical approach, the relatively small sample size suggests the need to replicate the study with larger and more diverse student populations, while also examining the long-term impact of GBL on skill retention and academic outcomes across different educational environments.

Problem-solving skills and learning motivation are essential components of 21st-century education, particularly in biology, where these competencies enable students to connect scientific concepts to real-world challenges. This study investigates the effectiveness of problem-based learning modules integrated with student worksheets in enhancing problem-solving skills and learning motivation on the topic of global warming. Conducted with tenth-grade students at a private high school in Banda Aceh, Indonesia, the research utilized an experimental design with pretest-posttest control groups. A total of 72 students were divided into experimental and control groups. Data collection included problem-solving skills tests based on Polya's framework and learning motivation questionnaires developed using Keller's ARCS model. The results revealed significant improvements in the experimental group, with an average normalized gain score of 77 for problem-solving skills, categorized as high, compared to 22 in the control group, categorized as low. Furthermore, the experimental group demonstrated strong learning motivation across all ARCS indicators. A correlation test indicated a very strong relationship between learning motivation and problem-solving skills, with motivation accounting for 74% of the variance in problem-solving performance. These findings underscore the effectiveness of problem-based learning modules in fostering critical competencies, supporting their integration into biology education to prepare students for future challenges. Further research is recommended to extend this approach to other scientific topics and diverse student populations.

The Effects of Constructive Learning Method on Students' Academic Achievement, Retention of Knowledge, Gender and Attitudes Towards Science Course in “Matter of Structure and Characteristics” Unit

The aim of this study was to examine the effect of augmented reality-based reading activities on reading comprehension, reading motivation, attitude towards reading and class participation of fourth grade elementary students, and to obtain the students’ views regarding this. The research was conducted with 54 fourth grade students attending two different classes of a state school with a medium socioeconomic level located in the city centre of the province of Kars during the autumn semester of the 2018-2019 academic year. The quantitative dimension of the study, in which a sequential explanatory mixed design was used, was carried out with a quasi-experimental design with pretest-posttest control group. In the qualitative dimension, however, opinions were obtained by means of semi-structured interviews following the implementation. The semi-structured process lasted for a total of 7 weeks, including a 1-week awareness programme and a 6-week implementation, and during this period, the implementation, which was related to augmented reality-based reading exercises, was carried out with the experimental group. In the control group, however, instruction based on the standard Turkish subject curriculum was carried out. The findings obtained from the quantitative dimension of the study revealed that there was a significant difference between scores of the experimental and control groups in reading comprehension, attitude towards reading, reading motivation and class participation, in favour of the experimental group. Moreover, in the qualitative dimension of the study, the interviewed students in the experimental group generally expressed positive views related to the augmented reality-based reading exercises. The students stated that they were able to use augmented reality easily, and that it had real-like, three-dimensional, entertaining and participative features. Furthermore, the students reported that as well as reading comprehension and reading attitude, it had an effect on their thinking skills, academic development and communication skills.

The low level of early reading skills among primary school students in Indonesia is one of the significant challenges in education. International evaluations such as PISA show that Indonesian students' basic literacy skills are still below average, affecting their overall academic development. One of the contributing factors to these low results is learning that is less relevant to students' socio-cultural context. Therefore, this study aims to investigate the effect of a socio-cultural-based digital teaching module on primary school students' beginning reading skills. This study used a quasi-experimental design with a sample of 200 grade 1 students divided into experimental and control groups. The experimental group learned using socio-cultural-based digital teaching modules, while the control group applied conventional learning methods. The instrument used was a beginning reading test with 20 questions that measured the ability to recognize letter symbols, distinguish words based on the same initial letter or syllable, and compose syllables into words. Independent Sample T-Test analyzing an independent sample, ensuring that the ty and homogeneity tests were met. The results revealed significant differences between the experimental and control groups, with the experimental group showing more significant improvement in all indicators of beginning reading ability. Further discussion showed that the socio-cultural-based approach in this module made learning more relevant, exciting and interactive for students, ultimately improving their reading comprehension and motivation. In addition, integrating digital technology in this module supports flexibility and continuity of learning, allowing students to learn according to their pace and needs. This research has important implications, namely the need for broader implementation of Socio-Cultural Based Digital Teaching Modules in primary schools to improve basic literacy. However, to ensure its successful implementation, adequate technological infrastructure support and teacher training are needed to optimize this digital-based learning in the classroom.

Pattern activities have a crucial role in supporting early academic and language skills related to cognitive development, as they play a key role in understanding mathematical ideas and relationships, and in understanding the order, logic and concepts of mathematics. From this point of view, the research was conducted to investigate the effect of the Pattern-based Mathematics Education Program on the early academic and language skills of 61-72-month- old preschoolers. Quasi-experimental design with pretest-posttest control group was used in the study. Forty children, 20 for the experiment and 20 for the control group, constituted the sample. In the experimental and control groups, there were 61-72-month-old children who had not received any special mathematics education and were showing normal developmental characteristics; while attending one of the pre-school education centers in two different campuses of a public university in Besiktas and Esenler districts in the city of Istanbul, Turkey. In the study, General Information Form and Kaufman Survey of Early Academic and Language Skills&rdquo; were used as data collection tools. A total of eight weeks &#39;Pattern-based Mathematics Education Program&#39; was applied to the children in the experimental group, five days a week. Kaufman Survey of Early Academic and Language Skills was administered as pre-test and post-test to the experimental and control groups. The same test was given to the experimental group as retention test three weeks after the post-test. In this study, which was limited to the activities presented in the Pattern-based Mathematics Education Program, it was determined that the Pattern-based Mathematics Education Program was effective in supporting the early academic and language skills of 61-72 month old preschoolers. &nbsp; Key words: Pattern skills, early academic and language skills, early mathematics education, early childhood education.