Significant Learning Achievement Research Articles

Ambiente virtual de aprendizaje en la capacitación docente en investigación científica

The objective of this research was to evaluate the Scientific Research Project Design Workshop (TDPIC), aimed at the teaching staff of the Tecnológico Nacional de México (TECNM), and focused on the Research Design Canvas model for the design of research projects. This case study is intrinsic, with a quantitative methodology of descriptive and explanatory scope. The workshop was conducted with an instructional design following the ADDIE model in a virtual learning environment (VLE), and considered a sample of 17 teachers who attended the workshop, belonging to five TECNM technology centres. At the end of the workshop, a survey was applied to the participants in order to measure their satisfaction with the digital resources used, the achievement of significant learning and the understanding of the method explained; this evaluation was positive, as the teachers indicated a high degree of satisfaction in the different dimensions of the workshop. It is concluded that the TDPIC was relevant and favoured the training process of the participating teachers.

Collaboration and interaction with smart mechanisms in flipped classrooms

PurposeThis study aimed to investigate learning behaviors deeply in flipped classrooms. In addition, it is worth considering how to help learners through recognition technology with natural language processing (NLP) when learners have question and answer (Q&A). In addition, the Internet of Things (IoT) can be utilized to make the physical learning environment more comfortable and smarter.Design/methodology/approachThe authors developed smart learning environment (SLE) with smart mechanisms supported by recognition technology, NLP and IoT to help learners and employed scaffolding to facilitate their group discussions. This study is an explanatory research to investigate graduate learners' learning behavior when they are collaborating with group members and interacting with the environment in flipped classroom using the proposed SLE.FindingsThe results revealed that learners who collaborated more while coediting had significant learning achievement, and NLP sufficiently addressed their questions. Physical conditions of the SLE were comfortable for learners. They perceived that SLE could facilitate group discussions with scaffolding.Practical implicationsThis study suggests to utilize flipped classrooms with technologies, e.g. Google Slides integration, to help learners to do more collaboration and use smart mechanisms, e.g. Q&A with NLP, to make learners more interacting during the discussion process.Originality/valueThe proposed SLE can record and analyze smartly their collaboration meaningfully with group members and interact with the environment. Accordingly, researchers found that collaboration in flipped classrooms can help their learning achievement, and it is worth being widely promoted.

Case study of mind mapping as an educational tool for a pharmaceutical course on drug formulation design

Objective: A method is presented for integrating the mind mapping methodology into Pharmacy course classes. An evaluation was made of the students’ performance and their perception of achievement of significant learning. Method: Weekly reviews and group assignments using mind maps were carried out on a Small-Scale Drug Formulation class concerning drug formulation design. The students’ grades were compared with those for control groups and longitudinal Cohorts. A questionnaire was used to obtain the opinions of the students concerning the effectiveness of the methodology and their acceptance of it. Results: The students showed improved short-term performance and collective learning. Their feedback concerning the methodology was positive. Conclusion: This strategy was shown to be a promising tool for engaging adult students in collaborative learning activities.

Neurodidactics in virtual learning environments for the training of aeronautical personnel​

For the apprehension of knowledge by students, educational strategies are sought that guarantee better academic performance, in this sense neurodidactics is projected. Due to this, the objective of this research is to propose the implementation of neurodidactics in virtual learning environments for the training of aeronautical maintenance technical personnel at the El Alto airport, in Bolivia. The study was developed under a mixed approach (quantitative-qualitative), descriptive - propositional, non-experimental transectional design. A structured interview was applied to 2 technicians from the training program and the general director of civil aeronautics, and a survey was applied to 22 maintenance staff technicians at said airport. The main results highlight that those interviewed know about neurodidactics, but do not always apply it, although they are willing to implement it in academic training. These criteria were reflected in the opinion of those surveyed, the vast majority (41% always, 54% occasionally) consider that the lack of neurodidactic strategies is one of the factors that affect academic performance; Not very few (45% occasionally, 32% never) suggest that the teacher does not use methods focused on attention, memory, motivation and emotions; and almost all (41% occasionally and 54% never) agreed that strategies of this type are not applied to provide training. It is concluded that the implementation of neurodidactics contributes to the achievement of significant learning and the retention of knowledge, motivation and active participation of students

Estilo de gestión de los directores y transformación de la praxis pedagógica de los docentes

El objetivo fue analizar el estilo de gestión de los directores y transformación de la praxis pedagógica de los docentes en instituciones educativas estatales de educación secundaria del Perú. Se circunscribió metodológicamente a un tipo descriptiva con diseño no experimental. El 30% de la reflexión sobre su práctica por cuanto esto fundamenta la praxis pedagógica. Los estilos de liderazgos influyen en un rol directivo que motive a los docentes a fomentar una praxis pedagógica para la conformación de una educación de calidad en razón de proporcionar un aprendizaje significativo, sin embargo, el docente al no percibirse motivado desde su seguridad salarial y social, tiende a reproducir prácticas pedagógicas que no constituyen un real avance de la calidad de la educación, por ende, del logro de aprendizajes significativos en el estudiante.

Pengaruh Keaktifan Belajar terhadap Prestasi Belajar Mata Pelajaran IPS Siswa Kelas Vii Di SMP Islam Raden Patah di Depok


 ABSTRACT
 The purpose of this study was to discuss and analyze the Effect of Learning Activity on Learning Achievement of Social Studies Subjects for Grade VII Students at Raden Patah Islamic Middle School in Depok. This research method uses quantitative descriptive with a correlational study approach of two data variables. Data collection improves social studies learning by using a behavioral scale questionnaire consisting of 25 statements to 30 respondents.
 The results showed a range of Variable X data between scores 40 - 79 and dominated by class intervals 61 - 67 (40%). Overall this data interval class is above a score of 61 (80%). The mode, median and mean values ​​of the data are 62, 61, 60, respectively. The description of this data shows the number of students interacting with variable X is sufficient, but not yet optimal. Variable Y data shows the range of data between scores 8-18 and is dominated by data interval classes 14-15 (40%). Class interval data above a score of 12 is 80%. The mode, median and mean values ​​of the data are 14.4, 14.0 and 13.6, respectively. This data condition illustrates the number of students who have a significant learning achievement (80%).
 Data analysis showed that there was an influence (Variable X) on (Variable Y) with a correlation value of rxy = 0.757 and the results of the t-test = 6.128, whose values ​​were greater than the values ​​in Tables r and t standard. The effectiveness of using Variable X to Variable Y is 57.3% and there are other factors (42.7%) that are not yet known.
 Keywords: Creative Learning, Learning Achievement, Social Studies Subjects

Pengaruh Keaktifan Belajar terhadap Prestasi Belajar Mata Pelajaran IPS Siswa Kelas Vii Di SMP Islam Raden Patah di Depok


 ABSTRACT
 The purpose of this study was to discuss and analyze the Effect of Learning Activity on Learning Achievement of Social Studies Subjects for Grade VII Students at Raden Patah Islamic Middle School in Depok. This research method uses quantitative descriptive with a correlational study approach of two data variables. Data collection improves social studies learning by using a behavioral scale questionnaire consisting of 25 statements to 30 respondents.
 The results showed a range of Variable X data between scores 40 - 79 and dominated by class intervals 61 - 67 (40%). Overall this data interval class is above a score of 61 (80%). The mode, median and mean values ​​of the data are 62, 61, 60, respectively. The description of this data shows the number of students interacting with variable X is sufficient, but not yet optimal. Variable Y data shows the range of data between scores 8-18 and is dominated by data interval classes 14-15 (40%). Class interval data above a score of 12 is 80%. The mode, median and mean values ​​of the data are 14.4, 14.0 and 13.6, respectively. This data condition illustrates the number of students who have a significant learning achievement (80%).
 Data analysis showed that there was an influence (Variable X) on (Variable Y) with a correlation value of rxy = 0.757 and the results of the t-test = 6.128, whose values ​​were greater than the values ​​in Tables r and t standard. The effectiveness of using Variable X to Variable Y is 57.3% and there are other factors (42.7%) that are not yet known.
 Keywords: Creative Learning, Learning Achievement, Social Studies Subjects

PENGARUH KEAKTIFAN BELAJAR TERHADAP PRESTASI BELAJAR MATA PELAJARAN IPS SISWA KELAS VII DI SMP ISLAM RADEN PATAH DI DEPOK


 ABSTRACT
 The purpose of this study was to discuss and analyze the Effect of Learning Activity on Learning Achievement of Social Studies Subjects for Grade VII Students at Raden Patah Islamic Middle School in Depok. This research method uses quantitative descriptive with a correlational study approach of two data variables. Data collection improves social studies learning by using a behavioral scale questionnaire consisting of 25 statements to 30 respondents.
 The results showed a range of Variable X data between scores 40 - 79 and dominated by class intervals 61 - 67 (40%). Overall this data interval class is above a score of 61 (80%). The mode, median and mean values ​​of the data are 62, 61, 60, respectively. The description of this data shows the number of students interacting with variable X is sufficient, but not yet optimal. Variable Y data shows the range of data between scores 8-18 and is dominated by data interval classes 14-15 (40%). Class interval data above a score of 12 is 80%. The mode, median and mean values ​​of the data are 14.4, 14.0 and 13.6, respectively. This data condition illustrates the number of students who have a significant learning achievement (80%).
 Data analysis showed that there was an influence (Variable X) on (Variable Y) with a correlation value of rxy = 0.757 and the results of the t-test = 6.128, whose values ​​were greater than the values ​​in Tables r and t standard. The effectiveness of using Variable X to Variable Y is 57.3% and there are other factors (42.7%) that are not yet known.
 Keywords: Creative Learning, Learning Achievement, Social Studies Subjects

Development and evaluation of a visualization system to support meaningful e-book learning

ABSTRACT This study presents an ontology-based visualization support system for e-book learners which promotes both meaningful receptive learning and meaningful discovery learning. To examine the system effectiveness, two learning modes are used: (a) reception comparison mode, where at the outset learners are shown complete versions of expert-generated topic maps; and (b) “cache-cache comparison mode,” where at the first stage of learning all information concerning relations is concealed, and at the second stage learners are encouraged to actively create those relations before comparing the learner-generated and expert-generated relations. The 50 control group participants studied in reception comparison mode while the 146 experimental groupparticipants studied in cache-cache comparison mode. Differences in learning perception and achievement between the two groups are examined, as is the effect of learner expertise level on learning mode effectiveness. Although the control group reported significantly more pressure and less satisfaction than the experimental group, no significant learning achievement differences were found between the two groups. However, in cache-cache comparison mode, the performance of learners with low prior knowledge increased more than that of learners with high prior knowledge; on the other hand, for learners with high prior knowledge, no significant effect of learning mode on learning achievement was found.

Análisis de los factores críticos de éxito del aula invertida para el logro de aprendizaje significativo en los estudiantes universitarios.

Las Instituciones de la Educación Superior del Ecuador han asumido nuevos métodos educativos en línea, para incidir positivamente en el aprendizaje de los estudiantes. Los nuevos métodos se integran a través de herramientas de software, capacitación y orientación técnica metodológica para garantizar el logro de los objetivos educativos. Para el logro de aprendizaje significativo se han identificándolos factores críticos de éxito presentes en la aplicación del modelo de aula invertida. La presente investigación propone como objetivo realizar un análisis de los factores críticos de éxito del aula invertida para el logro de aprendizaje significativo en los estudiantes universitarios. El análisis es modelado mediante Mapa Cognitivo Difuso. Se implementa como resultado un caso de estudio donde se realiza la medición aprendizaje significativo en los estudiantes universitarios.

Uso de juego de roles con grabación de video para el desarrollo de la competencia de entrevistar en estudiantes de psicología

La investigación es una experiencia de innovación docente a través de una estrategia de simulación, juego de roles, poco usada en la docencia universitaria. El propósito fue verificar si el juego de roles con grabación de video es una estrategia efectiva para la adquisición de la competencia de entrevistar y explorar si este favorece el desarrollo de aprendizaje significativo en el estudiantado. El método consideró una investigación de tipo mixta y un diseño pre-experimental de una sola medición al final. La intervención pedagógica fue realizada en una asignatura de Psicología Laboral durante un periodo de 4 meses. El juego de roles fue la estrategia protagonista. Participaron 13 estudiantes que conformaban el curso. Posterior a la intervención, se realizó una evaluación para estimar el impacto de la experiencia a través de tres instrumentos: Escala de aprendizaje significativo, de Guirao-Goris et al. (2007); Cuestionario de Innovación didáctica, de Bartlett y Morrow (2001), y una Rúbrica para evaluar el logro la competencia. Se analizaron descriptivamente los datos. Los resultados evidencian, en el estudiantado, una valoración favorable de la estrategia usada para lograr aprendizajes efectivos y una percepción de logro de aprendizaje significativo y, en el docente, una evaluación que avala el logro del aprendizaje de la competencia de entrevista.

La importancia de las habilidades blandas para la docencia universitaria en el contexto actual

Este ensayo se enmarca dentro de una investigación realizada en la Universidad UNIACC como parte de los fondos concursables año 2018, para docentes en función de la mejora continua de la praxis académica. Mencionada investigación titulada Estudio Exploratorio sobre Percepciones de Estudiantes de Periodismo y Publicidad jornada diurna de UNIACC en relación a las claves del éxito del desempeño docente para el logro de aprendizajes significativos en el aula, tuvo como eje central reconocer las habilidades blandas que los estudiantes de la UNIACC perciben y valoran como fundamentales al momento de evaluarnos de manera positiva en el aula. Utilizando una metodología mixta se logró identificar 19 habilidades blandas que fueron bipartidas en habilidades sociales y de comunicación que nuestro rol óptimo como docente requiere.

Las TIC´s como Herramienta de Apoyo de la Estrategia Instruccional del Docente Universitario

El objetivo del estudio fue analizar el uso de las tecnologías de comunicación como herramientas de apoyo de la estrategia instruccional aplicada por los docentes del Programa Administración de la Universidad Nacional Experimental “Rafael María Baralt” (UNERMB), sede Cabimas del Estado Zulia, como recurso de aprendizaje, enmarcado en una tipología analítica-descriptivo, diseño no experimental, transversal-De campo; utilizando una población de 46 docentes y 115 estudiantes, aplicando un censo poblacional en marzo del 2018. La técnica de recolección de los datos fue la observación mediante la encuesta, aplicando un cuestionario de 48 ítems, con cinco alternativas de respuestas, La validez y confiabilidad fue mediante el juicio de expertos, y el coeficiente de Alpha Cronbach, alcanzando un valor de 0.86. El procesamiento de datos arrojó, para los docentes promedio de 3,15 y desviación de 0,62, indicando alto nivel de utilización de la estrategia instruccional, como recurso apoyada por las TIC´s, para los estudiantes, el valor promedio fue de 2,80, con una desviación de 0,49, reflejando un nivel moderado. Las diferencias en las respuestas entre docentes y estudiantes, con relación a las estrategias instruccionales y, la percepción del proceso metacognitivo del alumno, no han permitido consolidar, los conocimientos y elementos regulatorios que contribuyan al manejo efectivo de sus procesos cognitivos y, por consiguiente, a alcanzar un aprendizaje significativo, es por ello que se recomienda, evaluar las estrategias a fin contribuir con el logro de un aprendizaje significativo.

Análisis y selección de datos para la solución de problemas profesionales en la carrera de Ingeniería Automotriz

En el desarrollo de las actividades académicas, y en particular en aquellas destinadas a la solución de problemas en los distintos niveles de enseñanza, es común presentar el enunciado de los problemas y los datos que sirven de base para su solución. Este enfoque es utilizado tradicionalmente no sólo por los docentes sino también en la mayoría de los libros de texto que se emplean en las diferentes asignaturas. Si bien es cierto que la lectura e interpretación del enunciado de un problema y la habilidad para vincular los datos con los conceptos y con las relaciones matemáticas para el proceso de su correcta solución, constituyen un elemento esencial de vinculación de la teoría con la práctica, no deja de ser a juicio de los autores del presente trabajo, un enfoque académico que no en todos los casos responde a la realidad, particularmente en el ejercicio de una carrera universitaria. Relacionado con lo anterior, es típico en el ejercicio de una profesión, en particular aquellas de carácter tecnológico, que el profesional deba esclarecer entre un gran número de elementos o datos, aquellos verdaderamente útiles para la solución de un problema, de modo que no siempre podrá contar con datos a priori y tendrá que realizar un análisis preciso para separar lo superfluo o irrelevante de lo verdaderamente importante. En correspondencia con lo anterior este trabajo tiene como finalidad presentar una alternativa didáctica para la solución de problemas vinculados con la profesión por parte de los estudiantes, en el contexto de las asignaturas de formación profesional en la Carrera de Ingeniería Automotriz. Dicho trabajo se enmarca en una investigación que se desarrolla actualmente en el marco de la referida carrera, titulada “Incidencia de los métodos para la solución de problemas de la profesión en las asignaturas de formación profesional, en el logro de aprendizajes significativos de los estudiantes de la carrera de Ingeniería Automotriz de la UIDE, Extensión Guayaquil, de abril de 2018 a marzo de 2019. Propuesta de una metodología basada en el constructivismo para la solución de problemas profesionales.

Incidencia de la estrategia didáctica de resolución de problemas en el aprendizaje significativo de Matemática IV, Ingeniería Civil en la Universidad Privada de Tacna, 2014

La presente investigación tuvo como objetivo determinar la incidencia de la aplicación de la estrategia de resolución de problemas en los niveles de logro de aprendizajes significativos en el curso de matemática IV, en la carrera profesional de Ingeniería Civil, en el semestre académico 2014-I en la Universidad Privada de Tacna. De tipo aplicada, con un diseño de investigación cuasi experimental. La población de estudio estuvo constituida por 467 estudiantes matriculados en los cursos de matemática del plan de estudios de la carrera profesional de Ingeniería Civil. La muestra estaba compuesta por 45 estudiantes distribuidos en dos grupos, uno de control y el otro experimental. Los grupos de estudiantes fueron tomados en forma no aleatoria, y los tamaños fueron de 19 y 26 estudiantes respectivamente. La técnica de recolección de datos fue el examen y encuesta, con pruebas de entrada y salida en ambos grupos, cuestionario de percepción de la aplicación de la estrategia. Los resultados demostraron que la aplicación de la estrategia de resolución de problemas, en el curso de matemática IV, permitió elevar el nivel de logro de los aprendizajes significativos, de insuficiente (100%) al nivel de logro de muy bueno (69%) y sobresaliente (15%), haciendo total de 84% mayor a muy bueno, en los estudiantes del cuarto ciclo de la carrera profesional de Ingeniería Civil. En conclusión, se logró comprobar que la aplicación de la estrategia de resolución de problemas, tiene alta incidencia en el resultado de los aprendizajes significativos, ello se evidencia en los resultados de la prueba de salida, en los estudiantes del grupo experimental en el curso de matemática IV, alcanzando el nivel de muy bueno.

PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) DALAM SETTING PEMBELAJARAN KOOPERATIF TIPE TGT DAN GI TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR KIMIA PESERTA DIDIK SMAN 1 AIKMEL

This study aims to describe the differences in critical thinking skills and chemistry learning achievement between learners who follow the model of problem-based learning (PBL) in cooperative learning settings TGT and GI at the rate of material reaction. The research is a quasi-experimental research design with pretest-posttest non equivalent control group designe with sample XI IPA 1 and XI IPA 2 are determined by random selection technique based on similarity mean value of daily tests I. Experiential learning and learner response is estimated to affect more significant learning achievement in the classroom PBM setting GI as evidenced by the average N-Gain learning outcomes in the classroom PBM setting GI of 0.43 and the average N-Gain learning achievement in the classroom PBM setting TGT of 0.32. The differences are also evidenced by the results of the hypothesis test showed a significance value of 0.002 (p <0.05). While based on the calculation of the average critical thinking skills in mind that PBM setting TGT has a more significant effect than the PBM GI settings as evidenced by the difference in the value of critical thinking skills after learning process (posttest) and prior to the learning process (pretest) on PBM classroom setting TGT and PBM GI settings are respectively 19.93 and 14.42. While the test is based on differences in critical thinking skills, it is known that there are differences between classes of critical thinking skills PBM settings TGT and PBM settings GI as evidenced by the significant value of 0.018 (p <0.05).Keywords: PBM setting TGT, PBM setting GI, critical thinking skills, learning achievement of chemistry.

Incidencia de la realidad aumentada sobre el estilo cognitivo: caso para el estudio de las matemáticas

The association between learning achievement in mathematics, cognitive style in the field dependence/independence dimension (FDI), and augmented reality (RA) in a virtual learning environment is analyzed in this research. A quantitative descriptive/correlational study was structured to that end, with a quasi-experimental design and two groups: one experimental and the other a control group with non-comparable pre and post tests. The study involved 83 students who were majoring in industrial engineering at the Colombian College of Industrial Studies (ECCI) in Bogota. The finding show that use of the augmented reality model, implemented as a strategy for natural interaction with digital objects to learn functions in several variables, made it possible to obtain better results in terms of more effective and significant learning achievement among students who were enrolled in the vector calculus teaching unit, with intermediate and independent typology in the FDI dimension.

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

MENINGKATKAN HASIL BELAJAR IPS TENTANG KEDUDUKAN DALAM KELUARGA DENGAN PENDEKATAN PAKEM

The purpose of this study was to obtain empirical data on learning achievement in Social Sciences on the position in the family. The study was conducted in Grade 2 of State Primary School 01, Morning School, in Cilandak Timur. The study applied active, creative, effective, and joyfull learning (PAKEM) approach. The subjects were Grade 2 students in the second semesterof 2008/2009 school year. As an action research, the spiral model or S cycle introduced by Kemmis and Mc Taggard was used. The steps included planning, acting, observing, reflecting, and evaluating, as the bases for the following cycle. The result of the study showed there is a significant learning achievement improvement of the students at the end of the second cycle. The study indicates PAKEM approach can be applied as one of the solution of improving the students’ learning achievement in Social Sciences particularly in Grade 2 of Primary School.

Non-formal basic education as a development priority: Evidence from Nicaragua

Almost 900m adolescents and adults are illiterate in the developing world, yet most policy discussions focus on the educational circumstances of primary aged children. As a result non-formal educational programs for adolescents and adults are given very little support, and this group is virtually ignored in international agreements such as the millennium declaration. This article presents the first serious attempt at evaluating the impact of a non-formal education program. Results show significant learning achievement over the academic year, as well as strong development impacts of the program in non-learning dimensions of participants’ lives. These positive impacts, plus the significantly lower unit costs and self-targeted nature of the program provide strong evidence that this type of program can be an important part of the poverty reduction and human capital enhancement strategy of developing countries with large illiterate adult populations.