Affective Domain Of Learning Research Articles

Assessing the effects of asthma attack simulation on cognitive, psychomotor, and affective learning in nursing students: a randomized controlled study

Aims: Asthma is a global health problem. Nursing students, who play a key role in managing asthma attack, should be capable of recognising and responding to asthma symptoms. This research aimed to assess the repercussions of asthma attack simulation training on nursing students cognitive, psychomotor, and affective learning domains.
 Methods: A randomised controlled trial was used in this study. Fourth-year nursing students with no prior simulation training experience were recruited. This research randomly divided participants into two distinct groups: a simulation group, consisting of 53 members, and a control group, with 62 members. Each group received 100 hours of standard training, and only the simulation group received 210 hours of asthma attack simulation training instruction based on Bloom's taxonomy the following day. A knowledge questionnaire was used to evaluate nursing students' cognitive learning on asthma attacks right after theoretical training and three months afterwards. The Objective Structured Clinical Examination was used as a standardised evaluation instrument to evaluate students' psychomotor learning, and the emotional learning, empathy, motivation, self-efficacy, and anxiety levels of nursing students were assessed using a Likert scale ranging from 1 to 10 three months after their theoretical training. 
 Results: Asthma attack cognitive, psychomotor, and emotional learning of nursing students in the Simulation group improved after the intervention compared to the control group (p

Multi-level structural equation modelling for factors affecting science achievement of Korean middle school students before and after COVID-19: based on 2018–2020 national assessment of educational achievement data

ABSTRACT Science academic achievement is a key construct for examining students’ science learning outcomes. While international comparative assessments like TIMSS and PISA have shown high science achievement of Korean middle school students, there is a lack of comprehensive investigation of factors influencing the achievement using domestic data. Additionally, the impact of COVID-19 on science achievement-related factors remains largely unexplored. This study utilises multi-level structural equation modelling to examine the factors affecting science achievement among Korean middle school students. By analysing data from the National Assessment of Educational Achievement (NAEA), we identify individual- and school-level variables that affect student science achievement. The model fitting results were compared before (2018–2019; N = 5771 and N = 5614) and after (2020; N = 4,623) the COVID-19 outbreak. The analysis results reveal that individual-level factors, such as self-efficacy, affective domain of science learning, and self-studying time had significant effects on science achievement consistently throughout years. School-level factors, including principal’s supervision, school climate, and science teacher’s efficacy, demonstrated significantly positive effects on science achievement only in 2020 following the COVID-19 outbreak. This study enhances our understanding of the characteristics of high-achieving Korean middle school students and highlights the role of school community in supporting student learning during uncertain circumstances like the COVID-19 pandemic.

The Skills of Critical Thinking, Creativity, and Communication as Tools for Overcoming Social Simulation in the Context of Sustainability: A Case Study of Students’ Self-Assessment of the Affective Domain of Learning

In the context of sustainability, this paper analyses the phenomenon of social simulation in the case of the affective domain of learning. Social simulation is defined in a variety of ways in dictionaries and handbooks published by universities. Still, for the purposes of this article, we will use the definitions of social simulation that are appropriate to the context of the study, and that are associated with fake or misleading actions. They are seen in the article as inherent in social manipulation, which comes in various forms, such as propaganda or fake news spread in the media, and hence disinformation. Social simulation is contrasted with sustainability, not only as an environmental but also as a socio-economic phenomenon, embedded in three types of skills: critical thinking, creativity and communication. The authors of the paper take the position that these three types of capabilities can ensure sustainability by overcoming social simulation. This paper develops a study aimed at assessing the three types of skills mentioned above by students of the Faculty of Creative Industries of Vilnius Gediminas Technical University (Lithuania) to avoid the threats posed by social simulation. In the course of the research, data on the communicative, creative and critical-thinking abilities of first-year students were obtained. Based on these data, objective evaluation scales were created.

Implementing Lifestyle Medicine in Undergraduate Medical Education at Riphah International University, Pakistan.

The Need of the LM content in Medical undergraduate curriculum was imperative based on the mortality and morbidity statistics in Pakistan along with lack of LM training and unhealthy lifestyle of physicians themselves. Aims and Objectives for integrating LM content were designed including cognitive, affective and psychomotor domains of learning. while embedding LM content in an integrated modular system, every step was technically monitored and matched with the academic year, teaching methodology and importance of the topic. LM content was integrated in every educational activity from first to final year by adding or modifying LM learning objectives. The alignment of learning domains was in accordance with the teaching and assessment strategies. Teaching methods chosen were according to the designed learning objectives and phase of curriculum. LM content was assessed in formative and summative assessment through, single best and case cluster MCQs, reflections, OSPE. LM curriculum was communicated to teaching faculty and medical students through academic calendar, module guides and timetables. It was shared on Moodle and Teams. Educational environment incorporated both physical and virtual learning and has been supportive of lifestyle practices among medical students. The entire process of embedding LM content in medical education has been multifaceted. Different committees were formed including Steering, Core, implementation, and Evaluation Committees. Students were part of each committee. This write-up describes the evidence-based approach used to embed LM content in Undergraduate Medical Education and offers guidance to other undergraduate medical colleges that may wish to implement lifestyle medicine content.

Values can be taught through Physical Education

Previous studies have emphasized the potential of using Physical Education (PE) as a platform to teach values. However, few teachers are deliberate in their attempts to teach values through PE as many may not have the teaching strategies to achieve the affective learning outcomes. What is unknown currently is the starting point of newly trained PE teachers, specifically in Singapore’s context, Beginning Physical Education Teachers (BPETs), on their preparedness to teach in the affective learning domain. The purpose of the study is to listen to the “lived experiences” of BPETs through interviews on their strategies and challenges to incorporate the teaching of values in their classroom. Three BPETs (2M, 1F) with no more than 3 years of teaching experience from primary and secondary schools were invited to participate in the study. Individual interviews were conducted and transcribed verbatim. The transcript was analysed using thematic analysis. The findings highlighted three common themes: 1. PE being a platform to see values in action; 2. Discussion on values and what it means in students’ lives; and 3. Reflection on their BPET journey. The findings show that BPETs believe that values can be taught through PE, and they would attempt to teach values in explicit or implicit ways. However, some teachers suggested specific courses that could equip them with the strategies to teach values specifically in a PE setting. Future studies can consider interviewing senior PE teachers on their experiences and strategies teaching values through PE.

Using the Evidence-Development-Validation-Consensus (EDVC) Approach to Develop and Validate maxSIMdrone: A Training Program for Healthcare Professionals to Provide Cardiac Arrest Care Using Drones.

Introduction The challenges of delivering cardiac arrest (CA) courses in rural and remote (R&R) locations worldwide have been further exacerbated by the COVID-19 pandemic. However, it is important to note that this problem has always existed. The implementation of social distancing measures to combat the pandemic has had a significant impact on healthcare and medical education, particularly in relation to the training of students, laypeople (LP), and healthcare professionals (HCPs) in CA care. The combination of pandemic restrictions and pre-existing difficulties faced in R&R locations and large cities has disrupted the provision of comprehensive medical education. The suspension of basic lifesupport and defibrillation(BLSD) courses during the pandemic may have negatively affected pre-hospital care for CA. However, it is essential to acknowledge that challenges in delivering these courses in R&R areas predate the pandemic. Materials and methods A 2021 epidemiological study in the Brazilian Amazon identified CA as the primary cause of death, followed by COVID-19. This highlights the importance of providing BLSD courses and training to emergency medical service (EMS) personnel in R&R locations. Even during a pandemic. Researchers from Ontario Tech Universityand Memorial UniversitySchool of Medicinedeveloped a drone with a simulation scenario to train HCPsin automated external defibrillators (AED) operation and guide LPin safe use through BLSD protocols. A literature review showed that different training methods yielded similar outcomes. Based on these findings, the evidence-development-validation-consensus (EDVC) hybrid approach was used to develop and validate an online training program using a learning management system (LMS) as a model. Results Teaching HCPs and LP in R&R locations, such as northern Canada and the Brazilian Amazon, presents challenges due to limited resources and internet access. One potential solution lies in the utilization of remote online LMS that facilitate the administration, documentation, tracking, reporting, automation, and delivery of educational courses and training programs. The literature review indicated that mixed training approaches, including face-to-face, online, and hybrid formats, produced similar outcomes in learning assessment, self-confidence, performance, skills, and knowledge acquisition. These findings support the viability of using LMS as a model to develop and validate a course where drones deliver AEDs and provide training to HCPs and LP in R&R locations. A comprehensive training program should encompass cognitive, affective, and psychomotor learning domains, addressing various skills and knowledge aspects. Conclusion This research study develops and validates LMS teaching methods to support a training program for HCPs and LP in using AEDs delivered by drones. The program combines design-based research and consensus development methods, such as design thinking and think-aloud observations. Drones are used to provide AEDs and develop simulation scenarios for training in R&R locations. The hybrid approach ensures a valid and evidence-based training program. The study presents the EDVC approach used to enhance the maxSIMdrone training program, enabling effective out-of-hospital CA care. The program incorporates participant feedback and improves knowledge and techniques in AED use. It has the potential to improve patient outcomes in resource-limited R&R locations.

Is the development of physical literacy ubiquitous in high-quality physical education?

Current physical literacy recommendations include a focus on enhancing teachers’ knowledge and understanding of the concept. This paper explores whether physical education (PE) practitioners in a country where physical literacy is not foregrounded in educational practice are naturally aligning their approach towards the creation of learning experiences that would nurture physical literacy. Ten in-service Spanish PE teachers delivering Educación Secundaria Obligatoria and Bachillerato education programmes to students aged 13 to 18 years (seven male, three female; mean age: 45 years; mean teaching experience: 17.4 years), unfamiliar with the concept of physical literacy, participated in semi-structured interviews exploring their experiences of delivering PE. Thematic analysis revealed teaching craft, curriculum implementation, differentiation strategies, assessment behaviours, utility of feedback, psychomotor development, and sensitivity to affective domains of learning as overarching themes. Findings provide insight into the practices and behaviours of PE teachers who self-identified as being unfamiliar with the concept of physical literacy. Results suggest that learners are well served through the provision of high-quality PE that ubiquitously satisfies the requirements of developing physically literate individuals, implying how teaching is conducted in relation to developing physical literacy is as important, perhaps more so, than what is understood of the concept.

Discovering Competency's Elements in the Affective Domain of a Sustainable Co-curricular Syllabus

Developing a sustainable co-curricular syllabus incorporating competency elements across all three learning domains -cognitive, psychomotor, and affective is challenging. However, this paper focuses on the affective domain, crucial in shaping students' personalities and forming positive values. The study presented here aims to identify the competency elements required for the affective domain in developing the co-curricular Silat syllabus. Thisstudy employed a qualitative research method and gathered data through interview sessions with six Silat experts from PESAKA Malaysia. The experts were asked open-ended questions to guide their opinions on the competency elements in the affective domain. The interview sessions were conducted in an organised workshop where the experts were briefed on the purpose of the interview. The information revealed by the experts was recorded, transformed into transcripts, and analysed using the thematic method. The study's findings revealed that the competency elements required for the affective domain in the co-curricular Silat syllabus are good values, civility, athletic abilities, respect, and morality. These elements are vital in the affective learning domains that shape the personality and competencyof the students in their co-curricular subjects. Theidentified competency elements for the affective domain in the co-curricular Silat syllabuswill aid in shaping students' personalities, forming positive values, and improving their abilities. It is recommended that further studies be conducted to identify competency elements in the cognitive and psychomotor domains, which will contribute to developing a comprehensive and sustainable co-curricular syllabus.

Effect on exam performance through massive open online courses versus face-to-face classrooms among Indian medical students: An analytic study

Background & Objective: With the affluence of use and better accessibility, Massive Open Online Courses (MOOCs) have become essential in imparting education in the ongoing COVID scenario. The study aims to compare the effect of MOOCs versus face-to-face classrooms on medical students’ learning outcomes in anatomy exams at the end of the first year of a medical course. Materials & Methods: The cross-sectional study included 300 first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students in two batches (150 each). The first group underwent a one-year MOOCs group, and the second group experienced a one-year face-to-face classroom. The training program and study materials for the anatomy curriculum were kept the same for both groups by the standard National Medical Council curriculum of India. The assessment was standardized and based on summative University examinations. Results: The mean score in the university theoretical exam was significantly higher in the MOOCs group as compared to the classroom learning group (66.68 ± 6.61 vs 63.52 ± 7.97, P-value: 0.001), whereas the mean scores in the practical examination were significantly higher in classroom learning group as compared to MOOCs group (78.71 ± 6.28 vs. 74.19 ± 7.45, P-value: 0.001). The MOOCs group shows better learning in the cognitive domain. Conclusion: The classroom learning groups performed better in the practical examination, which assesses the psychomotor and affective domain of learning. Hence, a blended T/L method involving both classroom and online methods is recommended as India’s preferred approach to imparting medical education.

Assessing the Impact of COVID-19 on Social Work Students

COVID-19 had a profound impact on teaching and learning at academic institutions across the globe. This study examined the experiences of social work students (n = 884) during the pandemic and their associated level of burnout. Using a mixed methods approach, data from an online survey within a school of social work at a large Midwestern university were examined using stepwise regression and thematic analysis. Student demographics, academic characteristics, and experiences with COVID-19 were examined as predictors of burnout. Resilience was tested as a moderator of the association between COVID-19 experiences and burnout. Regression models accounted for 34.3% to 45.5% of variance across three domains of burnout (i.e., exhaustion, cynicism, and professional/academic efficacy), with COVID-related experiences accounting for most of the variance. Although resilience had a significant main effect, the interactions of resilience and COVID-19 experiences were not significant. Quantitative results were illuminated by thematic analysis of the qualitative data from which emerged four major themes: online teaching pedagogy, impact of COVID-19, transition of teaching and learning, and affective domains of learning. Engaging in humanistic education is discussed as a possible approach to circumvent burnout, bolster student resilience, and encourage academic success.

Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis

Self-directed learning (SDL) is a critical success factor for massive open online course (MOOC) learners. This meta-analysis study examined the influence of SDL on learning outcomes in MOOCs by extracting the effect sizes of 60 samples from 14 studies published between January 2010 and April 2022. The results showed that the overall effects of SDL on learning outcomes in MOOCs have a medium effect size, which supports many previous studies that have reported positive effects of SDL on academic achievement in MOOCs. There was also a significant difference in the effect size of SDL on learning outcomes among adult learners, undergraduates, and middle and high school students. The influence of self-management on learning outcomes was significantly smaller than on motivation and self-monitoring. However, there were no significant differences in affective, cognitive, and behavioral learning domains in terms of the influence of SDL on learning outcomes.

Impact of the Course “Introduction to Education” on Learning of Undergraduate Students

The Course Introduction to Education was launched in the Department of Economics at Government College Women University Sialkot in September, 2020. Since then, it is being taught in a number of departments in this university. This study was conducted to see the overall impact of Introduction to Education on Cognitive, psychomotor and affective domains of learning at Undergraduate level. Question papers made by six faculty members of department of education were used for data collection along with a self-developed questionnaire. Learning outcomes were categorized in three domains of learning as cited above according to Bloom’s Taxonomy of instructional objectives. The Course Introduction had a significant impact on the cognitive, affective and psychomotor domains of learning. The students learnt the basic concepts, contemporary trends of education & teaching methodology. They were equipped with the essential pedagogical skills and competencies. They learnt to develop Audio-Visual aids. They learnt different theories of “Learning”. They came to know about different “Soft-skills” among students. It is suggested that the Course Introduction to Education may be taught in other public as well as private universities of Pakistan with a little modifications.

Using Reader Response Strategy and Affective Learning Domain in Teaching Literature to Enhance Critical Thinking

Reading comprehension has been a perennial problem for Filipino students which was reflected in the Program for International Student Assessment (PISA) and in San Bartolome Integrated High School’s Secondary Reading Inventory (SRI) which showed that 281 out of 920 students were at the frustration level of reading. The strategy used by the teacher and reading interest of the students affect students’ learning. This experimental study aimed to find out the effect of Reader Response Strategy in teaching literature and affective learning domain on the level of critical thinking competence among grade 11 senior high school students at San Bartolome Integrated High School for school year 2019-2020. Forty (40) randomly selected grade 11 students served as respondents. Researcher-made 40-item pre-test and posttest on critical thinking competence, and as affective learning inventory were used as instruments. The respondents perceived that the first three levels of affective learning domain namely receiving, responding and valuing are evident in them. They are unsure of their perception of their organizing domain. They do not perceive characterizing is in their system. The respondents showed improvement in three out of four critical thinking competencies namely defining, classifying and drawing conclusions after exposure to Reader Response Strategy. However, there was no improvement in the respondents’ skills in finding relationships. There is no significant relationship between the respondents’ critical thinking competencies and their affective learning domain. It is recommended that Reader Response Strategy may be adopted for a longer period of time to ensure positive results in learners’ overall reading comprehension skills.

A transformational learning framework for sustainable entrepreneurship education: The power of Paulo Freire's educational model

This paper responds to the paucity of theorisation on sustainable entrepreneurship education (SEE) to date. By virtue of its potential commitment to transforming socio-economic relations, we argue that Freire's critical pedagogical approach offers a basis for a theory of SEE that has the potential to be transformational at the individual, organisational and societal level. We show how Freire's approach, which has already found some application in entrepreneurship education (EE), can be complemented in two ways for the purpose of SEE. Firstly, through the addition of Shotter's withinness (rather than aboutness) thinking, which provides a rationale for dialogue with practitioners as a means of developing a subjectively informed understanding of sustainable entrepreneurship in practice. Secondly, through Sipos, Battisti & Grimm's Head, Hands and Heart approach to transformational learning in sustainability education, which provides a practical guide to the different types of learning that are involved in such transformation. We argue that the cognitive (Head), psycho-motor (Hands) and affective (Heart) domains of learning are essential in practical SEE that aims to bring profound changes in knowledge, skills and attitudes, transforming mindsets of both learners and educators in line with the new socio-economic, environmental challenges that our societies face.

EMPOWERING THE COMMUNITY AND PROFESSIONAL DEVELOPMENT THROUGH COLLABORATIVE DIGITAL LEARNING

The global pandemic situation has shifted physical learning to online professional development to be challenging. This is particularly difficult to ensure effective psychomotor learning when learners are disconnected from the conventional peer interaction and physical hardware. This promoted the importance of resilience for both educators and learners to address this issue through virtual setting. A staff-student collaborative inspiration emerged with the collaboration across Malaysia and Edinburgh campuses in engaging multiple learning styles through remote digital learning. Aligned to the rising call of building innovation-entrepreneurship ecosystem, this student-led project focused on remote development of programming skills, translating ideas into tangible solution, and pitching among Malaysia and international students to address a selected Sustainable Development Goal. This inter-disciplinary initiative connects the field of engineering and psychology in studying the resilience context of learning. A resilience theme focuses on enhancing skills through digital platforms in building resilient communities. A total of 45 local and international students were engaged through an online prototype and idea pitching competition that supported by industrial workshops. The outcomes highlight the positive response from students perspective as participants and judges, and their learning growth. The studied themes indicate the effectiveness of learning through hardware/physical aspect on cognitive, psychomotor, and affective learning domains. This project remarks a cross academic fields (engineering and psychology), sectors (academy and industry), countries (Malaysia and Edinburgh), and roles (educators and learners) inter-disciplinary team effort.

How do introductory field biology students feel? Journal reflections provide insight into student affect.

An understanding of both cognitive and affective domains of learning is critical to promoting undergraduate student success in biology. Field courses-which support student learning, observation, and experimentation in the outdoors-have been shown to be effective in supporting cognitive student outcomes. However, less is known about students' affective responses during field instruction. To better understand the affective domain in this course type, we asked students enrolled in a campus-based introductory field biology course to engage in weekly reflective journaling over the course of a semester. We employed inductive and deductive coding of over 700 field journal reflections using the Model of the Affective Domain for the Geosciences as a conceptual basis. Informed by our results, we present a theoretically-driven, five-part Framework of Student Affect in Field Biology and in-depth and novel insights into what students feel, believe, and value as they participate in an undergraduate field course. Our framework and coding results can be used by field course instructors to understand how to better design experiences that leave students feeling confident in their abilities, interested to learn more about nature, and empowered to persist in the discipline.

The effect of standardized patients for physical therapy students on behaving and communicating as a professional: a systematic review

Background Previous systematic review and meta-analysis examining standardized patients (SPs) in Physical Therapy (PT) education yielded 14 articles describing 16 studies; 10 addressed professional behaviors (PB), and six reported providing SP feedback to students. Of those six studies, four were randomized controlled trials (RCTs) emphasizing SP feedback on clinical competencies. Only two studies examined PB or communication in PT students after receiving SP feedback. There appears to be a gap within the current literature to understand better SPs’ ability to impact PT students’ communication and PB as they prepare for clinical education. This systematic review aimed to synthesize and critically appraise the findings of empirical studies (qualitative or quantitative) evaluating the contribution of SPs on the student’s affective learning domain (professional behavior and/or communication) in PT entry-level education. Methods A systematic review was completed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Guidelines for Reporting Systematic Reviews on December 1, 2021, using the following electronic databases PubMed, Cochrane Central Register of Control Trials, CINAHL, ERIC, SCOPUS, and Web of Science. Article inclusion criteria: peer-reviewed, assess PT students, assess the affective learning domain, intervention using live, standardized patient learning experiences, and be written in the English language. Studies were excluded if they involved peer-role play as the (SP) or if the authors did not describe the SP process. The risk of bias was evaluated through the Critical Appraisal Skills Programme tool (CASP), given the heterogeneity of study types anticipated for this systematic review, and PEDro if the study design was a RCT. Results There were ten included studies in this review. Two studies were RCT designs that explored Immersive Simulation-Based Learning Experience (SBE) in the clinic’s impact on PB, and all used the Assessment of Physiotherapy Practice (AAP) outcome measure. The other seven studies examined SPs or SBE on PB within the classroom and had significant heterogeneity based on study design and outcomes reported. Discussion Summative results suggest that SP or SBE has some unique attributes, if applied in the clinical environment, may improve students’ PB and core values development, consistent with a PT practice. This systematic review may inform academic leadership and clinical educators in physical therapy education delivery. Integrating experiential and simulated learning experiences into a program may increase efficiency by allowing students to demonstrate clinical competence skills sooner. Limitations Heterogeneity of study design and reported outcomes limited the results and pooling of data.

Basic Life Support Guidance for Caregivers of NICU Graduates: Evaluation of Skill Transfer after Training

Abstract Background Intensivists indeed discharge neonatal intensive care unit (NICU) graduates after a period of physiological stability. There is, however, a real risk of life-threatening events at home. Survival after such episodes depends on time from arrest to initiation of basic life support (BLS). It is rational to train parents who would be first responders. We sought to measure objectively and prospectively, effect of BLS training on parents of NICU graduates on the psychomotor, cognitive, and affective domains of human learning. Methods After face-to-face training sessions, proportion of home caregivers who obtained 100% marks on a pretested performance checklist for psychomotor skills of BLS on a mannequin were measured. Two other domains of learning and number of attempts required to obtain desirable results were also analyzed. Results Median (interquartile range [IQR]) birth weight of the high-risk neonates was 1,050 g (930, 1570) and median gestational age was 29 (IQR 28, 33) weeks. More than 75% of parents had no prior exposure to BLS training. Among 46 trained caregivers, 80.4% achieved the desired score of 5 in the psychomotor performance checklist on the first attempt. A maximum of two attempts was required to reeducate and achieve score of 5 in the remaining caregivers. Forty-two (91.3%) caregivers obtained full marks on cognitive domain test. All caregivers responded positively toward affective domain questionnaire. Conclusion It is possible to train parents in BLS measures and demonstrate their psychomotor skills on a mannequin effectively. No parents who were approached refused training or indicated anxiety in learning the skills required.

Improving Learning Outcomes on the Theme Caring for Animals and Plants Using the Student Team Achievement Division (STAD) Method for Class II Students at SDN 016 Sungai Pinang

This study aims to increase students’ achievement in class II of SDN 016 Sungai Pinang in 2018/2019 academic year. The researcher conducted a classroom action research and involved 31 students of class II C as the research subjects. To collect the data, three cycles were applied with four stages; planning, implementation, observation and reflection, through observation, learning achievement test, and documentation. The research result shows that students’ learning achievement increased in each cycle. Students’ average score at cycle 1was 64.67 with 38.70% students passed the minimum grade and 61.29% students failed. Meanwhile, at cycle 2, students’ average score was 68.87 with 58.06% students achieved the passing grade and 41.93% did not. At the third cycle, students’ average score was 74.67 with 83.87% students passed and 16.12% students did not. In the psychomotor domain, cycle 1gained an average value of 54.83 with 19.35%, cycle 2 averaged 70.96 with 80.65%, and third cycle, obtained an average of 79.03 with 96.77%. Affective domain learning outcomes of social attitudes include aspects of honesty, discipline, responsibility, courtesy, caring, self- confidence, and aspects of spiritual attitudes include grateful behavior, praying before and after doing activities, and say greetings when exiting and sntering the room increase in each cycle. In conclusion, STAD method is effective to improve students’ learning achievement especially for students of class II of SDN 016 Sungai Pinang

Impact of Autonomous Learning for Advanced Acquisition of Physiology (ALAAP) module among undergraduate health-care professional students

Objectives: The present study aims to document the effectiveness of self-directed activity-based Autonomous Learning for Advanced Acquisition of Physiology (ALAAP) module for endocrine learning among undergraduate physical therapy students. Materials and Methods: Fifty-five second semester students (28 males and 27 females) of the physical therapy course of a private healthcare university were recruited and the traditional didactic method of teaching-learning was compared with that of the newly developed ALAAP module. Results: The triad approach employed to compare the scores of pre-test and post-test after the ALAAP module intervention showed P < 0.001 and Hedges’ g effect size of 0.75 with a 95% CI of –3.41 to –1.5 implying the effectiveness of the module to be strong. Furthermore, the feedback obtained was favourable toward this module and showed that there was an increase in both the affective and cognitive domains of learning. Conclusion: ALAAP module for endocrine physiology is effective and positively targeted all types of learners. It helped their transition from pedagogy to andragogy type of deep learning. The group work done by the students as a part of this module instilled collaborative and cooperative learning in them.