Conventional Learning Strategies Research Articles

THE ROLE OF DIGITIZATION OF THE EDUCATIONAL PROCESS IN THE CREATION AND FUNCTIONING OF ARTIFICIAL INTELLIGENCE

The authors assert that by improving instruction methods and reinventing learning experiences, artificial intelligence is already changing the educational environment for both instructors and students. It has been demonstrated that artificial intelligence disrupts conventional teaching and learning strategies, having a significant influence on contemporary education. Moreover, it is mentioned that gaining an understanding of AI-powered technologies’ potential of will make it easier to integrate them into the teaching process, improve instructional strategies, and automate administrative duties.

The Influence of Think Talk Write Learning Strategies on Critical Thinking Skills and Student’s Learning Outcomes of Islamic Religious Education Subjects

The purpose of this research is to determine the influence of the Think Talk Write strategy in learning Islamic Religious Education material about belief in the Last Day on critical thinking and student learning outcomes. The design of this research is a pretest and posttest control group design. The population of this study was class V of SD Negeri 1 Kuala Sungai Pasir, where the sample consisted of 2 classes using a random class technique (Simple Random Sampling). Class Va as an experimental class uses the Think Talk Write learning strategy, while class Vb as a control class uses conventional learning strategies. Data collection techniques use observation sheets and written tests, consisting of a pretest and posttest totaling 35 questions. Data were analysed using inferential statistical analysis. Based on the results of critical thinking research, for the t test it was found that t-count = 26.286 while t-table = 2.052. The learning results, for the t test, show that t-count = 31.745 while t-table = 2.052, which means that t-count > t-table so H0 is rejected and Ha is accepted. The conclusion from the results of this research is that there is an influence of the Think Talk Write learning strategy on critical thinking and student learning outcomes at SD Negeri 1 Kuala Sungai Pasir.

The effect of the implementation of the Learning Start with a Question (LSQ) learning strategy on the learning outcomes of economics students in class X at MA Muhammadiyah Pekanbaru

This study aims to find out whether there is a difference in learning outcomes after applying the Learning Start With A Question (LSQ) learning strategy to student learning outcomes in financial institutions (banks) in Economics in class X MA Muhammadiyah Pekanbaru. The subjects in the study were 33 students. Data collection was carried out from posttest questions given to students in the control class and experimental class. The learning outcomes obtained when conducting research were an average score of 71.76, while for the experimental class the average score was 76.25. Thus, the average score obtained from the experimental class that was treated in the form of LSQ strategy was higher than that of the control class that was not treated. In the normality test, the data obtained was not normal, so the researcher processed the data using a non-parametric test obtained the hypothesis that the processed value was 0.601>0.05, indicating that Ha was rejected and H0 was accepted. This means that there is no significant average difference between the use of LSQ and conventional learning strategies.

HybridTransferNet: soil image classification through comprehensive evaluation for crop suggestion

<p>Soil image classification is a critical task within the realms of agriculture and environmental applications. In recent years, the integration of deep learning has sparked significant interest in image-based soil classification. Transfer learning, a well-established technique in image classification, involves finetuning a pre-trained model on a specific dataset. However, conventional transfer learning methods typically focus solely on fine-tuning the final layer of the pre-trained model, which may not suffice to attain high performance on a new task. HybridTransferNet, a unique hybrid transfer learning approach designed for soil classification based on images is proposed in this paper. HybridTransferNet goes beyond the conventional approach by finetuning not only the final layer but also a select number of earlier layers in a pre-trained ResNet50 model. This extension results in substantially enhanced ability to classify when compared to standard transfer learning methods. Our evaluation of HybridTransferNet, conducted on a soil classification dataset, encompasses the reporting of various performance indicators, such as the F1 score, recall, accuracy, and precision. Our findings from experiments highlight HybridTransferNet's advantages over conventional transfer learning strategies, establishing it as a state-of-the-art solution in the domain of soil classification.</p>

Analyzing electroencephalograph signals for early Alzheimer’s disease detection: deep learning vs. traditional machine learning approaches

Alzheimer’s disease (AD) stands as a progressive neurodegenerative disorder with a significant global public health impact. It is imperative to establish early and accurate diagnoses of AD to facilitate effective interventions and treatments. Recent years have witnessed the emergence of machine learning (ML) and deep learning (DL) techniques, displaying promise in various medical domains, including AD diagnosis. This study undertakes a comprehensive contrast between conventional machine learning methods and advanced deep learning strategies for early AD diagnosis. Conventional ML algorithms like support vector machines, decision trees, and K nearest neighbor have been extensively employed for AD diagnosis through relevant feature extraction from heterogeneous data sources. Conversely, deep learning techniques such as multilayer perceptron (MLP) and convolutional neural networks (CNNs) have demonstrated exceptional aptitude in autonomously uncovering intricate patterns and representations from unprocessed data like EEG data. The findings reveal that while traditional ML methods may perform adequately with limited data, deep learning techniques excel when ample data is available, showcasing their potential for early and precise AD diagnosis. In conclusion, this research paper contributes to the ongoing discourse surrounding the choice of appropriate methodologies for early Alzheimer’s disease diagnosis.

Hybrid Machine Learning Approach for Mosquito Species Classification Using Wingbeat Analysis

Effective and precise techniques for mosquito species identification are required as mosquito-borne illnesses continue to pose serious threats to public health across the world. We provide a new hybrid machine-learning technique in this research work for the classification of mosquito species through the Wingbeat analysis. It analyzes the wingbeat of the mosquito species based on which it can identify the mosquito species. This method makes use of deep learning techniques. The hybrid technique attempts to provide robust and dependable classification performance by utilizing a wide range of machine learning methods, such as k-Nearest Neighbors (KNN), Random Forest, Multi-layer Perceptron (MLP), Support Vector Machines (SVM), and Gradient Boosting. To improve feature extraction and normalization, we apply a rigorous set of preprocessing techniques to a large dataset that includes wingbeat recordings from many mosquito species. By means of comprehensive testing and analysis, we prove that our method is effective in correctly detecting mosquito species, exhibiting better results than using separate machine learning algorithms. Our findings demonstrate how deep learning methods may support more conventional machine learning strategies in problems involving the categorization of mosquito species. We also address the implications of our results for ecological research and disease management initiatives, highlighting the significance of precise species identification in vector monitoring and epidemiological investigations.

Meningkatkan Minat dan Keaktifan Belajar Peserta Didik Pada Pelajaran Sejarah Melalui Penerapan Pembelajaran Teams Games Tournament (TGT) dengan Media Teka-Teki Silang di Kelas X-12 SMA Negeri 3 Medan

This research aims to increase students' active learning in the subject of History through the implementation of Teams Games Tournament (TGT) learning using crossword puzzles in class X-12 at SMA Negeri 3 Medan. The method used in this research is Classroom Action Research (CAR) with a target of 36 students. The indicators used in this research are the teacher's ability to use and apply research media and methods, as well as the results after implementing learning using crossword puzzles. Meanwhile, the techniques used for data collection are observation techniques based on observations, questionnaires and documentation techniques. The results of this research show that in cycle 1, students' learning interest and activeness tend to be low/low due to conventional learning strategies, where students' learning interest shows a percentage of 69.72%. Meanwhile, in cycle 2, students' interest in learning history increased to 81.38%. In this case, students' interest in learning history lessons increased by 11.66%. The application of Crossword Puzzle media in History learning through the Teams Games Tournament (TGT) model can provide good stimulation and stimulus to increase students' learning activity such as listening activity, writing activity, movement activity and emotional activity. The formation of groups or teams in this game encourages activeness to be able to work together quickly because they have to compete with other groups.

The role of learning strategies on object control skills is reviewed from coordination in children

The ability to control objects is an ability that children must master. Mastery of object control is obtained from one of them from the learning process obtained at school. This learning process can provide students with learning strategies. The study aimed to determine the effect of learning strategies and coordination skills on the ability to control objects in children in elementary school. This research method is quasi-experimental, involving 60 male and female students in grade 5, and the sampling technique used is total sampling. The instruments used in this study on object skills used the test of gross motor development 2nd edition subtest. Movement coordination data uses instruments consisting of anthropometry, balance beams, moving sideways, jumping sideways, and eye-hand coordination. The data were analyzed using the two-way analysis of variance (ANOVA) technique with the help of SPSS 26. Based on the research findings, the TGfU learning approach group had the best average score of 33.86 among other groups. The conclusions of this study show that the object control ability of students with low coordination is better if given conventional learning strategies than TGfU, as evidenced by a value (p < 0.05). The conclusion that can be drawn from this study is that TGfU learning strategies influence the ability to control objects in children in elementary school, and there is an interaction between coordination and learning strategies.

Learning on Physics Concept Mastering and Critical Thinking Ability in High School Students

This study aims to determine the differences in concept mastery and critical thinking skills of students who study with computer animation-assisted problem-solving strategies and conventional learning. This research is quasi-research with a posttestonly design. Data were collected by using 20 questions for the concept mastery test and 5 questions for critical thinking skills after being given treatment in 3 different class groups. The first group is students who study computer animation-assisted problem-solving strategies, the second group is students who learn problem-solving strategies, and the third group is students who learn conventionally. Before the treatment and data collection, the instruments used had gone through expert tests and trials. The processed data were analyzed using the multivariate of Anova and then further tested with the Tukey test. The results of this study indicate that problem-solving strategies assisted by computer animation is better than conventional learning and problem-solving strategies to increase students’ mastery of physics concepts and students’ critical thinking skills. Keywords: physics concept mastering, critical thinking

Rockburst classification based on cross reconstruction learning under small-sample condition

Rockburst is a prevalent geological hazard in deep geotechnical engineering, and its accurate prognostication is vital for prevention measures. Consequently, this research proffers a pioneering classification prediction methodology, namely Cross Reconstruction Learning (CR), underpinned by conventional machine learning algorithms and metric learning strategies. Initially, this technique partitions and restructures the original dataset, where each sample feature intersects and reconfigures with features from other samples within the set. During this amalgamation, new samples are assigned labels based on the degree of divergence or congruity between two sets of sample labels, thereby forming a new set of samples. Subsequently, an array of machine learning algorithms is utilized to train and test this new dataset. Ultimately, employing a universal class voting mechanism and decoding test set results through probability assignment, the predicted labels are converted back into rock burst outcomes, thereby determining the final prediction classification. The proposed model was trained on a database encompassing 239 instance samples, and its performance was validated against the currently proficient models (KNN, XGBoost, and Random Forest algorithms) employed in rock burst prediction. The outcome revealed a decline in the performance metrics of all three machine learning algorithms when interfaced with the Cross Reconstruction learning method, particularly the KNN algorithm, owing to the doubled feature dimensions in the combined dataset. However, the metrics of ensemble models, XGBoost and Random Forest, exhibited a notable improvement compared to the original classification models. On comparing multiple performance metrics, it was discovered that the CR-XGBoost model outperformed others across all evaluations, thereby offering significant guidance for practical engineering applications.

Effectiveness of problem-based learning strategies compared to conventional anatomy teaching approaches.

To determine the effectiveness of problem-based learning compared to conventional teaching strategies, and to determine the impact of sub-disciplines of Anatomy on learning outcomes of the subject. The cross-sectional, descriptive study was conducted at Bahria University Health Sciences, Karachi, from August to October 2022, and comprised 1st and 2nd year medical students and 1st year dental students of either gender who were being taught by the hybrid method including both conventional and problem-based learning strategies. Data was collected using a questionnaire circulated through Google Forms. It had close-ended questions that were scored on a Likert scale. Anatomy sub-disciplines explored were gross, embryology and histology. Data was analysed using SPSS 23. Of the 251 subjects, 125(49.8%) were males and 126(50.2%) were females. The overall age ranged aged 18- 23 years. There were 115(45.8%) 1st year medical students, 111(44.2%) 2nd year medical students and 25(10%) 1st year dental students. Among 1st year medical students 60(52.17%), among 2nd year medical students 64(57.6%) and among 1st year dental students 14(56%) respondents favoured problem-based learning compared to conventional methodology. Highly significant results were obtained regarding need of topic revision (p<0.001), whether knowledge of conventional teaching method is enough for understanding the clinical scenarios (p=0.017, whether pictures shown during the problem-based learning sessions were enough for understanding anatomy (p=0.035), relevance of questions in oral structured practical examination (p=0.019) and viva (p=0.002). When the participants were asked regarding the anatomy sub-discipline that required revision for comprehensive learning, 72(28.3%) mentioned gross anatomy. Students considered problem-based learning to be more inducive in enhancing learning compared to conventional teaching.

Character Education Based E-Book in Civics Subject for Grade IV Elementary School

The lack of learning media and the use of conventional learning strategies are the main focus of this research. This research aims to analyze the design, validity, and effectiveness of character education-based E-Book in Civics subject for grade IV elementary school. This research uses the ADDIE development model. The data collection methods used in this study were interviews, questionnaires, and observations, and were analysed using quantitative descriptive statistics, and inferential (t-test). The E-Book development design consists of five stages: analysis, design, development, implementation, and evaluation. The results of the validity ranging from content, design, media, individual, and small group test get very good qualifications. Based on the results of the t-test, it is concluded that the character education-based E-Book is effective in learning Civics grade IV at elementary school. The implications of the research have an impact on motivating teachers' insights to create interesting learning media by utilising technology and the ease of students getting learning materials independently anytime and anywhere and applying knowledge and character values obtained from E-Book in daily life.

Geogebra Software: Synergy That Improves Performance in Geometry Learning in Ogbomoso Education Zone of Oyo State

Purpose: This study investigated the effect of GeoGebra software on Mathematics performance of senior secondary school students in Ogbomoso Education Zone 1, Oyo State, Nigeria.&#x0D; Methodology: The research purposes, research questions, and research hypotheses categories each contained three research items.Two (2) public co-education senior secondary schools were chosen using random sampling technique. The experimental group consisted of fifty-three (53) students, consisting of 26 and 27 male and female students, respectively, while the control group consisted of fifty-four (54) students, consisting of 27 male and 27 female students. GeoGebra Learning Approach (GLA) was used to teach the experimental group, whereas the control group received instruction using the conventional learning strategy (CLS). The research instrument utilized for the study was the Mathematics Performance Test in Geometry (MPTG) which was validated by specialists in Mathematics education and Pearson’s Product Moment Correlation formula was used to get the index of reliability of 0.78. The data was analyzed using the t-test, mean, and standard deviation.&#x0D; Findings: The study's findings showed that, prior to using Geogebra Software, there was no discernible difference in the students’ means performance scores between the two groups. The study also showed a substantial difference between the mean performance scores of students using the Geogebra Learning Approach (GLA) and the Conventional Learning Strategy (CLS) in geometry. The study's final finding showed that there was no statistically significant difference in the mean performance scores of male and female students using the Geogebra Learning Approach (GLA) in geometry.&#x0D; Unique Contribution to Theory, Practice and Policy: Piaget cognitive theory was in conformity with the use of Geogragra Software in teaching mathematics. The study recommends that mathematics teachers should be encouraged to use Geogebra Software and other Information and Communication Technology (ICT) facilities such as power point and projector in teaching their students in order to ease problems of teaching Mathematics.

The Effect of Discovery Learning vs Conventional and Auditorial vs Kinesthetic Learning Styles on Elementary School Students’ Mathematics Learning Outcomes

This study aims to determine the effect of Discovery Learning strategies and Learning Styles on Student Learning Outcomes at SD Negeri Solear II, Tangerang Regency - Banten. To measure the achievement of objectives by comparing student learning outcomes between Discovery learning and conventional learning strategies and measuring the influence of student learning styles between auditory and conventional on learning outcomes. This research is experimental research. The population of this study were all fifth-grade students at SDN Solear II Tangerang Regency, totaling 74 students consisting of two classes, with details of 37 students in VA class and 37 students in VB class. The sample in this study were 40 students consisting of VB class as the experimental class and VA class as the control class. The instruments in this study were 5 items in the form of essays which were carried out during the pre-test and post-test as well as instruments to measure students' learning styles. The results of the data analysis found that there was a difference in the average value of improving students' mathematics learning outcomes between the control class and the experimental class, where the control class had an average score of 66.75 and was lower than the experimental class which reached 78.75. This means that there is an influence of Discovery Learning strategies and student learning styles on student mathematics learning outcomes.

The Influence of Project-based Learning Integrated STEAM on the Creative Thinking Skills

Project-based learning can develop the student’s creative thinking skills because students will learn better if they are engaged in a meaningful learning activity. The implementation of this learning strategy with a STEAM approach supported the students to create a product. This study was aimed to measure to investigating the effect of project-based learning integrated STEAM on creative thinking skills of class X students of SMA 6 Malang. The method used in this study was quasi-experimental research using Pretest Posttest Nonequivalent Control Group Design. The result of an essay test was analyzed by using analysis of covariance (ANCOVA) test followed by post hoc LSD test. The research result showed that the implementation of PBL-STEAM had a significant effect on the student’s creative thinking skills. Moreover, the post hoc LSD test findings showed several variations between the PBL strategy and the conventional learning strategy in the notation. These findings suggested that the project-based learning strategy might develop students' capacity for creative thinking skills.

Performance of ChatGPT on UK Standardized Admission Tests: Insights From the BMAT, TMUA, LNAT, and TSA Examinations.

Large language models, such as ChatGPT by OpenAI, have demonstrated potential in various applications, including medical education. Previous studies have assessed ChatGPT's performance in university or professional settings. However, the model's potential in the context of standardized admission tests remains unexplored. This study evaluated ChatGPT's performance on standardized admission tests in the United Kingdom, including the BioMedical Admissions Test (BMAT), Test of Mathematics for University Admission (TMUA), Law National Aptitude Test (LNAT), and Thinking Skills Assessment (TSA), to understand its potential as an innovative tool for education and test preparation. Recent public resources (2019-2022) were used to compile a data set of 509 questions from the BMAT, TMUA, LNAT, and TSA covering diverse topics in aptitude, scientific knowledge and applications, mathematical thinking and reasoning, critical thinking, problem-solving, reading comprehension, and logical reasoning. This evaluation assessed ChatGPT's performance using the legacy GPT-3.5 model, focusing on multiple-choice questions for consistency. The model's performance was analyzed based on question difficulty, the proportion of correct responses when aggregating exams from all years, and a comparison of test scores between papers of the same exam using binomial distribution and paired-sample (2-tailed) t tests. The proportion of correct responses was significantly lower than incorrect ones in BMAT section 2 (P<.001) and TMUA paper 1 (P<.001) and paper 2 (P<.001). No significant differences were observed in BMAT section 1 (P=.2), TSA section 1 (P=.7), or LNAT papers 1 and 2, section A (P=.3). ChatGPT performed better in BMAT section 1 than section 2 (P=.047), with a maximum candidate ranking of 73% compared to a minimum of 1%. In the TMUA, it engaged with questions but had limited accuracy and no performance difference between papers (P=.6), with candidate rankings below 10%. In the LNAT, it demonstrated moderate success, especially in paper 2's questions; however, student performance data were unavailable. TSA performance varied across years with generally moderate results and fluctuating candidate rankings. Similar trends were observed for easy to moderate difficulty questions (BMAT section 1, P=.3; BMAT section 2, P=.04; TMUA paper 1, P<.001; TMUA paper 2, P=.003; TSA section 1, P=.8; and LNAT papers 1 and 2, section A, P>.99) and hard to challenging ones (BMAT section 1, P=.7; BMAT section 2, P<.001; TMUA paper 1, P=.007; TMUA paper 2, P<.001; TSA section 1, P=.3; and LNAT papers 1 and 2, section A, P=.2). ChatGPT shows promise as a supplementary tool for subject areas and test formats that assess aptitude, problem-solving and critical thinking, and reading comprehension. However, its limitations in areas such as scientific and mathematical knowledge and applications highlight the need for continuous development and integration with conventional learning strategies in order to fully harness its potential.

Examining the efficacy of hybrid learning in students' English grammar achievement

Students' knowledge and acquisition of a second language is seen to improve with hybrid learning. Using offline and online activities is anticipated to produce greater results than conventional face-to-face activities. This study aims to compare the levels of learning achievement between conventional and hybrid learning strategies used in an English grammar class. 40 year -7 students, divided into two classes of 20 each, participated in the study as respondents. Pre-experimental research methods were used in this study, and the participants' pre- and post-test mean scores were compared. Multiple-choice questions were present on both the pre-test and post-test. The results demonstrated an improvement in both the pre-test (46.5) and post-test (46.5) means (71.00). Also, data from the statistical analysis revealed that Sig. (2-tailed) is 0.000, less than (0.05), indicating a significant mean difference in grammar learning achievement affected by hybrid media after being supplied to students compared to conventional learning. It is concluded that hybrid learning may raise student achievement, particularly in English grammar.

Private Contractors as a Source for Organizational Learning: Evidence from Scandinavian Municipalities

The widespread use of government contracting opens up learning opportunities in public organizations’ engagements with private contractors. However, whether public organizations utilize these opportunities to improve their practices has scant coverage in the government contracting literature. We adapt insights from the organizational learning literature, develop an argument on the learning logic in government contracting, and examine manager perceptions of learning outcomes and whether intra- and inter-organizational and contextual conditions shape the learning outcomes. The argument is assessed against survey data reporting on the municipal park and road managers’ contracting experiences in Scandinavia. The findings show that government contracting in the context of the study is associated with positive learning outcomes and indicates possible tradeoffs between conventional cost-driven and learning strategies. The implications contribute to discussions about the role and benefits of government contracting beyond cost savings in the post-NPM reform era.

Japanese Language Learning Awareness and Strategies: A Study on Malaysian Academia

Learning of foreign language has been emphasized in the national Malaysia Education Blueprint 2015 – 2025. Numerous foreign language classes have been offered in Malaysian public universities to drive the initiative. Japanese language has emerged as the most popular foreign language among Malaysian learners due to supportive national policies, frequent interactions between both countries, and positive social perception. Intriguingly, most Malaysian learners have demonstrated basic level of Japanese language. According to our survey, only 1% demonstrated advanced level of writing proficiency, 2.9% demonstrate advanced level of reading proficiency, and 3.8% demonstrated medical and advanced level of speaking proficiency. However, it is unsure whether the lack of awareness or absence of effective learning strategies have contributed to the stalemate. In this study, the level of awareness and learning strategies have been performed on Malaysian academia. The results showed that Malaysian academia lack a consciousness on the available of Japanese language learning resources (2.7238±1.1468). Besides, it is found out digital learning strategy has emerged as the best learning option (p ≤ 0.05) compared to other conventional learning strategies. Based on the results, future studies should investigate the contemporary foreign language learning strategies in the digitalization age.

Enhancing Student’s Academic Performance in Social Studies Using Conventional and Blended Teaching Strategy in Rivers State

The study was designed to find out the effect of conventional and blended learning strategy on academic performance of social studies students in Gokana Local Government Area of Rivers State. A nonequivalent control group quisi-experimental design was adopted. Stage sampling technique was used in selecting four hundred and eighty (480) students from eight (8) public junior secondary schools for the study. Three research questions and three hypotheses were formulated to guide the study. The researchers developed instrument termed “social studies performance test (SOSPT) to test the students after three weeks of treatment. Mean and standard deviation was used for the research questions while an independent t-test was used to test the hypothesis at 0.05 level of significance. Results of the findings revealed that students in the blended learning class performed better than those in the conventional class. Also, the male students in the blended learning class performed better than their female counterparts. Although, there was no significant differences among the male and female students in the conventional class. On the bases of these findings, it was recommended- among others that social studies teachers be encouraged to used blended learning strategy while blended learning facilities be provided in schools to enhance higher academic performance.