Conventional Teaching Methods Research Articles

MEDICAL STUDENTS’ PERCEPTIONS OF VIRTUAL LEARNING DURING THE COVID-19 PANDEMIC

Background: Coronavirus Disease (COVID-19) Pandemic has affected almost every aspect of our life. The virus spreads rapidly via droplets and airborne particles. Thus, keeping a distance is crucial. The university transforms the conventional methods of teaching and learning into virtual learning, a system that utilizes technology and internet connection to prevent the spread of COVID-19. This sudden change certainly affects students’ comprehensive, psychological, and learning aspects. As a result, not only from financial burden for internet costs and devices used but also causing physical and mental consequences. The study aimed to see the impact of students' perceptions of virtual learning during the COVID- 19 pandemic.Methods: Using a descriptive observational design with qualitative and quantitative data. The sample was obtained from Medical Students of Hasanuddin University (MSHU) who met the inclusion criteria using probability sampling-stratified random sampling.Results: Descriptive analysis shows that 56,5% of students negatively perceive virtual learning. However, 58.9% still agree with implementing online lectures during the pandemic. Moreover, 71.4% of students experienced learning style changes, 62.5% assumed virtual learning would affect their grades, and 78.6% suggested hybrid learning methods for their future preferences.Conclusion: In general, MSHU has a negative perception of virtual learning but agrees with its implementation during the pandemic. The results also recommend a future learning method: a Hybrid method, a combination of in-person and virtual learning.

The Effectiveness of Inquiry-Group Based Blended Learning Management System on High School Physics of High School Students of North Sumatera-Indonesia

The merging of these systems is based on the effectiveness and efficiency of the learning and teaching processes. Offline teaching which is combined with online makes the teaching and learning processes more effective in the way the students have more effective discussions and enable students to collaborate to present the few topics being discussed. This type of learning and teaching will provide flexibility for schools to adapt to government policies to prevent students from being too crowded by dividing students into offline and online groups. Blended learning will also make learning more effective and efficient where students can study more independently as well as have access to learning material resources. This system can deepen the mastery of material through more exercise by exposing to learning resources that are available on the internet which are unlimited. Misunderstood blended learning and teaching models and they think of blended learning as a model of learning. Several studies use blended learning with conventional teaching methods. Some works have also combined blended learning with various models of teaching. A choice of a suitable model of learning on a specific topic is also required. It depends on the learning outcomes. Different models of learning have different direct and nurturant effects. This work tries to look at A compact blended learning mode that was used in this work the Flip model with 50% Face to Face and 50% online alternating. This is required to split the students into two groups by reducing the number of students present at school at the same time. The target of this research is to see the effectiveness of an inquiry-group based blended learning management system (IGBLMS). Analysis of the results of the study was carried out using N-gain analysis and non-parametric statistics. Non-parametric statistics are used to analyze in detail the specific effects of processes and outcomes. This analysis will show in detail the direct impact of the research design. The conclusion that can be reached is that the effectiveness of blended learning carried out in supporting learning activities is effective learning even with moderate criteria. This makes a breakthrough in learning to be able to support learning activities without reducing the existence of learning with pre-existing systems.

Impact of Information and Communication Technology on the Secondary Schools’ Efficiency in Barisal Division of Bangladesh: Teachers’ Preference and Perceptions

This study assess the efficiency and identify the factors causing responsible for school inefficiency of Barisal division in Bangladesh using stochastic frontier analysis. Multiple regression analysis was used to investigate the impact of teachers’ preference and use of ICT on their knowledge and motivated factors in teaching and learning. The determinants of factors affecting to secondary school efficiency were investigated by Tobit regression analysis. Through the likelihood-ratio test, Translog model was found an appropriate than Cobb-Douglas model. The number of students, the number of class rooms and teaching ability of the teachers had a positive and significant contribution to improve the efficiency. The ICT lab, teacher’s preference of ICT tools like multimedia projector used played a contributor role in increasing the school efficiency. The urban secondary schools performed better than the rural secondary schools. Barisal district was found comparatively better for urban secondary schools and Jhalokhati district was for rural secondary schools. Both medium and high level ICT teaching ability have positive and significant influence on the secondary school efficiency. Government should take necessary steps to improve the teaching and learning system in Barisal division by improving the teacher-student ratio, rural school and conventional teaching method in secondary school.

Use of virtual reality in ENT teaching: an alternative to the conventional anatomic model

Assessment of the middle ear requires acomplex three-dimensional understanding, the teaching of which is just as important for curricular teaching as for further medical training. The extent to which virtual reality (VR) can be used as an alternative to conventional educational methods for teaching anatomy, physiology, and pathology was examined. The objective was to evaluate aVR-supported teaching method in comparison to conventional learning on an anatomic model. The study was conducted as aprospective two-arm single-center trial in the summer semester of 2021 at the University Hospital of Freiburg. During aseminar on the topic of the middle ear, 177students were randomly assigned to either acontrol or astudy group. Demographic data were collected in advance and aquantitative evaluation regarding competence and personal attitude was performed. After processing the models, the groups were formatively tested and the results were analyzed comparatively. Ultimately, crossover of the models enabled aqualitative comparative evaluation of the models and arenewed quantitative evaluation was carried out. No significant differences between the groups were identified in the formative testing. The evaluations demonstrated increased self-assessment of knowledge competence, atendency towards ahighly positive attitude towards the VR method after completion of the course, and generally beneficial subjective aspects of the VR model. In addition, there was apositive effect and apositive perception of the delivery of anatomic content. Use of VR is suitable as an alternative to conventional teaching methods in curricular ENT teaching. The current evidence demonstrates the equality of VR and indicates its great potential for future educational tasks.

Effects of technology-based educational tools on nursing learning outcomes in intensive care units: a systematic review and meta-analysis

BackgroundNurses working in the Intensive Care Unit (ICU), due to the sensitivity and difficulty of tasks, need continuous and scientific training to be able to offer the best performance in difficult situations and use their knowledge in the best way. Also, nursing students spend internships in ICUs and receive special training in practice in the actual center. Educational tools based on new technologies can potentially improve the educational outcomes of nursing in ICUs.Objectives The present study aims to review and evaluate the effect of using technology-based educational tools for training critical care nurses and nursing students.Methods A comprehensive search was conducted to identify peer-reviewed English language articles in Embase, Medline (through PubMed), Scopus, and ISI web of science published from 2010 to Feb 18, 2022. The studies that examined the effectiveness of technology-based educational interventions with control groups were included. The risk of bias in each study was assessed using the Cochrane Collaboration’s tool. Also, we used Standard Mean Difference (SMD) to estimate the effect of technology-based educational tools on learning outcomes. All meta-analyses were performed with a random effects model in Stata Ver.16.Results Altogether, ten studies were eligible for the quality assessment and systematic review, while one study that had not reported the pre-intervention analysis was excluded from the meta-analysis. Nine studies were considered to have a low RoB regarding reporting ways, and one of them showed a high risk. Performance and selection bias caused a high risk in six and five of the studies, respectively. In the meta-analysis, improvement in knowledge (SMD = 0.91), skills (SMD = 0.52), and self-confidence (SMD = 0.96) was noticed by applying technology-based educational tools.ConclusionIt can be offered that if the learning method based on the new technologies tested is more effective than conventional teaching methods, they are likely to improve the learning outcome significantly. The new-developed tools also have great potential in improving health care functions among nurses or nursing students as well as enhancing the quality of life and patient satisfaction.

Effectiveness of Computer-Assisted Instruction and Conventional Instructional Approaches on High School Student Performance in Cellular Respiration

This study examined the effects of computer-aided instruction (CAI) and conventional teaching methods on high school biology performance. He was randomly selected from each of his two schools to take two science courses. An unequal, quasi-experimental, pre-test, and post-test design were used. Students in the experimental group used their CAI to learn cellular respiration (a biological concept), while the control group learned the same cellular respiration using a conventional approach. Independent and paired-samples t-tests were used to analyze pre-and post-test results for both experimental and control groups. Results showed that students taught using the traditional approach performed better on the post-test than those taught using the CAI. However, students in the experimental group performed better after being instructed to use the CAI. The results also showed that underperforming students performed better after being tutored at CAI. This indicates that CAI is more effective in teaching underperforming students.

Analysis of Industry based Experiential Learning for Undergraduate courses in Civil Engineering

Increased levels of communication and automation process indicates the onset of fourth Industrial Revolution. Production of industry ready professionals especially for the dynamic Civil Engineering domain will be an outcome of continuous implementation of interactive teaching-learning methods. Incorporation of industry-based experiential learning to supplement the classroom sessions have been attempted for two undergraduate courses in Civil Engineering programme namely Surveying and Computer Aided Building Drawing for first year learners. Simultaneously, conventional and standalone classroom teaching was implemented for the second year learners with respect to these two courses. This study attempts to compare and analyse the learner perceptions and measure the learning outcome attainment of the Industry based Experiential learning and conventional teaching method. The selected courses provided ample space and scope for the working of industrial methodologies such as use of modern laboratory equipment (Total Station) and software (AutoCAD) for real-time problems. The assessment patterns varied extensively between the two teaching methods as the first year learners had experimental assessments for solving critical scenarios in the construction site. The results and analysis of learners’ perception obtained through the internal assessments provided an insight that Industry based Experiential Learning was well ahead in the development of Industry ready professionals. However, the challenges in this novel method are also accounted for future adaption for other courses. Hence, this study provided a unique opportunity to compare and contrast the learning environments and identify specific benefits for both the teaching methods. Keywords: Industry based Experiential learning, Surveying, Computer Aided Building Drawing, Civil Engineering

Performance Analysis of Conventional and Innovative Teaching Learning Methodologies in Engineering

Imparting engineering education to millennial learners is a challenge for the educators. An innovative teaching method, namely, MILA (Multiple Interactive Learning Algorithm), was developed and implemented for an experimental set of learners of second year undergraduate learners of Electronics and Communication Engineering. The one-hour class session was broken into three twenty minutes sub sessions. Activity for each sub session was planned for effective learning. Revision period was included before the summative assessment. The performance of learners was assessed for a period of one semester, by way of Internal Assessments and End Semester Examination. The learners were observed to be very enthusiastic in learning and actively participated in the activities. The level of understanding the concepts improved which was evident in the end semester results. The learners who underwent conventional methods of teaching gave a pass percentage of 76.26, while the experimental set of learners gave a pass percentage of 84.03. Thus, proving the need for a paradigm shift. Keywords— Multiple Interactive Learning Algorithm (MILA), Active learning, T- Test

Pemberdayakan Kompetensi Guru dalam Penguatan Model Pembelajaran Cooperative Learning Siswa di SDN Kenari 07 Pagi

Cooperative Learning is a model of logic regarding the form, arrangement, magnitude and concepts related to each other. The concept is always related to everyday human life. Cooperative Learning in the form of Empowering Teacher Competencies in Strengthening Cooperative Learning Models Students not only increase curiosity but always develop according to the times, Cooperative Learning is a model that aims to instill and develop the learning process in teachers. Based on the results of observations at SDN Kenari 07 Pagi in the learning process, teachers still use conventional or teacher-centered teaching methods as information providers, with the literacy movement students are expected to improve the good quality of each problem-solving concept in the form of application questions. The purpose of this community service activity for PKM is Empowering Teacher Competence in Strengthening Cooperative Learning Learning Models is to increase knowledge which changes from time to time. The subjects of this community service are all students at SDN Kenari 07 Pagi.

The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis.

The adaptation process for first-year medical students is an important problem because it significantly affects educational activities. The previous study showed that 63% of students had difficulties adapting to the learning process in their first year at medical school. Therefore, students need the most suitable learning style to support the educational process, such as Problem-based learning (PBL). This method can improve critical thinking skills, problem-solving and self-directed learning. Although PBL has been adopted in medical education, the effectiveness of PBL in first-year medical students is still not yet clear. The purpose of this meta-analysis is to verify whether the PBL approach has a positive effect in improving knowledge, problem-solving and self-directed learning in first-year medical students compared with the conventional method. We searched PubMed, ScienceDirect, Cochrane, and Google Scholar databases until June 5, 2021. Search terms included problem-based learning, effectiveness, effectivity, and medical student. We excluded studies with the final-year medical student populations. All analyses in our study were carried out using Review Manager version 5.3 (RevMan Cochrane, London, UK). Seven eligible studies (622 patients) were included. The pooled analysis demonstrated no significant difference between PBL with conventional learning method in critical thinking/knowledge assessment (p = 0.29), problem-solving aspect (p = 0.47), and self-directed learning aspect (p = 0.34). The present study concluded that the PBL approach in first-year medical students appeared to be ineffective in improving critical thinking/knowledge, problem-solving, and self-directed compared with the conventional teaching method.

Effects of Multimedia Courseware on Senior School Students’ Performance in Linear Equations involving Word Problems in Gombe, Nigeria

This study investigated the effects of multimedia courseware on senior school students’ performance in linear equations involving word problems. The study employed a quasi-experimental design to explore whether or not students taught linear-equation-word-problems using the multimedia courseware can perform better than their counterparts taught using the conventional teaching methods. It also investigated gender and score-level effects of on the students' performance. The non-randomized non-equivalent groups pre-test post-test control group design involved exposing a sample of 73 second year mathematics students (39 males and 34 females) from two co-educational senior schools in Gombe, Nigeria, to two treatments (multimedia courseware and conventional teaching) a pre-test and post-test. Two instruments (Multimedia Courseware on Linear Equation Word Problems in Mathematics (MCLEWPs) and Mathematics Performance Test on Linear Equations Word Problems (MPTLEWPs)) were developed, duly validated and approved for data collection. The reliability coefficient of MPTLEWPs was found to be 0.76. The data gathered were analyzed using a t-test and Analysis of covariance at a significance level of .05. Giving to the study's findings, there was a significant difference in the performance of students taught using multimedia courseware and those taught with conventional teaching, with those taught using multimedia courseware outperforming their counterparts (t(71) = 2.19, p<0.05); a significant difference was observed between the performance of male and female students with the males taught using multimedia courseware outperforming their female counterparts (t(27) = 2.99, p<0.05); significant differences were observed among the students in the three scoring levels (high, medium, and low) with the high scorers outperforming the others (F (2,25) = 21.64, p<0.05). The study established that Multimedia courseware enhanced students' performance in linear equation involving word problems, particularly among males and high-scoring students. It is recommended that students should be engaged in learning by using multimedia courseware that is relevant and meaningful to them on a regular basis.

UPAYA MENINGKATKAN PRESTASI BELAJAR IPA PADA MATERI INTERAKSI MAHKLUK HIDUP DENGAN LINGKUNGANNYA MELALUI METODE PEMBELAJARAN DISCOVERY LEARNING

Sciences (IPA) is a national compulsory subject that has several indicators that must be achieved by students. In fact, students of SMP Negeri 2 Muntilan are still in poor category in maximizing their cognition in learning process. Many students do not follow the process, so it has an impact on the results. Based on observations, the students tend to be passive and do not pay attention. In addition, teachers are also still practicing conventional teaching methods. Those are the main factors of the low student learning outcomes. Therefore, researchers compiled classroom action research by applying the Discovery Learning in the learning process. The model is applied to improve science learning achievement for class VIIA of SMP Negeri 2 Muntilan academic year 2019/2020 by focusing on topic of interaction of living things with their environment. The research subjects are 32 students, with the composition of 18 male students and 14 female students. There are two kinds of data, qualitative and quantitative. The qualitative data are taken from observations of teacher and students’ activities, meanwhile the quantitative data is taken from the students’ learning result. The results of the first cycle of the research shows that 100% of students reach the minimum standard score with an average score is 83.65. However, there are 9.3% (3) students who are on the minimum standard score. Meanwhile the results of the second cycle shows the improvement of the students’ result. It shows that all the students get more than minimum standard score with the average score is 87.875. Based on the research findings, it can be concluded that the application of Discovery Learning model can improve the students’ science learning outcome for class VIIA of SMP Negeri 2 Muntilan of academic year 2019/2020 focusing on the interaction of living things with their environment topic.

Measuring Chinese Undergraduate English Majors’ Motivation to Learn Translation in Higher Education Translation Courses

Many studies have suggested that Chinese English majors tend to have a lower level of motivation to learn translation due to the conventional teaching method still prevalent in many a translation classroom. In this regard, from the standpoint of instruction, a translation course design that employed motivation as a central concept of the design may have positive impacts on students’ motivation to learn. Systemic Functional Linguistics (SFL) is known for its efficacy in making meaning-oriented choice in language use in context. And since translation is about recontextualized meaning transfer, a teaching method integrated with SFL may be motivating for students to learn translation. Grounded on SFL and guided by Keller’s ARCS Motivational Design, a new genre-based method was proposed. This study aimed to explore effects of an SFL guided genre-based method and the conventional method on Chinese students’ motivation to learn translation. Two intact groups were selected as the Experimental Group and the Control Group, each consisting of 37 students. The Experimental Group was instructed using the genre-based method while the Control Group using the conventional method. A motivation questionnaire adapted from Keller’s Course Interest Survey was administered to both groups’ students before and after the pedagogical intervention. Data collected from the survey were analyzed using ANCOVA test in SPSS (Version 25). The results show that students in the Experimental Group scored significantly higher mean in overall motivation and four constructs of the ARCS Model, namely, Attention, Relevance, Confidence, and Satisfaction after they were taught using the genre-based method in comparison with their counterparts in the Control Group. The findings indicate that in general, the genre-based method is effective in enhancing students’ motivation in learning translation. Therefore, future translation instructors may consider adopting the SFL-informed genre-based method as an alternative pedagogical tool to motivate students to learn translation.

EFFECT OF INQUIRY-BASED LEARNING ON STUDENTS’ ATTITUDE TOWARDS LEARNING BIOLOGY AT UPPER SECONDARY SCHOOLS IN RWANDA

Attitude has been regarded as a motivating feeling for the learning of biology. However, how inquiry-based learning contributes to attitude change towards the learning of biology has not yet been studied in Rwanda. This study intends to determine the effect of inquiry-based learning on students’ attitudes toward learning biology. A sample of 228 secondary school students at the upper secondary level in Rwanda was used. A quasi-experimental design with pre-and post-test was employed. One group was randomly assigned to the control group (N = 109) under the conventional teaching method, while the second group participated as the experimental group (N = 119) under the inquiry-based learning method. Biology attitude questionnaire (BAQ) was tested and a Pearson reliability of .89 coefficient was found, and hence the BAQ was adopted and used for the control and treatment groups before and after learning microbiology. Results asserted a significant effect of intervention in favor of the experimental group. However, a significant effect of the treatment on students’ attitude change in relation to gender was not identified. The study recommends using inquiry-based learning to promote attitude toward learning biology as it raises students’ interest to learning biology and alleviates the difficulty of its concepts. Keywords: biology education, inquiry-based learning, students’ attitudes, quasi-experimental design

A systematic Review on the effect of physical activity on pupils’ motor skills

This study aimed at examining the effect of physical activity on pupils’ motor skills in Asa Local Government Area. Pretest-posttest quasi experimental research design was adopted in this study. The population of this study comprised of all pupils’ in Asa Local Government Area. Simple random sampling technique was used to select one public and one private primary school in Asa Local Government Area. Sample size contained 57 pupils’ which were gotten from two intact classes. The schools were grouped into one experimental and one control group. The experimental group was exposed to physical activities while the control was exposed to the conventional method of teaching. Physical activity was the treatment while placebo was given to control group. The instrument was validated by experts in Human Kinetics department and reliably tested at (r=0.91). Descriptive statistics of mean, standard deviation and percentage were used to analyze demographic information and Analysis of Covariates (ANCOVA) was used to analyze the research hypotheses. The findings of the study revealed that there was significant difference in the development of pupils using physical activities. Based on the findings of this study, the study concludes that physical activities improve motor skills development of pupils. It was recommended among others that pupils should be encouraged by teachers and school on physical activities and school owners should provide necessary equipment to foster physical activities in schools.

Comparison of academic performance of medical undergraduate students between routine class room teaching and online assisted teaching in biochemistry during COVID pandemic.

The new curriculum of competency based medical education (CBME) implemented for phase1 medical undergraduates could not go on to completion due to the sudden outbreak of the COVID-19 pandemic. The educational institutions therefore resorted to online teaching modalities over conventional class room teachings. Hence this study aimed to compare the academic performance of students between routine classroom teaching and online assisted teaching with assignments.94 phase 1 MBBS students admitted in the year 2019-2020 was divided into low (<50%), medium (51%-70%) and high performers (71%-100%) based on the average marks in the initial formative assessments. Academic performance of students in three types of teaching modalities namely classroom teaching (CRT), classroom teaching with assignment (CRA), and online assisted teaching (OAT) were compared using ANOVA. Wilcoxon signed ranks test was used to find the difference in marks between CRT and CRA which was calculated as gain 1 and that between OAT and CRT is gain 2. Out of 94 students, 19 were low performers, 53 were medium performers and 22 were high performers when grouped at baseline. All these groups performed significantly well with OAT compared to CRT and CRA. The overall performance of girls was found to be significantly higher. There was no significant difference between Gain 1 and Gain 2. All group of students scored high in assessments following online teaching compared to conventional classroom teaching. The gain of online teaching did not outweigh the conventional teaching methods implying that face to face lectures is still an effective teaching modality.

Sustainable Learning, Cognitive Gains, and Improved Attitudes in College Algebra Flipped Classrooms

To respond to global issues positively, education systems in higher education institutions play a significant role in empowering learners as well as promoting sustainable development goals. By implementing curricula that cultivate cross-cutting and transversal key competencies for sustainability, such as critical thinking, problem-solving, and collaboration, we prepare our pupils to become sustainability citizens, who not only sustain learning throughout their lives in various circumstances and across different disciplines but also engage constructively and responsibly toward any future world’s challenges through their dispositions, strategies, and skills. One such sustainable teaching methodology is known as the flipped classroom, an active-learning, student-centered, flexible, and multidimensional pedagogy. Our objective is to investigate the effect of such pedagogy on learners’ academic achievement and their attitude toward mathematics using both quantitative and qualitative methods. We cultivated sustainable learning in mathematics education for college freshmen (n=55) by exposing them to both the conventional teaching method (CTM) and flipped classroom pedagogy (FCP). By splitting them into control and experimental groups alternately (n1=24, n2=31) and by selecting the four most challenging topics in college algebra, we measured their cognitive gains quantitatively via a sequence of pre- and post-tests. The topics are factorization, rational expressions, radical operations, and applied problems. Both groups improved academically over time across all these four topics with statistically very significant outcomes (p&lt;0.001). Although they were not always statistically significant (p&gt;0.05) in some topics, the post-test results suggest that generally, the FCP trumps the CTM in cognitive gains, except for the first topic on factorization, where the opposite is true with a very statistically significant mean difference (p&lt;0.001). By examining non-cognitive gains qualitatively, we analyzed the students’ feedback on the FCP and their responses to a perception inventory. The finding suggests a favorable response toward the FCP with primary improvements in the attitudes toward mathematics and increased levels of cooperation among students. Since these students are so happy to have control of their own learning, they were more relaxed, motivated, confident, active, and responsible in learning under the FCP. We are confident that although this study is relatively small in scale, it will yield incremental and long-lasting effects not only for the learners themselves but also for other role-takers in education sectors who aspire in nurturing sustainable long-life learning and achieving sustainable development goals successfully.

Collaborative Practicum with Experimental Demonstration for Teaching the Concept of Production of Bioplastic to Vocational Students to Support the Sustainability Development Goals

The purpose of this study was to find out collaborative practicum using conventional learning methods and experimental demonstrations to teach the concept of bioplastics fabrication to vocational students. Understanding bioplastics is good to possess the young generation, especially facing Sustainability Development Goals (SDGs). The subjects of this study were 40 students of class XI in vocational schools which were divided into two classes, namely the control and the experimental classes. Treatment given to experimental class was by providing learning with an experimental demonstration using learning videos, while control class learning was done using conventional teaching method. Learning outcomes of both classes were evaluated from the pre-test and post-test scores as well as the N-Gain value. The data analysis technique used was the analytical technique of descriptive data, including the mean and standard deviation. The analysis requirement test was carried out using a normality test. To test the hypothesis of differences in student learning outcomes, a non-parametric test was used. Based on descriptive analysis, learning outcomes with the experimental demonstration method are more effective than that with the conventional method. This result is evidenced by the experimental class's N-Gain value which is greater than those of the control class. The results were also confirmed by statistical analysis using the Mann-Whitney non-parametric test, showing a significant difference in learning outcomes between the control and the experimental classes. In short, the results of the study showed an increase in achievement and significant student learning using the experimental demonstration method. The experimental demonstrations using available materials make students more interactive because students want to try the process by themselves. Using the experimental demonstration method, students are expected to be able to find, prepare, and carry out the learning process. Thus, students get good learning outcomes. This study is expected to have an impact on the further teaching of experimental demonstration research which is believed to provide good learning success for students.

Students’ learning experiences of three-dimensional printed models and plastinated specimens: a qualitative analysis

BackgroundTraditional cadaveric dissection is declining whilst plastinated and three-dimensional printed (3DP) models are increasingly popular as substitutes to the conventional anatomy teaching and learning methods. It is unclear about the pros and cons of these new tools and how they impact students’ learning experiences of anatomy including humanistic values such as respect, care and empathy. MethodsNinety-six students’ views were sought immediately after a randomized cross-over study. Pragmatic design was used to investigate the learning experiences of using plastinated and 3DP models of cardiac (in Phase 1, n = 63) and neck (in Phase 2, n = 33) anatomy. Inductive thematic analysis was conducted based on 278 free text comments (related to strengths, weaknesses, things to improve), and focus group (n = 8) transcriptions in full verbatim about learning anatomy with these tools.ResultsFour themes were found: perceived authenticity, basic understanding versus complexity, attitudes towards respect and care, and multimodality and guidance.ConclusionsOverall, students perceived plastinated specimens as more real and authentic, thus perceived more respect and care than 3DP models; whereas 3DP models were easy to use and prefered for learning basic anatomy.

Conventional Teaching and an Interactive-Based Teaching Methods to adjust Learners’ Grammar and Speaking Competence in English Classrooms: A Comparative Study for effectiveness methods in learning

The study discusses the effectiveness of Conventional Teaching Method utilizing whole-class member group and an Interactive-based Teaching Method employing small group works for improving both learners’ Grammar and Speaking competences in English Grammar classrooms. Data were taken from 68 first-year students of English Education Department of UNIDAYAN University, Bau-Bau, South-East Sulawesi province, who sit in a pre-test and post-test of two English competences; Grammar and Speaking in English. The research design is quasi experimental assigning 5 group works as the independent variables and 2 English competences; Grammar and Speaking in English as the dependent variables. The group works consist of various number of students. The treatment of all group works were reduplicated twice. The study reveals that the interactive-based teaching method utilizing small group works is far more effective for improving both learners’ Grammar and Speaking competences compared to those of conventional teaching method employing whole-class member group work in English Grammar classroom. The learners’ mean achievement is 25.04 points and 8.8 points respectively. The t-test confirms that there is a significant difference between the two methods. Moreover, the less the number of group members the more effective to the achievement of the learning target of the classrooms.