Deductive Learning Research Articles

Developing Tenth-Grade Students' Problem-Solving Skills in Chemistry through Deductive Learning with the DAPIC Approach

The authentic science classroom requires students to think and solve problems through hands-on activity. This research aims to enhance problem-solving skills in chemistry of grade 10 students through deductive learning with the DAPIC approach, with a passing criterion of 70% or higher of the total score. This research employed action research. The target group consists of 22 students from the model school of Mahasarakham University in the second semester of the academic year 2023. The data collection instruments included nine lesson plans, three sets of essay-type problem-solving tests (each comprising three questions), student interview questionnaires regarding their opinions on learning management, and observational data on problem-solving behavior in chemistry. The research findings indicated that the target group improved their problem-solving skills after learning through deductive learning with the DAPIC approach. In the first cycle, 50% of students (11 out of 22) met the passing criterion of 70%. In the second cycle, 81.82% of students (18 out of 22) passed, and in the third cycle, 95.45% of students (21 out of 22) achieved the passing criterion. It can be concluded that deductive learning with the DAPIC approach can also enhance students' problem-solving in the science classroom.

Chemistry private tutoring in Malaysia

<span lang="EN-US">The unsatisfactory result obtained by Malaysian secondary students in international assessment has caused the Ministry of Education to put much effort into structuring the curriculum. Variety of teaching pedagogies has been suggested but not all the approaches are applicable due to many constraints. It leads students to enroll in extra private tutoring classes after their regular school hours. This research aimed to identify the reason students attend chemistry private tutoring, to explore the teaching pedagogies used in chemistry private tutoring, and to identify the perceptions of students on the pedagogies used in chemistry private tutoring. This is an exploratory qualitative study that is conducted among six tutors and five students in Malaysia. The result was analyzed through thematic analysis. Interestingly, the study has indicated that despite improving their academic result, students attend tuition to enhance their understanding and knowledge of chemistry as they were ably exposed to a variety of teaching methods. A new insight on pedagogies used in private tutoring lessons was determined, such as deductive learning, inquiry-based teaching and contextualization. It is found that student’s learning needs are highly emphasized in tuition classes. Students experience more meaningful learning and obtain interesting learning experiences in tuition.</span>

Enhancing grammar proficiency of EFL learners through corpus-integrated lessons

This article explores what corpus-integrated lessons can be designed for EFL students in the Chinese context. It aims to shed light on the relations between developmental research and the degree to which the desired objective has been achieved. It utilized developmental, explanatory sequential mixed methods, and quasi-experimental designs. The researcher built an approximate 710,000-token corpus of texts taken from over fifty Bookworms literary books and New Concept English. The proficiency pre-test also revealed the following areas as their weaknesses: word formation, conjunction and relative clause, nonfinite verbs, prepositions and verbs. Hence, the lessons were anchored on these weaknesses. After eight weeks of implementation, the statistical evidence confirms the hypothesis that there is a significant difference between the pre-test and the post-test. The test was subjected to the reliability and validity test. The study yields promising results regarding the efficacy of DDL-inspired lessons on Chinese high school students’ learning of grammatical constructions. Comparisons between the pre-test and post-test and perceptions collected through the semi-open interviews suggest that (1) for intermediate and advanced senior high school students, inductive learning is superior to and more effective than deductive learning, (2) corpus-integrated classroom resources need full involvement from the applied linguist, the educational psychologist, the textbook writer and the language teacher to fulfill its true potential and (3) the idea for corpus literacy should be integrated into the curriculum for teacher education program.

COMPARATIVE ANALYSIS OF MACHINE LEARNING ALGORTMS TO IDENTIFY EXTREMIST TEXTS IN THE KAZAKH LANGUAGE

The article explores various models and methods employed in classifying text content with the aim of identifying destructive information within social networks. The study focuses on utilizing machine learning techniques, such as support vector machines, naive Bayes classifiers, random tree methods, decision tree, k-Nearest Neighbors algorithm, logistic regression, gradient boosting to identify extremist texts. The research findings showcase the effectiveness of these methodologies in the identification process. The article also offers an overview of existing research, methodologies, and software products in the analysis of extremist texts, emphasizing the importance of case-based learning, deductive learning models, and automated data collection and analysis. Additionally, the article provides an overview of existing research, methods, and software products within the field of analyzing extremist texts. It highlights the significance of case-based learning and the use of deductive learning models, as well as automated data collection and analysis techniques. These approaches contribute to the overall understanding and detection of extremist content. The article further discusses the relevance and future prospects of the presented research. It emphasizes the need to expand the corpus of documents studied, enabling a more comprehensive analysis of texts, including those in photo, audio, and video formats. The development of complex models for recognizing hidden extremist propaganda is also identified as a key direction for future work. By addressing these areas of focus, the research presented in the article aims to advance the field of identifying and combating extremist content within social networks. The incorporation of advanced techniques and technologies is crucial to effectively detect and address the presence of such content in various forms and formats.

Effects of formative tests and communicative grammar instruction on EFL students’ oral response ability

This study investigates the effect of formative exams and communicative grammar teaching strategies on the students’ oral response-ability. This research had a 2x2 factorial experimental design where 80 third-year university students were assigned using multistage cluster probability random sampling. The data were analyzed using a two-way covariance analysis (ANCOVA) to test the research hypotheses. The study outcomes demonstrated that students taught with constructive formative tests had higher achievement than those receiving the selective formative examination. The result indicated that deductive learning with concept maps was more effective in improving students’ ability of communicative competence compared to inductive learning. Additionally, this study found that students taught with deductive grammar instructional strategy accompanied by English concept maps demonstrated higher achievement in communicative competence than those taught with inductive grammar instructional strategy in the group of students treated with the selective formative test. Deductive learning procedures with concept maps had positive impacts from the inductive strategy to the student capacity to respond orally among students who were given constructive formative examinations. Notably, the effectiveness of various sub-instructional tactics and sub-formative test combinations on students’ verbal response capacity varied. Thus, English teachers must create formative examinations by considering constructive formative tests. Based on the research findings, recommendations for how teachers can improve students’ oral-response ability by adopting appropriate assessments using more deductive learning are discussed.

The Importance of Students’ Practical Work in High Schools for Higher Education in Electronic Engineering

Contribution: Impact assessment of the practice-oriented course for high school students on their later academic achievements, described in the context of long-term efforts to improve electronic engineering studies’ quality. The article highlights the importance of outreach and extracurricular activities and cooperation with the IEEE in these efforts. Background: Faced with the practical application of theoretical knowledge, either in laboratory exercises or on small projects, students are not as successful as expected. A high school course promoting practical work has been developed, following the gathered experience and results from other studies. The intention was to track participants’ progress not only on the course but also during their later studies at the faculty. Intended Outcomes: Increased the number of proficient high school students enrolling in the university. Improved quality of papers at student conferences, organization of workshops and events attractive to students and educators, an increased number of young members of the IEEE. Impact on the policymakers. Application Design: In tailoring the course content, the goal was to mimic an engineering design cycle through project-based learning. In contrast to deductive learning, which students were accustomed to, assessment-based and active learning teaching strategies, such as think–pair–share, practical demonstrations through performance tasks, and homework practice, have been used. Findings: This research documents that students with practical experience in high school have more self-confidence and better university scores than those with none. The universities should step forward in initiatives to strengthen connections with high schools and professional societies.

Incongruence Between Learning Style and Written Corrective Feedback Type: Mediating Effect of Implicit Theory of Learning Style

Implicit theory (Dweck, 2000) suggests that learners’ theories about the malleability of their individual traits (learning style, here) determine the extent to which they can stretch their learning style (Gregersen & MacIntyre, 2014; Young, 2010) and benefit from the instruction that mismatches their preferred styles. The present study aimed at investigating the extent to which Iranian EFL learners with inductive vs. deductive learning styles would benefit from the written corrective feedback (WCF) that does not match their learning styles (i.e., implicit vs. explicit WCF). The study also examined if their success (or lack of) in style stretching and improving their written accuracy is due to the implicit theory (entity vs. incremental) they hold about their learning style. The result showed that students with an incremental theory significantly improved their written accuracy more than those with an entity theory. Also, the findings revealed that inductive learners were more successful in adapting to the mismatched WCF (explicit) and made greater improvement in their written accuracy than deductive students who received implicit WCF.

Deductive Learning for identifying COVID 19 by using Edge Histogram and Fuzzy Color and Texture Histogram Filter

Deductive Learning for identifying COVID 19 by using Edge Histogram and Fuzzy Color and Texture Histogram Filter

Developing Grade 10 Student Learning Achievement of Relation Using Deductive Learning Management with Online Exercises

The purposes of the study were 1) to investigate the effectiveness of deductive learning management with online exercises on grade 10 students learning achievement of mathematical relations; and 2) to investigate students’ satisfaction with the learning management. The study was conducted in a one-group pretest-posttest design. The participants were 41 Thai grade 10 students learning mathematics. The cluster random sampling method was employed in the participant selection process. The instruments were a learning management plan designed in a deductive learning management, a learning achievement test, and a satisfaction questionnaire. The effectiveness of the deductive learning management on students’ learning achievement of mathematical relation was assessed by considering the participant’s performance while learning in the class and at the end of the class. The statistics used in the data analysis were percentages, mean scores, standard deviation, a paired t-test, and an effectiveness test (E1/E2) with the determining criteria of 75/75. The results of the study indicate that the deductive learning management plan with online exercises was capable of improving grade 10 students’ learning achievement of mathematical relations. Moreover, it also brought about a satisfying experience learning the concept. The study contributed to the area of mathematics education as it provided an example to support the use of the deductive learning management on learners with limited mathematic skills.

The Effects of Deductive Learning Activities With Games on the Topic of “Single Variable Linear Equations” of Mathematics on Learning Achievement of 7th Grade Students

The purposes of the research were 1) to compare the scores of 7th grade students from deductive learning activitites managaement with games on the topic of “Single Variable Linear Equations” to the standardized criteria of 75%, 2) to compare the achievement of the 7th grade students before and after using the deductive learning activities with games, and 3) to study the satisfaction of the students with the deductive learning activities with games. The research samples were twenty-eight 7th grade students of class one at Triam Udomsaksa Patanakarn Roi-Et School in the second semester of 2021. They were selected by cluster random sampling method. The research instrument consisted of lesson plans, an achievement test, a questionnaire, a recording form after teaching and an observation form. The statistics used were mean, standard deviation, percentage, one-sample t-test and t-test for dependent. The research results indicated that compare the mean score of 7th grade students from deductive learning activitites managaement with games on the topic of “Single Variable Linear Equations” was higher than the standardized criteria of 75% at the .05 level of the statiscal significance. 2) The findings revealed that the mean postet score after using deductive learning activitites managaement with games was higher than that of the pre-test score at the .05 level of the statiscal significance. 3) The overall satisfaction of the student with the deductive learning activities with games was at a high level.

Active versus Passive Strategy in Online Creativity Training: How to Best Promote Creativity of Students with Different Cognitive Styles?

While online education has become a new trend for knowledge acquisition and skill development, empirical studies on the effectiveness of online creativity training are scarce and the findings are inconclusive. In the current study, we investigated whether individual differences in cognitive style (i.e., FD-field dependence, FI-field independence) influence learners’ performance in online creativity training. The literature suggests that when processing information, FD learners tend to prefer inductive learning and rely on external references while the FI learners are more likely to prefer deductive learning and rely on internal reference. A three-day online training was developed and delivered to participants via either the active or the passive training strategy. This study was a pre-posttest between-subjects design, and three creativity tasks (AUT-alternative uses task, visual imagination task, and the design problem) were used to measure participants’ creative performance. The MANOVA results showed a significant interaction effects that FD participants greatly improved on performance of the AUT and the design problem after exposing to the active training compared to the passive training, whereas the FI participants did not show improvement. Besides, the FD participants reported positive training experiences (preference and motivation) on the active training strategy while the FI participants didn't seem to differ in their experiences of different training strategies. The current findings implicate that instructor and teachers should be aware of the individual differences while designing creativity training materials/courses in digital as well as real-life contexts.

Data-driven vs. Deductive Learning of English L2 Collocations Using Online Resources: A Convergent Mixed Methods Study

This convergent mixed methods study aims to compare effectiveness of using three online consultation resources entailing deductive vs. data-driven learning on learning and retention of 18 verb-noun collocations by EFL learners. The participants (N=45) randomly assigned to treatment conditions consulted three different online resources in different orders to complete the same online error correction tasks and gap-fill exercises in three sessions. The participants were given the Vocabulary Size Test (VST), and a productive collocation translation test (CTT) as the pretest, the posttest and the retention test. A sub-set of the participants also performed think aloud protocols during the treatment. After the treatment, the participants were given the CTT and responded a rating scale and an open-ended question. The results indicated that all of the resources led to significantly higher learning and retention rates with no significant differences among the resources. It was also found that the participants rate the resources differently and go through different cognitive processes when consulting resources. The VST scores positively correlated with the posttest scores, suggesting that participants’ vocabulary sizes can be a moderating variable. The findings are discussed based on previous research and within the framework of data-driven learning.

Usability and user experience evaluation of Virtual Integrated Patient


 
 
 Most existing Virtual Patients utilize simplistic, predictable, and prescriptive approaches that limit deductive learning and the development of decision-making skills for medical students. We have designed a chat-based virtual patient for performing patient interviews, physical examinations, and investigations to help medical students develop reasoning skills. In this paper, we present results from a two-part study. In the first part, we conducted a usability evaluation with seven medical students and six clinicians. The objectives of the usability evaluation was to determine how VIP’s user interface and its features affect the usability (efficiency, effectiveness and learnability) as well as the general subjective user experience associated with the use of system. Each participant completed a user experience, system usability scale, and a self-prepared survey form. A significant difference was seen between the results of students and tutors. Due to a lack of training data, the chatbot model predicted incorrect responses that led participants to feel frustrated. In the second part of study, we have retrained the chatbot model using the feedback and designed an error correction approach and engaged seven new medical students to test the chatbot intensively — a total of 2169 user interactions were performed with the chatbot. Of that, 77.4% were properly answered by the bot, 10.8 % were out-of-domain concepts, 8.6 % were unknown concepts (Li et al., 2018), 3.3 % were corrected using the error correction approach designed.
 
 

ANOMALIES IN THE IMPLEMENTATION OF METHODS OF TEACHING MATHEMATICS AND THEIR CONSEQUENCES

The article deals with the negative trends in the development of school mathematics education in the context of the relationship of inductive and deductive methods of teaching educational material. It is stated that the dominance of deduction in teaching of mathematics in high school and its separation from inductive explanations to students of mathematical concepts, definitions, rules, formulas indicates a complete disregard for pedagogical experience and K.F. Lebedyntsev and D. Polya’s methodical research. The historical causes of excessive application of the deductive method of teaching mathematics are revealed: the centuriesold practice of imitating the method of “Beginnings” by Euclid; historically short (about four centuries) period of induction method formation in scientific research; even shorter period of pedagogical induction applications practice. In order to more fully revealing the pedagogical significance of inductive methods of teaching mathematics, a brief analysis of the methodical features of lectures course on algebra, developed and delivered by I. Newton to the students of Cambridge University, was carried out.It is found out that this course has a strong inductive orientation and revealed this genius English scientist’s conviction that teaching mathematics is an art in which solving examples and problems is more important and useful than rules. It is emphasized that this I. Newton’s conviction was significantly ahead of other Western European mathematicians. The purposefulness and persistence of national mathematicians-teachers M.G. Kurganov, F.I. Busse, P.S. Guriev, O.M. Strannolyubsky, S.I. Shohor-Trotsky, K.F. Lebedyntsev in substantiating the pedagogical significance of the inductive method of teaching mathematics and its practical implementation were noted. The important general didactic significance of F.I. Busse’s views on the implementation of learning consciousness principle has been revealed. Examples of M.M. Luzin’s high school education and modern practice of training mathematics teachers are given. They show that the lack of inductive explanations of the main thing in the content of the lesson turns deductive learning into formal-deductive, accompanied by the substitution of understanding by thoughtless mechanical memorization of educational material. The exceptional relevance of the practical implementation of the methodical heritage of K.F. Lebedyntsev and D. Polya’s in the context of solving the problem of improving the quality of school mathematical education is substantiated. The most important task of of the considered problem – determinating the practical ways of its decision – is formulated.

Pengembangan Modul Elektronik Teks Hikayat Berbasis Model Deduktif Kelas X SMA

The research was conducted to overcome the limitations of Indonesian language teaching materials. The purpose of this research is to explain the process and produce the product for the development of the electronic module for saga text learning based on the deductive learning model with valid, practical, and effective criteria to use. The research model used includes 4 stages, namely defining, designing, developing, and spreading. This research uses qualitative and quantitative data. The qualitative data were obtained from filling in two questionnaires, namely the validation of the electronic module and practicality and the sheet from making observations on student activities and student affective. Quantitative data were obtained based on student learning outcomes in saga text material. The results of this study indicate that the electronic module of saga text based on the deductive model is valid, practical, and effective. This is evidenced from the results of validity, practicality, and effectiveness. The practicality of the electronic module by teachers and students was 86.66% and 87.35% in the very practical category. The effectiveness of the electronic module based on the attitude aspect score is 92% with the predicate A and is categorized as very effective. The effectiveness of the electronic module based on student learning outcomes for the cognitive aspect is 90.24 with the A predicate and 86.64% for the aspect of developing saga in the form of short stories with the predicate A so that it is categorized as very effective.

Deductive Learning for Weakly-Supervised 3D Human Pose Estimation via Uncalibrated Cameras

Without prohibitive and laborious 3D annotations, weakly-supervised 3D human pose methods mainly employ the model regularization with geometric projection consistency or geometry estimation from multi-view images. Nevertheless, those approaches explicitly need known parameters of calibrated cameras, exhibiting a limited model generalization in various realistic scenarios. To mitigate this issue, in this paper, we propose a Deductive Weakly-Supervised Learning (DWSL) for 3D human pose machine. Our DWSL firstly learns latent representations on depth and camera pose for 3D pose reconstruction. Since weak supervision usually causes ill-conditioned learning or inferior estimation, our DWSL introduces deductive reasoning to make an inference for the human pose from a view to another and develops a reconstruction loss to demonstrate what the model learns and infers is reliable. This learning by deduction strategy employs the view-transform demonstration and structural rules derived from depth, geometry and angle constraints, which improves the reliability of the model training with weak supervision. On three 3D human pose benchmarks, we conduct extensive experiments to evaluate our proposed method, which achieves superior performance in comparison with state-of-the-art weak-supervised methods. Particularly, our model shows an appealing potential for learning from 2D data captured in dynamic outdoor scenes, which demonstrates promising robustness and generalization in realistic scenarios. Our code is publicly available at https://github.com/Xipeng-Chen/DWSL-3D-pose.

Deductive Learning Approaches in Vehicular Ad-Hoc Network (VANET) for Enhancement of Road Safety

Deductive Learning Approaches in Vehicular Ad-Hoc Network (VANET) for Enhancement of Road Safety

Deductive learning approaches for Face Recognition by using Gabor Feature

Deductive learning approaches for Face Recognition by using Gabor Feature

DISCREPANCY BETWEEN PERCEIVED AND OBSERVED TEACHING CREATIVITY OF ENGLISH TEACHERS

This study was aimed to investigate the discrepancy that occurred between the teachers’ perception and the observed implementation in teaching creativity in the classroom. Embedded mixed method QUAL (quan) was used as the design of the study. The data corpus comprises primary and supportive data, in which the first refers to qualitative data and the later were the supportive data. SMA Negeri 1 Melaya was selected as the research setting and two English teachers were selected as the research subject. The questionnaires and in-depth interview were used as the instrument to collect the data. The data from the questionnaires were analysed quantitatively and qualitatively. Then, data reduction was used to analyse the data from in-depth interview. The result demonstrates that the discrepancy occur between teachers’ perception and the observed implementation in the classroom. The teachers perceive themselves as creative, however the observational set data indicate that their teaching mostly focus on using conventional media, deductive learning, teacher centre technique, monotonous teaching activity, using same media in every meeting, rarely conducting innovative activity and integrating the contextual problem as learning material in the class. Their teaching also mainly focused on offline learning and printed media. In addition, they were also hardly found to show effort to redesign old media to be unique and creating attractive activities in the class.

Performance of Correlation in Topic Modeling from Academic Social Network Dataset through Deductive Learning

Performance of Correlation in Topic Modeling from Academic Social Network Dataset through Deductive Learning