Interactive Lecture Method Research Articles

Educational Intervention of Intention Change for Consumption of Junk Food among School Adolescents in Birgunj Metropolitan City, Nepal, Based on Theory of Planned Behaviors.

Consumption of junk food among adolescents has been recognized as a serious health problem in the world. Therefore, this study aims to assess the effectiveness of an educational intervention program (interactive lecture) based on the theory of planned behavior (TPB) for reducing junk food consumption among school adolescents in Birgunj Metropolitan City, Nepal. A structured questionnaire was deployed for collecting the data from four government schools. Pretest and Posttest group study design and simple random sampling techniques were used. A multiple linear regression model and a paired t-test were used to assess the effectiveness of an educational intervention program. The theory of planned behavior indicates that behavioral intention of junk food consumption was different in pretest and posttest [5.43 ± 1.3 and 7.96 ± 0.3]. Furthermore, the average score of attitude toward junk food consumption was 11.9 ± 1.5 and 16.3 ± 1.6. Meanwhile, perceived behavior control (PBC) toward junk food was also different after intervention [2.42 ± 0.50 and 3.13 ± 0.58]. The interactive lecture method was proved an effective education program for changing the intentions of adolescent students and preventing them from consuming junk food which were statistically significant (<0.05). In addition, behavioral intention of junk food consumption, attitude toward junk food consumption, and perceived behavioral control toward junk food were statistically significant (<0.05). Therefore, study concluded that the intervention program has positive influence on the perceived behavior without control group of school-going adolescents.

Effect of Coping and Threat Intervention on Physical Activity Intention among Government Employees of Baglung Municipality

Physical inactivity is one of the major risk factors for non-communicable diseases. Physical activity related to work was categorized into vigorous, moderate and low levels. Dissatisfaction with body image proportionally increases with increasing BMI and engagement in some form of physical activity. The main objective of this study was to determine the effectiveness of coping and threat intervention to increase the physical activity intention among employees of governmental offices in Baglung Municipality. This study was done among 15-69 age group which are at risk of developing obesity and its related diseases. Since obesity and physical activity are associated it is essential to explore obesity related information session for change physical activity intention, which provides the rationale for the current study. One group pre-test, post-test design was used in this study. Physical activity intention was measured applying protection motivation theory based on self-administered questionnaire, and anthropometric assessment was used to measure the body mass index. Formative research was done to develop educational intervention. Forty eight samples from different governmental organization of Baglung Municipality selected from simple random sampling without replacement technique. Frequency, percentage, mean and standard deviation for univariate, chi-square and paired t-test for bivariate analysis was done. Most of the participants were male (81.3%) with mean age of (40.19 ± 10.61) years and plurality of the participants were in 45-69 age groups (41.7%). There was significant increase in self efficacy towards physical activity (p&lt;0.049) and severity towards obesity (p&lt;0.001) after the intervention. Both intention towards physical activity (p&lt;0.001) and health literacy (p&lt;0.001) were significantly increased after intervention. Interactive lecture was effective to bring about changes in self efficacy, severity, intention and health literacy. Interactive lecture method based on coping and threat strategies of protection motivation theory is recommended to increase physical activity intention and health literacy among governmental employees.&#x0D; Key words : Physical exercise, Protection motivation theory, Body image, Health literacy, body mass index.

The Empowerment Of Sugar Cane Farmers In Lundo Village Through Syariah Based Cooperation

Lundo Village residents in Pati Regency mostly work as sugar cane farmers, where 60% of the total village area was sugar cane farming land. However, many of the sugar cane farmers were still in a state of economic limitations. Nearly 40% of the sugar cane farmers were below the poverty line. Various problems faced by sugar cane farmers consist of: very limited capital access, unavailability of fertilizer on time, inability to master the postharvest technology, not having access to agricultural resources, and having a low bargaining position. In addition, farmers acquired one year to wait for sugar cane to be ready to harvest. To solve this problem, it is necessary a mechanism for managing sugar cane farming in Lundo Village. The solution initiated was through the establishment of a Syariah-based Sugar Cane Cooperative. The cooperative was expected to be able to become a forum for sugar cane farmers and sugar cane laborers to integrate all sugar cane farming activities based on Syariah principles. In order to realize the cooperative, activities are carried out through training with interactive lecture methods and intensive mentoring until the Cooperative formed. The Syariah sugar cane cooperative was built with the expectation of empowering sugar cane farmers and could be a role model for other regions.

PENGARUH PENYULUHAN METODE CERAMAH DALAM MENINGKATKAN PENGETAHUAN MASYARAKAT TERHADAP PENYAKIT TUBERKULOSIS

Jumlah penderita Tuberkulosis (TB) di wilayah surakarta menduduki peringkat ke 10 terbanyak di Jawa Tengah, meskipun pemerintah kota Surakarta sudah menerapkan strategi DOTS. Salah satu faktor penyebab tingginya jumlah penderita TB adalah kurangnya pengetahuan masyarakat terhadap TB. Jumlah penduduk kota Surakarta 552.650 jiwa dan 12.480 diantaranya tinggal di wilayah Kalurahan Jagalan. Dari 12.480 jiwa tersebut, hampir 60 persennya berpendidikan SLTP ke bawah. Hal ini memerlukan edukasi tentang TB untuk meningkatkan pemahaman masyarakat terhadap TB. Meningkatnya pengetahuan masyarakat terhadap TB diharapkan menurunkan jumlah penderita TB di Surakarta. Edukasi yang paling mudah adalah dengan metode ceramah interaktif yang disesuaikan dengan tingkat pendidikan peserta. Untuk menjamin tercapainya tujuan kegiatan ini maka dilakukan evaluasi tentang peningkatan pengetahuan masyarakat dengan memberikan pertanyaan sebelum dan sesudah edukasi.

Efektivitas Pendidikan Kesehatan melalui Media Permainan Ludo terhadap Peningkatan Pengetahuan, Sikap, dan Perilaku Siswa Sekolah Dasar dalam Pencegahan Adiksi Video Game

Effectiveness of video game addiction prevention using ludo game for elementary school studentsPurposeThis study aimed to determine the effectiveness of ‘Ludo game’ for increasing knowledge, attitudes, and behaviors of elementary school students concerning video-game addiction.MethodsThe research was a quasi-experimental study with pre and post tests and a control group design. The subjects were 99 elementary school students who were divided into treatment groups (two groups of intervention) and a control group. The data were collected using a questionnaire of knowledge, attitudes and behavior. Data analysis used paired t-test and analysis of variance (ANOVA) with significance level of 95% (p &lt;0.05). ResultsThe characteristics of the study subjects in all three groups before the intervention were normally distributed. Paired t-test results showed that the ludo game and interactive lectures can improve knowledge, attitudes, and behaviors. However, there was no significant difference of knowledge, attitudes, and behaviors through Ludo compared to health education through interactive lectures in health education delivery. ConclusionLudo game and interactive lectures together can effectively improve the knowledge, attitudes, and behavior of elementary school students. Health education through ludo games was no more effective than the interactive lecture methods in increasing the knowledge, attitudes, and behavior of students on the prevention of video-game addictions.

Emotionalized learning experiences: Tapping into the affective domain

The experimental study was undertaken to examine the effect of emotionalized learning experiences on the academic achievement of students at Preston University. The major objectives of the study were to identify the effect of teaching methods on students’ academic achievement and to evaluate the relationship between affective learning conditions and students’ academic achievement. Based on four intact semesters, the population of the study comprised 140 students from the Bachelors of Business Administration Program. The whole population was considered as the sample. The control group (28 students) was taught through the interactive lecture method, whereas, the experimental group 1 (35 students), experimental group 2 (46 students) and experimental group 3 (31 students) were taught through the activity method, reflective learning method and cooperative learning method respectively. Results indicated a significant difference between the pretest and posttest scores obtained in the achievement test as a result of the effect of teaching methods used for offering the emotionalized learning experiences. There was also a significant relationship between affective leaning conditions and students’ academic achievement. Furthermore, it was found that students’ academic achievement in the affective domain was highest with regard to workshops 1, 2 and 3. It was concluded that the emotionalized learning experiences offered to the students via the four teaching methods helped students in enhancing their knowledge, changing their attitudes and developing their skills with regard to living a happy, healthy and meaningful life. However, the reflective learning method proved to be the most suitable followed by the interactive lecture method, the cooperative learning method and the activity method.

Pelatihan Klasifikasi dan Kodefikasi Penyakit Serta Masalah Terkait Berdasarkan ICD-10 pada SDM Kesehatan di Puskesmas Dlingo I, Kabupaten Bantul, Yogyakarta

Medical records officer role in the implementation of BPJS is very important. In this case the medical records officer gathering and processing of patient data. In carrying out his role, the official medical records are still having a lot of problems in the field, especially related to the classification and codefication disease and related problems that in fact the most important part in the financing system BPJS patients. Lack of socialization and mentoring of the BPJS as well as relevant government or universities to be one of the causes of the various problems that arise in the field. Through socialization and mentoring from college who has a plan and a solution can minimize the main problems related to the implementation of the BPJS. The method used is training. Delivery of training using a technique such that interesting, attractive, either through the interactive lecture method using animation and video, also packaged in an exciting event so that participants are not saturated. Role in the medical recorder and codefication classification of diseases and related problems in health centers Dlingo I Bantul district of Yogyakarta is not only done alone, but is also done by midwives, nurses, and nutritionists. This is done because the workload of medical records officer relatively high. There is only one medical recorder. This condition is exacerbated by a lack of socialization and assistance carried out by the relevant government BPJS or forcing medical recorder shall transmit the relevant information and codefication classification of diseases and related problems are the other professions also do so. the Dlingo I Community Health Center Distric of Bantul Yogyakarta find this activity very beneficial to minimize the main problem and hope this event can be held on a regular basis. Health human resources through this training they can understand the structure of the classification, so it can help work codefication disease and related health problems.

Perbandingan Tingkat Motivasi Mahasiswa yang Menempuh Kuliah Konvensional dengan Collaborative Learning

Background: Collaborative learning is a learning method which centered on students’ learning process. Although many theories and research results showed that interactive lecture is better than conventional lecture, but in fact, only few lecturers use the interactive method in teaching and learning process. Literature stated that using conventional method in teaching and learning process does not motivate students to learn more while using the other one (interactive lecture) will enhance students’ motivation. Collaborative learning is one of interactive lecture method. Based on the facts mentioned above, the researcher wants to compare students’ motivation who participate in conventional method and those who participate in collaborative learning method.Method: This was a quantitative research with experimental approach, used posttest only with control group design. This research measured students’ learning motivation by using Motivated Strategies for Learning Questionnaire (MSLQ). Subjects for the research were the second semester students of Public Health Scince of Tadulako University which divided into two groups randomly. Data were analyzed by Mann-Whitney test method.Results: There were a distinct disparity in students’ learning motivation after following learning process with conventional and collaborative learning method. Students who followed collaborative learning had higher motivation than students who followed conventional lecture.Conclusion: Collaborative learning improves students’ learning motivation toward the nutrient topic on Public Health Sciences.

Interrogating the Skill of Introducing A Lecture: Towards an Interactive Lecture Method of Instruction

KEYWORDS Introduction. Student-centred. Lecture Method. Teaching Methods. Introducing. Lecturer-centred. Transformation ABSTRACT Higher education institutions face a lot of criticism from many stakeholders. One of the criticisms is directed towards the approaches to teaching and learning. The effectiveness of the lecture method has been questioned because of its inherent weaknesses as informed by the transmission pedagogical approaches, yet it continues to be used in universities. The lecture method is the most common method of instruction often considered handy in transmitting knowledge to a large number of students but critical reflection shows that this approach has serious limitations in teaching students to be critical thinkers, knowledge generators and social beings. In this paper, the researchers interrogate the skill of introducing lectures within the context of transforming the lecture method to a more interactive and student-centred one. The presentation is underpinned by the constructivist theoretical framework. In the paper the researchers critically discuss ways in which lecturers may effectively introduce their lectures. The purpose of introducing lectures is explored and various approaches to lecture introduction discussed. The strengths of the various ways of introducing lectures are evaluated in the way they transform the lecture method into a more interactive one. The conclusion drawn is that effective teaching requires skills and expertise in pedagogy and andragogy and university teachers are encouraged to take up courses that enhance their knowledge and skills in teaching to make them better teachers.

Using Interactive Teaching Methods when Forming Bachelors’ Professional Competences in Management Studies

Russia's participation in the Bologna process led to the need to adapt training programs for bachelors, as well as teaching methods in accordance with the need to build bachelors’ core competencies in management studies. In these circumstances it is important for both teachers and students to change the form of joint participation in the process of delivering and acquiring knowledge. The teacher cannot only translate knowledge, since in this case students should behave as independently functioning and decision-making subjects. Otherwise, they will not be able to master the necessary competencies and will not possess the qualities necessary for managers. One solution to this problem is using interactive teaching methods, such as role-playing, case studies, videos, case studies, business games, design methods, and others. All these methods are aimed at the acquisition and interpretation of experience. The “Learning by Doing” approach, which is the basis for interactive technologies, opens great opportunities for semantic construction of the educational process and bringing it closer to real life. When doing the research, the authors developed a model of competencies that are formed during the Developing Management Decisions course. In the analysis of interactive methods we correlated competences that are to be formed at the end of the course and those formed by means of using interactive methods. Besides, the authors developed and tested some role-playing and simulation business games. We developed and tested the Interactive Lecture method; we formed a sufficient database of interactive methods that are obligatorily included in all seminars. Moreover, we conducted studies eliciting managerial qualities that undergraduate students possess before and after interactive classes. Finally, we reviewed and analyzed the dynamics of these changes. DOI: 10.5901/ajis.2013.v2n3p453

Sliding Away From PowerPoint

Class participation can be difficult to obtain when lecturing to a large group of students. Interactive lecture methods can help bridge the gap between faculty and students as well as increase class participation and satisfaction among faculty and students. The authors discuss various methods that may be used to increase student interaction.

Transforming the lecture-hall environment: The fully interactive physics lecture

Numerous reports suggest that learning gains in introductory university physics courses may be increased by “active-learning” instructional methods. These methods engender greater mental engagement and more extensive student–student and student–instructor interaction than does a typical lecture class. It is particularly challenging to transfer these methodologies to the large-enrollment lecture hall. We report on seven years of development and testing of a variant of Peer Instruction as pioneered by Mazur that aims at achieving virtually continuous instructor–student interaction through a “fully interactive” physics lecture. This method is most clearly distinguished by instructor–student dialogues that closely resemble one-on-one instruction. We present and analyze a detailed example of such classroom dialogues, and describe the format, procedures, and curricular materials required for creating the desired lecture-room environment. We also discuss a variety of assessment data that indicate strong gains in student learning, consistent with other researchers. We conclude that interactive-lecture methods in physics instruction are practical, effective, and amenable to widespread implementation.