Practical Learning Strategies Research Articles

Teachers’ Voice on the Practical Learning Strategies for Young Learners with Poetry

Teachers’ Voice on the Practical Learning Strategies for Young Learners with Poetry

The Influence Of Practical Learning Methods On Islamic Religious Education Motivation Of Class IV Students Of Primary School 01 Muara Kemumu

Examining the degree to which students utilize practical learning strategies, their motivation to learn both before and after, and their learning results both before and after, are the main objectives of this study. to ascertain how using practical learning techniques affects students' motivation and academic performance. SDN 1 Muara Kemumu was the location of this study. the approach taken in experimental study that is quantitative. Fifty-nine pupils in class IV served as the study's sample. The skills/psychomotor assessment tests, questionnaires, and observation sheets were the study instruments. The t-test is a data analysis tool. Research findings: First, the application of the practical learning method is at a very high level; student learning outcomes are at a high level prior to the application of the practical learning method and in a very high category following its application; student learning outcomes are at a high level prior to and following the application of the practical learning method. Second, there is a relationship between student learning outcomes and learning motivation that results from the implementation of practical learning approaches.

Rural and Urban Secondary Students Vocabulary Size and Vocabulary Learning Strategies in Practice: A Study in Bhutan

The present study aimed at investigating the Bhutanese rural and urban secondary students’ English vocabulary size, vocabulary learning strategies (VLS) in practice, and the relationship between the two. The participants were 200 students (110 males and 90 females) from 11 to 16 years old from two different schools in Bhutan, 100 from each school. Adopting the quantitative approach, a comparative design in particular, a previously used vocabulary size test and questionnaire were modified to collect the data. The results revealed that the student-participants on average were medium VLS users and achieved 83.16% vocabulary coverage of the 3000 most frequently used English words. However, there existed a significant difference in both vocabulary size and VLS in practice between rural and urban participants. As for the choice of VLS, although participants' responses to items on VLS showed slightly different mean values, the general pattern of the responses revealed students in the selected context most frequently used the cognitive strategies and least often the determination strategies which showed the best correlation (r=0.57, p < 0.01) with vocabulary size. Implications for practice and recommendations for future research were drawn based on the findings.

Stress, anxiety, and depression in professional graduate students during COVID 19 pandemic

ABSTRACT Background The mental health of Doctor of Physical Therapy (DPT), Master of Occupational Therapy (MOT), and Doctorate of Occupation Therapy (OTD) students was impacted by the COVID- 19 pandemic. The investigators explored the impact of the pandemic on the students’ mental health. Methods The study included 90 students from the DPT, MOT, and OTD programs. The data was collected using a survey including demographics and the Depression Anxiety Stress Scales-21. Results The prevalence of stress, anxiety, and depression increased two-fold in all three disciplines of students. Out of the 90 students, 60% reported stress, 52.2% anxiety, and 53.3% depression. No significant difference was observed between genders, marital status, and the different disciplines. Conclusion This study shows that graduate DPT, MOT, and OTD students experienced a significant degree of mental health disorder during the pandemic. Adequate measures need to be adopted to support the well-being of the students and for a successful academic career. KEY POINTS What is already known about this topic: The COVID-19 pandemic resulted in a change in graduate education such as methods of teaching, practical learning strategies, and evaluation techniques. Changes in education methods resulted in a higher prevalence of mental health issues including stress, anxiety, and depression in students and the general population. DASS-21 is a reliable and valid scale to measure stress, anxiety, and depression. What this topic adds: (1) This study explored mental health issues in physical therapy and occupational therapy profession graduate students in the United States. (2) It recognized a two-fold increase in stress, anxiety, and depression in graduate students during the COVID-19 pandemic. (3) This study documented no difference in perceived stress, anxiety, and depression between the Flex program and residential program as well as DPT, MOT, and OTD students.

Cinema Teaching in Mental and Psychological Education: An Example Using RN-BSN Nursing Students

Movies can be an effective tool for increasing the depth and breadth of learning. In this era of continuously advancing knowledge and technology, it is essential to design curricula that shorten the learning time of RN-BSN nursing students and arouse and stimulate their interest and potential. Designing an in-service nursing curriculum that enhances the self-reflection capabilities of students is challenging. Cinema teaching and the development of the plots model facilitate student engagement with movies. Through emotional development and the setting of background contexts, cinema teaching helps transform and establish students' knowledge of mental and psychological healthcare and increases their understanding of patient behaviors. Mental and psychological education aims to enhance cognition and provide practical learning strategies for in-serving nursing students. By implementing the cinema teaching method, students come to empathize with the pain and helplessness of patients and their families and learn how to provide care and social support to these patients.

Personal and Instructional Variables Related to the Learning Process in Postgraduate Courses.

The aim of the present study was to analyze the relationship between different student characteristics (gender, reason for choosing the master's degree and specialty), the instructional context (perceived quality of the instructional process), and the characteristics of the learning process (practical learning strategies and study approach) in postgraduate study. 621 students completed the Motivated Strategies for Learning Questionnaire, the Inventory of Study Processes, the Inventory of Self-Regulatory Learning Processes and a questionnaire developed ad hoc about instructional processes. The data indicates notable differences between men's and women's involvement in their postgraduate study. Furthermore, the results also suggest that it is only when postgraduate courses are done for vocational reasons and students receive quality instruction that the two factors ensure students prioritize deep learning processes (e.g., significant learning, reflections on meaning, comprehensive learning) versus a surface learning approach. (e.g., memorization, lack of reflection). The results may be of interest for the design of postgraduate university education policy in relation to the selection processes for both students and teachers.

Improving Lifelong Learning by Fostering Students’ Learning Strategies at University

The foundation of how students usually learn is laid early in their academic lives. However, many or even most students do not primarily rely on those learning strategies that are most favorable from a scientific point of view. To change students’ learning behavior when they start their university education, we developed a computer-based adaptive learning environment to train favorable learning strategies and change students’ habits using them. This learning environment pursues three main goals: acquiring declarative and conditional knowledge about learning strategies, consolidating that knowledge, and applying these learning strategies in practice. In this report, we describe four experimental studies conducted to optimize this learning environment ( n = 336). With those studies, we improved the learning environment with respect to how motivating it is, investigated an efficient way to consolidate knowledge, and explored how to facilitate the formation of effective implementation intentions for applying learning strategies and changing learning habits. Our strategy-training module is implemented in the curriculum for freshman students at the Department of Psychology, University of Freiburg (Germany). Around 120 students take part in our program every year. An open version of this training intervention is freely available to everyone.

Anti Corruption Perception And Modeling: A Critical Study Among Educational Institutions In Pacitan, Indonesia

Corruption becomes a central issue in Indonesia grounding from the accurate portrayal of data and information. However, the consistent action must be taken into account. Therefore, the critical discussion in this research aims at; (a) analyzing perceptions and awareness of anti-corruption understanding of school civitas among educational institutions in Pacitan, Indonesia; (b) formulating useful modeling for anti-corruption education in Pacitan, Indonesia; (c) establishing implementation strategy of the anti-corruption education in Pacitan, Indonesia. Moreover, the use of action research is a well-established method in this research. The researcher took the data from March to April 2018. The number of respondents was 159 people, consisting of 70 men and 89 women, scattered in junior and senior high school. The further findings revealed that; (1) respondents’ perceptions and awareness of anti-corruption education are perfect, that is 89% of those who responded; (2) Teenager Corruption Watch (TCW) is a valid model for anti-corruption education in Pacitan, Indonesia. It can be viewed from 87% of respondents who admitted very satisfied with this TCW model, and 23% somewhat disagree for the rest; (3) the implementation strategy of the anti-corruption education is carried out through role-play based TCW in education institutions of Pacitan Regency, Indonesia. Thus, the majority of the school civitas in Pacitan regency have understood that corruption is a cruel act, which is denied and condemned for its existence. The TCW model became one of the practical learning strategies in preventing, as well as against corruption at educational institutions in Pacitan.

Investigating the Relationships Among Resilience, Social Anxiety, and Procrastination in a Sample of College Students.

This study investigated the relationships among resilience, social anxiety, and procrastination in a sample of college students. Specifically, structural equation modeling analyses were applied to examine the effect of resilience on procrastination and to test the mediating effect of social anxiety. The results of this study suggested that social anxiety partially mediated the relationship between resilience and procrastination. Students with higher levels of resilience reported a lower frequency of procrastination behavior, and resilience had an indirect effect on procrastination through social anxiety. The results of this study clarify the current knowledge of the mixed results on resilience and procrastination behaviors and offer practical learning strategies and psychological interventions.

What makes dyslexic language learners successful in the long run? An exploratory study

The merits of being able to communicate in English in the global job market are unquestionable in the 21st century. Therefore, everyone should have the right and opportunity to learn English and other foreign languages regardless of their potential learning difficulties. Fortunately, it is increasingly prevalent that special needs learners can learn foreign languages with sufficient help, though it is not clear how far they can get in the process of language learning. What factors might aid special needs learners (e.g., dyslexics) to become successful in language learning is a widely investigated research area; however, we know little about how special needs learners can become and remain successful language users in adulthood when they no longer take part in instructed education. The aim of this study is to seek answers to these questions by interviewing thirteen adult dyslexic language learners/users considered to be successful both by themselves and their previous teachers, and also to figure out if autonomy is one of the factors contributing to learners’ success. The results reveal that the emerging themes can be grouped into three main interrelated categories: practical learning strategies, learning environment and motivation, each with various subcategories, which should be considered in curriculum design as well as dyslexia research in SLA.

Can student mental health nurses be prepared for medicines management?

Aim This paper reports on an evaluation of the Medicines with Respect project, which implemented a stepped approach to education and training in medicines management (MM) for mental health nurses (MHNs). Method In the retrospective qualitative study, nine MHNs were interviewed to gain their perceptions of the MM training they received at university and to find out if it still had relevance. Results Content analysis of the interview data revealed that overall the participants valued the theoretical and practical learning strategies they experienced, although criticisms relating to all aspects of the education and training were reported. The participants also reported that the approach prepared them for clinical practice as registered nurses. Such an approach may also build the capacity of MHNs to develop as prescribers.

One Lens Missing? Clarifying the Clinical Microsystem Framework With Learning Theories

The clinical microsystem (CMS) approach is widely used and is perceived as helpful in practice but, we ask the question: "Is its learning potential sufficiently utilized?" To scrutinize aspects of learning within the CMS framework and to clarify the learning aspects the framework includes and thereby support the framework with the enhanced learning perspective that becomes visible. Literature on the CMS framework was systematically searched and selected using inclusion criteria. An analytical tool was constructed in the form of a theoretical lens that was used to clarify learning aspects that are associated with the framework. The analysis revealed 3 learning aspects: (1) The CMS framework describes individual and social learning but not how to adapt learning strategies for purposes of change. (2) The metaphorical language of how to reach a holistic health care system for each patient has developed over time but can still be improved by naming social interactions to transcend organizational boundaries. (3) Power structures are recognized but not as a characteristic that restricts learning due to asymmetric communication. The "lens" perspective reveals new meanings to learning that enhance our understanding of health care as a social system and provides new practical learning strategies.

Implicit Learning of Local Context in Autism Spectrum Disorder

Although previous research has reported impairments in implicit learning in individuals with ASD, research using one implicit learning paradigm, the contextual cueing task (Chun and Jiang in Cognitive Psychol 36:28-71, 1998), shows evidence of intact ability to integrate spatial contextual information. Using an adaptation of this paradigm, we replicated earlier findings showing that contextual cueing facilitates learning in ASD. Nevertheless, we found that exposure to repeated contexts that biased attention to local rather than global displays rendered it difficult for individuals with ASD to adapt to new trials. Thus, adaptive processes that allow one to respond flexibly and rapidly to new situations appear diminished in ASD when exposed to local spatial contexts. These findings have implications for practical learning strategies used in educational settings.