Significant Differences In Learning Outcomes Research Articles

Effectiveness of chatbots in improving learning experience in an online course

ABSTRACT This study analyzes the effectiveness of a chatbot in enhancing online learning, addressing the lack of support in traditional online courses. Two questionnaires were administered to participants, providing qualitative data on various aspects of the learning experience. The first questionnaire measured satisfaction, engagement, self-regulation and usefulness in three different groups of participants. The second questionnaire included open-ended questions and Likert scale items, gathering qualitative feedback and perceptions specifically from the group that used the chatbot. Additionally, this study incorporates quantitative analysis to evaluate the chatbot's impact on learning outcomes and student engagement. We used ANOVA to test whether there is a significant difference in learning outcomes among the three experimental groups. To determine which groups have significantly different means, we performed the Tukey post hoc test. Analysis of the data collected aims to measure the impact of chatbot integration on learner satisfaction, engagement, self-regulation, learning outcomes, usefulness and usability. The results contribute to the understanding of chatbots as support tools in e-learning environments, and indicate that the integration of chatbots within e-learning platforms aims to improve the learning experience and foster learner success.

A comparative analysis of game-based learning and conventional learning in dental education.

To evaluate the efficacy of traditional teaching versus traditional teaching supplemented by serious gaming in imparting knowledge of periodontal indices among dentistry students. Additionally, the study seeks to measure the level of satisfaction among students engaging with the assessed teaching method. This comparative study was approved by the ethics committee of the University of Valencia with file number: 2479311. A sample of 61 subjects was divided randomly into two groups: the test group (n=36) and the control group (n=25). Baseline knowledge of community index of periodontal treatment need was assessed through a questionnaire completed by both groups before receiving a comprehensive explanation of the topic. The test group, in addition to the conventional explanation, received supplementary training via an educational gaming experience. Both groups underwent a final evaluation and, subsequently, a satisfaction survey was completed by the test group. Descriptive and inferential analyses were performed using a non-parametric Brunner-Langer model. The relationship between scores was examined using Mann-Whitney and Wilcoxon tests, with a significance level set at α=0.05. The training, in general, was effective as both the test group (p=0.003) and the control group (p=0.015) demonstrated an increase in scores with both teaching modalities, but no significant difference was observed between the groups. The test group expressed a high level of satisfaction with the instructional approach. No statistically significant difference in learning outcomes was identified between the traditional lecture teaching method and the approach supplemented by gaming. There was an elevated level of student satisfaction with the gaming method.

Impact of digital modules on math achievement by gender and locality

Digital modules typically refer to self-contained units of online learning materials designed for specific topics or learning objectives. The researcher developed digital modules for three specific math units and conducted a three-week experiment in six schools in three districts of Punjab. The purpose of the study was to find the effectiveness of digital modules. The study revealed a statistically significant difference in gain achievement scores and posttest achievement between the experimental and control groups. The t statistic for gain achievement scores was 2.41, indicating a p-value of 0.016, and 2.70 for posttest achievement. This suggests a significant difference in learning outcomes between the two groups.

Effectiveness of Practical Skills Training on the Original Design Knee Joint Phantom

Background. Simulation training is a crucial aspect of intern training in Orthopedics surgery. Providing a practical and reproducible training environment, it helps interns avoid critical errors when working with future patients. Objective. The objective of our study was to design, manufacture, implement in education course and evaluate the effectiveness of a knee joint phantom for training knee joint puncture. Material and Methods. The knee joint phantom was created using Fusion 360 software and was printed using FDM technology on a Tevo Tarantula Pro printer with a Cura slicer with an insert container capable of repeated filling with various imitated liquids. To achieve a higher level of realism, the soft tissues were fully replicated. The phantom was fixed on two supports under the femoral and knee segments with a hinge, which provides the possibility of movements in the joint at different angles. 30 ordinators were involved in the study and divided into two groups: group I included 15 ordinators who conducted training on a knee model from the beginning of the 2nd year; group II consisted of 15 ordinators who conducted training from the beginning of the 1st year. The effectiveness of practical training was evaluated through statistical analysis of the results of OSCI, with a phantom being used. Results. The mean score was 3.9±2.7 and 4.8±2.8 in group I and group II, respectively, with the maximum possible result of 5.5, which indicates the effectiveness of simulation training with the help of a manufactured knee joint phantom. A small number of participants were included in the study, so no significant difference in learning outcomes between the comparison groups was established (p=0.09492). Conclusions. Simulation training with a knee phantom is an efficient method for educating orthopedic surgeons on how to perform manipulations on the knee joint. This training also aids in identifying those who have acquired the skill at a lower level. This approach can prevent potential errors when performing manipulations and minimize complications in the treatment of patients with knee joint pathology.

Pengaruh Metode Quantum Teaching terhadap Pemahaman Materi Keberagaman di Kelas 4 SDN No 67/1 Sengkati Baru

This study aims to evaluate the impact of the Quantum Teaching method on the understanding of KEBERAGAMAN material in grade 4 at SDN No 67/1Sengkati Baru. Quantum Teaching is an instructional approach that focuses on actively engaging students through various learning styles, including visual, auditory, and kinesthetic. This research employs a quantitative experimental design to compare learning outcomes between students taught using the Quantum Teaching method and those taught using conventional methods. The sample consists of 25 students divided into two groups: one group using Quantum Teaching and the other using conventional methods. Data was collected through end-of-term tests to measure understanding of the material and analyzed using R Table validity test, ANOVA hypothesis testing, and frequency distribution of learning outcomes. The results indicate that all test items were valid, and there was a significant difference in learning outcomes between the two groups, with the Quantum Teaching group performing significantly better than the conventional method group. Additionally, the frequency distribution of learning outcomes shows that most students scored above average after implementing Quantum Teaching. The study also found that 80% of students preferred the Quantum Teaching method over the conventional method, indicating that this approach is more effective in enhancing student motivation and engagement in the learning process. These findings provide a strong basis for considering the implementation of Quantum Teaching as a superior alternative in primary school education.

The Effect of Differentiated Learning Strategies on Student’s Learning Outcomes

The purpose of this study is to determine the influence of differentiated learning strategies on student’s learning outcomes. The research was conducted using an experimental method with a pretest-posttest control group design. Data were collected through a learning outcome test and analyzed using a t-test. The results showed that there was a significant difference in learning outcomes between the group that used differentiated learning strategies and the control group that did not use learning strategies. The group that used differentiated learning strategies had a score of 87.12. Meanwhile, the group that did not use learning strategies was 66.96. This means that there is an influence of differentiated learning strategies on student learning outcomes. The results of this study have the implication that differentiated learning strategies can be an alternative for teachers to improve student learning outcomes.

Pengaruh Media Pembelajaran dan Motivasi terhadap Hasil Belajar Materi Asam dan Basa di SMAN 2 Tanjung Morawa

This study aims to determine whether there are differences in the learning outcomes of students who are taught with Phet Simulation Learning Media and Chat GPT as well as high and low learning motivation assisted by problem-based learning models on acid-base material, and see the interaction between learning media and student learning motivation. The population in this study was all grade XI students at SMAN 2 Tanjung Morawa. The sample was taken by purposive sampling of 2 classes with a total sample of 68 students. The hypothesis test was performed with a two-track ANNAVA. For phet simulation media and GPT chat, the price of Fcalculate 18.56 > Ftable 3.99 which means that Ha is accepted, it can be concluded that there is a difference in the average learning outcomes of students who are given phet simulation media with GPT chat on acid-base material. At high and low learning motivation Fcalculate 6,66 > Ftable 3,99 which means there is a significant difference in learning outcomes between high learning motivation and low learning motivation. Furthermore, the interaction between the learning media and learning motivation was found Fcalculate 19,13 > Ftable 3,99, which means that there was an interaction between the learning model and learning interest on learning outcomes.

The Effect the Canva Based Problem Based Learning Model on Student Motivation and Learning Outcomes in Science and Technology Subjects

Classroom learning that is only limited to listening, doing assignments, and only focusing on books and teachers causes the learning process to be passive. This results in low achievement of learning outcomes and lack of learning motivation in students. The purpose of this study is to explore the impact of using a canva-based problem-based learning model on the motivation and learning outcomes of grade V students in IPAS subjects at SDN Tugurejo 01. This study adopted a quantitative approach with a quasi-experimental method using a nonequivalent control group research design. Data collection was done through observation, tests, questionnaires, and documentation. The results showed a significant difference in learning outcomes and student motivation between the use of a canva-based problem-based learning model and conventional teacher-centered learning. Hypothesis testing using independent T-test shows the significance value of learning outcomes is 0.004, which means <0.05, so H0 is rejected and H1 is accepted. Similarly, in learning motivation, the Sig (2-tailed) value is 0.031, which means <0.05, meaning H0 is rejected and H1 is accepted. From the results of this study, it can be concluded that the canva-based problem-based learning model has a positive influence on student motivation and learning outcomes in class V IPAS subjects at SDN Tugurejo 01.

COMPARATIVE STUDY BETWEEN GOOGLE TRANSLATE AND PRINTED DICTIONARY TO INCREASE STUDENTS’ VOCABULARY

This study compares the effectiveness of Google Translate and printed dictionaries in enhancing students' vocabulary acquisition. A quantitative, quasi-experimental design was employed. Participants were twenty eighth-grade students from SMPN 4 Tolitoli (2023/2024), Central Sulawesi, Indonesia, divided into a control group (using printed dictionaries) and a treatment group (using Google Translate). Pre-tests and post-tests, consisting of multiple-choice, matching, and fill-in-the-blank tasks, assessed vocabulary knowledge. Data collection involved pre-tests, a four-week treatment, and post-tests. Descriptive statistics and t-tests analyzed the data. Both groups showed improved vocabulary acquisition post-treatment, with no significant differences in learning outcomes. Despite similar average scores, substantial variability was observed within each group, reflected by high standard deviations and wide score ranges. These results suggest both tools have unique strengths: Google Translate offers convenience and accessibility, while printed dictionaries provide comprehensive definitions and contextual understanding. A blended approach incorporating both tools is recommended for educators and curriculum designers. Future research should explore long-term vocabulary retention and the integration of digital tools into traditional learning frameworks, considering personalized strategies to address diverse student needs.

Project-Based Learning Model Oriented Towards Creative Character in Poetry Text Learning for 10th Grade High School Students

This research is entitled "Project-Based Learning Model Oriented Towards Creative Character in Poetry Text Learning for 10th Grade High School Students." Based on the results of research on poetry text learning activities, teachers need to adapt the learning model to effectively implement classroom activities. Therefore, the problem addressed by this research is how to model a creative character-oriented project-based learning approach in teaching poetry texts in 10th-grade high school. The aim of this research is to explain a creative character-oriented project-based learning model for teaching poetry texts. The research method used is Research and Development (RnD). The primary data source comes from expert teachers who validate the Learning Implementation Plan tool. Data collection is conducted by providing a set of question instruments to the validators for assessment. The data analysis technique involves validation analysis and effectiveness analysis, assisted by statistical analysis using Microsoft Excel. The presentation of the collected data includes a narrative description of the Learning Implementation Plan (RPP) after validation by the validators. Conclusions are drawn from the validation results based on questionnaire evidence provided by the three validators. At the final stage, after the lesson plan has been validated, it will be concluded and described. The research results showed that the average score before using the project-based learning model (O1) was 79.80. After using the project-based learning model, the score (O2) increased to 87.30. Data based on regression statistical tests using Microsoft Excel show that the p-value is < 0.005, indicating that H0 is accepted. This data explains that with a p-value of 0.868, there is a significant difference in learning outcomes between before and after using the Project-Based Learning Model.

Developing Android App-Based Interactive Learning Media for Mechanical Engineering Basics: Enhancing Vocational School Student Learning Outcomes

This study is to provide valid, practical, and effective Android application-based interactive learning media for the Basics of Mechanical Engineering subject in class X Mechanical Engineering at SMK Dhuafa Padang. This medium is intended to boost students' comprehension, motivation, and independence, allowing them to achieve better learning outcomes. The research approach employed is Research and Development (R&D), using a 4D development model (define, design, develop and disseminate). The primary data utilized in this study came from validators, teachers, and students. Data was analyzed descriptively to characterize the validity, practicality and effectiveness of the learning media developed. The validity test findings show that this learning medium, which had a media aspect score of 0,892 and a material aspect score of 0,950, was deemed valid by expert review. This media was also declared practical with a practicality score of 96,94% from teacher responses and 92,25% from student responses. In the effectiveness test, the Gain Score was 0,68, placing it in the medium category. Meanwhile, the t-test shows a Sig value (2-tailed) of 0.002 (2-tailed < 0,05) and a tcount value of 3,372 (tcount ˃ ttable), indicating a significant difference in learning outcomes between students who use this learning media (experimental class) and those who do not use the media (control class). Thus, this Android application-based interactive learning media is declared valid, practical and effective for use in the DDTM learning process.

Enhancing 5th-Grade Student Learning Outcomes with the Predict-Observe-Explain Learning Model in Integrated Thematic Learning

The Curriculum 2013 for elementary schools is designed around integrated thematic learning, One such approach is the Predict-Observe-Explain (POE) model. This study investigates the impact of the POE learning model on the learning outcomes at a private elementary school. Employing a quantitative experimental method with a Quasi-Experimental Design, the research targets fifth-grade students as the population. The independent variable is the learning model, while the dependent variable is the student's learning outcomes in integrated thematic learning. Data were collected through observation, tests, and documentation. The findings reveal a significant positive effect of the POE learning model on student learning outcomes. This is demonstrated by an increase in the average post-test scores compared to pre-test scores by 10.05, verified using the Wilcoxon test. Additionally, the Mann-Whitney U test analysis shows a significance value of 0.002, which is less than the alpha value of 0.05. This indicates a significant difference in learning outcomes between the experimental and control groups, confirming the effectiveness of the POE learning model in enhancing student learning in integrated thematic contexts.

Can desktop virtual reality effectively enhance academic achievement? —A meta-analysis

ABSTRACT Virtual Reality (VR) is gradually integrating into classroom teaching, emerging as a new trend in educational development in the era of artificial intelligence. Desktop virtual reality stands out due to its lower cost and greater convenience. To elucidate the effectiveness of desktop virtual reality in learning, this paper employs a meta-analysis to systematically analyze 31 relevant studies. The findings suggest that desktop virtual reality can effectively enhance students’ academic achievement, fostering improvements in their knowledge, emotions, and abilities. Moreover, its effects in developing countries surpass those in developed countries. There is a linearly increasing relationship between the duration of the experiment and students’ academic achievement. Notably, there is no significant difference in learning outcomes across different subjects, with the implementation in high school showing the most promising results. The immersive VR teaching effectiveness in the control group slightly exceeds that of traditional teaching, particularly at higher levels.

THE EFFECTIVENESS OF USING MIND MAPPING LEARNING MEDIA IN ECONOMICS LESSONS FOR 10TH GRADE STUDENTS AT SMAS MUHAMMADIYAH 1 PONTIANAK

This study aims to achieve the following objectives: 1) Determine the effectiveness of using Mind Mapping learning media to enhance learning outcomes. 2) Compare the learning outcomes of students using Non-Mind Mapping media with those using Mind Mapping media. 3) Assess the effectiveness of Mind Mapping in improving student learning outcomes. This research follows a quantitative approach with a quasi-experimental design, where two groups (control and experimental) receive different treatments. The sample for this study consists of 64 students from class X IPS in the odd semester of the 2023/2024 academic year. The findings of this research indicate that: 1) The use of Mind Mapping improves learning outcomes in the classroom. 2) There is a significant difference in learning outcomes between the Non-Mind Mapping class and the Mind Mapping class, specifically in the Economics subject. This is supported by the average posttest results of the control group (67.27) and the experimental group (79.83), as well as the Wilcoxon Rank Sum Test which yielded a significance value of 0.000 (smaller than 0.05) at a 5% significance level, leading to the rejection of H0 and acceptance of H1. 3) However, the use of Mind Mapping is found to be less effective in improving learning outcomes in the Economics subject for class X IPS at SMAS Muhammadiyah 1 Pontianak. This is evident from the average N-gain score of 47.33% for the experimental group.

The effect of Problem-based Learning (PBL) with mockup media in learning programmable logic controller

This research aims to (1) examine the differences in learning outcomes of programmable logic controllers between cadets who use problem-based learning strategies assisted by mockup media and problem-based learning strategies, (2) examine the differences in learning outcomes of programmable logic controllers between cadets who have high and low initial abilities, and (3) examine the interaction effect between learning strategies and initial abilities on learning outcomes of programmable logic controllers. This research uses a 2 x 2 factorial design with the object of research being the 3rd-semester airport electrical engineering study program students at Aviation Polytechnic Surabaya. The sample of this research includes 47 students of the TLB 11 AB class as the experimental group of problem-based learning strategy assisted by mockup media and 46 students of the TLB 12AB class as the control group of problem-based learning strategy. A learning outcomes test collected the data on learning outcomes in the form of multiple choice. Learning outcomes data were analyzed using two-tailed ANOVA (analysis of variance). The results showed that there is a significant difference in learning outcomes of the programmable logic controller between cadets who learn using problem-based learning assisted by mockup media and problem-based learning, there is a significant difference in learning outcomes of the programmable logic controller between cadets who have high and low initial abilities, there is no interaction effect between learning strategies and cadets' initial abilities on learning outcomes of the programmable logic controller. This research can contribute to improving students' understanding and skills in the field of PLC. Through practical experience and relevant projects, students can develop a deeper understanding of PLC concepts and improve their technical skills in designing, implementing, and solving problems related to PLC systems.

Effectiveness of Question-Based Instructional Video (QBIV) for an Automotive Engineering Study Program

The advancement of information and communication technology allows for online learning through a variety of media platforms all over the world, one of which is video, which is available online. Video has become an important aspect of education and can be used to convey learning content in class, through blended learning, or through online programs. The goal of this study is to develop a QBIV and evaluate its effectiveness in learning. The learning QBIV was field tested on prospective vocational teachers. The effectiveness of QBIV was evaluated utilizing a posttest-only control group design on automotive vocational teacher candidates. The experimental group included 39 students, while the control group included 42 potential automotive engineering teacher students. The t-test was used to examine the significance of differences in student learning achievement between the experimental and control classes. The analytical results demonstrate that there is a significant difference in learning outcomes between the experimental and control classes. The experimental class outperformed the control class in terms of learning outcomes. As a result, using QBIV for learning is effective.

Application of the discovery learning model using student worksheets based on scaffolding on stoichiometric materials to improve learning outcomes

This research endeavours to achieve three primary objectives: firstly, to assess the learning outcomes of class X students instructed through the discovery learning model and class; secondly, to evaluate the effectiveness of these learning outcomes; and thirdly, to discern any significant differences in learning outcomes between students taught through the standard discovery learning model and those taught with the incorporation of a scaffolding-based Student Worksheet. The research method employed is quasi-experimental, utilizing a non-equivalent pretest-post-test control group design to gather comprehensive insights. Data collection involves the strategic use of pre-tests, post-tests, and observation sheets to capture nuanced aspects of the learning process. The findings of the research indicate that the application of the discovery learning model, complemented by scaffolding-based Student Worksheets in stoichiometry learning, has a transformative impact. It is observed that students exposed to this method exhibit heightened engagement, reflected in their learning activities categorized as 'very good.' The calculated learning effectiveness, quantified by a substantial n-gain value of 0.71, attests to the high efficacy of this pedagogical approach, placing it in the 'high' category. These results carry significant implications for educational practitioners and curriculum developers. Educators can leverage the discovery learning model augmented with scaffolding-based Student Worksheets to enhance student participation and comprehension in stoichiometry. The demonstrated effectiveness of this approach suggests its potential integration into chemistry education methodologies, promising improved learning outcomes.

Interprofessional Substance Use Education for Primary Health Professionals: An Exploratory Study of Knowledge-Related Differences

ABSTRACT To investigate knowledge-related outcomes and the impact of an inter-professionally delivered substance use curriculum on primary health professionals, 286 nursing and physician assistant trainees were assessed before and following the completion of a specialized substance use curriculum. The results of paired sample t-tests indicated that participants demonstrated significantly increased knowledge of substance use. There were no significant differences in learning outcomes related to gender, ethnicity, or discipline. The study provides initial support for the effectiveness of the interprofessional substance use curriculum in significantly increasing knowledge of substance use among both nursing and physician assistant trainees.

Project Based Learning Model on Elementary School Students' Science Process Skills and Creative Thinking Skills

Learning that is less innovative through a learning style that is still monotonous by the teacher and learning that only focuses on the cognitive domain will have an impact on learning outcomes, especially science process skills and creative thinking skills. Students become less active in understanding the series of learning activities carried out. This research aims to analyze the effectiveness of the project based learning model on elementary school students' science process skills and creative thinking skills. The research method applied in this study is experimental research using a quasi-experimental type. The sample in this research was 40 students that were divided into two groups. The treatment for the experiment class implements the project based learning model, and the control class uses problem based learning model. The data collection method employed observation, questionnaire, and test techniques. The data analysis technique utilized descriptive statistics and inferential statistics. Research results indicated significant differences in the learning outcomes of the test. The independent sample t-test showed Sig. 2-tailed by 0.016, which means smaller than 0.05 (0.016<0.05). This result shows a significant difference in learning outcomes in which the experiment class is superior to the control class. Later on, the effect of project based learning model on students' science process skills brings significant improvement by 63.7%, and creative thinking skills improves by 9.2 %. The study concludes that the project based learning model is proven effective in improving students' science process skills and creative thinking skills.

Pengaruh Model Pembelajaran Numbered Head Together dan Jigsaw untuk Meningkatkan Hasil Belajar Siswa Mata Pelajaran Ekonomi Kelas X IPS di SMA Negeri 5 Kota Serang

This research aims to determine the effect of the Numbered Head Together (NHT) learning model and the Jigsaw learning model on student learning outcomes in economics class X IPS at SMA Negeri 5 Serang City, as well as to determine the differences using the Numbered Head Together (NHT) learning model and Jigsaw on student learning outcomes in economics subjects for class X IPS at SMA Negeri 5 Serang City. This type of research is a quasi-experimental quantitative research (Quasi experimental design) with a nonequivalent pretest-posttest control group design, the population used for this research data is the entire class X IPS. The samples taken were classes X IPS 1 and X IPS 3. The instruments used were tests (pretest-posttest), interviews and non-tests in the form of documentation. Based on the results of the analysis of the Numbered Head Together (NHT) learning model on learning outcomes with the t test Tcount < Ttable, namely 0.000 < 2.306. So the Numbered Head Together (NHT) learning model influences student learning outcomes. Based on the results of the analysis of the Jigsaw learning model with the t test Tcount < Ttable, namely 0.001 < 2.306. So the Jigsaw learning model influences student learning outcomes. The Numbered Head Together (NHT) and Jigsaw learning models have significant differences in learning outcomes. This can be seen from Tcount < Ttable, namely that the Jigsaw learning model is -2.928 < 2.306 and the learning model is -2.928 < 2.306. So it can be concluded that there is a significant difference in learning outcomes between the Numbered Head Together (NHT) and jigsaw learning models on the learning outcomes of class X IPS students at SMA Negeri 5 Serang City.