“Let’s Go,” A Mobile Learning Application for Social Studies Subjects: Prototype of Application Development

The value of social studies learning for junior high school students in several schools still needs to be higher. One of the factors of low student scores is the need for more variety in learning methods used by teachers, low student motivation, and the use of learning media that could be more optimal. One way to do this is to develop a learning model with engaging learning media. This research aims to develop mobile understanding by integrating artificial intelligence at the evaluation stage. The methodology used in this research is the waterfall approach method with requirements analysis, design, implementation, testing, operation, and maintenance. The mobile learning prototype was tested on media experts and junior high school student respondents. The dimensions of expert assessment are reviewed from media appearance, quality and use of media, navigation, product strength, media interface, product attractiveness, and material delivery in the media. The dimensions of questions for students consist of 4 points: content, interface, feedback and assessment, and personalization. The research results show a mobile application’s results, including a brain gym menu, problem identification, materials, discussion forums, assignment results, and quizzes. The menus presented make it easier for students to learn. The questionnaire results from experts show that the highest average is 5.00, with a standard deviation of 0.00. The questionnaire results from student respondents had the highest average of 49.714, with a standard deviation of 0.169. The results of the scores obtained in the expert and student respondent questionnaires show that mobile learning is acceptable

The Influence Of The Use Of E-Book And E-Learning Base In Students Achievement

One of way to increase the students achievement of mathematics departement Siliwangi Univercity of Tasikmalaya, net to development of learning model e-book and e-learning basic in analytic Geometry Learning. It is based on the result of students’study for analytical Geometric cis is not maximum. So, hopefielly if the result of analytical Geometric learning increase, the students’ achievement will increase too. This observation, e-book and e-learning basic in Geometric analytical, is to develop thr learning model, increase the students’ achievement of mathematic department and analysis students responses in using of this models. The conclusion is that the development of e-book and e-learning model in analytical geometric implementation can increase the students achievement and the responses of mathematics students of Siliwangi Univercity in Tasikmalaya is positive. Key words : electronical book and electronical learnin

Professional issues in maternal mental health scale (PIMMHS): The development and initial validation of a brief and valid measure

Introduction:The life-threatening consequences of perinatal mental health problems (PMHP) are well documented. Midwives are ideally placed to effectively identify women at risk and facilitate early intervention. However, a multitude of factors contribute to failure in recognition and treatment. It would be of value for service providers to be able to identify key professional issues in their own context. The present study sought to develop and evaluate a ‘professional issues in maternal mental health’ scale (PIMMHS), explore its psychometric properties and potential application.Methods:A cross-sectional design and instrument evaluation approach was taken to investigate the psychometric properties of the PIMMHS. A total of 266 student midwives from 10 UK institutions completed the PIMMHS via Survey Monkey.Results:PIMMHS comprises two sub-scales of emotion/communication (PIMMHSEmotion sub-scale) and training (PIMMHS-Training sub-scale). Both PIMMHS subscales demonstrate adequate divergent and convergent validity. Sub-optimal internal consistency was observed for the training sub-scale, however, the PIMMHS-Training had a more impressive effect size in terms of known-groups discriminant validity compared to PIMMHS-Emotion.Conclusions:The PIMMHS appears to be a sound psychometric instrument for assessing professional issues that influence the practice of student midwives in PMH. The PIMMHS could support education providers to identify areas for curriculum development, as well as maternity services in proactive assessment of service provision, to identify training and service development opportunities

Artificial neural network analysis of teachers��� performance against thermal comfort

This is an accepted manuscript of an article published by Emerald in International Journal of Building Pathology and Adaptation on 17/04/2020, available online at: https://doi.org/10.1108/IJBPA-11-2019-0098 The accepted manuscript may differ from the final published version.Purpose: The impact of thermal comfort in educational buildings continues to be of major importance in both the design and construction phases. Given this, it is also equally important to understand and appreciate the impact of design decisions on post-occupancy performance, particularly on staff and students. This study aims to present the effect of IEQ on teachers��� performance. This study would provide thermal environment requirements to BIM-led school refurbishment projects. Design: This paper presents a detailed investigation into the direct impact of thermal parameters (temperature, relative humidity and ventilation rates) on teacher performance. In doing so, the research methodological approach combines explicit mixed-methods using questionnaire surveys and physical measurements of thermal parameters to identify correlation and inference. It was conducted through a single case study using a technical college based in Saudi Arabia. Findings: Findings from this work were used to develop a model using an Artificial Neural Network to establish causal relationships. Research findings indicate an optimal temperature range between 23��C and 25��C, with a 65% relative humidity and 0.4m/s ventilation rate. This ratio delivered optimum results for both comfort and performance

Developing Mathematical Learning Device Using Ttw (Think- Talk-Write) Strategy Assisted By Learning Cd To Foster Mathematical Communication

This research aims to produce mathematical learning device or tool using TTW strategy that is valid, practical, and effective. The developed device consists of syllabi, Learning Implementation Plan (RPP), Student Reading which is packaged in CD (BBS), and an evaluation tool. Receiver of treatment or Subjects are the eighth grade students of Muhammadiyah Junior High School in Purworejo. First experiment held in the class A of eighth grade students aimed to determine the legibility of device and the level of difficulty, distinguishing features, and reliability test learning outcomes. Second experiment conducted in class C of eighth grade students aimed to verify the practicality of the device and the effectiveness of learning using developed devices, whereas the class G is as control class. Results from 5 validations of the device are: the mean score of syllabi is 3.48; RPP is 3.79; BBS is 3.73; LKS is 3.73; assessment tool is 3.71 (on scale 1-4). Such results mean that validation criteria of the device is valid. The score of experiment results showed that the criteria of learning process is 3.80; the students’ response is 93.85%; the teacher’s score is 3.91, that means it’s a practical device. Learning using the devices results a classical learning mastery, and achievement test of an experimental class is better than the control class. Furthermore, student’s activity has a positive influence for achievement, so it’s the effective device. Key words: developed device, Think-Talk-Write (TTW), the mathematical learnin

A Mixed Methods Approach to Using Collaborative and Proactive Solutions with Students with Emotional and Behavioral Disorders while Applying the Self-Determination Theory

Students with emotional and behavioral disorders (EBD) that lack social skills and problem solving have stronger features of depression, higher drop-out rates and struggle with peer relations. With such an emphasis on academics in high school, students still need strategies taught to compensate for skill deficits in problem solving, relationship- building and choice making. This pragmatic mixed methods study used pre-and post-assessment data from the self-determination theory and examined the implementation of collaborative and proactive solutions through focus groups of teachers and mental health practitioners that work with students with EBD in a special education high school. While quantitative data was not significant, focus group findings specified changes in restructuring the current schedule, trust, time, buy-in and predominantly leadership implications. Recommendations for future studies include additional data sets to be included in the study; choosing elementary or middle school student populations; and applying a leadership frameworks at the onset of implementing collaborative and proactive solutions. Limitations of this study consisted of a small sample size and typical limitations of a focus group. This study adds to current gaps in high-school students with EBD, self-determination, and collaborative and proactive solutions

Educational Assessment in Emerging Areas of Design: Toward the Development of a Systematic Framework Based on a Study of Rubrics

This paper presents a formative study that investigates the perceived effectiveness of rubrics as assessment tools by communication and industrial design educators and first year design students in the context of a design studio. The project is motivated by the increasing challenge of assessing subjective and intangible attributes that are associated with the teaching of emerging areas in design, and society’s growing need for measurable results. The goal of this project is to shed light on the perceived successes and failures of a specific assessment tool, known as a rubric, and use this information to improve students’ and educators’ understanding, value, and use of assessment tools. Based on the characteristics of the emerging design landscape, this paper argues the importance of assessments and the need for their improvement. It explains the construction of three assessment forms that are based on successful models used in other disciplines. This paper describes how the forms were used throughout the semester to provide an overview of course objectives and assess individual projects. It explains the contents of a questionnaire and describes how it was used at the end of the semester to evaluate students’ perceptions of the assessments forms. Feedback gained from the instructors indicated that rubrics were not more efficient than other forms of assessment but did aid the assessment of intangibles and did not reduce students’ creativity. The results of the questionnaire showed that students perceived the attributes of rubrics more positively than other forms of assessment but still favoured handwritten comments. These findings informed the proposal of a set of considerations that should be taken into account when creating assessment forms for use in classrooms that focus on emerging areas of design. They describe the importance of personal comments, clear terminology, a planned introduction of the tool, and an open-mind. Keywords: Rubrics; Assessment; Evaluation; Pedagogy; Education; Learning; Feedback.</p

Vocation, motivation and approaches to learning: a comparative study

Purpose – The individual characteristics of students can have a strong influence on the success of the adopted innovations in terms of their transferability and sustainability. The purpose of this paper is to compare the motivations and approaches to learning on degrees with differing vocational components. Design/methodology/approach – Self-Determination Theory (SDT) and approaches to learning framework were used as theoretical background. Questionnaires were used to generate data. The sample was composed by 270 students enroled on differing degrees in term of motivation (accounting and nursing). Findings – The results reveal differences in the approaches to learning and motivation between nursing and accounting students. Nursing degree seem to attract more internally motivated students, presenting significantly higher scores in terms of deep approach and lower scores on surface approach. Significant relationships where found between motivation and approaches. Research limitations/implications – Data are obtained from students studying at a specific university in two degrees. Practical implications – The result suggest that different degrees could attract students with different motivations and approaches to learning. Educators must be aware of which type of students are being attracted to their classrooms, because the inconsistencies between the students’ motives and approaches, the way the contents are presented, the pedagogy and the assessment system could result in poorer learning and failure to transfer or sustain innovations. Originality/value – This paper adds to the very scarce literature linking motivation and approaches. The implications for curriculum design and delivery and specifically for assessment design are of interest for educators.Junta de Andalucía – FEDER (Proyectos de Excelencia: SEJ-02670

Teaching and Learning in First Year Seminars

This Journal of Information Technology Education article compares the relative successes of three different teaching techniques in seminars for a first year university course. This paper tests to see if there is one overriding approach that enables all students to learn effectively in seminars or whether different students benefit from different teaching techniques. Educational levels: Graduate or professional