The Effectiveness of Immersive Multimedia Learning with Peer Support on English Speaking and Reading Aloud

Muslem, Asnawi; Abbas, M. Fadhly Farhy

doi:10.12973/iji.2017.10113a

Cited by 48 publications

(46 citation statements)

References 16 publications

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“…The use of technology in different research studies has been demonstrated as superior to conventional teaching methods (Ceresia, 2016;Muslem& Abbas, 2017) and to lead to meaningful learning and effective classroom engagement (Önal, 2017). The positive impact of technology-based instruction on student learning has been observed in different studies (e.g.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science

Al-Balushi

Al‐Balushi²

2018

INT J INSTRUCTION

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The aim of the current study is to examine the effectiveness of brain-based learning for student direct and postponed retention in science. There were three groups in the study-one control group and two experimental groups. Brain-based learning was used in the first experimental group (mental group). In addition, technology was used in the second group as a platform to deliver brain-based learning. The control group used conventional teaching methods. There were 197 participants from grade eight. We administered a science achievement test to the three groups as a pre-test (before the beginning of the study), as a post-test (at the end of the study), and as a postponed test (six weeks after the study ended). The post-test results indicated that the technology experimental group outperformed the control group. However, the postponed test results also showed that there was no significant difference between the control group and the technology group. On the other hand, the mental experimental group performed significantly better than the other two groups on the postponed test. We suggest that the novelty effect might play a role in wavering the impact of the use of technology, however further research is needed.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science

Al-Balushi

Al‐Balushi²

2018

INT J INSTRUCTION

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“…Currently, the role of teachers is limited as a facilitator or regulator in the classroom. With multimedia, students can repeat every learning material until they understand it naturally (Muslem & Abbas, 2017). The virtual laboratory as a teaching media is an essential component of the learning system.…”

Section: Introductionmentioning

confidence: 99%

Guided Inquiry Model Through Virtual Laboratory to Enhance Students' Science Process Skills on Heat Concept

et al. 2019

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Science process skills are one of the indicators to know the level of achievement of physics teaching goals. This research examines the influence of guided inquiry models through virtual laboratories on students' science process skills. The research was a quasi-experiment conducted at the senior high school in Mataram, Lombok. The samples were class XI students, as many as 58 people divided into two sample groups: experimental and control groups. The guided inquiry model through the virtual laboratory was applied to the experimental group and the conventional model for the control group. The instrument used was a performance sheet. A t-test was used to analyze the effect of learning model on science process skill. The results of this study found that the achievement of science process skills for the experimental group was higher than the control group. The guided inquiry models through virtual laboratory have a significant effect on science process skills, especially on skills: hypothesizing, practicing, and communicating. These findings contribute significantly to the current knowledge about the effectiveness of guided inquiry models through virtual laboratories to improve students' science process skills in physics teaching.

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“…We must be able to face it without losing our direction, our sense of courtesy, identity, rationality, ISLLE 2017 and sources of inspiration. Lliteralizing/literature can help us in the preparation of an imaginative framework for our actions [5].…”

Section: Islle 2017mentioning

confidence: 99%

Significance of Literary Ecranization in the Development of the Nation’s Character

Al-Ma’ruf¹,

Nugrahani²

2018

KSS

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The Effectiveness of Immersive Multimedia Learning with Peer Support on English Speaking and Reading Aloud

Cited by 48 publications

References 16 publications

Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science

Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science

Guided Inquiry Model Through Virtual Laboratory to Enhance Students' Science Process Skills on Heat Concept

Significance of Literary Ecranization in the Development of the Nation’s Character

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