The Experts below are selected from a list of 10599 Experts worldwide ranked by ideXlab platform

William D. Freeman - One of the best experts on this subject based on the ideXlab platform.

  • Development of a Lumbar Drain Simulator for Instructional Technique and Skill Assessment
    Neurocritical Care, 2019
    Co-Authors: William E. Clifton, Aaron C. Damon, William D. Freeman
    Abstract:

    Background Medical simulation for the teaching of procedural skills to health-care providers is an effective method of instruction to improve safety, quality, and procedural efficiency. There are several commercially available simulators for lumbar puncture training; however, there is currently no model available for lumbar drain intrathecal catheter placement. Methods A modular lumbar drain simulator was assembled with the use of a spine model, ballstical gel, and Penrose drain tubing to recreate the procedural steps and tactile feedback of a live lumbar drain insertion. Results The assembled simulator demonstrated the ability to provide users with manual feeback of a “pop” sensation when intrathecal puncture was achieved with a 14 gauge Touhy needle, as well as spontaneous CSF flow. A silastic catheter was able to be inserted into the simulated subarachnoid space in the same manner as a live procedure. Conclusions A high-fidelity lumbar drain simulator can be constructed in a cost-effective manner. We have detailed the materials and assembly of our successful design in order to provide a novel educational tool for procedural instruction and practice.

John M Henshaw - One of the best experts on this subject based on the ideXlab platform.

M. I. Santally - One of the best experts on this subject based on the ideXlab platform.

  • Integrating text-to-speech software into pedagogically sound teaching and learning scenarios
    Educational Technology Research and Development, 2009
    Co-Authors: S. D. D. V. Rughooputh, M. I. Santally
    Abstract:

    This paper presents a new Technique of delivery of classes—an Instructional Technique which will no doubt revolutionize the teaching and learning, whether for on-campus, blended or online modules. This is based on the simple task of Instructionally incorporating text-to-speech software embedded in the lecture slides that will simulate exactly the delivery of an intended lecture, assisted with teaching aids such videos, animations and music, as deemed necessary. The benefits of such an approach in the educational system of the University are multifold and can be categorized in three different axes namely pedagogical, administrative and financial. Our main interests in this article lie along the pedagogical benefits (which undoubtedly overlap to some extent into administrative and financial axis) that this Technique will bring in the system. While it is obvious that the initial process does consume a reasonable amount of time and gradually reveals its own complexities, constraints and limitations as described in this paper, the approach does however provide considerable elements to bring a major re-definition of the overall teaching and learning framework at the University of Mauritius.

A. S. Owodunni - One of the best experts on this subject based on the ideXlab platform.

  • Effects of Reflective Inquiry Instructional Technique on Students’ Academic Achievement and Ability Level in Electronic Work Trade in Technical Colleges
    Journal of Education and Practice, 2015
    Co-Authors: T. C. Ogbuanya, A. S. Owodunni
    Abstract:

    This study was designed to determine the effect of reflective inquiry Instructional Technique on achievement of students in Technical Colleges. The study adopted a pre-test, post-test, non-equivalent control group, quasiexperimental research design which involved groups of students in their intact class assigned to experimental group and control group. The population of the study was 105 Tech II students of and Electronic Works trade in Technical Colleges in Lagos State. Four research questions and five null hypotheses, tested at 0.05 level of significance, guided the study. The instruments used for data collection were Electronic Works Achievement Test (EWAT). To ensure content validity of the EWAT, a table of specification was built for the test. The reflective inquiry lesson plan, EWAT and the training manual were subjected to face validation by three experts. The EWAT was trial-tested to determine its psychometric indices and reliability coefficient. The trial test for determining the coefficient of stability of the EWAT was carried out using test re-test reliability Technique. Pearson Product Moment Correlation coefficient of the EWAT was found to be 0.83. Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses. The study found out that reflective inquiry Instructional Technique is more effective in improving students’ achievement in Electronic Works trade than conventional method. There was an effect of gender on students’ achievement in Electronic works trade favouring boys. The study found out that there are no interaction effects of reflective inquiry Instructional Technique and gender on achievement of students in Electronic works trade. This simply means that the effectiveness of reflective inquiry Instructional Technique on students’ achievement in Electronic works trade does not depend on gender. The study found out that there was an interaction effect of students’ gender and their ability with respect to their mean scores on Electronic works trade achievement test. This simply means that reflective inquiry Instructional Technique is more effective in improving students’ achievement in Electronic works trade regardless of gender or ability level. Consequently, it was recommended that The National Board for Technical Education (NBTE) should carry out a review of Electronic works trade curriculum for Technical Colleges with a view to incorporating the reflective inquiry Instructional Technique into the teaching of Electronic works trade.

  • Effects of Reflective Inquiry Instructional Technique on Students' Achievement and Interest in Radio Television and Electronics Works in Technical Colleges
    IOSR Journal of Engineering, 2013
    Co-Authors: T. C. Ogbuanya, A. S. Owodunni
    Abstract:

    The study investigated the effect of reflective inquiry Instructional Technique on students" achievement and interest in Radio Television and Electronic Works trade (RTVE) in technical colleges in Lagos State of Nigeria using quasi experimental pretest posttest non-equivalent research design. The population for the study consisted of 105 year II technical RTVE students. Four research questions were raised and answered while six hypotheses were formulated and tested at 0.05 level of significance. The instruments used for data collection were RTVE Achievement Test (RTVEAT) and RTVE interest inventory (RTVEII). The instruments were validated by three experts in RTVE and measurement and evaluation. The reliability coefficient of RTVEAT was found to be 0.83 using Pearson Product Moment Correlation coefficient, while that of RTVEII was found to be 0.88 using Cronbach Alpha after trial testing. Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses. Findings from the study revealed that reflective inquiry Instructional Technique is more effective in improving students" achievement and interest in RTVE than conventional method. There was an effect of gender on students" achievement and interest in RTVE favouring boys. The study found out that there were no interaction effects of reflective inquiry Instructional Technique and gender on achievement and interest of students in RTVE. It was therefore recommended that the National Board for Technical Education should carry out a review of RTVE trade curriculum for Technical Colleges with a view to incorporate reflective inquiry Instructional Technique into the teaching of RTVE trade.

Sri Dwiastuti - One of the best experts on this subject based on the ideXlab platform.

  • teacher question as Instructional Technique at student concept map in discovery learning
    THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE MATHEMATICS ENVIRONMENT AND EDUCATION, 2019
    Co-Authors: Sri Widoretno, Sri Dwiastuti
    Abstract:

    The purpose of this study is to measure the effectiveness of questions as learning Techniques in the discovery model. This study uses tenth grade students from five high schools (N = 314) into the experimental and control classes conducted by classroom teachers. CM measurements are taken at the end of the lesson. CM scores are calculated based on valid relationship scores, hierarchy, branching, pattern, croslink, and examples. The CM score is calculated from the percentage referred to Novak. Data were analyzed with Ancova. The results showed: 1) Teacher questions as a learning Technique significantly influence students’ CM scores; 2) The best CM score is discovery learning that uses the teacher’s in-depth questions during the regulation and hypothesis testing stages.The purpose of this study is to measure the effectiveness of questions as learning Techniques in the discovery model. This study uses tenth grade students from five high schools (N = 314) into the experimental and control classes conducted by classroom teachers. CM measurements are taken at the end of the lesson. CM scores are calculated based on valid relationship scores, hierarchy, branching, pattern, croslink, and examples. The CM score is calculated from the percentage referred to Novak. Data were analyzed with Ancova. The results showed: 1) Teacher questions as a learning Technique significantly influence students’ CM scores; 2) The best CM score is discovery learning that uses the teacher’s in-depth questions during the regulation and hypothesis testing stages.

  • Instructional Technique questions in the searching phase of project based learning to increase concept map scores
    Journal of Physics: Conference Series, 2019
    Co-Authors: Fahma Auliya Dewi, Sri Widoretno, Sri Dwiastuti, Sajidan, Alanindra Saputra
    Abstract:

    The research aims to increase the student's Concept Map (CM) score through the application of Instructional Technique questions in the stages of searching for the theoretical background of the driving question in Project Based Learning. Research is a Class Action Research with 3 Cycles, procedure of the research are: planning the lesson plan, implementation of actions, observation, reflection, and construct of expert CM. The research subjects consisted of 32 high school students. Percentage of students's CM score calculated based Novak & Gowin. Validation test uses triangulation method: verification of CM scores suitability and documentation based on CM experts and interviews. Data analyzed as qualitative descriptive by reducing, presenting data and drawing conclusions based on complete CM data. The results shown that the Instructional Technique of teacher's questions increased the CM scores of students, but variation presented in component CM.

  • Instructional Technique questions in the evaluating stage of project based learning to improve concept map score
    Journal of Physics: Conference Series, 2019
    Co-Authors: Yacinta Arum Dwi Rahayu, Sri Widoretno, Sri Dwiastuti, Sajidan, Yudi Rinanto
    Abstract:

    The study aimed to improve student's Concept map (CM) scores teacher's questions on evaluating data, arriving a conclusion, presenting the project in class as preferred and discussion (evaluating data) stage of Project Based Learning. This research was a classroom action research with 3 Cycles. Procedure of this research are planning to compile the lesson plan, implementation of actions, observation, reflection, and construct expert concept map. The subject of this research consisted of 36 students of senior high school. The research data is the concept map score. Validation use triangulation method. verification of CM scores suitability and documentation based on CM experts and interviews. Data obtained by reducing data, graph transformation, and drawing conclusions. The result of this research showed that the teacher's questions functioned as Instructional Techniques that improve the CM scores of students.

  • Instructional Technique questions in the planning phase of project based learning to increase the score of concept map
    Journal of Physics: Conference Series, 2019
    Co-Authors: Dita Arya Widatama, Sri Widoretno, Sri Dwiastuti, Sajidan, Maridi
    Abstract:

    The study aimed to improve student's Concept map (CM) scores through the application of Instructional Techniques questions in the form of planning investigation according to driving questions (planning) in Project Based Learning. Research is a Class Action Research with 3 Cycles, including: planning to compile the lesson plan and its completeness, implementation of actions, observation, reflection and construct of expert CM. The research subjects consist of 35 high school students. Validation data use triangulation method: verification of CM scores suitability and documentation based on CM experts and interviews. Data analysis is done with qualitative descriptive: reducing, presenting data and drawing conclusions based on complete CM data. The results showed that the teacher's questions functioned as Instructional Techniques that increased the CM scores of students but variation presented in component CM.