Enhancing students’ attitude towards biology using concept mapping and cooperative mastery learning instructional strategies

Bizimana, Emmanuel; Mutangana, Dieudonné; Mwesigye, Adrian Rwekaza

doi:10.31129/lumat.10.1.1728

Cited by 3 publications

(2 citation statements)

References 41 publications

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“…The goal of these games is for students to learn to memorize learning material more easily through trial and error. Several studies have shown that these learners' decisions and feedback lead to learning because they decide what they want to do and try to learn the correct way when they make a mistake (20,21). Because learners participate in the lesson themselves, they are not judged by teachers or other students when they make a wrong decision, and their self-esteem remains high.…”

Section: Introductionmentioning

confidence: 99%

How to Develop a Memory Game for Clinical Courses: A Leading Approach to the Interaction of Education

Masoumain Hosseini,

Qayumi

et al. 2024

J Med Edu

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: The integration of educational games has significantly transformed pedagogical approaches, emphasizing the importance of constantly updating educational programs. High-quality games motivate students and foster engagement, surpassing traditional methods. Addressing this need, this protocol study aimed to provide practical instruction on developing a memory game. Educational memory games have been found to enhance intrinsic motivation in learners and are particularly beneficial for clinical subjects. The design of memory games involves three components: Pedagogical level, design level, and modeling of learning content. Adjusting elements, such as the number and nature of items, time limits, feedback mechanisms, and task difficulty, can fine-tune the effectiveness of a memory game. The memory game consists of 2 main components: Learning and scoring, and it is designed using Articulate Storyline software. The learning phase focuses on mastering correct methods; however, the scoring phase evaluates learning retention and comprehension. Memory games can be adapted to different formats supported by educational websites and learning management systems. They are an effective tool for enhancing cognitive development and memory retention; however, it is important to consider the audience’s age, learning goals, genre, and assessment approaches when determining the ideal content level. Memory games can be used to identify learning challenges, promote active student engagement and collaboration, and improve learning outcomes. Educators must continually evolve their methods to resonate with new generations of learners, and success in implementing memory games depends on considering lesson characteristics, student needs, and instructor expertise.

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Section: Introductionmentioning

confidence: 99%

How to Develop a Memory Game for Clinical Courses: A Leading Approach to the Interaction of Education

Masoumain Hosseini,

Qayumi

et al. 2024

J Med Edu

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“…Moreover, low performance in biology was observed in literatures to be associated with negative attitude towards biology (Bizimana et al, 2022b;Hacieminoglu , 2016). There abound evidences of studies giving an impartation on how students consider biology difficult due to negative attitude towards the subject (Bizimana et al, 2022a). In all these cases, teachers' style of delivering lessons with poor pedagogy, which is teacher -centered strategy, was attributed to this trend.…”

Section: Introductionmentioning

confidence: 99%

Effect of Inquiry-Based Learning on Students’ Attitude Towards Learning Biology at Upper Secondary Schools in Rwanda

Manishimwe

Shivoga

Nsengimana

2022

JBSE

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Attitude has been regarded as a motivating feeling for the learning of biology. However, how inquiry-based learning contributes to attitude change towards the learning of biology has not yet been studied in Rwanda. This study intends to determine the effect of inquiry-based learning on students’ attitudes toward learning biology. A sample of 228 secondary school students at the upper secondary level in Rwanda was used. A quasi-experimental design with pre-and post-test was employed. One group was randomly assigned to the control group (N = 109) under the conventional teaching method, while the second group participated as the experimental group (N = 119) under the inquiry-based learning method. Biology attitude questionnaire (BAQ) was tested and a Pearson reliability of .89 coefficient was found, and hence the BAQ was adopted and used for the control and treatment groups before and after learning microbiology. Results asserted a significant effect of intervention in favor of the experimental group. However, a significant effect of the treatment on students’ attitude change in relation to gender was not identified. The study recommends using inquiry-based learning to promote attitude toward learning biology as it raises students’ interest to learning biology and alleviates the difficulty of its concepts. Keywords: biology education, inquiry-based learning, students’ attitudes, quasi-experimental design

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Mind mapping to enhance critical thinking skills in respiratory therapy education

Turkestani,

Zipp,

Nufaiei

et al. 2024

Journal of Education and Health Promotion

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BACKGROUND: The objective of this study was to investigate the use of mind maps as an active teaching strategy to enhance critical thinking skills (CTSs) among respiratory therapy (RT) students in Saudi Arabia. MATERIALS AND METHODS: A total of 86 participants from two RT programs in Saudi Arabian Universities, King Saud bin Abdulaziz University for Health Sciences and The Batterjie Medical College, were randomly assigned to either the mind map group (MMG) or the standard note-taking group (SNTG). With the quasi-experimental design and quantitative method, mean comparisons were made between the groups using an independent t-test. RESULTS: There was no significant change between the pre-SNTG and post-SNTG as measured by the health sciences reasoning test (HSRT) after 15 weeks of standard note-taking (SNT). However, it showed the difference between the pre-MMG and post-MMG (P = .02) as measured by the HSRT after 15 weeks of intervention. There was also a significant change between the post-MMG and SNTG (P = .04) as measured by the HSRT, where the MMG had higher scores. However, the study had limitations, which conceded to the failure of participants in the test and the subjectivity of respondents where they were excluded from the study; also, for generalizability of the result, the study should have been taken beyond Riyadh and Jeddah. CONCLUSION: Prior to this study, the effectiveness of mind mapping (MM) in the respiratory discipline has not yet been explored. It found that mind mapping was effective at improving CTS, while SNT was not, as measured by pre- and post-test HSRT scores. This was the first investigation into MM’s impact on CTS within respiratory therapy education.

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Enhancing students’ attitude towards biology using concept mapping and cooperative mastery learning instructional strategies

Cited by 3 publications

References 41 publications

How to Develop a Memory Game for Clinical Courses: A Leading Approach to the Interaction of Education

How to Develop a Memory Game for Clinical Courses: A Leading Approach to the Interaction of Education

Effect of Inquiry-Based Learning on Students’ Attitude Towards Learning Biology at Upper Secondary Schools in Rwanda

Mind mapping to enhance critical thinking skills in respiratory therapy education

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