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Effective Learning and Learning Strategies for Some of the Department of Physics Students at Wolaita Sodo University

Received: 16 August 2021     Accepted: 10 September 2021     Published: 16 September 2021
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Abstract

Effective Learning Techniques are an integral part of learning strategies; the student needs to be involved in the presentation in order to be successful in learning. Student learning outcomes are stated in the analysis of sample data at a rate of 20.15; high score 29.00 low score 13.00; 4% received less than average (13 -14 marks), 3% received average marks (15 marks) and 93% received above average (16 - 29 marks). We investigated effective learning strategies (interview, video clip, role play, role play, five-minute paper, clear break, and group performance) and student learning outcomes (SLOs) among a sample of 158 Wolaita Sodo University Department of Physics. Answering a list of learning questions and assessment of student learning outcomes. We have made our analysis reveal a statistically significant correlation between effective learning strategies and student learning outcomes; therefore learning strategies should also provide 14% (Rsq = 0.139) of variability included in students' learning outcomes and this has been found to be statistically significant (F (1,156) = 25.23, p <.05). In addition, video clip simulation emerged as the most effective learning strategy and had the highest association with student learning outcomes (r = 0.340, p <0.05). The findings discuss the importance of effective learning strategies that promote learning among university students.

Published in Higher Education Research (Volume 6, Issue 5)
DOI 10.11648/j.her.20210605.14
Page(s) 119-125
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Student Learning Outcomes (SLO), Practical Learning Strategies, Practical Learning, Undergraduate Degrees

References
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[2] Rebuke, A. W. & Gamson, Z. F. (1987). Seven principles of good practice. AAHE Bulletin, 39 (7), 3-7.
[3] Fayombo, GA, Babalola, BJ, Olaleye, Y. L. (2012). Cross-sectional study on the causes of unemployment among university students in Barbados and Nigeria. Journal of Education and Development Psychology 2 (1), 122 -136 DOI: 10.5539/jedp.v2n1p122. Available at: http://www.ccsenet.org/journal/index.php/jedp/article/view/16608/11075
[4] Feden, P., and Ro Vogel, (2003) Teaching Methods: Introducing the Science of Understanding to Promote Student Learning, McGraw Hill Higher Education.
[5] Hartley, J., and Davies, I., (1978) Taking a Note: Important Updates. Programmed Learning and Educational Technology, (15) 207-224.
[6] Hunter, S. & Tetley, J. (1999). Speeches. Why don't the disciples come? Why do the disciples attend? Proceedings of the HERDSA Annual General Conference held in Melbourne on 12-15 July 1999, Higher Education Research and Development Society of Australia, Milperra, NSW.
[7] Harasim, L., Starr, R. H., Teles, L. & Turnoff, M. (1997). Learning networks: A field guide for leaching and online learning. Cambridge, MA: Massachusetts Institute of Technology.
[8] Kennedy, D. (2006) Learning Outcomes at UCC. International Symposium on Learning Outcomes UCC10 –11 Feb 2006. Retrieved from: http://www.nairtl.ie/documents/LOConf06presentations/ KennedyDeclan.pdf
[9] Millis, B., and P. P. Cottell, (1998) “Partnerships in Higher Education Learning,” American Council on Education, ORYX Press.
[10] Paulson, D. R, and Faust, J. L. (2010). Practical Learning in the College Class. California State University, Los Angeles, CA, 90032 Retrieved from: http://www.calstatela.edu/dept/chem/chem2/Active/
[11] Qin, Z., Johnson, D., and Johnson, R., (1995) “Cooperation Comparing Competitive Efforts and Problem Solving,” Educational Research Review, 65 (2) 129-135.
[12] Ruhl, K., C. Hughes, and P. Scholes, (1987) “Using the Pause Procedure to Enhance Lecture Recall,” Teacher Education and Special Education, Vol. 10, winter, pages 14-18.
[13] Cress well, J. W. (2003). Research Design: Appropriate, Measurement, and Mixed Methods. Thousands of Oaks, CA: Sage.
[14] Student learning and assessment results; University of Rhode Island Office of Student Learning & Outcomes Assessment University of Rhode Island, Kingston, RI 02881 Retrieved from: http://www.uri.edu/assessment/media/public/page_files/uri/outcomes/student/outcomes/outcomestools/Handout_Student_Learning_Outcomes_101__8_7_06.pdf
[15] Wiggins, G., and J. McTighe, (1998) "Understanding by Design," Merrill Education / ASCD College Textbook Series, Alexandria, Virginia.
[16] Takele T. (2021). Promoting active learning methods. Global Research and Development Journal for Engineering | Volume 6 | Issue 9 | August 2021 ISSN: 2455-5703.
[17] Bonwell C. C., and J. A. Eison, (1991) Active Learning: Creating Excitement in the Classroom, ASHEERIC Higher Education Report No. 1. Retrieved from: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf
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  • APA Style

    Takele Teshome Somano. (2021). Effective Learning and Learning Strategies for Some of the Department of Physics Students at Wolaita Sodo University. Higher Education Research, 6(5), 119-125. https://doi.org/10.11648/j.her.20210605.14

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    ACS Style

    Takele Teshome Somano. Effective Learning and Learning Strategies for Some of the Department of Physics Students at Wolaita Sodo University. High. Educ. Res. 2021, 6(5), 119-125. doi: 10.11648/j.her.20210605.14

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    AMA Style

    Takele Teshome Somano. Effective Learning and Learning Strategies for Some of the Department of Physics Students at Wolaita Sodo University. High Educ Res. 2021;6(5):119-125. doi: 10.11648/j.her.20210605.14

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  • @article{10.11648/j.her.20210605.14,
      author = {Takele Teshome Somano},
      title = {Effective Learning and Learning Strategies for Some of the Department of Physics Students at Wolaita Sodo University},
      journal = {Higher Education Research},
      volume = {6},
      number = {5},
      pages = {119-125},
      doi = {10.11648/j.her.20210605.14},
      url = {https://doi.org/10.11648/j.her.20210605.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20210605.14},
      abstract = {Effective Learning Techniques are an integral part of learning strategies; the student needs to be involved in the presentation in order to be successful in learning. Student learning outcomes are stated in the analysis of sample data at a rate of 20.15; high score 29.00 low score 13.00; 4% received less than average (13 -14 marks), 3% received average marks (15 marks) and 93% received above average (16 - 29 marks). We investigated effective learning strategies (interview, video clip, role play, role play, five-minute paper, clear break, and group performance) and student learning outcomes (SLOs) among a sample of 158 Wolaita Sodo University Department of Physics. Answering a list of learning questions and assessment of student learning outcomes. We have made our analysis reveal a statistically significant correlation between effective learning strategies and student learning outcomes; therefore learning strategies should also provide 14% (Rsq = 0.139) of variability included in students' learning outcomes and this has been found to be statistically significant (F (1,156) = 25.23, p <.05). In addition, video clip simulation emerged as the most effective learning strategy and had the highest association with student learning outcomes (r = 0.340, p <0.05). The findings discuss the importance of effective learning strategies that promote learning among university students.},
     year = {2021}
    }
    

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Author Information
  • Department of Physics, College of Natural and Computational Sciences, Wolaita Sodo University, Sodo, Ethiopia

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