多模态学习方法的有效性

IF 0.3 Q4 DEMOGRAPHY
Bayu Firmansyah
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引用次数: 2

摘要

本研究旨在测试多模式学习方法在学习中的有效性。本研究使用的方法是一种实验研究方法,其实现采用准实验类型。实施有效性测试的步骤,即(1)确定对照组和实验组,(2)进行前测,(3)在控制班和实验班进行学习,(4)进行后测,(5)分析实验测试结果。通过t检验检验了多模态方法对提高学生文学心理分析能力的作用。有效性检验结果显示,控制班与实验班学生的心理分析能力总体上有显著差异(p = 0.00 <0.05)。这说明两个方差是不相同的,所以比较总体均值的方差(t检验为均数相等)在t检验中必须基于方差相等而不假设。在不假设等方差的情况下,t值为8.114,显著性水平Sig.(双尾)为0.000 <0.05,p = 0.000。这些结果表明p <0.05,意味着使用多模式治疗的学生组之间存在显著差异。因此,采用多模态方法的实验班与采用传统方法的对照班在学生学习成果上存在显著差异。上述分析结果表明,由于Sig(双尾)的显著性水平为0.000 <0.05,Ho被拒绝,而H1被接受,因为实验班的学生学习成果的增加与对照班有显著差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effectiveness Of Multimodal Approaches In Learning
This study aims to test the effectiveness of a multimodal approach in learning. The method used in this study is an experimental research method whose implementation uses a quasi-experiment type. The steps of implementing the effectiveness test, namely (1) determining the control group and the experimental group, (2) conducting the pretest, (3) carrying out learning in the control and experimental class, (4) conducting the postest, and (5) analyzing the experimental test results. The multimodal approach has been tested through the t-test to improve students' literary psychological analysis skills. The results of the effectiveness test showed a significant difference in students' psychological analysis abilities in general between the post-test scores of the control class and the experimental class (p = 0.00 <0.05). This shows that the two variances are not the same, so the variance to compare the population average (t-test for Equality of Means) in the t-test test must be based on equal variance not assumed. At the equal variance not assumed, a t value of 8.114 was obtained and a significance level of Sig. (2-tailed) of 0.000 <0.05, p = 0.000. These results indicate that p <0.05, means that there is a significant difference between groups of students who get treatment using a multimodal approach. Thus, there is a significant difference in student learning outcomes between the experimental class with the multimodal approach compared to the control class with conventional methods. The above analysis results show that Ho is rejected because of the significance level of Sig. (2-tailed) of 0.000 <0.05, while H1 was accepted because there was a significant difference between the increase in student learning outcomes in the experimental class and the control class.
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来源期刊
CiteScore
0.70
自引率
0.00%
发文量
29
审稿时长
28 weeks
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