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

Takele Teshome Somano

doi:doi:10.11648/j.her.20210605.14

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

Takele Teshome Somano

Published in Higher Education Research (Volume 6, Issue 5)

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), 2024. Published by Science Publishing Group

Keywords

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

References

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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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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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TY  - JOUR
T1  - Effective Learning and Learning Strategies for Some of the Department of Physics Students at Wolaita Sodo University
AU  - Takele Teshome Somano
Y1  - 2021/09/16
PY  - 2021
N1  - https://doi.org/10.11648/j.her.20210605.14
DO  - 10.11648/j.her.20210605.14
T2  - Higher Education Research
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JO  - Higher Education Research
SP  - 119
EP  - 125
PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.her.20210605.14
AB  - 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.
VL  - 6
IS  - 5
ER  -

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Author Information

Takele Teshome Somano

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

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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}
}

Copy | Download

TY  - JOUR
T1  - Effective Learning and Learning Strategies for Some of the Department of Physics Students at Wolaita Sodo University
AU  - Takele Teshome Somano
Y1  - 2021/09/16
PY  - 2021
N1  - https://doi.org/10.11648/j.her.20210605.14
DO  - 10.11648/j.her.20210605.14
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 119
EP  - 125
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20210605.14
AB  - 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.
VL  - 6
IS  - 5
ER  -

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