The Effect of Application of Crossword Puzzle Learning Strategy on Student Learning Outcomes

  • Enirudh Bheke National Institute of Teacher Education Delhi, India
  • Slegh Pritem National Institute of Teacher Education Delhi, India
  • Subhasih Pujarih Faculty of Education, PDM University Bahadurgarh, India
Keywords: Learning Outcome, Teaching Method, Student

Abstract

The function of the crossword puzzle itself is to develop brain nerves that have a refreshing effect on memory, allowing the brain's work function to return to its optimal state because the brain has become accustomed to continuously learning in a relaxed manner. The design of this study is a pre-experimental research design of the type One-Group Pretest-Posttest Design, which is used in pre-experimental research. Because the outcomes of the therapy may be compared to the circumstances before to treatment, the results of the treatment can be known with more accuracy in this research (treatment). The percentages of student learning objectives that were acquired are: low at 6.67%, moderate at 16.67%, high at 40%, and very high at 16.67%. Based on the data gathered, it can be stated that, on the whole, adopting the Crossword Puzzle learning method has a notable effect on students' learning outcomes, as 36.67% of students achieved this level, and 46.67% of students attained this level

References

Abdulmajed, H., Park, Y. S., & Tekian, A. (2015). Assessment of educational games for health professions: a systematic review of trends and outcomes. Medical Teacher, 37(sup1), S27-S32.

Croft, N., Dalton, A., & Grant, M. (2010). Overcoming isolation in distance learning: Building a learning community through time and space. Journal for Education in the Built Environment, 5(1), 27-64.

Franco, P. F., & DeLuca, D. A. (2019). Learning through action: Creating and implementing a strategy game to foster innovative thinking in higher education. Simulation & Gaming, 50(1), 23-43.

Huang, Y. M., Liao, Y. W., Huang, S. H., & Chen, H. C. (2014). Jigsaw-based cooperative learning approach to improve learning outcomes for mobile situated learning. Journal of Educational Technology & Society, 17(1), 128-140.

Kasilingam, G., & Chinnavan, E. (2014). Assessment of learning domains to improve student's learning in higher education. Journal of Young Pharmacists, 6(1).

Kintu, M. J., & Zhu, C. (2016). Student characteristics and learning outcomes in a blended learning environment intervention in a Ugandan University. Electronic Journal of e-Learning, 14(3), pp181-195.

Kumar, N. R., Pushpavathi, T. P., & Selvarani, R. (2010). Dynamic Cognitive Process Application of Blooms Taxonomy for Complex Software Design in the Cognitive Domain. arXiv preprint arXiv:1002.2829.

Lemov, D. (2021). Teach Like a Champion 3.0: 63 Techniques that Put Students on the Path to College. John Wiley & Sons.

Morton, K. L., Keith, S. E., & Beauchamp, M. R. (2010). Transformational teaching and physical activity: A new paradigm for adolescent health promotion?. Journal of Health Psychology, 15(2), 248-257.

Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & education, 55(3), 1321-1335.

Shawahna, R., & Jaber, M. (2020). Crossword puzzles improve learning of Palestinian nursing students about pharmacology of epilepsy: Results of a randomized controlled study. Epilepsy & Behavior, 106, 107024.

Wootton, S., & Horne, T. (2012). Advanced Brain Training: Lateral thinking tests and Mensa-level puzzles to hone your mental agility. Hachette UK

Published
2021-08-23
How to Cite
Bheke, E., Pritem, S., & Pujarih, S. (2021). The Effect of Application of Crossword Puzzle Learning Strategy on Student Learning Outcomes. Journal La Edusci, 2(3), 10-15. https://doi.org/10.37899/journallaedusci.v2i3.398