Computer Assisted Learning For Enhancing Mastery Of Concepts In Science

2020 ◽  
Vol 2 (2) ◽  
pp. 134-142
Author(s):  
Sharon Anyango Onditi ◽  
Stephen Oloo Ajwang
Keyword(s):  
Teaching And Learning ◽  
Poor Performance ◽  
Target Population ◽  
Computer Assisted ◽  
First Year ◽  
Computer Assisted Learning ◽  
First Year Students ◽  
Post Test ◽  
Science Concepts ◽  
And Control

This study examined the effects of Computer Assisted Learning (CAL) on the mastery of Science concepts by learners in universities. Teaching and learning of Science concepts present learners with numerous challenges. Of critical concern is the negative perception by learners that Science based subjects are difficult, thus contributing to widespread poor performance by the learners in the national examinations and subsequently poor choice of the subject in the universities. Solomon Four Group experimental design was employed for the study. The target population comprised all first-year students taking science subjects in 8 universities in western Kenya. A sample size of 335 students was determined using Krejcie Morgan table (1970). The universities were divided into two forming experimental and control groups.  The study was carried out in 4 months spanning 16 weeks where pretest was administered after the first 8 weeks of conventional teaching and post-test administered after the next 8 weeks of treatment. Pretest and post-test Science Achievements Test (SAT) on two topics, digestive system and light and optics, were designed and administered by the respective lecturers, and scores recorded. Piloting was carried before the use of the instruments, and a reliability coefficient of 0.85 on SAT was recorded.  Data were analyzed using t-test one-way ANOVA. The study found that 171 students taught using CAL achieved significantly higher scores in SAT compared to164 students taught through conventional methods with a mean gain of 2.851. The study demonstrated that CAL enhanced active manipulation of content and promoted interaction with content, and gave reality to abstraction. The study may be significant to educationists, lecturers, researchers, and policy makers as it provides insight on the benefits of applying Computer Assisted Learning in Science Education. 

scholarly journals Didactic Model: Teaching the English Temporal System to Arabic Freshman Learners of English

2017 ◽  
Vol 19 (_sup1) ◽  
pp. 81-97
Author(s):  
Thana Hmidani
Keyword(s):  
Linguistic Competence ◽  
First Year ◽  
Language Awareness ◽  
Intensive English ◽  
First Year Students ◽  
Medical College ◽  
Temporal System ◽  
Post Test ◽  
And Control ◽  
Selection Of

This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre, mid-, and post-tests were administered to study and control groups at three points in time. The model is a selection of aspects from different methods combined aiming to lead participants to a higher level of linguistic competence in terms of language awareness, reading and writing skills, and vocubulary building. The results indicated statistically significant differences in the post-test between the two groups over time regarding the level of linguistic competence.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

scholarly journals The Influence of Teaching Vocabulary by Using Picture

2016 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Hanik Nuzulimah
Keyword(s):  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
And Control ◽  
Data Analysis Result ◽  
Experimental Group ◽  
Better Than

This paper attempts to explore whether there is significant difference of achievement in vocabulary between students taught by using pictures and those are not. The subject of this study is the first year students of SLTP Muhammadiyah Simo Susukan, Semarang where the sample contains 50 students that is divided into experimental group (with treatment) and control group (without treatment). The data is gathered from participants’ score obtained from pre test and post test. Using t test as technique of data analysis, result shows that students taught by using pictures perform better than those are not. It means that there is significant difference between the two groups. Keywords: Vocabulary Teaching; Picture

scholarly journals The effects of verbal and visual feedback on performance and learning freestyle swimming in novice swimmers

Kinesiology ◽  
2017 ◽  
Vol 49 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Maria Giannousi ◽  
Efthimis Kioumourtzoglou
Keyword(s):  
Intervention Program ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Modeling Group ◽  
Post Test ◽  
Speed Performance ◽  
And Performance ◽  
Effects Of Feedback ◽  
And Control

<div>The purpose of the present study was to investigate the effects of feedback on freestyle learning and performance of novice swimmers. Sixty male (Mage=18.7, SD=1.82) first year students were randomly assigned into four groups: self-modeling, expert-modeling, verbal, and control group. The intervention program lasted for seven weeks. Participants were evaluated in 25m freestyle swimming, with a pool buoy between the legs and breathing every three hands through a pre-test, a post-test and a retention test. The result revealed that self-modeling group was the most effective, in comparison with the other types of feedback, in terms of improvement of the technique in novice swimmers. There were no differences between groups in the speed performance of 25m free style swimming. Overall, the present study provides valuable evidence for the effects of self-modeling on performance in freestyle swimming, and encourages research to further</div><div>explore such effects between different types of feedback in real training conditions.</div>

scholarly journals BEHIND THE IMPROVEMENT OF STUDENTS’ ENGLISH PROFICIENCY IN AN EMI UNIVERSITY

JURNAL SMART ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 10-23
Author(s):  
Disa Evawani Lestari
Keyword(s):  
Teaching And Learning ◽  
Sampling Method ◽  
Standardized Test ◽  
English Proficiency ◽  
First Year ◽  
First Year Students ◽  
Improvement Rate ◽  
Challenges And Opportunities ◽  
Post Test ◽  
One Year

This study aims to examine the improvement rate of students after their one-year study at an EMI university as well as to further explore the challenges and the opportunities they encounter throughout the period. To answer those questions, 100 first-year students from one EMI university were recruited as research participantsthrough a purposive sampling method: 20 participants from A1 - C1 level. The participants were assigned to do a standardized test prior to the start of their study (pre-test) and after their one-year study (post-test). The improvement rate was analyzed quantitatively using T-tests. Data about the challenges and opportunities they encounter to improve their English proficiency was collected through a questionnaire and analyzed qualitatively. The result shows that the improvement of English proficiency is experienced by all groups (A1-C1), with B2 group who get the highest improvement. From the questionnaire, it is found out that writing skill gets the least improvement.Thefactors that promote and impede their progress are also discussed. This gives valuable information which can affect English teaching and learning materials and methodology in order to maximize the opportunities of studying in an EMI university.

scholarly journals IMPROVING THE LISTENING COMPREHENSION OF THE FIRST YEAR STUDENTS OF A STATE SENIOR HIGH SCHOOL IN ENREKANG, INDONESIA

2018 ◽  
Vol 2 (2) ◽  
pp. 22-26
Author(s):  
Ita Sarmita Samad
Keyword(s):  
High School ◽  
Listening Comprehension ◽  
Senior High School ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Post Test ◽  
The Difference ◽  
And Control ◽  
Experimental Group

This study aims at finding out whether or not the implementation of jigsaw listening improves the Listening comprehension of the first year students of a state senior high school in Enrekang. This study employs a quasi experimental method. The population of this study is the first year students of a state senior high school in Enrekang in the academic year 2012/2013. It uses random sampling, taking two classes totalling 52 students. It involves two groups, namely experimental class and control class. The students’ pre-test and post-test shows that there is significance different between experimental and control group. The result of the gained of mean score shows the difference between those groups. The difference of the mean score of pre-test and post-test of experimental group is 16.62 while control group is 0.73. It means that . The students of experimental group get better improvement than the students’ of control group. Thus, it can be concluded that the hypothesis is tenable. Besides, the t-test value of gained score (2.65) is higher than t-table (2.021). Thus, it can be concluded that the jigsaw listening improves the students’ listening comprehension.

scholarly journals Vliv plyometrického tréninku (depth jump) na běžeckou a cyklistickou ekonomiku pohybu

2017 ◽  
Vol 11 (1) ◽  
pp. 8-15 ◽  
Author(s):  
Jiří Bílý ◽  
Jan Cacek ◽  
Tomáš Kalina ◽  
Akaninyene Arnold Sunday
Keyword(s):  
Sport Performance ◽  
Point Of View ◽  
Control Group ◽  
First Year ◽  
Plyometric Training ◽  
First Year Students ◽  
Endurance Sport ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Endurance sport performance is influenced by many factors, such as motor economies. In this research we focused on running and cycling economies. Twenty-eight first year students of Faculty of Sport science of Masaryk University (age 20.29 ± 0.94 years, height 182.32 ± 7.98 cm, weight 76.98 ± 10.03 kg) were purposively selected to participate as subjects. The test subjects were randomized into experimental group (n = 17) and control group (n = 11). Pre-test and post-test were taken on RE and CE. The PI protocol was eight weeks, twice a week, eight sets per day, and ten repetitions per set. The results showed that short-term plyometric training using depth jump had no significant effect on RE when running at 10 and 12 km.h–1. Likewise there was no significant effect on CE using strain of 1.5 W.kg–1 and 2 W.kg–1. From the point of view of practical use we do not recommend apply analogous plyometric training using declared running speed and cycling intensity.

scholarly journals Cross-disciplinary synergy: First-year students’ experiences of learning academic writing through integrated writing support at a University of Technology

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Nonhlanhla P. Khumalo ◽  
Sarasvathie Reddy
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Academic Literacy ◽  
Target Population ◽  
First Year ◽  
Academic Literacies ◽  
First Year Students ◽  
University Of Technology

An important role in socialising first-year students into universities is initiating them into different conventions of academic writing. Support programmes, such as writing centres, have been established in several South African universities to help students with this objective and the broader issue of academic literacy. The assumption is that such interventions bridge the articulation gap between basic and higher education phases and expedite academic success. This article draws from a larger PhD study that explored nursing students’ experiences of developing their academic writing skills at the writing centre. The focus of this article is on understanding first-year nursing students’ experiences of learning academic writing through the integrated writing interventions of language and discipline practices at a writing centre based at the Durban University of Technology (DUT). These students were regarded as relevant because their curriculum incorporates a more structured academic writing component with the writing centre. The study adopted the Academic Literacies Model (ALM), which fosters a social view of academic writing and advocates for integrated support to the teaching and learning of academic writing. Guided by the qualitative constructivist paradigm, phenomenography was adopted as a research methodology. Data were analysed according to phenomenographic categories. Whilst the study uncovered various factors influencing the development of academic writing amongst the target population, there was a clear need for shifting from interdisciplinary (at least two disciplines) to a transdisciplinary (more than two disciplines) academic literacy approach to students’ learning experiences. As such, the article recommends the intentional inclusion of various stakeholders (writing centre practitioners, discipline lecturers, clinical and academic support staff) to mitigate students’ writing challenges and develop sustainable and relevant academic literacy practices.

scholarly journals The Influence of Teaching Vocabulary by Using Picture

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Hanik Nuzulimah
Keyword(s):  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
And Control ◽  
Data Analysis Result ◽  
Experimental Group ◽  
Better Than

This paper attempts to explore whether there is significant difference of achievement in vocabulary between students taught by using pictures and those are not. The subject of this study is the first year students of SLTP Muhammadiyah Simo Susukan, Semarang where the sample contains 50 students that is divided into experimental group (with treatment) and control group (without treatment). The data is gathered from participants’ score obtained from pre test and post test. Using t test as technique of data analysis, result shows that students taught by using pictures perform better than those are not. It means that there is significant difference between the two groups. 

THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Hasanul Arifin Zul And Masitowarni Siregar
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
First Year ◽  
Writing Achievement ◽  
Control Groups ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

This thesis is focused on the investigation of the effect of applying animal cartoon pictures on students’ achievement in writing narrative text. This study aims to find whether applying animal cartoon pictures significantly affect the students’ writing achievement or not. The data in this study were obtained by administering a written test. The population was the 2015/2016 first year (grade XI) of SMA Swasta Nusantara Lubuk Pakam and 66 students were taken as the sample by using random sampling. The sample was divided into two groups, experimental and control groups. The experimental group was taught by applying animal cartoon pictures while the control group without animal cartoon pictures (x = lecturing). The data were taken the scores from the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed is higher than t-table (5.21 >1,67) with the degree of freedom 64 (df =N-2) at the level significance 0,05 one tail test. It showed that the application of animal cartoon pictures significantly affected the students of SMA Swasta Nusantara Lubuk Pakam achievement in writing narrative text.

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