scholarly journals SaveWise: The impact of a real-life financial education program for ninth grade students in the Netherlands

2021 ◽  
pp. 100605
Author(s):  
Aisa Amagir ◽  
Henriëtte Maassen van den Brink ◽  
Wim Groot ◽  
Arie Wilschut
Keyword(s):  
The Netherlands ◽  
Education Program ◽  
Real Life ◽  
Financial Education ◽  
Ninth Grade ◽  
Ninth Grade Students ◽  
The Impact

SaveWise: The design of a financial education program in the Netherlands

2019 ◽  
Vol 18 (2) ◽  
pp. 100-120 ◽  
Author(s):  
Aisa Amagir ◽  
Wim Groot ◽  
Henriëtte Maassen van den Brink ◽  
Arie Wilschut
Keyword(s):  
High School ◽  
High School Students ◽  
The Netherlands ◽  
Education Program ◽  
Self Efficacy ◽  
Financial Education ◽  
Goal Commitment ◽  
Financial Knowledge ◽  
Financial Behavior ◽  
School Students

Using a framework for educational design research, this article reports and evaluates the (process of the) design of a financial education program. The program is designed for high school students in the prevocational track in the Netherlands. The aim of the program is to improve students’ financial knowledge, attitudes, self-efficacy, and (savings) behavior. The main outcome of this study is the identification of design principles that can be used by others for the design of financial education programs: setting a personal savings goal, commitment with and reflection on this goal, discussing money issues with peers and family, hands-on activities with autonomy, and explicit instruction through animated video clips. The results show that our program, called “SaveWise,” improves high school students’ financial knowledge and skills, financial awareness, attitudes towards money, self-efficacy, and financial behavior.

scholarly journals The Impact of Peer Instruction on Ninth Grade Students’ Trigonometry Knowledge

2021 ◽  
Vol 35 (69) ◽  
pp. 206-222
Author(s):  
Balta Nuri ◽  
Kaymak Serkan ◽  
Almas Abdullah ◽  
Nurbavliyev Omarbek
Keyword(s):  
Mathematics Achievement ◽  
Ninth Grade ◽  
Analysis Of Covariance ◽  
Peer Instruction ◽  
Control Groups ◽  
Significance Level ◽  
Post Test ◽  
Ninth Grade Students ◽  
And Control ◽  
The Impact

Abstract In this study, we conducted peer instruction (PI) activities to promote student participation in the learning process and test the hypothesis that PI improves student achievement. Two ninth-grade classes were randomly assigned as treatment and control groups. Pre-test and post-test data were obtained for measuring mathematics achievement in trigonometry. Data were analyzed using analysis of covariance procedures with an alpha significance level of 0.05. Results indicated no significant effects of peer instruction on achievement. This study implies that more robust studies are needed to reveal the real effect of PI.

scholarly journals The Impact of a Proposed Science Informal Curriculum on Students’ Achievement and Attitudes During the Covid-19

2021 ◽  
Vol 13 (2) ◽  
pp. 882-896
Author(s):  
Eiad Abdulhalim Mohammad Alnajjar
Keyword(s):  
Academic Achievement ◽  
Informal Education ◽  
Science Curriculum ◽  
Ninth Grade ◽  
Control Group ◽  
Formal Curriculum ◽  
Significant Difference ◽  
Ninth Grade Students ◽  
The Impact ◽  
Experimental Group

This study aimed to identify the impact of a proposed science curriculum based on informal learning on the academic achievement of ninth-grade students and their attitudes towards science majors in Al-Qunfuthah Governorate during the COVID-19 pandemic, and thus answer the following questions: What activities represent informal education in science that can be included in the science curriculum? Is there a statistically significant difference in the attitudes towards scientific disciplines for ninth-grade students due to the proposed curriculum based on informal education? Is there a statistically significant difference in the educational attainment of ninth-grade students due to the proposed curriculum based on non-formal education? The researcher used the experimental method, where the study sample was randomly selected and numbered (29) students in the control group, and (29) students in the experimental group. The researcher designed the science curriculum to include activities based on informal education in science, and it was taught to students in the experimental group, while the control group will study the formal curriculum of science for the third intermediate grade. The researcher also prepared a measure of attitudes towards the sciences major, and a test to measure the students' academic achievement.

Six-Month Follow-up Results of a Preventive Alcohol Education Intervention

1984 ◽  
Vol 14 (2) ◽  
pp. 97-104 ◽  
Author(s):  
Elias Duryea ◽  
Patricia Mohr ◽  
Ian M. Newman ◽  
Gary L. Martin ◽  
Emmanuel Egwaoje
Keyword(s):  
Education Program ◽  
Repeated Measures ◽  
Role Playing ◽  
Ninth Grade ◽  
Drinking And Driving ◽  
Alcohol Education ◽  
Repeated Measures Anova ◽  
Ninth Grade Students ◽  
Experimental Group

An alcohol education program was designed to increase the knowledge of alcohol's effects upon performance, increase ability of students to refute pro-drinking and driving arguments, and decrease likelihood of complying with pressure to participate in alcohol-related situations. Films, slides, discussion and role playing activities were included in the program administered to 155 ninth grade students in Nebraska. The objectives were measured through written tests administered in a pre, post and six-month follow-up sequence. An ANOVA performed on the posttests indicated that the experimental group scored significantly more favorably on knowledge, refuting arguments, compliance and riding with drinking drivers. A repeated measures ANOVA using the scores of students who received pre, post, and follow-up tests ( N=83) showed that the knowledge, refutation and compliance scores of the experimental group continued to be significantly more favorable six months later.

scholarly journals The Impact of Using Multimedia in Science Achievement and Developing Metacognitive Skills for Ninth- Grade Students in the Sultanate of Oman

2013 ◽  
Vol 7 (1) ◽  
pp. 85
Author(s):  
Mohammad Khair Nawaf Nawafleh ◽  
Alfaisal bin Humaid Al-Hindasi
Keyword(s):  
Science Achievement ◽  
Ninth Grade ◽  
Achievement Test ◽  
Control Group ◽  
Metacognitive Skills ◽  
Sultanate Of Oman ◽  
Significant Difference ◽  
Ninth Grade Students ◽  
The Impact ◽  
Experimental Group

This study aimed at investigating the effect of using multimedia in science achievement and developing metacognitive skills of ninth grade students in the Sultanate of Oman. The sample consisted of 62 students and was divided into two groups; an experimental group and a control group. The experimental group included 31 students and was taught using multimedia, and the control group included 31 students and was taught using the conventional method. To answer the questions of the study, an achievement test and a metacognitive skills test were developed and administered to the study subjects. The results revealed that there was a statistically significant difference (p < 0.05) in both the achievement test and the metacognitive skills test. The difference was in favor of the experimental group. Accordingly, the study recommended further studies to find out the impact of multimedia on the various skills of thinking. 

scholarly journals Linguistic communication and its impact on developing the skill of listening to ninth grade students in Jordan: التواصل اللغوي وأثره في تنمية مهارة الاستماع لدى طلاب الصف التاسع الأساسي  في الأردن

2020 ◽  
Vol 4 (5) ◽  
Author(s):  
Atef Muflih Alamreen
Keyword(s):  
Ninth Grade ◽  
Control Group ◽  
Listening Skill ◽  
Significant Difference ◽  
Language Communication ◽  
Post Test ◽  
Ninth Grade Students ◽  
Communication Approach ◽  
The Impact ◽  
Experimental Group

The aim of this study was to identify the impact of the language communication approach on the development of listening skill among the class, The ninth basic in Jordan. The study was based on a semi- experimental approach, and the study population consisted of all students, The ninth grade in the School of Applications in Amman, and the number (60) students, and the sample of the study consisted of all students, by (30) students in the experimental group, and (30) students in the control group, were selected by the intentional method, The application of pre- and post- test listening, the study found that there is an impact of the language communication approach in the development of listening skill among students, and the existence of a significant difference between the experimental group, and the control group on the post- test in listening skill is attributed to the use of the language communication entrance and for the benefit of the experimental group.  

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