Is ‘more’ really more?

2021 ◽  
Author(s):  
Björn Rothstein ◽  
Katharina Staubach ◽  
Saskia Ripp ◽  
Julia Waldeyer ◽  
Julian Roelle
Keyword(s):  
Eighth Grade ◽  
German Language ◽  
Grammar Teaching ◽  
Study Results ◽  
Quasi Experimental ◽  
The Subject ◽  
Measurement Time Point ◽  
Grammar Knowledge ◽  
Teaching Grammar

Abstract Starting from general problems of teaching grammar in the subject of German language as well as from basic assumptions of so-called ‘more-is-more’ didactics, we discuss demands to continue teaching grammar after the eighth grade (in Germany, that is the eighth year of school). We then present a quasi-experimental study which was carried out in grades 8 to 12 with the same participants for the purpose of finding out whether providing additional and repeated grammar teaching in the subject of German language even after the eighth grade results in improved and explicit long-term German grammar knowledge. At least at one measurement time point during the study, N = 821 students from six different schools were participating. As a crucial result it turned out that additional and repeated grammar teaching resulted in an improvement in explicit grammar knowledge both during individual grades and across grades. These study results support the demands of ‘more-is-more’ didactics, they however require long-term assessment concerning a number of problems, which are discussed.

scholarly journals The Impact of Different Teaching Strategies on Teaching Grammar to College Students

2018 ◽  
Vol 8 (3) ◽  
pp. 340
Author(s):  
Ali Hashemi ◽  
Samran Daneshfar
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Law Students ◽  
Accounting Students ◽  
Grammar Instruction ◽  
Teaching Techniques ◽  
Grammar Teaching ◽  
Grammar Knowledge ◽  
Teaching Grammar ◽  
The Impact

Grammar is considered critical to the ability to use language. Grammar teaching is an issue that provokes strong feelings and attitudes. Grammar teaching is particularly prominent in English as a foreign language (EFL) settings as it is perceived that without a good grammar knowledge, language development will be seriously inhibited. In the current study, we used three grammar instruction techniques including “the Deductive Technique”, “the Inductive Technique”, and “the Implicit Technique”. 80 college students, studying different fields in Abbar, Zanjan, participated in the study. They were assigned to three experimental groups for each of the three teaching techniques. The Deductive group consisted of 31 law students, both boys and girls, the Inductive group comprised 27 boy and girl accounting students, and there were 28 IT students in the Implicit group. The results of data analysis indicated that these groups performed differentially in certain respect. Meanwhile, the Inductive group exceeded the other groups in their performance.

scholarly journals Using Peer Tutoring to Improve Students’ Academic Achievement in Financial Accounting Concepts

2020 ◽  
Vol 2020 ◽  
pp. 1-10 ◽  
Author(s):  
Taiwo Grace Olulowo ◽  
Olugbenga A. Ige ◽  
Ernest O. Ugwoke
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Peer Tutoring ◽  
Instructional Strategy ◽  
Financial Accounting ◽  
Control Group ◽  
Lecture Method ◽  
Study Results ◽  
Quasi Experimental ◽  
The Subject

This study investigated the effectiveness of the peer tutoring instructional strategy in improving students’ academic achievement in financial accounting concepts. A nonrandomized pretest-posttest control group quasi-experimental design with a 2 × 2 × 3 factorial matrix was adopted. The research sample comprised 137 purposively selected students from eight intact classes in secondary schools in Southern Nigeria. The experimental group adopted a peer tutoring instructional strategy, while the control group was exposed to the conventional lecture method. Teachers’ Instructional Guides on peer tutoring and conventional method and Financial Accounting Achievement Test were used to collect data for this study. Results affirmed that the peer tutoring instructional strategy is more effective in improving students’ academic achievement in financial accounting concepts than the conventional lecture method. The outcome of this study also shows that the experimental strategy was not sensitive to gender but sensitive to socioeconomic status. Sequel to this finding, the study recommends that post-basic school teachers should make use of the peer tutoring instructional strategy to present financial accounting lessons in secondary schools to advance students’ attainment in the subject.

scholarly journals Components of Elderly Long-term Care System in Iran and Selected Countries: A Comparative Study

Health Scope ◽  
2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Shabnam Ghasemyani ◽  
Mehdi Jafari ◽  
Ahmad Ahmadi Teymourlouy ◽  
Reza Faday-Vatan
Keyword(s):  
Developing Countries ◽  
Comparative Study ◽  
Health System ◽  
Long Term Care ◽  
The Elderly ◽  
Developed Countries ◽  
Term Care ◽  
Study Results ◽  
The Subject

Context: With the increasing number of the elderly suffering from chronic diseases and disabilities, elderly long-term care (LTC) has been the subject of attention by health and welfare policymakers. This study aimed to compare the components of LTC for the elderly in Iran and selected countries. Methods: This comparative study was conducted in 2020. The search was conducted in three databases (PubMed, Scopus, and Web of Science), two search engines (Google Scholar and Google), and the websites of WHO and the Ministry of Health and Welfare of the selected countries from 2000 to 2020 to find relevant documents on the subject. The selection of countries was based on three criteria: the type of health system, having the highest percentage of the elderly population, and the development status. Finally, Germany, France, Sweden, Japan, South Korea, Turkey, Thailand, and Iran were included in the study. The findings were organized using a common LTC framework. Results: In this study, the common framework of LTC systems, including beneficiaries, benefits packages, providers, and financing, was used. The study results showed that developed countries had formal LTC systems with specific mechanisms, but each country had differences in the implementation of different components of this system. On the other hand, in most developing countries, sporadic measures were taken in this field. Conclusions: In general, developed countries have adopted different LTC system approaches in the organization, financing, type of services, and generosity of benefits. In choosing the appropriate LTC model in developing countries, factors such as the health system, resource constraints, social, and cultural status should be considered.

scholarly journals The Implementation of Padlet to Foster EFL Students’ Achievement in Writing

2021 ◽  
Vol 1 (2) ◽  
pp. 132-140
Author(s):  
Muh. Farid Sehuddin ◽  
Nurdin Noni ◽  
Baso Jabu
Keyword(s):  
Experimental Research ◽  
Control Group ◽  
Writing Achievement ◽  
Independent Variables ◽  
Writing Test ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Subject

This study is the quasi experimental research that aimed to know the effect of the implementation of Padlet to the students’ achievement in writing. The implementation Padlet as independent variables and the students’ achievement in writing as a dependent variable. The population in this research is all students class XI MIA MAN 1 Makassar that consist of eight classes. Class XI MIA 5 as a control group that consist of 30 students and class XI MIA 1 as an experiment group that consist of 30 students. The data of the research was obtained by the study results test on the subject of the velocity reaction for pre-test and post-test. The data was analyzed by writing test. Based on analysis of inferential statistics for writing achievement, the P = 0.001, and it less than  = 0,05 was obtained, it is means that the implementation Padlet is significantly influence to the students’ achievement in writing of the students’ class XI MIA 1 MAN I Makassar on the material subject of writing.

scholarly journals THE USE OF VIDEO IN TEACHING GRAMMAR TO PRE-SECONDARY STUDENTS

2020 ◽  
Author(s):  
Ivo Novita S br Silalahi ◽  
Sisilia Setiawati Halimi
Keyword(s):  
Learning Style ◽  
Secondary Students ◽  
Student Perception ◽  
Study Data ◽  
Control Group ◽  
Control Group Design ◽  
Grammar Teaching ◽  
Quasi Experimental ◽  
Secondary Classes ◽  
Teaching Grammar

This paper examines the effectiveness of videos as a teaching medium in a pre-intermediate grammar class in Tangerang, Indonesia. This research adopted a quasi-experimental approach with a posttest control group design. Two pre-secondary classes in Tangerang were selected as subjects of the study. Data were obtained from the pretest and posttest, a questionnaire on student perception of video usage in teaching, and interviews. The experimental class was taught using a video while the control class was taught via textbooks. A pretest and a posttest were given to the experimental class. The improvement in scores was then examined using t-test. To compare the learning results of the two groups, a final posttest was conducted on both classes after the lessons. The scores were then examined using the Mann–Whitney test. Results indicated that students who learned from the video achieved higher scores than those who learned from textbooks. The learning-style questionnaire results revealed that learning with videos was enjoyable. Therefore, this medium is highly recommended as a crucial grammar-teaching tool in the classroom.

scholarly journals THE USE OF “KAHOOT” (ONLINE QUIZ APPLICATION) IN TEACHING GRAMMAR FOR SECOND YEAR STUDENTS AT SMA PEMBANGUNAN LABORATORIUM UNP

2020 ◽  
Vol 9 (1) ◽  
pp. 390
Author(s):  
Rahaka Panji Prawira ◽  
Mukhaiyar Mukhaiyar
Keyword(s):  
T Test ◽  
Control Group ◽  
Test Results ◽  
Control Group Design ◽  
Grammar Teaching ◽  
School Year ◽  
Post Test ◽  
Quasi Experimental ◽  
Second Year ◽  
Teaching Grammar

This research is motivated by the lack of mastery of Grammar in students. This is because the practice in the learning process is still not varied, one example of an exercise that can be used is Kahoot. This study aims to determine the effectiveness of the use of Kahoot on the teaching of Grammar students in the second year of the SMA Pembangunan Laboratorium UNP. This research uses a quantitative with quasi-experimental methods “pre-test and post-test control group design”. The population in this study were second year students of SMA Pembangunan Laboratorium UNP who were registered in the June-December period of the 2019/2020 school year. The research sample was 20 students of class XI IBB as the experimental class and 22 students of class XI MIPA 1 as the control class. The data of this study are the scores of the final test results of Grammar teaching without and using Kahoot second year students of SMA Pembangunan Laboratorium UNP. The test scores were compared using the t-test formula to determine the effectiveness of using Kahoot in Grammar teaching. Based on the results of the t-test, it was concluded that learning using Kahoot was effective in the teaching of Grammar in the second year students of SMA Pembangunan Laboratorium UNP because tcount> ttable (4.75> 1.68) at a significant level of 0.05. So, it was concluded that the teaching of Grammar in the second year students of SMA Pembangunan Laboratorium UNP by using Kahoot was better than without using Kahoot.

scholarly journals Development of Eighth Grade Students’ Epistemological Beliefs through Writing-to-Learn Activities

2020 ◽  
Vol 3 (2) ◽  
pp. 57-66
Author(s):  
Şengül Atasoy ◽  
Osman Küçük
Keyword(s):  
Secondary School ◽  
Epistemological Beliefs ◽  
Writing To Learn ◽  
Eighth Grade ◽  
Structured Interviews ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
History Of ◽  
The Subject ◽  
Rural Part

The aim of the present study was to develop the epistemological beliefs of eighth grade students through writing-to-learn (WTL) activities. A one-group pretest-posttest quasi-experimental research design was utilized in the study. The sample group consisted of a total of 18 eighth grade students, attending a secondary school in the rural part of Trabzon in Turkey. To improve the epistemological beliefs of students, WTL activities were developed and utilized in the "Matter and its Structure" unit of the science subject. Each WTL activity focused on one dimension of epistemology, such as source of knowledge, organization of knowledge, certainty of knowledge, speed of learning, and learning control. The WTL activities in the study were conducted throughout a total of 24 lessons. Semi-structured interviews were employed to collect data. Beliefs regarding each dimension of epistemology were identified to be at the level of absolutist, multiplist or evaluatist by means of the "Epistemological Belief Levels Rubric". The findings of the study revealed that the WTL activities increased students’ levels of the epistemological beliefs. Hence, students’ epistemological beliefs can be developed further by dwelling more on the history of science unit within the subject of science by raising students’ awareness.

scholarly journals PENGARUH METODE ACCELERATED LEARNING DENGAN PENDEKATAN SAVI TERHADAP HASIL BELAJAR SISWA PADA MATERI POKOK TEKANAN DI KELAS VIII SEMESTER II SMP NEGERI 1 SELESAI T.A. 2013/2014

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Ricca Mauliza Br. Lubis ◽  
Eva Marlina Ginting
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Accelerated Learning ◽  
Eighth Grade ◽  
Approach To Learning ◽  
Average Value ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Class Viii ◽  
The Subject

This study aims to determine the effect of teaching method possible Accelerated Learning with SAVI approach to learning outcomes the second semester of eighth grade students in the subject matter pressure in SMP Negeri 1 Completed TA 2013/2014. This research is quasi-experimental. The population is the entire second semester of eighth grade students of SMP Negeri 1 Done. Sampling was done by cluster random sampling by taking 2 classes from 9 randomized class VIII-1 as an experimental class and class VIII-3 as a control class. The instrument used to determine student learning outcomes are achievement test in the form of multiple choice questions with number 20. Learning method possible application of research results Accelerated Learning with SAVI approach showed that: (1) There is an increase in student learning activities begin until the first meeting of the third, of the average value of the student activity can be determined student learning activities included in the active category; (2) Based on the test results obtained studying the average value of 81.09 posttest experimental class and control class is 62.81. Calculation of data is done by using t-test of the party with α = 0.05, obtained that t count> t table so it can be concluded that no effect of learning methods Accelerated Learning with SAVI approach to learning outcomes of students in the subject matter of pressure in the second semester of eighth grade SMP Negeri 1 Completed TA 2013/2014. Keywords   :  Accelerated Learning Methods SAVI Approach, Quasi-Experimental, Learning Outcomes

Brief psycho-education for caregivers of persons with first episode psychosis

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Praful Prabhuappa Kapse ◽  
Manisha Kiran
Keyword(s):  
First Episode Psychosis ◽  
First Episode ◽  
Control Group ◽  
Episode Psychosis ◽  
Study Results ◽  
Before And After ◽  
Quasi Experimental ◽  
Expressed Emotions ◽  
Experimental Group ◽  
Group Family

Caring for the persons with first episode psychosis is challenging and demanding. It may lead to the increased burden, expressed emotions among the caregivers. The numerous studies have shown that high burden and negative expressed emotions among caregivers can lead to early relapse in the patients with first episode psychosis. To evaluate the effects of the brief psychoeducation on the caregivers burden and expressed emotions. A quasi experimental - before and after with control group research design was adopted for the study. A total of 60 caregivers have participated in the study, of which 30 caregivers in experimental group and 30 caregivers in the control group. Family Burden Interview Schedule (Pai and Kapoor, 1981) and Attitude Questionnaire (Sethi et al., 1981) was used to assess caregiver's burden and expressed emotions. At end of the psychoeducation intervention, burden among caregivers and negative expressed emotions of the caregivers have significantly reduced. The positive expressed emotions have been increased. Study results demonstrates the importance of psychoeducation intervention in reducing the burden and negative expressed emotions.

Sign in / Sign up

Export Citation Format

Share Document