Lesson study incorporating phase-based instruction using Geometer's Sketchpad and its effects on Thai students’ geometric thinking

2014 ◽  
Vol 3 (3) ◽  
pp. 252-271 ◽  
Author(s):  
Lilla Adulyasas ◽  
Shafia Abdul Rahman
Keyword(s):  
Test Scores ◽  
Lesson Study ◽  
Analysis Of Covariance ◽  
Geometer's Sketchpad ◽  
Content Type ◽  
Geometric Thinking ◽  
Significant Difference ◽  
Thai Students ◽  
Post Test ◽  
Based Instruction

Purpose – Geometry has, in many countries, proved to be one of the problematic topics in mathematics. The purpose of this paper is to report on a study that was carried to investigate the effects of lesson study incorporating phase-based instruction (LS-PBI) using Geometer's Sketchpad (GSP) on Thai students’ geometric thinking. Design/methodology/approach – The effectiveness of the LS-PBI using GSP within the targeted context was assessed in a quasi-experimental research approach involving three groups of mixed ability grade 7 students (12-year-olds) in one of the schools in Yala province, Thailand. These groups (Group 1: n=30, Group 2: n=28 and Group 3: n=29) were taught the topic of properties of 2D and 3D geometric shapes through phase-based instruction using GSP in turn by three different teachers. The teachers observed the lesson study teaching protocol. Data were collected using pre-test and post-test to assess students’ van Hiele level of geometric thinking. In addition, six students were selected to be observed in order to give supplementary data on their level of geometric thinking changed. Findings – Findings revealed that the LS-PBI was effective in improving students’ geometric thinking. Analysis of paired sample t-test showed that there was a significant difference in the pre-test and post-test scores in each group after each LS session. Analysis of covariance showed that there was a significant difference in the post-test scores among the three groups of students. Originality/value – The findings of this original study suggest that the LS-PBI using GSP was effective in enhancing students’ geometric thinking.

Problem-Based and Activity-Based Approach: Their Influence to Students’ Achievement and Retention Scores in Introductory Probability and Statistics

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Fernando T. Herrera
Keyword(s):  
Test Scores ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Probability And Statistics ◽  
Institute Of Technology ◽  
Based Instruction ◽  
Activity Method

This study was undertaken to determine the effects of the problem-based and activity-based approach to students’ achievement and retention scores in Introductory Probability and Statistics. A pretest- post-testquasi experimental and control group design was used in the study to test the effectiveness of the three approaches of instruction.Three intact sections, with a total of 101 students of Saint Joseph Institute of Technology-Butuan City, were the subjects of this study. Two sections were randomly assigned as experimental groups and the other one, a control group. Experimental groups were exposed to problem-based and activity-based approach, while the control group was exposed to lecture-discussion. All groups were given the pre-testand post-test using the validated teacher-made questionnaire before and after the treatment respectively.The Analysis of Covariance (ANCOVA) of unequal n’s was used to analyze the effect of the three approaches of instruction on students’ achievement. Likewise, the Analysis of Variance (ANOVA) of unequal n’s was used to analyze the effect of the three methods on students’ retention scores. Pre-test was used as a covariate in the study. Based on the analysis, the study revealed the following results: (1) Students who were exposed to problem-based instruction were as good as those who were exposed to lecture-discussion as evidenced by their overall mean post-test scores. (2) There was a significant difference in the students’ achievement scores as influenced by the three methods of instruction. Students exposed in problem-based instruction performed better than the activity method. However, problem-based method was as good as the lecture-discussion approach and the activity approach was as good as the lecture-discussion approach. (3) The students’ retention scores in the three approaches of instruction have decreased as shown in their post-test scores with students exposed in the activity method getting the least decrease in scores, and (4) The difference between the post-test scores and retention scores of the students did not differ significantly as influenced by the three approaches of instruction.   Keywords - Problem-based approach, activity-based approach, lecture-discussion approach,achievement and retention scores

scholarly journals THE EFFECTS OF PROBLEM BASED LEARNING WITH COOPERATIVE LEARNING ON PRESCHOOLERS’ SCIENTIFIC CREATIVITY

2017 ◽  
Vol 16 (1) ◽  
pp. 100-112 ◽  
Author(s):  
Nyet Moi Siew ◽  
Mui Ken Chin ◽  
Agnis Sombuling
Keyword(s):  
Cooperative Learning ◽  
Test Scores ◽  
Problem Based Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Scientific Creativity ◽  
Test Form ◽  
Premature Closure ◽  
Significant Difference ◽  
Post Test

This research aimed to determine the effects of Problem based learning (PBL) with cooperative learning (CL) and ‘Numbered Heads Together’ (NHT) on preschoolers’ five trait dimensions of scientific creativity: Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 216 six-year-old preschoolers from three randomly selected preschools and assigned to PBL-CL‘NHT’ (n=72), PBL (n=72), and hands-on (TG) (n=72) instructional methods. The Figural Scientific Creativity Test was used as the pre-test (Form A) and post-test (Form B). Multivariate Analysis of Covariance (MANCOVA) was conducted on the post-test scores with pre-test scores as the covariates to determine whether a significant difference existed across the three methods. The results indicated that preschoolers taught in the PBL-CL‘NHT’ method significantly outperformed their peers in the PBL method who, in turn, significantly outperformed their peers in the TG method in Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. Large effect sizes were obtained for comparing PBL-CL ‘NHT’ with PBL and TG method. The findings suggest that the PBL-CL ‘NHT’ method has a significant positive impact on fostering preschoolers’ five trait dimensions of scientific creativity. Key words: cooperative learning, preschoolers, problem based learning, scientific creativity, trait dimensions.

English vocabulary learning with word lists, word cards and computers: implications from cognitive psychology research for optimal spaced learning

ReCALL ◽  
2008 ◽  
Vol 20 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Tatsuya Nakata
Keyword(s):  
High School Students ◽  
Test Scores ◽  
Vocabulary Learning ◽  
Study Time ◽  
Analysis Of Covariance ◽  
School Students ◽  
Spaced Learning ◽  
Significant Difference ◽  
Word Lists ◽  
Post Test

AbstractThe spacing effect is known to be one of the most robust phenomena in experimental psychology, and many attempts have been made to realize effective spaced learning for L2 vocabulary learning. This study compares vocabulary learning with word lists, word cards, and computers in order to identify which material leads to the most superior spaced learning. In the experiment, 226 Japanese high school students studied ten English words with one of the three learning materials: lists, cards, and computers. One-way analysis of covariance (ANCOVA) showed that although no significant difference existed between the Card group and the other two, the PC group significantly outperformed the List group on the delayed post-test. Item analysis using Chi-squares demonstrated that on the delayed post-test, the List group's successful recall rates for four of the ten items were significantly lower than those of the Card or PC group. Correlational analysis indicated that the time invested in learning and the subsequent post-test scores did not correlate significantly for the List and Card groups. Paradoxically, a negative correlation was observed between the PC group's study time and their post-test scores. The lack of meaningful relationships between the study time and subsequent retention may be partially due to the limited ability of certain learners to learn effectively while using certain materials. A questionnaire given to the participants found that, in general, computers were evaluated more favorably than lists or cards. At the same time, however, learners exhibited large variations in their evaluation of computers, implying the importance of considering individual differences when introducing CALL to learners. In summary, the study has demonstrated the superiority of computers over lists, the limited advantage of word cards over lists, and no statistically significant difference between computers and cards. The findings are significant because although the advantages of cards or computers have been advocated, no study has ever tested such claims empirically.

scholarly journals THE SCIENTIFIC CREATIVITY OF FIFTH GRADERS IN A STEM PROJECT-BASED COOPERATIVE LEARNING APPROACH

2020 ◽  
Vol 78 (4) ◽  
pp. 627-643
Author(s):  
Nyet Moi Siew ◽  
Norjanah Ambo
Keyword(s):  
Cooperative Learning ◽  
Test Scores ◽  
Primary Schools ◽  
Fifth Graders ◽  
Project Based Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Scientific Creativity ◽  
Significant Difference ◽  
Post Test

This research aimed to examine the effects of an integrated STEM project-based with cooperative learning (STEM-PjBCL) approach on fifth graders’ five sub-scales of trait dimension in scientific creativity. A quasi-experimental pre-test and post-test non-equivalent control group design was employed. A total of 360 fifth graders from four randomly selected primary schools were chosen as sample and assigned to STEM-PjBCL (n=120), PjBL (n=120), and Conventional (CV) (n=120) instructional methods. The Figural Scientific Creativity Test was used as the pre-test and post-test. Multivariate Analysis of Covariance (MANCOVA) was performed on the post-test scores with pre-test scores as the covariates to examine whether a significant difference existed across the three methods. The results showed that fifth graders taught with the STEM-PjBCL method significantly outperformed their counterparts in the PjBL and CV method in Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. However, fifth graders taught in the PjBL method did not significantly outperform their counterparts in the CV method in the five sub-scales of scientific creativity. Large effect sizes were obtained for comparing STEM-PjBCL with the PjBL and CV method. The results suggest that the STEM-PjBCL method produces a significant beneficial effect on promoting the five sub-scales of trait dimension of scientific creativity among fifth graders. Keywords: cooperative learning, project-based learning, scientific creativity, STEM, trait dimension.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

Educational intervention to improve palliative care knowledge among informal caregivers of cognitively impaired older adults

2020 ◽  
pp. 1-9
Author(s):  
Hyunjin Noh ◽  
Lewis H. Lee ◽  
Chorong Won
Keyword(s):  
Older Adults ◽  
Palliative Care ◽  
Cognitive Impairment ◽  
Educational Intervention ◽  
Test Scores ◽  
Informal Caregivers ◽  
Cognitively Impaired ◽  
Significant Difference ◽  
Post Test ◽  
Seriously Ill

Abstract Objective Lack of palliative care knowledge among caregivers may pose an access barrier for cognitively impaired older adults, who may benefit from the specialized care. Therefore, this study aims to examine the effectiveness of an educational intervention in improving palliative care knowledge among informal caregivers of cognitively impaired older adults. Method Using a one-group, pre- and post-test intervention design, this study implemented an individual, face-to-face educational intervention with an informational brochure for 43 informal caregivers of chronically or seriously ill older adults (50+) with cognitive impairment, recruited from communities in West Alabama. Their level of knowledge about palliative care was assessed by the Palliative Care Knowledge Scale (PaCKS). The pre- and post-test scores were compared by the Wilcoxon signed-ranks test, and the racial subgroup (Whites vs. Blacks) comparison was made by the Mann–Whitney U test. Results There was a statistically significant difference between the pre- and post-test scores (z = 5.38, p < 0.001), indicating a statistically significant effect of the educational intervention in improving palliative care knowledge among participants. There was a significant difference (U = 143, p < 0.05) between Whites and Blacks in the pre-test, which, however, disappeared in the post-test (U = 173.50, p > 0.05), suggesting that the amount of increased PaCKS scores were significantly greater for Blacks (Mdn = 9.50) than for Whites (Mdn = 4.00, U = 130.50, p < 0.05). Significance of results This study demonstrated that a one-time educational intervention can improve the level of palliative care knowledge among informal caregivers of chronically or seriously ill older adults with cognitive impairment, particularly among Black caregivers. Therefore, further educational efforts can be made to promote palliative care knowledge and reduce racial disparities in palliative care knowledge and its use.

Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction

1996 ◽  
Vol 25 (1) ◽  
pp. 25-35 ◽  
Author(s):  
Yong-Chil Yang ◽  
Wee-Kyo Chin
Keyword(s):  
Control Strategies ◽  
Motivational Factors ◽  
Instructional Materials ◽  
Program Control ◽  
Computer Based Instruction ◽  
Instructional Control ◽  
Significant Difference ◽  
Post Test ◽  
Computer Based ◽  
Based Instruction

The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.

scholarly journals Comprehending Narrative Text: The Effectiveness of Cooperative Integrated Reading and Composition (CIRC)

2018 ◽  
Vol 5 (2) ◽  
pp. 139-148
Author(s):  
Miftah Fariduddin ◽  
Firman Parlindungan
Keyword(s):  
Reading Comprehension ◽  
Narrative Text ◽  
Analysis Of Covariance ◽  
Test Design ◽  
Randomized Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The aim of this study was to investigate whether there was significant difference on the students’ reading comprehension of narrative text between those who were taught through Cooperative Integrated Reading and Composition (CIRC) method and those who were not. Forty-nine students were selected as the sample and quasi-experimental, non-randomized pre-test and post-test design were employed. The analysis of covariance showed that the students who were taught by using CIRC method statistically outperformed those who were not on their reading comprehension of narrative text, (F (1, 48) = 13.56, p < .05). This result implies that CIRC is an effective method to teach reading comprehension, particularly on narrative text. Since this study only focused on narrative text, future researchers might be interested to seek the effect of CIRC on other text genres. Similar study though may be conducted with a randomized design of larger population.

scholarly journals Enhancing Thai EFL Students’ EFL Vocabulary Knowledge through the Use of Task-Based Language Teaching and Storytelling Technique Adopting Thai Folktales

2021 ◽  
Vol 7 (4) ◽  
pp. 235-243
Author(s):  
Khomkrit Tachom
Keyword(s):  
English Translation ◽  
Test Scores ◽  
Vocabulary Knowledge ◽  
Northern Thailand ◽  
Vocabulary Retention ◽  
Communication Course ◽  
Thai Students ◽  
Post Test ◽  
Efl Students ◽  
Group Members

This study aimed to examine the development of EFL students' vocabulary knowledge adopting a task-based method with 32 Thai students who enrolled in an English for Communication course at a university in northern Thailand. This study emphasized improving the Thai EFL students’ English vocabulary knowledge by requiring students to retell six Thai folktales in English translation to their group members. The pretest-posttest design, as well as an interview, were employed to indicate the students' vocabulary improvement after retelling Thai folktales. The findings showed that the students' post-test scores were statistically higher than their pre-test scores, and the students felt that the folktale tasks helped them enhance their vocabulary knowledge. The results of this study indicate that the students learned English vocabulary in an engaging and meaningful way through storytelling; therefore, the students’ vocabulary retention is likely high.

scholarly journals DAILY JOURNAL WRITING TO ENHANCE STUDENT'S WRITING SKILLS

2016 ◽  
Vol 1 (2) ◽  
pp. 27-35
Author(s):  
Ester Eveline Sihite ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
Standard Error ◽  
Test Scores ◽  
Journal Writing ◽  
Writing Skills ◽  
Mean Difference ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This study aims to enhance students’ writing skills through Daily Journal writing. This research was divided into three steps: giving pre-test, giving treatment (writing daily journal), and giving posttest. The result showed significant difference between control and experimental group. Experimental participants was improved through the writing of daily journal, and the score gained by participants showed that there was a significant effect on students’ writing skills. The achievements showed that the mean difference of post-test scores between the two groups was -.45433 and for the standard error mean was .03840 with pValue .050 (see Table 3), means that Ha is accepted and Ho is not accepted. It means, writing daily journal is strong enough to improve the students’ writing skills. Keywords: Journal Writing, Writing Skills, Daily Journal Variations

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