The effect of algorithm teaching on the problem-solving skills of deaf-hard hearing students

2017 ◽  
Vol 51 (4) ◽  
pp. 354-372 ◽  
Author(s):  
Arzu Deveci Topal ◽  
Esra Çoban Budak ◽  
Aynur Kolburan Geçer
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Design Methodology ◽  
School Level ◽  
Test Results ◽  
Problem Solving Skills ◽  
Content Type ◽  
Significant Difference ◽  
Secondary School Level ◽  
Post Test

Purpose The purpose of this paper is to identify the effects of algorithm teaching on the problem-solving skills of deaf-hard hearing students. Design/methodology/approach In this research, a pre-test and post-test problem-solving scale was applied to the single group (16 deaf-hard hearing students at a secondary school level) that had received algorithm education. Pre-test and post-test results were compared in order to see whether there was a significant difference among students in terms of their problem-solving attitudes. Students’ levels of performing the applications were examined through observation forms and their opinions about algorithm teaching were received. Findings As a result of the research, it was determined that implemented algorithm teaching had a significant effect on improving the problem-solving skills of the students. Originality/value Scratch training can be administered as either a compulsory or an optional course for hearing students as the Scratch programme offers the opportunity of teaching algorithmic reasoning with games, making the courses entertaining and giving students the chance to create their own designs which helps to improve their creative problem-solving skills and their motivation accordingly. Scratch teaching can be beneficial in developing students’ problem-solving behaviours and creativity.

EXAMINATION OF SECONDARY SCHOOL 7TH GRADE STUDENTS' MATHEMATICAL THINKING AND PROBLEM SOLVING SKILLS ON RATIONAL NUMBERS

2021 ◽  
Vol 6 (15) ◽  
pp. 552-562
Author(s):  
Fatma Berna BENLİ ◽  
Kübra GÜRTAŞ
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Reading Time ◽  
Mathematical Thinking ◽  
Rational Numbers ◽  
Female Students ◽  
School Education ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
New Knowledge

In our new education curriculum, it has been seen that it is no longer sufficient for students to learn only the achievements, unlike these gains, solution strategies that the student visualizes in his mind and designed by himself are also needed. Mathematical thinking, which is the process of obtaining new information completely different from the student's old knowledge and new knowledge, using it in the solution of the problem, and transforming that knowledge into new knowledge, has become extremely important. MEB asks students for deep mathematical thinking and problem solving skills in all questions they ask in the skill-based tests and student selection exam LGS. In this study, mathematical thinking and problem solving skills of middle school 7th grade students while solving problems will be examined. The research was applied to 241 students in 7 different secondary schools in the province of Bingöl in the Eastern Anatolia Region in the 2020-2021 academic year. In the study, it was investigated by quantitative and qualitative methods whether the mathematical thinking and problem solving skills of the students on rational numbers are related to gender, whether they had pre-school education and daily reading time. In the research, the SPSS 25 package program was used in the analysis of quantitative data, and in the analysis of qualitative data by examining the process steps in the answers from the students. As a result of the research, a statistically significant difference was found between male and female students, and this difference is in favor of female students. According to the findings obtained from the research, no statistically significant difference was found between the students who had and did not have pre-school education. Secondary school 7th grade students’ mathematical thinking and problem solving skills are related to their daily reading time. According to the results, students who read for an hour a day are more successful than students who read for fifteen minutes a day.

EFFECT OF SIMULATED CHEMISTRY PRACTICALS ON STUDENTS’ PERFORMANCE AT SECONDARY SCHOOL LEVEL

2020 ◽  
Vol 7 (1) ◽  
pp. 119
Author(s):  
Farkhanda Jabeen ◽  
Muhammad Tanveer Afzal
Keyword(s):  
Secondary School ◽  
Qualitative Data ◽  
T Test ◽  
School Level ◽  
Chemistry Laboratory ◽  
Control Group ◽  
Chemistry Teachers ◽  
Significant Difference ◽  
Secondary School Level ◽  
Experimental Group

<p><em>The study was conducted to compare the performance of students working in chemistry laboratory with those working in chemistry laboratory supplemented with simulations at secondary school level.  The focus of the study was to find out the effectiveness of laboratory work supplemented with simulation on the performance of students. The study was experimental in nature and posttest only control group design was used.  Qualitative data is collected by means of interview of chemistry teachers. Quantitative data was also collected and analyzed. The sample comprised of 118 (60 males and 58 female) students and (02) Chemistry teachers of class IX of Public schools of Peshawar. The control group worked in the Chemistry laboratory under normal condition whereas experimental group performed practicals with the help of simulated software. At the end of the treatment practical examination was conducted on the pattern of Peshawar Board of Intermediate and Secondary Education (PBISE). The scores of both control and experimental groups were compared in three main areas i.e. written, viva voce and notebook. For the sake of comparison of control group and experimental group independent sample t-test was used. The result of t-test indicates that there is a significant difference between the performance of control and experimental groups with large effect size. The qualitative data was collected by means of interview which indicated that both the interviewees were motivated and showed keen interest in the simulated software. Both the respondents confirmed that the use of simulated software results in better understanding of concepts in students but at the same time both interviewees reported that it seems difficult to apply the simulated software in our system of Education.  The performance of the students of experimental groups showed improvement, results in the rejection of hypotheses that there is no significant difference between the performance of students taught by conventional demonstration in laboratory and laboratory work facilitated with simulation. If proper physical facilities were available simulated software is the solutions of many problems faced by students and teachers in Chemistry laboratories. </em></p>

scholarly journals Impact of Life Skills on Leadership Development

2015 ◽  
Vol 2 (3) ◽  
pp. 273-274
Author(s):  
Kriti Vashishtha
Keyword(s):  
Decision Making ◽  
Leadership Development ◽  
Problem Solving ◽  
Life Skills ◽  
School Level ◽  
Problem Solving Skills ◽  
Psychosocial Skills ◽  
Post Test ◽  
Affective Components ◽  
The Impact

Life skills are basically the psychosocial skills which include personal, social, interpersonal, cognitive and affective components on an individual. For a better life one needs to have better decision making and problem solving skills. If any head or leader posses these characteristics then his/her tasks of making his/her leadership effective also becomes easy. Present study aims to see the impact of life skills sessions on problem solving and decision making attitude of school level leaders. For this purpose, 150 students were selected from 10 different schools. The age group ranged between 16-18 years. It is a pre and post test study. After taking the pre-test of the students (head/leaders) on the basis life-skills questionnaire by NCERT, the students were provided with 10 life-skills sessions (5 on problem solving and 5 on decision making, one session per day). After the sessions, the same questionnaire was administered on the students. On the basis of students’ response, t-test was applied and results have showed a significant enhancement in the skills of decision making and problem solving in the leaders.Int. J. Soc. Sci. Manage. Vol-2, issue-3: 273-274 DOI: http://dx.doi.org/10.3126/ijssm.v2i3.12650   

Effect of environmentally friendly plasma treatment on microfibre fabrics to improve some comfort properties

2018 ◽  
Vol 30 (1) ◽  
pp. 29-37
Author(s):  
Ramakrishnan G. ◽  
Prakash C. ◽  
Janani G.
Keyword(s):  
Plasma Treatment ◽  
Water Vapour ◽  
Functional Properties ◽  
Design Methodology ◽  
Air Permeability ◽  
Water Vapour Permeability ◽  
Test Results ◽  
Vapour Permeability ◽  
Content Type ◽  
Significant Difference

Purpose The purpose of this paper is to investigate plasma treatment for Tencel microfibre fabrics for possible improvement in various functional properties. Design/methodology/approach The plasma treated and untreated fabrics were dyed using reactive dyes and evaluated for comfort properties such as wicking, water vapour permeability and air permeability. Findings The various comfort properties of plasma treated and an untreated Tencel microfibre fabric have been studied. The wicking results showed a significant reduction in wicking time for plasma treated fabrics compared to untreated fabrics. The test results for water vapour permeability show no significant difference between plasma treated and untreated fabrics. The plasma treated samples show higher air permeability than untreated samples. In the wetting test, it is clearly seen that the plasma treated samples absorbed the water at a faster rate. Originality/value This research investigates plasma treatment for Tencel microfibre fabrics for possible improvement in various functional properties.

scholarly journals The Effect of Gamified STEM Practices on Students’ Intrinsic Motivation, Critical Thinking Disposition Levels, and Perception of Problem-Solving Skills

2021 ◽  
Vol 9 (2) ◽  
pp. 332-352
Author(s):  
Sera İyona Asigigan ◽  
Yavuz Samur
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Intrinsic Motivation ◽  
Quantitative Data ◽  
Test Results ◽  
Problem Solving Skills ◽  
Critical Thinking Disposition ◽  
Post Test ◽  
Field Notes ◽  
Thinking Disposition

The aim of this research is to examine the effect of gamified STEM activities on 3rd and 4th grade students’ intrinsic motivation, perception of problem-solving skills, and critical thinking disposition. In this mixed method study, problem solving skills perception scale, critical thinking disposition instrument and intrinsic motivation inventory formed the quantitative data, while, activity worksheets, field notes and student interviews, formed the qualitative data. After 8 weeks of implementation, quantitative data were analyzed and significant differences were found between pre-test and post-test results on students’ critical thinking disposition level. Although it is not significant, the results showed that an increase was found in students’ perception of problem-solving skills. Besides, students’ intrinsic motivation levels were found high, as well as students stated that “gamified STEM” activities help them learn and practice the content and they found the activities enjoyable, competitive, and exciting. Moreover, the rewards and badges that they won at the end of the activities were motivating.

scholarly journals ESD for managers in the Danish lower secondary educational curriculum

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David Mathias Paaske ◽  
Olman Segura-Bonilla ◽  
Jairo Hernandez-Milian
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Secondary Schools ◽  
Traditional Education ◽  
School Level ◽  
Lower Secondary School ◽  
Content Type ◽  
The Core ◽  
Secondary School Level ◽  
Conceptual Paper

PurposeThe purpose of this paper is to challenge the current educational methods taking place in Danish lower secondary school by introducing the concept of education for sustainable development (ESD) to help managers and teachers facilitate an action-oriented approach aimed at potentiating the level of sustainability and environmental awareness.Design/methodology/approachThis conceptual paper is based on the relevant literature and examines the necessity to move beyond traditional education curricula by offering a new practical sustainable framework for facilitating ESD at Danish lower secondary schools. A particular focus relates to evaluating and adopting sustainable approaches in the educational literature that is sufficiently sensitive to practical changes in Danish lower secondary teaching methods.FindingsWith the purpose of generating awareness about climate change and students’ ecological footprint to lower secondary school students in Denmark, it was found that embedding ESD in the Danish curriculum would be an important tool for this purpose. The authors outline practical recommendations for managers at the lower secondary school level.Originality/valueThis conceptual paper addresses the core issue of traditional education in Danish lower secondary schools by suggesting to adopt the educational framework of ESD. To this end, the authors have offered a variety of specific practical suggestions accordingly to how traditional education can be redesigned by focusing on action-oriented learning and future-oriented ESD. Furthermore, the authors propose that certain educational components of smart cities might promote an underlying commitment to meet the core issues of climate change, as this has yet to be examined. The research on ESD for managers at the Danish lower secondary school level is fairly limited to date.

scholarly journals Effect Of Kolawole’s Problem-Solving Teaching Strategy On The Academic Performance Of Secondary School Students In Mathematics In Nigeria

2020 ◽  
Vol 7 (2) ◽  
pp. 68-77
Author(s):  
Olofin S. O. ◽  
E. B. Kolawole
Keyword(s):  
Academic Performance ◽  
Problem Solving ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Teaching Strategy ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test

The study examined the effects of Kolawole’s Problem Solving (KPS) teaching strategy on the academic performance of secondary school students in Mathematics in Nigeria. Specifically, the study was designed to ascertain which of the strategies (KPS or conventional) would be the more effective in the teaching of Mathematics. The study also investigated the difference in the academic performance of students exposed to KPS strategy in three geo-political zones of Nigeria. Quasi – experimental pre-test and post-test two group design (one experimental group and one control group) was used in the study. The sample consisted of 562 S.S.S. 2 students drawn from eighteen public secondary schools in three geo-political zones of Nigeria. The sample was selected using multistage sampling procedure. Performance Test in Mathematics (PTM) was used to collect relevant data for this study. The data were analyzed using descriptive and inferential statistics at 0.05 level of significance. The findings of the study showed that the two groups (KPS and Conventional) were homogeneous at the commencement of the experiment. Also, there was significant difference in the post-test mean score of students exposed to KPS and conventional strategies in favour of students exposed to KPS strategy. Furthermore, there was difference in students’ performance in Mathematics when exposed to KPS based on their geo-political zones. Based on the findings of the study, it was recommended among others that the use of KPS strategy should be encouraged in Mathematics class in secondary schools so as to enhance better academic performance of students in Mathematics.

scholarly journals An Experimental Study Regarding Impact of 7E's Instructional Model Based Instructions upon Student's Attitude towards Physical Education Subject at Higher Secondary School Level

2020 ◽  
Vol V (IV) ◽  
pp. 137-151
Author(s):  
Faheemullah Khan ◽  
Syed Zia-Ul- Islam ◽  
Faisal Islam
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Positive Response ◽  
Positive Impact ◽  
School Level ◽  
Instructional Model ◽  
Secondary School Level ◽  
Post Test ◽  
Student’S Attitude ◽  
Experimental Group

Constructivism means the realization of knowledge in mind and believes that students should construct knowledge rather than gaining it. Students should allow observing, manipulating, hypothesizing, experiencing to generate result knowledge rather than feeding. Impact of instructions based on 7E's instructional model upon student's attitude towards Physical Education and its comparison between the experimental and controlled group at both pre and post-test phase was checked by using statistical package for social sciences version (24.0). It was yielded that an instructional method using 7E's instructional model has a significant positive impact on a student's attitude towards physical education subject. The experimental group show a more positive response as compared to the controlled group.

Social entrepreneurship education: changemaker training at the university

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Abel García-González ◽  
María Soledad Ramírez-Montoya
Keyword(s):  
Social Entrepreneurship ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
The Body ◽  
Social Entrepreneur ◽  
Test Results ◽  
Content Type ◽  
Before And After ◽  
Post Test ◽  
The University

PurposeThis study aims to contribute to the body of scientific knowledge about teaching and promoting social entrepreneurship in higher education institutions (HEIs) based on a measurement before and after concluding an educational experience.Design/methodology/approachIt tests hypotheses to draw conclusions from analyzing the pre- and post-test results of three study cases with different training experiences, to know the characteristics of the 304 participants.FindingsThe study indicated that incorporating transversal social entrepreneurship projects in various courses resulted in students feeling more capable regarding their social entrepreneurship potential.Originality/valueThe study presents the analysis of social entrepreneur training in three different curricular study cases. The information obtained adds value to social entrepreneurship education research that takes social entrepreneurship beyond business schools.

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