scholarly journals Online Argumentation Implementation in the Development of Critical Thinking Disposition

2018 ◽  
Vol 6 (3) ◽  
pp. 127 ◽  
Author(s):  
Pınar Fettahlıoğlu ◽  
Devkan Kaleci
Keyword(s):  
Critical Thinking ◽  
Science Teacher ◽  
Teacher Candidates ◽  
T Test ◽  
Control Group ◽  
Critical Thinking Disposition ◽  
Significant Difference ◽  
Post Test ◽  
Thinking Disposition ◽  
Experimental Group

The purpose of this study is to investigate the effects of teaching technologies and material development course taught through Moodle based online argumentation implementation on critical thinking disposition of third year science teacher candidates. The study was carried out with a total of 43 students consisting of an experimental group of 22 and a control group of 21 students studying at the Department of Science Education at a State University Faculty of Education in the fall term of 2014-15 academic years. Sequential explanatory design was used as a mixed method strategy in this research. A quasi-experimental pre-test/post-test non-equivalent control group design was used in the quantitative part of the study. A case study research design was used in the qualitative part of the study. California Critical Thinking Disposition Inventory was used as data collection tool. In addition, an open-ended interview questions form was used to define opinions of science teacher candidates about the method applied in the course. Independent samples t-test and paired samples t-test were used in the analysis of quantitative data. Descriptive analysis was used to analyse qualitative data. At the end of the research, while a statistically significant difference in critical thinking dispositions of teacher candidates was observed in favour of post-test results of the experimental group, no statistically significant difference was observed in the control group. When the opinions of teacher candidates on the subject were investigated, it was found that the teacher candidates strongly supported the elimination of internet connection problems to improve the course.

scholarly journals Text-based Character in Teaching Reading: Do Students Can Achieve Significant Result in Reading Test?

2021 ◽  
Vol 3 (1) ◽  
pp. 21-28
Author(s):  
Hasan Hasan ◽  
Andi Sadapotto ◽  
Muhammad Hanafi ◽  
Usman Usman
Keyword(s):  
Alternative Hypothesis ◽  
T Test ◽  
Reading Test ◽  
Control Group ◽  
Significant Difference ◽  
Good Classification ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This quasi-experimental study involves the experimental and control group which consist of 60 students in first year of SMA Muhammadiyah Sidenreng Rappang   2019/2020 academic year.  The reading test is used to collect data to find out do the students can achieve significant result in reading test using Text-based Character. Based on the result the mean score of the experimental group pre-test was 72.67 and classified into good classification, while the control group was 69.63 classified into good. The mean score of the post-test after treatment for the experimental group was 82.43 (very good) while the control group was 76.53, (good) classification still.  The researcher found that the T-table is higher than the t-test (α) (1.659<2.021). It means that there is a significant difference in the pre-test of the control and experimental group, while in post-test of an experimental and control group, the researcher finds that the T-test is higher than the alpha and previous score in the the pre-test (α) (3.089>2.021). The degree of freedom is 58. This study reveals that the alternative hypothesis (H1) was accepted, and the null hypothesis (H0) was rejected. This is means that the use of Text-based Characters can improves students' reading skills in significant way.

scholarly journals Exploring the Effectiveness of Critical Thinking on Vocabulary Learning by Malaysian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 213
Author(s):  
Maryam Sharafi Nejad ◽  
Shohreh Raftari ◽  
Lin Siew Eng
Keyword(s):  
Critical Thinking ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Male Undergraduate ◽  
Significant Difference ◽  
Thinking Strategies ◽  
Post Test ◽  
Experimental Group

<p>Based on the findings of previous studies which highlight the role of vocabulary knowledge  in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’  learning process, this study is aimed at exploring<strong> </strong>the effectiveness of critical thinking on vocabulary learning by Malaysian EFL learners. .To achieve the purpose of this study, 60 male undergraduate EFL learners studying English at Asian EFL Academy Language Institute in Pinang were selected after administering Preliminary English Test.To examine whether there is a significant difference between experimental and control group, two parallel versions of Vocabulary Knowledge Scale (Pribakht &amp; Wesche, 1993) were used as pre-test and post-test. The participants in experimental group were instructed on how to employ critical thinking strategies on vocabulary learning. The results of the post-test showed that the experimental group who received formal instruction based on the critical thinking strategies revealed the prominent <a href="https://www.google.com.my/search?newwindow=1&amp;biw=1366&amp;bih=609&amp;q=define+development&amp;sa=X&amp;sqi=2&amp;ved=0ahUKEwjsxaLZw_nLAhVMFJQKHWTjC10Q_SoIHjAA">development</a> and interest in vocabulary learning. The t-test also indicated a significant difference between the performance of the control and experimental group.</p>

scholarly journals TEACHING READING COMPREHENSIN OF SPOOF TEXT BY USING JIGSAW LEARNING MODEL TO THE ELEVENTH GRADE STUDENTS AT SMA NEGERI 13 PALEMBANG

2019 ◽  
Vol 3 (1) ◽  
pp. 335
Author(s):  
Sri Yuliani
Keyword(s):  
Reading Comprehension ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

The objective of the study is to find out whether it is effective or not using jigsaw learning model in teaching reading comprehension of  spoof text to the eleventh grade students at SMA Negeri 13 Palembang. In this study, the researcher used experimental method. The population of this study is all the eleventh grade students at SMA Negeri 13 Palembang with the total numbers of students was 392. Therefore, the sample of the study is 72 students consist two classes,namely: 36 students for control group and 36 students for experimental group. The sample was taken by using non purposisve random sampling method. The data collected by using written test consist of 30 questions and the type of questions is multiple choice.  The result of the test was analyzed by using t-test which were pair sample t-test and independent sample t-test was known as: mean of post test in expermental group was 72.22 higher than past test mean score of control group was 58.64. Furthermore, the result of t-obtained was 6.132 and t-table was 2.030, it shows that t-obtained was higher than t-table. From the explanation above, there were significant difference between the experimental group that have been taught by using jigsaw learning model and control group that was not taught using treatment. It means that, Ho was rejected and Ha was accepted. It was concluded that it was effective of using jigsaw learning model to teach reading comprehension of spoof text to the eleventh grade students at SMA Negeri 13 Palembang.

scholarly journals Examining the Effects of Geography Lessons Taught with Place Based Teaching to Science Process Skills for Classroom Teacher Candidates

2018 ◽  
Vol 7 (2) ◽  
pp. 36
Author(s):  
Nihal Yıldız Yılmaz
Keyword(s):  
Teacher Candidates ◽  
Classroom Teacher ◽  
Control Group ◽  
Process Skills ◽  
Mixed Method Research ◽  
Science Process Skills ◽  
Teaching Activities ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of this research is to examine the effects of the General Geography lessons, which are taught by using place, based teaching activities, on the science process skills for classroom teacher candidates. A nested pattern, which is one of the mix method research patterns, is used for this research. The quasi-experimental design with pre-test and post-test control group is used in the quantitative part, which is in accordance with the mixed method research; whereas in qualitative part, case study is used. The study group of the research consists of first year teacher candidates who study at Karamanoglu Mehmetbey University, Department of Classroom Teaching. In the experimental group of the study, in accordance with the place based teaching activities, the General Geography lesson was taught outside the classroom for 4 weeks, and in the control group, the course was taught in the classroom in accordance with the program. As a result of the research, between the experimental group and control group students, no significant difference is found in pre-test, while a significant difference is found in post-test. A significant difference is found between the pre test-post test average points, in favor of post-test, regarding science process skills of the students in the experimental group.

scholarly journals The Effect of Culture – Based Approach in Improving Students’ Reading Comprehension on Spoof Text

2020 ◽  
Vol 9 (2) ◽  
pp. 162-171
Author(s):  
Rudi Suherman ◽  
Ana Yusyfiana
Keyword(s):  
Reading Comprehension ◽  
Percent Level ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Level Of Significance ◽  
Alternative Choice ◽  
Experimental Group

This research was intended to investigate the effect of a culture-based approach in improving students’ reading comprehension on spoof text. For that purpose, a true experimental study was applied to the eleventh-grade students of SMAN 1 Soreang. The sample of this study was 88 students from that school. These students were divided equally into the control and experimental group. The experimental group was given the Culture-Based Approach (CBA) as the treatment in comprehending the text.  The students’ scores of pre-test and post-test from both groups were statistically analyzed and compared by the T-test. The findings could be summarized that generally, students from the experimental group gained better achievement than from the control group on their post-test scores. The data analysis also showed that there was a significant difference between the mean score of the pre-test (53.45) and the post-test (58.39.). Furthermore, the result of the t-test (5.707) was relatively higher than the t- table (2.018) for a 0.5 percent level of significance. It indicated that the students’ achievement was significantly improved after the treatment of using a Culture-Based Approach. Thus, it is recommended that a Culture-Based Approach should be considered as an alternative choice for English teachers in teaching spoof text.

scholarly journals Explicit Affective Strategy Instruction to Develop Speaking Performance of Egyptian EFL University Students

2019 ◽  
Vol 12 (4) ◽  
pp. 85 ◽  
Author(s):  
Samah Mohammed Fahim El Sakka
Keyword(s):  
Performance Test ◽  
Strategy Instruction ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Speaking Performance ◽  
The Difference ◽  
Experimental Group

The purpose of the present study is to investigate the effect of explicit affective strategy instruction on the speaking performance of Freshmen English majors at Faculty of Education, Suez University, Egypt. The design of the study is a pre-post quasi experimental one. The instrument is a pre/post speaking performance test (designed by the researcher). Participants were eighty Freshmen English majors, randomly divided into two groups: a control group (N=40) and an experimental one (N=40). During the experiment, the experimental group was explicitly taught some affective strategies (lowering anxiety, encouraging yourself and monitoring emotions) while the control group was taught using the traditional method. All participants were tested using the pre/post speaking performance test before and after the intervention. The difference between the post test&rsquo;s mean scores of the control and experimental groups were calculated using Independent Samples t-test and the difference in the mean scores between the pre- and post tests of speaking performance was calculated for each group separately using Paired Samples t-test. A significant difference was found between the post test&rsquo;s mean scores of the control and the experimental groups in favor of the experimental group. Moreover, a significant difference was found between the mean scores of the pre and post test of the experimental group in favor of the post test. It was concluded that participants&rsquo; level of speaking performance significantly improved after receiving the explicit affective strategy instruction.

scholarly journals The Effectiveness of Using Selfie Photos on Improving Students’ Ability to Express the Fact: a Case of The Seventh Grade Students of SMP Negeri 1 Kragan Rembang

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Nur Azizah
Keyword(s):  
Quantitative Research ◽  
Test Score ◽  
T Test ◽  
Control Group ◽  
Seventh Grade ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group ◽  
Learning English

The objectives of the study are: 1) To find out the ability to express the fact of the students taught using selfie photos. 2) To find out the ability to express the fact of the students taught without selfie photos. 3) To find out the significant differences of the ability to express the fact between the students taught using selfie photos and those taught without selfie photos. The study uses descriptive quantitative research. The population of this research is the seventh grade students of SMP Negeri 1 Kragan Rembang. The writer takes VII I as experimental group that consists of 36 students and VII D as control group that consists of 36 students as sample. The writer found that the mean score for experimental group in pre-test is 71.44, and after this class is given a treatment by using selfie photos, the result of post-test is 81.33. The mean score for control group in pre-test is 70.22, and the post-test score is 73.89. The writer uses t-test formula to know the significant difference of the ability to express the fact between the students taught using selfie photos and those taught without using selfie photos. The t-test score is 3.455 for 5 percent (0.05) alpha level of significance. The percentage of t-table 5% is 1.99. The calculation shows that t-test is higher than t-table (3.455>1.99). It shows that there is significant difference of the ability to express the fact of the seventh grade studentsat SMP Negeri 1 Kragan Rembang those taught using selfie photos and those taught without using selfie photos. It can be concluded that selfie photos as a media in improving the ability to express the fact of the students is effective. Selfie Photos makes the students active and enjoy in learning English in the classroom. So, the writer suggests to all of the teacher in general to apply selfie photos media in teaching learning process, especially in learning English.

scholarly journals English Environment Programs at Polytechnic of National Informatics

2018 ◽  
Vol 1 (1) ◽  
pp. 37-43
Author(s):  
Fiviyanti Hasim
Keyword(s):  
Data Analysis ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Test Design ◽  
Significant Difference ◽  
Post Test ◽  
Second Year ◽  
Experimental Group

English Environment Programs is one of method In Improving Speaking Ability At Polytechnic of National Informatics. This research aims at finding out wheather or not the use of English environment Programs improve the speaking ability. This research used Quasy experimental method with two group pre-test and post-test design. The result of the data analysis showed that the degree of freedom (df) was 43 (n1 + n2 – 2) where n1 = 30 and n2 = 15 so 30 + 15 – 2 = 43), the level of significant (α) = 0.05, the t-test value of students’ speaking ability= 3.765, and the t-table value = 2.021. The t-test value is greater than the t-table value (3.765 > 2.021), this showed that there is a significant difference of improvement between the Control group and Experimental Group. It means that the Alternative Hypothesis (H1) is accepted while the Null Hypothesis (H0) rejected. Based on the result above, the researcher concluded that the using of English Environment Programs can improve the speaking ability of the second year students of Polytechnic of National InformaticsKeywords: English Environment, Speaking, Effectiveness

scholarly journals The effect of instructing critical thinking through debate on the EFL learners’ reading comprehension

2015 ◽  
pp. 21-40 ◽  
Author(s):  
Maryam Danaye Tous ◽  
Abdorreza Tahriri ◽  
Sara Haghighi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Quantitative Research ◽  
Control Group ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

The purpose of this study was to examine the effect of instruction through debate on the male and female EFL learners’ reading comprehension, and to examine the difference between male and female EFL learners’ perception towards instructing critical thinking (CT) through debate. 88 learners, out of 120, were selected through convenience sampling method. Using a quantitative research method with experimental pre-and post-tests design, this study consisted of 44 participants in the experimental group and 44 participants in the control group. The experimental group received some treatment in the form of “the Meeting-House Debate” strategy, while the control group received no such treatment. After one month and a half treatment of experimental group, both groups participated in the post-test. Data analysis was done using descriptive and inferential statistics procedures. Findings showed that the debate strategy had statistically significant effect on the students’ reading comprehension. Also, results revealed that there was no significant difference between male and female EFL learners’ perception towards instructing CT through debate. It was concluded that instructing CT skills through debate strategy resulted in better understanding of reading texts.

scholarly journals The ımpact of the techno-organic education model on the mathematical success rates and attitudes of students

2021 ◽  
Vol 14 (33) ◽  
pp. e16854
Author(s):  
Nisanur Can ◽  
Mehmet Turan
Keyword(s):  
Structured Interview ◽  
T Test ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Education Model ◽  
The Impact ◽  
Dependent Samples ◽  
Experimental Group

Techno-organic education is an education model that allows children to gain the knowledge, skills, and values that are necessary for life by establishing a correct balance of natural and technological understanding. This research was conducted to examine the impact of the Techno-Organic Education Model on students' academic achievements and attitudes for math. For this purpose, the explanatory sequential mixed design was used to conduct this study. The study group consisted of 38 primary school students. Mathematics Course Achievement Test, Mathematics Attitude Scale and semi-structured interview form used as data collection tools. This research included a 4-week application within the scope of the Techno-Organic Education Model program which is developed by the researchers. For the analysis of the quantitative data, independent samples t-test; dependent samples t-test; Wilcoxon Signed Ranks Test, Mann Whitney U Test, and content analysis method were used. As a result; a statistically significant difference was revealed between pre-test and post-test scores for the success rate and attitude of the students in the experimental group, and there has also been a statistically significant difference between the post-test success and attitude scores of the experimental group and the control group. According to qualitative findings of the study; students think positively about the use of techno-organic education model in their courses, and they generally liked the applications and thought they weren’t too difficult, and that this particular model increased their interest in the course.

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