scholarly journals Demystifying the Effect of Narrow Reading on EFL Learners’ Vocabulary Recall and Retention

2016 ◽  
Vol 2016 ◽  
pp. 1-10
Author(s):  
Marziyeh Abdollahi ◽  
Mohammad Taghi Farvardin
Keyword(s):  
High School ◽  
High School Students ◽  
Repeated Measures ◽  
Future Research ◽  
Control Group ◽  
School Students ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Vocabulary Recall ◽  
Experimental Group

The aim of the present study was to explore the effect of narrow reading on English as foreign language (EFL) learners’ vocabulary recall and retention. To this end, 60 senior high school students studying at Tarbiyat High School in Mahshahr, Iran, were selected from four intact classes. The participants were then divided into two equal groups, experimental and control. Ten words which were unknown to the participants were selected as target words. The experimental group received thematically related passages while the control group was given reading passages of different topics. The immediate posttest was given to the participants two days after the treatment. Afterwards, two delayed posttests were administered with two week intervals. The scores were analyzed through two-way repeated measures ANOVA, Bonferroni pairwise comparisons, and independent samples t-tests. The results revealed that the experimental group outperformed the control group in all posttests. The implications arising from the findings and suggestions for future research were explained.

scholarly journals The Effect Of Summarization On Intermediate EFL Learners Reading Comprehension And Their Performance On Display, Referential And Inferential Questions

2010 ◽  
Vol 7 (9) ◽  
Author(s):  
Zargham Ghabanchi ◽  
Fateme Haji Mirza
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Learning Strategy ◽  
Control Group ◽  
Generative Learning ◽  
School Students ◽  
Efl Learners ◽  
Experimental Group

This study examined the effect of summarization as a generative learning strategy of the readers' performance on reading comprehension, in general, and reading comprehension display, referential and inferential questions in particular. The subjects in this study were 61 high school students. They were assigned to two groups - control and experimental – each given the same texts taught by one of the researchers during ten sessions. In the control group, learners automatically used their own self-preferred strategies; but the experimental group was taught how to summarize the paragraphs. Then all were post-tested on their achievement of the instructed texts. The results revealed that the use of summarization did not have a significant effect on the readers' performance on display and inferential questions. As for the referential questions, however, the results demonstrated a significant effect for the use of summarization.

scholarly journals Effects of Input-based and Output-based Instructions on Iranian EFL Learners’ Productive Knowledge of Collocations

2017 ◽  
Vol 6 (3) ◽  
pp. 123 ◽  
Author(s):  
Nawal Gholami ◽  
Mohammad Taghi Farvardin
Keyword(s):  
High School ◽  
High School Students ◽  
Treatment Session ◽  
Future Research ◽  
Control Group ◽  
School Students ◽  
Efl Learners ◽  
Input And Output ◽  
Post Hoc ◽  
One Way Anova

Few studies have investigated the effects of input-based and output-based instructions on collocational knowledge of EFL learners. Therefore, this study aimed to examine the effects of these instructional approaches on Iranian EFL learners’ productive knowledge of collocations. To this end, 80 senior high school students from three intact classes at Tali-e High School in Ahvaz, Iran, were selected. Each class was assigned to a control group (n = 28) and two experimental groups including the input group (n = 27) and the output group (n = 25). Twenty collocations were selected as the target collocations. Then, a pretest was administered to all groups. Two days after the last treatment session, an immediate posttest was given to the participants. A delayed posttest was also administered two weeks later. The results of Mixed-ANOVA, one-way ANOVA, and Tukey post hoc tests revealed that both input and output groups outperformed the control group on the immediate and delayed posttests. However, there were no significant differences between the input and output groups on the posttests. The implications and suggestions for future research are also presented. 

scholarly journals Physical Computing Strategy to Support Students’ Coding Literacy: An Educational Experiment with Arduino Boards

2021 ◽  
Vol 11 (4) ◽  
pp. 1830
Author(s):  
Chih-Chao Chung ◽  
Shi-Jer Lou
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Analysis ◽  
Program Design ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Physical Computing ◽  
Technical High School ◽  
Experimental Group

The purpose of this study is to explore the influence of introduction of the physical computing strategy of Arduino Boards in a program design course on coding literacy and the effectiveness of the application in technical high school students. This study selected two classes of twelfth-grade students enrolled in a program design course at a technical high school in Southern Taiwan as the samples. One class was the control group (43 students), and the other was the experimental group (42 students). During the 18-week course, the control group carried out a DBL (design-based learning) programming project, and the experimental group carried out the DBL programming project using the physical computing strategy of Arduino boards. Pre- and posttests and a questionnaire survey were carried out, while ANCOVA (analysis of covariance) was used for evaluation purposes. In the course, students in the experimental group were randomly selected for semi-structured interviews to understand their learning status and to perform qualitative analysis and summarization. This study proposed the physical computing strategy of Arduino boards, featuring staged teaching content, practical teaching activities, and real themes and problem-solving tasks. The results show that the coding literacy of students in the different teaching strategy groups was significantly improved. However, in the Arduino course on DBL programming, the students in the experimental group had a significantly higher learning efficiency in coding literacy than those in the control group. Moreover, according to the qualitative analysis using student interviews, Arduino boards were found to improve students’ motivation to learn coding and to aid in systematically guiding students toward improving their coding literacy by combining their learning with DBL theory. Thus, Arduino technology can be effectively used to improve students’ programming abilities and their operational thinking in practically applying programming theories.

scholarly journals Promoting Media Literacy Online: An Intervention on Performance and Appearance Enhancement Substances with Sport High School Students

2021 ◽  
Vol 18 (11) ◽  
pp. 5596
Author(s):  
Federica Galli ◽  
Tommaso Palombi ◽  
Luca Mallia ◽  
Andrea Chirico ◽  
Thomas Zandonai ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Media Literacy ◽  
Repeated Measures ◽  
Intervention Group ◽  
Literacy Intervention ◽  
Media Influence ◽  
Control Group ◽  
School Students ◽  
Health Promoting Behaviors

The outbreak of coronavirus required adjustment regarding the delivery of interventions. Media literacy interventions are necessary to help people acquire relevant skills to navigate the complexities of media communications, and to encourage health-promoting behaviors. The present study aimed to promote a media literacy intervention regarding performance and appearance enhancement substances use in sports high school students. The COVID-19 contingency allowed us to evaluate whether online sessions can effectively promote greater awareness of media influence, a stronger sense of confidence in persuading others to deal with media messages, and healthier attitudes about PAES use among high school students. The study relied on an “intervention group” comprising 162 students (31.5% female) and a “control group” comprising 158 students (42% female). Data were analyzed through repeated measures of Group X Time MANOVA and ANOVA, demonstrating some degree of efficacy of the media literacy intervention. The “intervention group” reported higher awareness of potential newspapers’ influence and a significant increase in their sense of confidence in dealing with media influence compared to the “control group”. Findings support the efficacy of online media literacy programs to prevent doping consumption in adolescents.

Basic English Speech Support And Pronunciation Skills Of Senior High School Students

2021 ◽  
Vol 8 (3) ◽  
pp. 662-671
Author(s):  
Henry Orbasayan Alperito ◽  
Cristobal Millenes Ambayon
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
High School English ◽  
Management Students ◽  
Basic English ◽  
Experimental Group ◽  
Senior High School Students

The Basic English Speech Support is audio with transcription which is composed of the features of pronunciation that is purposely compiled to enhance pronunciation skills specifically, the sounds of English, stress, intonation, and linking. It is applied within the study with the aim of measuring its effectiveness to the pronunciation skills of Senior High School students. The study is designed to evaluate, validate and determine the effectiveness of Basic English Speech Support to the Senior High School, Grade 12, Accountancy, Business and Management students in Libertad National High School. English-teacher Evaluators evaluated the audio and its transcription. The design involved the experimental group and the control group which were carefully selected through the randomization process. The data gathered were analyzed using both descriptive and inferential tools such as mean, standard deviation, and t-test. The results revealed that students from the experimental group got a higher mean gain compared to the control group. It was factually and statistically confirmed that the utilization of Basic English Speech Support served as a significant element in teaching pronunciation and evidently, advances better learning among Senior High School students.

scholarly journals The Influence of Guided Inquiry Learning Using Flash Based Invertebramedia on the Senior High School Students’ Learning Achievement

2018 ◽  
Vol 7 (2) ◽  
pp. 137-143 ◽  
Author(s):  
Anifatussholihah Anifatussholihah ◽  
Nur Rahayu Utami ◽  
Niken Subekti
Keyword(s):  
High School ◽  
High School Students ◽  
Inquiry Learning ◽  
Learning Outcome ◽  
Control Group ◽  
Guided Inquiry ◽  
School Students ◽  
And Control ◽  
Experimental Group ◽  
Senior High School Students

This research aims to know the influence of guided inquiry learning with flash based Invertebramedia on the learning outcome of senior high school students. The research was done in SMA N 1 Pamotan using Quasi Experimental Design. The sample of the study was X MIPA 1 class (experimental group) and X MIPA 2 class (control group) which was taken by purposive sampling technique. The results showed that there were increasing of cognitive’s learning outcome of the experiment group was 80% and control group was 34.2%. There was a significant difference in the average of cognitive learning outcomes of the experimental group and control group. Analysis of affective and psychomotor aspects showed that learning outcome the experimental group higher that the control group. So, the activity of students during learning process was enchancement. The average of the student’s questionnaire responses after joining the learning was 84.9% in good criteria. The teacher and the students also gave good responses on the implementation of the learning in general. The conclusion of the research is the application of guided inquiry learning with Invertebramedia based on flash influence on high school student’s learning outcomes.

The Effects of Task-Based Instruction on High School Students’ Writing Outcomes

2021 ◽  
Vol 11 (4) ◽  
pp. 0-0
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Strategy ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Before And After ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Experimental Group

The goal of this study was to see whether task-based instruction could enhance EFL students' writing fluency and accuracy. Sixty grade 11 students from two complete classrooms at Dai An High School in Tra Vinh Province, Vietnam, participated in this research. The experimental group was taught to write essays using task-based training, whereas the control group was trained using product-based training. Writing skills were assessed before and after the exam. The fourteen-week intervention with task-based training showed significant improvements in post-test scores for the experimental group. The current study also developed a fresh and innovative teaching strategy to help local teachers enhance their performance.

Integrating Blended Learning into Situational Writing for Vocational High School Students

2013 ◽  
Vol 3 (3) ◽  
pp. 85-100 ◽  
Author(s):  
Hsiu-Ling Yen ◽  
Shi-Jer Lou ◽  
Ru-Chu Shih
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Writing Instruction ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
Students Attitudes ◽  
And Behavior ◽  
Experimental Group

This study aims to explore vocational high school students’ attitudes toward integrating blended learning into situational writing, and the learning effectiveness of that integration. A total of 84 vocational high students were divided into an experimental group and a control group. The experimental group received writing instruction through an online platform, whereas the control group received writing instruction in traditional classrooms. Attitude toward writing and writing performance were assessed before and after the experiment. Also, learning satisfaction survey was conducted afterwards. The findings of this study reveal that results of the post-test total scores and behavior are significantly higher than the pre-test total scores and behavior results for both the experimental and control groups. Particularly, organization, language usage, and the overall performance in the students’ writings are significantly improved. Scores for affection and behavior and total scores for attitude toward writing are significantly higher for the experimental group than for the control group. Both groups show significant satisfaction with the instructional method, interactivity, and total grades.

scholarly journals Effects of a pilates school program on hamstrings flexibility of adolescents

2015 ◽  
Vol 21 (4) ◽  
pp. 302-307 ◽  
Author(s):  
Noelia González-Gálvez ◽  
María Carrasco Poyatos ◽  
Pablo Jorge Marcos Pardo ◽  
Rodrigo Gomes de Souza Vale ◽  
Yuri Feito
Keyword(s):  
High School ◽  
High School Students ◽  
Effect Size ◽  
Small Proportion ◽  
T Test ◽  
Control Group ◽  
School Students ◽  
Quasi Experimental ◽  
Hamstring Flexibility ◽  
Experimental Group

INTRODUCTION: Low levels of hamstring flexibility may trigger certain acute and chronic pathologies and injuries. Poor flexibility is observed among teenagers and several authors have recommended the use of specific programs in this population to improve flexibility levels. The Pilates Method (PM) may be an appropriate intervention to achieve this purpose and has rarely been used with this population. Objective: Study was to assess changes in the flexibility of hamstrings after running a didactic PM unit for high-school students.METHODS: This research was developed through a quasi-experimental design. The sample consisted of 66 high-school students divided into experimental group (EG=39) and control group (CG=27). The intervention was carried out 2 times a week for six weeks. Each session lasted 55 minutes divided into three parts: warm-up, main part and cool down. Hamstring flexibility was assessed using the toe-touch test. Paired Student t-test and t-test for independent samples were applied. The size of the effect (d) was determined.RESULTS: The EG showed significant provident in hamstring flexibility (+3.54±3.9cm). The effect size was low (d>d>0,2<0,53), which means that a small proportion of participants improved their results. The control group did not have significant changes after the intervention. In the experimental group, both boys (+3.38± 3.7cm) and girls (+3.85 ± 4.2cm) showed significant improvements. The effect size was low for boys (d>d>0.2<0.53), which means that a small proportion of participants improved their results, and high for girls (d>1.15) which means that a large proportion of participants improved their results.CONCLUSION: This study showed that six-weeks of Pilates training in Physical Education classes has significantly improved the hamstrings flexibility among adolescents.

scholarly journals The effect of blended learning model on senior high school students’ achievement

2018 ◽  
Vol 42 ◽  
pp. 00027 ◽  
Author(s):  
Iga Setia Utami
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Learning Model ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
Information And Communication ◽  
Experimental Group ◽  
Senior High School Students

The purpose of this research was to determine the effect of blended learning model on senior high school students’ achievement. This study used experimental research method with randomized control group pretest-posttest design. The study was carried out with 63 students attending information and communication technology course, where 31 of whom were in the experimental group and 32 of whom were in the control group. In the experimental group, teacher used blended learning as instructional model, while in the control group, the course was taught based on traditional teaching model. Data collected from the result of learning objective test with 35 questions. The research showed that the learning result of experimental group is higher than the learning result of control group. Based on the result of this research, it can be concluded that the blended learning model contributed more to the students’ achievement.

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