scholarly journals Enhancing Metacognitive Scaffolding and Comprehension Ability through Problem-Based Learning in an EFL Context

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Sepideh Berenji
Keyword(s):  
Reading Strategies ◽  
Teaching Method ◽  
Univariate Analysis ◽  
Problem Based Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Comprehension Ability ◽  
Metacognitive Reading Strategies ◽  
Metacognitive Scaffolding ◽  
Experimental Group

Successful reading necessitates the application of metacognitive reading strategies, which have been proven to be effective in enhancing comprehension in EFL contexts. This quasiexperimental study, thus, aimed to implement a problem-based learning method (PBL) in an EFL instructional setting to investigate its effect on EFL learners’ metacognitive reading strategies awareness and use and their comprehension ability. Two groups of students at the elementary level, one experimental (N = 40) and one control (N = 40) were selected. Their homogeneity in English proficiency was probed by Key English Test (KET). The experimental group received PBL and the control group followed the explicit lecture-based teaching method. The two groups completed pre- and posttest of metacognitive awareness of reading strategies inventory (MARSI) and reading comprehension. The findings based on univariate analysis of covariance indicated that the experimental group had high metacognitive reading strategies awareness and enhanced their comprehension ability to a high extent. Practitioners should pay special attention to the PBL method in EFL contexts if they want to enhance metacognitive strategies awareness and cultivate effective reading.

scholarly journals The Effect of Workshop Training Method and Electronic Teaching Method on Mathematics Learning

2016 ◽  
Vol 3 (1) ◽  
pp. 165
Author(s):  
Azam Safari ◽  
Zahra Hosseini
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Teaching Method ◽  
Mathematics Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Math Learning ◽  
Electronic Content ◽  
Experimental Group

The present study with the aim to investigate the effect of training by using of electronic content and workshop method on math learning of high school students of eighteen region of Tehran has been done. The research method was applied and quasi-experimental with pretest-posttest design and control group. The study population included all girl students studying at second year of high school in public schools of eighteen region of Tehran in the 94-95 school year that by using of sampling method three classes were selected. The first experimental group with electronic content and the second experimental group by using of workshop method were trained that with the control group, who were trained in the traditional way, were compared. To determine the effect of work of education on math learning in the three groups, the analysis of covariance and ANOVA were used. The results showed that math scores in the two experimental groups were higher than the control group. Also, comparing the post test scores of math learning in the two experimental groups showed that the training by using of workshop method more than training with electronic content has effect on math learning.

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals An Empirical Study on the Effect of Instruction on Metacognitive Strategies on EFL Reading Comprehension: The Case of Foundation-Level Students in Oman

2021 ◽  
Vol 14 (8) ◽  
pp. 30
Author(s):  
Omaima Al-Kiyumi ◽  
Fawzia Al Seyabi ◽  
Abdul Hamid Hassan
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Metacognitive Strategies ◽  
Control Group ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Metacognitive Reading Strategies ◽  
Experimental Group

The current quasi-experimental study investigated the effect of metacognitive reading strategies on the reading comprehension and attitudes of Omani EFL foundation-level students. The sample of the study included two intact classes (N=45) and was selected based on the students’ results in the midterm reading comprehension exam and their responses to the metacognitive strategies survey (MARSI). One class functioned as the experimental group, which received instruction relating to the metacognitive reading strategies. The other class was the control group which received conventional reading instruction. Two instruments were used to collect data: a pre-post reading comprehension test to measure the students’ performance in reading and an attitude questionnaire to investigate their attitudes towards metacognitive reading strategies use. The results of the study revealed that there was a statistically significant difference between the learners’ reading comprehension in the experimental group and the control group in favor of the experimental group as a result of metacognitive reading strategies instruction. Results also showed that students in the experimental group held positive attitudes towards using metacognitive reading strategies use. In the light of these findings, implications and recommendations for practice were put forward.

A comparison of problem-based learning and conventional teaching in nursing ethics education

2010 ◽  
Vol 17 (3) ◽  
pp. 373-382 ◽  
Author(s):  
Chiou-Fen Lin ◽  
Meei-Shiow Lu ◽  
Chun-Chih Chung ◽  
Che-Ming Yang
Keyword(s):  
Ethics Education ◽  
Resource Constraints ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Control Group ◽  
Nursing Ethics ◽  
Discrimination Ability ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Experimental Group

The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventional teaching method to a control group. The study sample consisted of 142 senior nursing students who were randomly assigned to the two groups. All the students were tested for their nursing ethical discrimination ability both before and after the educational intervention. A learning satisfaction survey was also administered to both groups at the end of each course. After the intervention, both groups showed a significant increase in ethical discrimination ability. There was a statistically significant difference between the ethical discrimination scores of the two groups (P < 0.05), with the experimental group on average scoring higher than the control group. There were significant differences in satisfaction with self-motivated learning and critical thinking between the groups. Peer tutored problem-based learning and lecture-type conventional teaching were both effective for nursing ethics education, but problem-based learning was shown to be more effective. Peer tutored problem-based learning has the potential to enhance the efficacy of teaching nursing ethics in situations in which there are personnel and resource constraints.

scholarly journals The effects of vocabulary pre-teaching and pre-questioning on intermediate Iranian EFL learners’ reading comprehension ability

2018 ◽  
Vol 8 (3) ◽  
pp. 94-103
Author(s):  
Somayyeh Mousavian ◽  
Hossein Siahpoosh
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Schema Theory ◽  
Reading Strategy ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Efl Students ◽  
Experimental Group ◽  
Reading Comprehension Ability

Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigated the effectiveness of two pre-reading strategies of pre-questioning and vocabulary pre-teaching on EFL students’ performance in reading comprehension. A group of 60 students participated in this study. An experimental design was used, with 20 students being assigned to the first experimental group that received one pre-reading strategy (vocabulary pre-teaching), while the second experimental group which also consisted 20 students received another pre-reading strategy (pre-questioning) and the remaining 20 students received the traditional method. Students in the groups were asked first to perform the pre-reading strategy, read a passage, and then answer comprehension questions. Results indicated that there were statistically significant differences between the groups. The experimental groups got better results than the control group. Comparison of the two experimental groups, moreover, showed that the vocabulary pre-teaching group outperformed the pre-questioning group.   Key words: EFL teaching, Pre-reading strategies, Pre-questioning, Reading comprehension, Schema theory, Vocabulary pre-teaching

scholarly journals Effects of Problem Based Learning Method and Lecture Teaching Method on Academic Achievement of Students

2021 ◽  
Author(s):  
Peter Oyier Ogweno ◽  
Nephat J. Kathuri ◽  
Agnes Oywaya
Keyword(s):  
Student Performance ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Poor Performance ◽  
Target Population ◽  
Analysis Of Covariance ◽  
Control Group ◽  
National Examination ◽  
Significant Difference ◽  
Quasi Experimental

The research examined the effects of Problem Based Learning (PBL) and Lecture teaching method (LTM) on students’ achievement in agriculture subject. This research was necessitated by consistent poor performance of students in agriculture subject in the national examination, Kenya Certificate of Secondary Education (KCSE). The aim was to determine and compare the achievement of students in PBL and LTM. Quasi-Experimental design, following a Non-equivalent Control Group Pre-test-Post-test was adopted. PBL was the treatment, while LTM group was control. All the students of agriculture and teachers of agriculture formed the target population. Stratified random sampling was used to sample 12 schools. Six schools were subjected to PBL while the other six schools followed LTM. The sample size was 484 Form Two agriculture students and 12 teachers of agriculture. Data were collected through agriculture achievement test. Descriptive statistics and analysis of covariance (ANCOVA) was used to analyse the data. The results established that PBL has the greatest potential in improving students’ achievement in agriculture compared with LTM. The PBL method significantly (p&lt;.05) improved the student performance in agriculture. A statistically significant difference was found between students of PBL and LTM. The effects of PBL were more noticeable, therefore, the results are robust enough to inform practicing teachers to adopt PBL method because it has demonstrated its effectiveness in delivering content. The results may inform education experts at tertiary institutions and universities in Kenya on the benefits of implementing PBL method to pre-service teachers.

scholarly journals Effects of Problem Based Learning Method and Lecture Teaching Method on Academic Achievement of Students

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Peter Oyier Ogweno ◽  
◽  
Nephat J. Kathuri ◽  
Agnes Oywaya ◽  
◽  
...  
Keyword(s):  
Student Performance ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Poor Performance ◽  
Target Population ◽  
Analysis Of Covariance ◽  
Control Group ◽  
National Examination ◽  
Significant Difference ◽  
Quasi Experimental

The research examined the effects of Problem Based Learning (PBL) and Lecture teaching method (LTM) on students’ achievement in agriculture subject. This research was necessitated by consistent poor performance of students in agriculture subject in the national examination, Kenya Certificate of Secondary Education (KCSE). The aim was to determine and compare the achievement of students in PBL and LTM. Quasi-Experimental design, following a Non-equivalent Control Group Pre-test-Post-test was adopted. PBL was the treatment, while LTM group was control. All the students of agriculture and teachers of agriculture formed the target population. Stratified random sampling was used to sample 12 schools. Six schools were subjected to PBL while the other six schools followed LTM. The sample size was 484 Form Two agriculture students and 12 teachers of agriculture. Data were collected through agriculture achievement test. Descriptive statistics and analysis of covariance (ANCOVA) was used to analyse the data. The results established that PBL has the greatest potential in improving students’ achievement in agriculture compared with LTM. The PBL method significantly (p<.05) improved the student performance in agriculture. A statistically significant difference was found between students of PBL and LTM. The effects of PBL were more noticeable, therefore, the results are robust enough to inform practicing teachers to adopt PBL method because it has demonstrated its effectiveness in delivering content. The results may inform education experts at tertiary institutions and universities in Kenya on the benefits of implementing PBL method to pre-service teachers.

scholarly journals Impact of the Van Heil Model in Developing Abstract Thinking

2021 ◽  
Vol 58 (2) ◽  
pp. 5365-5372
Author(s):  
Ibrahim Moh’D Arman, Sanaa Ali Abu Isbaa
Keyword(s):  
Teaching Method ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Abstract Thinking ◽  
High Achievement ◽  
Validity And Reliability ◽  
First Semester ◽  
Teaching Geometry ◽  
The Impact ◽  
Experimental Group

This study aimed to reveal the Impact of Van Heil's model in developing abstract thinking among10th grade students in South Hebron Education Directorate. In order to achieve the objectives of this study, the researcher used the experimental method, as the study was applied during the first semester of 2020/2021 academic year. The study population consisted of all the 10th-grade students who are registered in South Hebron Education Directorate, who are (2,967) students. The study was applied to an intentional sample that consisted of (44) female students from Dura Girls' Vocational Secondary School divided into two divisions, where one of the two divisions was considered an experimental group and the other was a control group, and each group reached (22) students. The experimental group was taught the Geometry construction unit in the10thgrade mathematics course using Van Heil's model, and the control group taught the same unit using the regular method. The researchers prepared a tool of abstract thinking. The validity and reliability of the test was verified by appropriate methods. The statistical analysis software (SPSS) was used to analyze the results of the study, by using analysis of covariance test (ANCOVA). The results revealed the existence of statistically significant differences in the students' scores in the test of the level of abstract thinking according to teaching method variable, and in favor of the experimental group, the results revealed  the presence of statistically significant differences in the test of the level of abstract thinking due to academic achievement variable, in favor of the group with high achievement, also the presence of statistically significant differences in the test of the level of abstract thinking  due to interaction between method of teaching and level of academic attainment, in favor of the students with high achievement in the experimental group. In light of the results, the researchers recommended the necessity of employing Van Heil's model in teaching Geometry units, the importance of training mathematics teachers to use it in teaching Geometry in mathematics courses is also recommended by the researcher, the researcher also recommended   the need to conduct more studies on Van Heil's model using other dependent variables such as: generative thinking and trends towards Geometry or towards the model.

scholarly journals Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student’s Thinking Skills?

2017 ◽  
Vol 6 (2) ◽  
pp. 346 ◽  
Author(s):  
R. D. Anazifa ◽  
D. Djukri
Keyword(s):  
Critical Thinking ◽  
Design Research ◽  
Univariate Analysis ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Control Group ◽  
Control Group Design ◽  
Experimental Group ◽  
Difference Effect

<p>The study aims at finding (1) the effect of project-based learning and problem-based learning on student’s creativity and critical thinking and (2) the difference effect of project-based learning and problem-based learning on student’s creativity and critical thinking. This study is quasi experiment using non-equivalent control-group design. Research population of this study was all classes in eleventh grade of mathematics and natural science program of SMA N 1 Temanggung. The participants were 102 students. This study used three classes as research sample which implemented three different kinds of learning models in respiratory system. XI MIPA 3 was as an experimental group implementing project- based learning and XI MIPA 5 was as an experimental group implementing problem- based learning, while XI MIPA 1 was as control group. Data was collected using two instruments to measure student’s creativity and student’s critical thinking. Data was analysed using t- test, multivariate analysis, and univariate analysis. The results reveal that (1) project-based learning and problem-based learning affect student’s creativity and critical thinking; (2) there is a difference effect of project-based learning and problem- based learning on student’s creativity; and (3) there is no difference effect of project-based learning and problem-based learning on student’s critical thinking.<br /><br /></p>

scholarly journals The Effectiveness of Problem-Based Learning in Improving Students’ Writing Descriptive Text in Vocational School

2020 ◽  
Vol 10 (1) ◽  
pp. 1-11
Author(s):  
Rindi Dwi Amalia ◽  
Rusfandi Rusfandi
Keyword(s):  
Teaching Method ◽  
Problem Based Learning ◽  
Teaching Writing ◽  
Vocational School ◽  
Control Group ◽  
Alternative Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

One of the problems in teaching English to students in vocational high schools is how to make the students more active, creative, and critical. An alternative teaching method that can be used by teachers is Problem-Based Learning (PBL). The objective of this study is to investigate whether the use of PBL provides a significant effect on the students’ writing descriptive text. This study used a quasi-experimental design which was conducted at a vocational school in Malang. The participants of this study were class X Office Administration 1 as the experimental group consisting of 23 students and class X Office Administration 3 as the control group consisting of 23 students. The researcher gave pre-test and post-test and compared the participants’ writing scores in the control and experimental groups by using an independent sample t-test. The result of the post-test indicates that the students in the experimental group achieved a higher mean score than those in the control group on writing descriptive text. The statistical analysis reports that there was a significant difference in scores between the two groups (t = 6.99, p < 0.05). This finding indicates that PBL can be an effective method for teachers in teaching writing descriptive text.

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