scholarly journals Technology-supported global education: A mixed method study

2019 ◽  
Vol 9 (4) ◽  
pp. 1209-1244
Author(s):  
Şule Egüz ◽  
Cemil Öztürk ◽  
Alper Kesten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Mixed Method ◽  
Repeated Measures ◽  
Global Education ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Control Group ◽  
Second Phase ◽  
Experimental Group

The purpose of this study was to investigate the effects of using communication technologies in teaching of attainments related to global education in social studies course on students’ academic success, knowledge retention and their opinions on teaching practice. The research was carried out on the 6th grade students in a secondary school in the province of Samsun. In the research, exploratory order model, one of the mixed method research designs, was used. There were 44 students in the experimental group and 41 students in the control group. “Academic achievement test" was used for data collection. The second phase of the study was designed as a case study and a semi-structured interview form was used to collect data. The interview form prepared for 10 students in the experimental group was applied. One-factor ANOVA was used for the repeated measures of the relationship between pre-test, post-test and retention scores of the experimental and control groups to determine the retention of the program in learning. Descriptive analysis method was used in the analysis of qualitative data. At the end of the research, it was found that the technology supported teaching program applied to the experimental group was more effective in increasing students' academic achievement and learning retention compared to the teaching application in the control group which was not supported by communication technologies and where teacher-centered teaching -straight expression method- was used.

Effect of Activity-Based Games on Students' Academic Achievement in Social Sciences

2021 ◽  
pp. 82-95
Keyword(s):  
Academic Achievement ◽  
Performance Test ◽  
Mean Value ◽  
Control Group ◽  
Second Phase ◽  
Initial Stage ◽  
Post Test ◽  
The Mean ◽  
Based Instruction ◽  
Experimental Group

The purpose of the research was to investigatethe effect of activity-based games on the academic achievement of graduate-level pupils in social sciences.An experimental research design with a pre-and post-test control group was used in this study. As pre-test and post-test, MCQ achievement tests containing 70 items were used as research methods for data collecting. The initial stage in this initiative was to collect data on what inspires children to learn. Both groups took a pre-test, and the results were tallied.The project's second phase was to study the effects of variousactivities on academic achievement. Both groups were given an MCQ performance test. The T-test was used to analyze the data. The findings of this study demonstrated that, compared to the control group, mostpupils'marks improved in the experimental group. The mean value showedthat experimental group participants scored 18.77on the post-test, while control group students scored 16.21. According to a post-lesson poll, most students regarded activity-based games to be more engaging than lecture-based instruction.

A Six-Year Follow-up of Academic Achievement in An Israeli Elementary School Integration Project

1992 ◽  
Vol 74 (1) ◽  
pp. 123-129 ◽  
Author(s):  
Yaacov J. Katz ◽  
Avraham Ben-Yochanan ◽  
Masha Sheinman
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Elementary School ◽  
Academic Success ◽  
Achievement Gap ◽  
Control Group ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Integration Project ◽  
Experimental Group

An integration project initiated at the Gush Etzion Regional Elementary School in Israel at the beginning of the 1984/85 school year has now been running for six years. In the program ethnically Oriental pupils from a lower achievement-oriented environment and lower socioeconomic status were assigned to integrated classrooms together with higher achievement-oriented and higher socioeconomic-status students of Western ethnic background. A number of interventions designed to promote improved academic achievement were implemented at the school. Analysis indicated that pupils of lower socioeconomic status assigned to the experimental group achieved significantly higher reading scores than pupils of lower socioeconomic status in the control group attending a nonintegrated school. However, pupils of higher socioeconomic status studying in the integrated school and belonging to a comparison group achieved higher scores on the research instrument than members of either the experimental or the control groups despite the interventions undertaken to close the achievement gap. It appears that, although the interventions undertaken contributed to academic success of the experimental group subjects, they did not go all the way towards closing the achievement gap between lower and higher socioeconomic-status pupils.

scholarly journals Impact of Information Communication Technologies pedagogy for Retention

2019 ◽  
Vol IV (IV) ◽  
pp. 264-270
Author(s):  
Muhammad Sibtain Khan ◽  
Liaquat Hussain Shah ◽  
Shafqat Rasool
Keyword(s):  
Academic Achievement ◽  
Experimental Investigation ◽  
Retention Test ◽  
Communication Technologies ◽  
Control Group ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Instructional Methodology ◽  
The Impact ◽  
Experimental Group

The present study investigated the impact of ICT pedagogy for the retention of the students. This was an experimental investigation in two schools. The 120 participants were exposed to the experimental and controlled investigation in such a way that each group has 60 students. The experimental group was given the treatment of ICT pedagogy while the lecture pedagogy was in the control group. The testing was done for academic achievement after one month and after two months for retention, through a retention test. The result depicted the highest achievement in the favor of experimental group taught with ICT instructional methodology.

The effect of using augmented reality based teaching material on students' academic success and opinions

2021 ◽  
Vol 9 (1) ◽  
pp. 273-289
Author(s):  
Ayşe Ülkü Kan ◽  
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Augmented Reality ◽  
Structured Interview ◽  
Achievement Test ◽  
Control Group ◽  
Technology In Teaching ◽  
Course Material ◽  
Experimental Group ◽  
Qualitative Dimension

The purpose of this research is to determine the effect of course material developed with augmented reality (AR) technology in teaching subjects related to coding on students' academic achievement, their level of permanence in learning and their opinions on the process. The mixed method was used in the study. In the quantitative dimension of the research, semi-experimental design with pretest-posttest control group, and in qualitative dimension phenomenology pattern were preferred. The quantitative data of the research were collected with the achievement test and the qualitative data were collected with a semi-structured interview form. The study group consists of 64 students attending a university in Computer Programming department in Turkey. There are 34 students in the experimental group and 30 students in the control group. The prepared achievement test was applied to the students as pretest, posttest and permanence test. After the application, interviews were made with 15 students selected from the experimental group. As a result of the research, it is seen that the academic achievement and permanence levels of students in the experimental group using AR course material for teaching coding education are higher than the students in the control group. According to the results obtained from the qualitative dimension of the research, it has been determined that AR technology provides many advantages such as efficiency, permanence, comprehensibility and convenience on learning; accordingly, it has been suggested that it should be expanded in different courses and fields.

scholarly journals Effects of Digital Story on Academic Achievement, Learning Motivation and Retention among University Students

2017 ◽  
Vol 6 (1) ◽  
pp. 180 ◽  
Author(s):  
Elif Aktas ◽  
Serap Uzuner Yurt
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
T Test ◽  
University Education ◽  
Control Group ◽  
Research Approach ◽  
Learning Material ◽  
Study Results ◽  
Digital Stories ◽  
Experimental Group

The aim of this study was to determine the effect of the learning environment where digital stories are used as a learning material on the motivation, academic success, retention, and and students' opinions. The study was carried out with mixed method which is a combination of quantitative and qualitative research approach. The study was implemented in Recep Tayyip Erdoğan University Education Faculty Turkish Education Department. Participants included 61 students, 31 in experimental group and 30 in control group. To analyse the quantitative data; descriptive statistics, Student's t test and Paired sample t test were used. In analysis of qualitative data collected through semi-structured interviews, content analysis was performed. Study results showed that digital stories have a positive effect on the academic achievement, motivation and retention in the experimental group. In addition, the students in the experimental group were found to report a positive opinion on the application of digital stories. 

scholarly journals The Effect of Multiple Intelligence Theory on Students’ Academic Success in The Subject of Geometric Shapes in Elementary School

2018 ◽  
Vol 7 (2) ◽  
pp. 227
Author(s):  
Gülşah Batdal Karaduman ◽  
Halime Cihan
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Academic Success ◽  
Multiple Intelligences ◽  
Multiple Intelligence ◽  
Control Group ◽  
Multiple Intelligence Theory ◽  
Intelligence Theory ◽  
The Subject ◽  
Experimental Group

The aim of the research is to investigate whether "Teaching Mathematics for the 2nd grade of elementary school in an appropriate way for the theory of multiple intelligences on geometric subjects" has any impact on students’ academic achievement or not. The research is an experimental study and it was conducted with the students of the 2nd grade class in a primary school in Küçükçekmece province of Istanbul in 2016-2017 education year. A total of 60 students participated in the research, 30 in the experimental group and 30 in the control group. In the control group, while the subject "geometric objects" was taught using traditional methods, the same subject in the experimental group was taught by curriculums prepared in accordance with the Multiple Intelligence Theory. The study lasted for 4 weeks together with the applications of test development, pre-test, post-test and course work. The application was performed by researchers. The data obtained from the application were evaluated in the SPSS 22 Program. As a result of the evaluations made, it was concluded that the lesson which was taught by using the curriculums prepared according to the Multiple Intelligences Theory had a more positive effect on student achievement compared to the lesson which was taught using traditional methods.Keywords: Multiple Intelligence Theory, Mathematics, Geometry, Academic Achievement

scholarly journals Effectiveness of Abdominal and Gluteus Medius Training in Lumbo-Pelvic Stability and Adductor Strength in Female Soccer Players. A Randomized Controlled Study

2021 ◽  
Vol 18 (4) ◽  
pp. 1528
Author(s):  
Héctor Guerrero-Tapia ◽  
Rodrigo Martín-Baeza ◽  
Rubén Cuesta-Barriuso
Keyword(s):  
Repeated Measures ◽  
Gluteus Medius ◽  
Soccer Players ◽  
Controlled Study ◽  
Control Group ◽  
Extrinsic Factors ◽  
Randomized Controlled ◽  
Limb Injuries ◽  
Experimental Group

Background. Abdominal and lumbo-pelvic stability alterations may be the origin of lower limb injuries, such as adductor pathology in soccer players. Imbalance can be caused by both intrinsic and extrinsic factors. Methods: In this randomized controlled trial over 8 weeks, 25 female footballers were randomly allocated to an experimental group (isometric abdominal training and gluteus medius-specific training) or a control group (isometric abdominal training). Evaluations were performed at baseline, at the end of the intervention and after a 4-week follow-up period. The exercise protocol in common for both groups included three exercises: Plank, Lateral plank and Bird dog. Specific exercises for the gluteus medius were: Pelvic drop and Stabilization of the gluteus medius in knee valgus. Outcome measures were lumbar-pelvic stability and adductor strength. Results: After the intervention, there was an increase in lumbo-pelvic stability in both groups, being greater in the control group than in the experimental group (mean differences [MD]: 4.84 vs. MD: 9.58; p < 0.01) with differences in the analysis of repeated measures (p < 0.001), but not in group interaction (p = 0.26). Changes were found in adductor strength in the experimental group (MD: −2.48; p < 0.001 in the left adductor; MD: −1.48; p < 0.01 in right adductor) and control group (MD: −1.68; p < 0.001 in the left adductor; MD: −2.05; p < 0.001 in the right adductor) after the intervention, with differences in the analysis of repeated measures in left (p < 0.001) and right (p < 0.001) adductor strength. Conclusions: An abdominal and gluteal training protocol shows no advantage over a protocol of abdominal training alone for lumbo-pelvic stability and adductor strength, while improvements in both variables are maintained at four weeks follow-up.

Olfactory Stimulation of Preterm Infants with Breast Milk

2021 ◽  
pp. 105477382110189
Author(s):  
Woon Ae Lee ◽  
Jin Suk Ra
Keyword(s):  
Breast Milk ◽  
Preterm Infants ◽  
Repeated Measures ◽  
Physiological Responses ◽  
Nursing Intervention ◽  
Olfactory Stimulation ◽  
Control Group ◽  
Repeated Measures Analysis ◽  
Equivalent Control ◽  
Experimental Group

Maintaining stable physiological responses may be important for the growth and development of preterm infants. The purpose of our study was to evaluate the effects of olfactory stimulation with maternal breast milk on the occurrence of abnormal physiological responses in preterm infants. With a non-equivalent control group pretest-posttest design, 13 preterm infants in the experimental group and 18 preterm infants in the control group completed the intervention. The intervention was implemented three times a day for 5 days in a row with 2 hours of administration per intervention. The frequency of abnormal physiological responses was assessed over 6 days (one day before intervention administration and 5 days during intervention administration). With repeated-measures analysis of variance, the experimental group showed a significantly lower frequency of apnea than the control group ( p = .021). Olfactory stimulation with maternal breast milk may be an effective nursing intervention for reducing apnea episodes in preterm infants.

Neutral douche: a hydrotherapeutic tool to manage pain and systemic symptoms in primary dysmenorrhea - a randomised controlled study

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Sataz Rahmania ◽  
Vanitha Shetty ◽  
Balakrishnan Ragavendrasamy
Keyword(s):  
Repeated Measures ◽  
Whole Body ◽  
Pharmacological Intervention ◽  
Controlled Study ◽  
Control Group ◽  
Mcgill Pain Questionnaire ◽  
Primary Dysmenorrhea ◽  
Primary Dysmenorrhoea ◽  
Systemic Symptoms ◽  
Experimental Group

AbstractBackground & ObjectivesThe douche, one of the hydrotherapeutic treatment modality is commonly used by Naturopathy physicians as a treatment of choice in the management of several ailments. This study was done to assess the effect of full body neutral douche in the management of pain and systemic symptoms in adult females with primary dysmenorrhoea.Methods68 subjects of age 18-22 years with primary dysmenorrhoea were recruited for the study and were randomly divided into two groups: the experimental group (n = 34) and the control group (n = 34). The experimental group received whole body neutral douche, whereas the control group followed the routine as usual. Assessments for the pain, systemic symptoms and menstrual cramps were done by using McGill Pain Questionnaire, Verbal multidimensional scoring system and analog scale for severity of pain and menstrual cramps respectively at baseline, day 30 and day 60 of intervention. Two- way repeated measures of ANOVA was performed to understand the between group changes, adjusted for the respective baseline values and age.ResultData was analyzed with SPSS (Version 21.0) package. Neutral douche resulted in significant improvement in pain [F(2,66) = 114.564, p < 0.0005, partial ?2 = 0.771], severity of pain [F(2,66) = 70.418, p < 0.0005, partial ?2 = 0.681], cramps [F(2,66) = 75.986, p < 0.0005, partial ?2 = 0.697] and systemic symptoms [F(2,66) = 14.64, p < 0.0005, partial ?2 = 0.307] as compared to the control group.ConclusionFindings suggest that neutral douche can be used as a non-pharmacological intervention in the management of pain and systemic symptoms in primary dysmenorrhea.

Effect of Dramatization on Speaking Skills ond Academic Achievement In English Among Primary Students

2021 ◽  
pp. 163-182
Author(s):  
Amit Kauts ◽  
Monika
Keyword(s):  
Academic Achievement ◽  
Analysis Of Variance ◽  
Traditional Method ◽  
The Other ◽  
Primary Students ◽  
Control Group ◽  
Gain Scores ◽  
Achievement Gain ◽  
Experimental Group ◽  
Speaking Skills

The present study intends to examine the effect of dramatization on speaking skills and academic achievement in English among primary students. The sample consisted of 240 fifth class students from four co-educational private schools of district Fazilka. The sample was divided into two groups randomly. One of the two groups was designated as Experimental Group and the other as Control Group. Experimental group was taught through Dramatization and the control group was taught through traditional method. The obtained data was analysed using two way Analysis of Variance. The results revealed that (i) Teaching through dramatization was found effective than traditional method with respect to achievement of students in English and gain scores in speaking skills (ii) Boys outperformed girls in case of achievement gain scores (iii) Girls outperformed boys in case of gain scores of speaking skills.

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