Effect of biography-based values education on the attitudes of 4th grade primary school students towards the value of patriotism

2020 ◽  
Vol 10 (2) ◽  
pp. 555-592
Author(s):  
Muhammet Baki Minaz ◽  
Halil Taş
Keyword(s):  
Parental Education ◽  
Family Income ◽  
Values Education ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Quantitative And Qualitative Research ◽  
Significant Difference ◽  
Students Attitudes ◽  
Experimental Group

The aim of this study is to determine the effect of biography-based values education on the attitudes of 4th grade students towards the value of patriotism. A semi-experimental design with pretest-posttest control group was used to find out differences concerning attitudes towards patriotism value between students in the experimental group in which biography-based values education was implemented and those in the control group where biography-based values education was not used. “Patriotism attitude scale” was used for quantitative data and “interview forms” were used for qualitative data in this study in which quantitative and qualitative research techniques were employed together. In this study, biographies of Halide Edip, Münevver Saime, Kara Fatma, Nene Hatun, Şerife Bacı, Tayyar Rahmiye, Gördesli Makbule, Kılavuz Hatice, Binbaşı Ayşe, Nezahat Onbaşı, Elif Bacı and Halime Çavuş, some women heroes of the Turkish independence, were used. After the implementation of biography-based values education, a significant difference was found between students' attitude scores concerning patriotism value in favor of the experimental group. In addition, there was a significant difference between students' attitude scores and their gender in favor of the experimental group while no significant difference was detected between students' attitudes regarding variables of parental education level and family income level.

scholarly journals Values Education in Science Lessons with Activities: Responsibility Value

2021 ◽  
Vol 32 (3) ◽  
pp. 237-247
Author(s):  
Havva Yaman ◽  
◽  
Burcu Anilan ◽  
Keyword(s):  
Focus Group ◽  
Research Methods ◽  
Focus Group Interview ◽  
Descriptive Analysis ◽  
Values Education ◽  
Group Interview ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Experimental Group

This research aimed to gain the value of responsibility implicitly through activity-based values education tasks (ABVET) prepared in secondary school science lessons. The research was carried out with the embedded quasi-experimental design, one of the mixed research methods. The study group of the research consisted of 37 middle school students in total. Non-parametric tests were used to analyze the quantitative data obtained within the scope of the research and descriptive analysis was used in the analysis of qualitative data. The Dilemma Situations Form (DSF) developed by the researchers, activity documents, student and researcher diaries, and focus group interview form were used as data collection tools. Lessons were taught in the control group as curriculum in practice. In the experimental group, lessons were taught by the researchers with an enriched content and activity program aimed at gaining responsibility value. It was concluded that there was a significant difference in favor of the experimental group between the post-test scores of the experimental and control groups. It was concluded that ABVET was effective in gaining responsibility value to sixth grade students with the data obtained from the DSF, activity documents, student and researcher diaries and focus group interview form. This research shows which method, technique, and material can be preferred for values education in science courses included in education programs. Given the promising results of the current research, methods or techniques related to the constructivist approach such as the appropriate values education program, ABVET should be used for different science subjects, various courses, and grade levels in future studies.

scholarly journals Effects of Peer Education on Attitudes of Secondary School Students Towards the Course of Physical Education and Sports

2018 ◽  
Vol 6 (4a) ◽  
pp. 45
Author(s):  
Mustafa Karadağ ◽  
Resul Ağirtaş ◽  
Atilla Pulur
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Student Attitudes ◽  
Quantitative Data ◽  
Peer Education ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Experimental Group

The purpose of this study is to determine the changes in student attitudes towards the course of Physical Education and Sports as well as in students' development of skill as a result of using Peer Education in the course of Physical Education and Sports in secondary schools.The study was conducted with a total of 120 students, who studied in the 7th grade at Atatürk Secondary School located in the Province of Elazığ, District of Maden and at Cumhuriyet Secondary School located in the District of Sivrice, in the second term of 2015-2016 school year. The students in the sample group were divided into two 30-person groups, namely the control group and the experimental group. For heterogeneous selection of the students, the student selection was conducted by applying the Peer Educator Observation Form and the "Who is this?" Test in the classroom. The process was explained to the designated peer educators and their voluntary consent forms were obtained. "The Course of Physical Education Attitude Scale" was applied to all students before starting the process. After providing the students comprising the experimental group with the necessary information about peer education, the lessons were taught through the method of peer education. And in the control group, the course of physical education and sports was conducted through the traditional teaching methods. At the end of 4 weeks of application, "The Course of Physical Education Attitude Scale" was reapplied to both the experimental group and the control group.The attitude scale was applied twice, before and after the education. The qualitative data were obtained from the diaries of the physical education teachers and students. In the analysis of the data, for qualitative dimension, descriptive analysis, for quantitative data, %, frequency, for repetitive measurements, t test and one-way variance analysis were used. The SPSS (22) package program was used for the analysis of the quantitative data. The quantitative data were explained through tabulation. Again, the data obtained from observation forms were presented in the form of tables with their frequency and percentage values. Themes were obtained by coding the qualitative data.At the end of the research, the education received by the students in the experimental and control groups led to a significant difference in pre- and post-program attitude level in favor of the end-test. However, it was determined that being in different groups did not lead to a significant difference in students' attitude scores.

Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

2021 ◽  
pp. 025576142110059
Author(s):  
Alican Gülle ◽  
Cenk Akay ◽  
Nezaket Bilge Uzun
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Service Training ◽  
Quasi Experimental ◽  
Attitudes Toward Music ◽  
Experimental Group

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

scholarly journals Examination of Social Media Attitudes and Loneliness Levels of Secondary Education Students with Regard to Gender and Sport

2018 ◽  
Vol 7 (5) ◽  
pp. 54
Author(s):  
Gaye Erkmen ◽  
Mehmet Altin
Keyword(s):  
Social Media ◽  
Secondary School ◽  
Secondary School Students ◽  
Personal Information ◽  
Attitude Scale ◽  
Education Students ◽  
School Students ◽  
Test Analysis ◽  
Significant Difference ◽  
Students Attitudes

The purpose of the study was to examine secondary school students' attitudes towards social media and their loneliness levels in terms of gender and whether they do sports or not. The sample of the study consisted of 175 female and 269 male secondary school stıdents. To collect data personal information form, Social Media Attitude Scale (Otrar ve Argın, 2013) and UCLA Loneliness Scale (Russell, Peplau, & Cutrona, 1980) were used to in this study. Independent t test analysis was conducted to examine whether the participants' social media attitudes and loneliness levels differed with regard to gender and do sport. According to the results, there was no significant difference in social media attitudes (t = -.832, p > .05) with regard to gender. However, loneliness levels of the participants seems to be significantly different with regard to gender (t = -6.513, p = .000). When the participants were examined whether they do sports or not, there was not any significant difference in social media attitudes (t = -.427, p> .05). However, the levels of loneliness was significantly found to be different in terms of doing sports or not (t = -3.675, p = .000). Furthermore, there was not a significant relationship between social media attitudes and loneliness (p > .05). It can be concluded that sport and regular physical activity can be considered as a means to provide environments where individuals will feel far away from the feeling of loneliness and that they will feel themselves more valuable. 

Effectiveness of Cyber Bullying Sensitization Program (CBSP) to Reduce Cyber Bullying Behavior Among Middle School Children

2021 ◽  
pp. 504-513
Author(s):  
Surabhi Negi ◽  
Sunita Magre
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cyber Bullying ◽  
Control Group ◽  
School Students ◽  
Use Of Technology ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Cyber bullying is the unwise use of technology to harm and humiliate an individual or group over the Internet. The purpose of this article is to test the effectiveness of the cyber bullying sensitisation program (CBSP) to reduce the level of cyber bullying behaviour among middle school students. The sample was restricted to adolescents as they are the ones who are most exposed and vulnerable in the cyber space. A quasi-experimental pre-post design with intervention was adopted for the study. The participants of the study were comprised of 186 middle school students from two private schools in India. The experimental group had 94 participants while control groups had 92 participants. Statistical analysis indicated that there was a significant difference between pre- and post-test scores in the experimental group. No significant difference was found between the experiment and control group before the program, suggesting that the program was effective in helping students in reducing cyber bullying behaviour. The implications for prevention and intervention programs were discussed.

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 The Effects of Learning Stations on Socioeconomically Disadvantaged Students’ Achievement and Self-Regulated Learning

2021 ◽  
Vol 9 (6) ◽  
pp. 51-69
Author(s):  
Reem Alsaadi ◽  
Adam Al Sultan
Keyword(s):  
Academic Achievement ◽  
Low Socioeconomic Status ◽  
Control Group ◽  
School Students ◽  
Saudi Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Experimental Group

The aim of this study was to investigate the effects of learning station strategies on developing academic achievement and self-regulated learning among middle school students of low socioeconomic status. The sample group consisted of 68 female Saudi students. We applied a quasi-experimental design with an experimental and control group and a pretest and posttest. We examined the correlation between academic achievement and self-regulated learning. The data collection instruments included an academic achievement test and self-regulated learning questionnaire. The results revealed a statistically significant difference between the mean scores of both instruments in favor of the experimental group. Additionally, there was a positive relationship between development of academic achievement and self-regulated learning among the students for the experimental group. The study’s findings suggest that the learning stations created a dynamic classroom, which prompted students to engage in self-regulatory behaviors and develop their knowledge and understanding.

scholarly journals Comparative Study on Teaching Reading Using Know, Want, Learnt (KWL) and Direct Instruction Method (DIM)

2018 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Gabriela Puspita Nagri ◽  
Ngadiso Ngadiso ◽  
Teguh Sarosa
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Reading Skill ◽  
Reading Test ◽  
Control Group ◽  
Teaching Reading ◽  
School Students ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

<p>The aims of this research are to find out: (1) whether there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM; and (2) whether KWL method is more effective than DIM to teach reading. This experimental study used 22 students for the experimental group and 22 students for the control group. The data were collected by using reading test and then analyzed by using t-test formula. The computation of the data shows that the t-observation (t<sub>o</sub>) is 1.988, which is higher than the t-table <sub>(42,</sub> <sub>0.05)</sub>: 1.960. Therefore, it can be concluded that there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM. The mean of the group of students taught by using KWL method is 75.14, while the mean of the group of students taught  by using DIM is 69.13. Therefore, it can be concluded that KWL method is more effective to teach reading than DIM for junior high school students.</p>

scholarly journals Effect of Using Scientific Stations Strategy in Developing Deductive Thinking of Intermediate School Students in General Sciences

2020 ◽  
Vol 12 (2) ◽  
pp. 35-48
Author(s):  
Heba Mohammed Saleh Al-Hafidh
Keyword(s):  
Statistical Processing ◽  
Mean Difference ◽  
Control Group ◽  
Intermediate School ◽  
School Students ◽  
Statistical Significant Difference ◽  
Significant Difference ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

The study aimed to know the effect of using the Scientific stations strategy in developing Deductive thinking of intermediate school students in the science subject. To achieve the aim of the research, the researcher used experimental design with two equal groups, the research sample consisted of (65) intermediate-grade students in Al Nidhal school for boys represented by (30) students of the experimental group and (35) students for the control group, the researcher equivalence of the two research groups with a set of variables including (Intelligence, parents ’educational level, previous achievement, age calculated by months and pre-test for Deductive thinking), to verify the research aim the researcher put the two hypotheses as following : 1- There is no statistical significant difference at the level of significance (0.05) between the scores mean of the members of the experimental group and the members of the control group in the post test of Deductive thinking. 2- There is no statistical significant difference at the level of significance (0.05) between the mean difference between the (pre and post) tests of both experimental and control groups in the Deductive thinking test. To verify the research hypotheses, the researcher prepared a test for Deductive thinking consisting of (20) items the researcher applied the test of Deductive thinking, collected the data, and tabulated it in tables for statistical processing and the results indicated: 1- There is a statistical significant difference between the scores mean of students in both groups in the Deductive thinking test and in favor of the experimental group. 2- There is a statistical significant difference between the mean difference between the two tests (pre - post) and in favor of the experimental group.

scholarly journals Stimulating Students’ Argumentation using Drawing – based Modeling on The Concept of Ecosystem

2017 ◽  
Vol 2 (1) ◽  
pp. 98
Author(s):  
E N Sumarni ◽  
A Widodo ◽  
R Solihat
Keyword(s):  
High School Students ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Group Data ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Level 2

<p class="Abstract">Drawing – based modeling as learning approach, it allows students to create models based on drawing which help them to run a simulation. Students can use drawing–based modeling to learn a pair of interacting population known as predato–prey system while they usually conducted practicum using diagram of organisms. This study was to explore students’ argumentation and students’ understanding on the concept of the ecosystem. The study was conducted quasi – experimental using the matching – only post-test – only control group design. The participants consist of 60 grade 10 senior high school students in Subang, West Java. They are placed into two groups, 30 students in the experimental group and 30 students in the control group. Data was collected through argumentation test and selected response test for assessing students’ understanding. Students’ argumentation were analyzed using Toulmin’s argumentation pattern and statistical analysis. The result showed there is no significant difference between the experimental group and the control group for students’ argumentation. Most of the students are predominantly at level 2. But the coherency of arguments of the experimental group is more coherent than the control group. It means that the students in experimental group can make logical claim and supported by the correct and relevant grounds (data, warrant, and backing). The result of students’ understanding showed there is a significant mean score between the experimental group and the control group whether 72.33 for the experimental group and 62.13 for the control group</p>

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