scholarly journals The effect of the science classesenriched with art activities on academic achievementSanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya etkisi

2017 ◽  
Vol 14 (2) ◽  
pp. 1469
Author(s):  
Vesile Yıldız Demirtaş ◽  
Seda Çerik ◽  
Adem Maba
Keyword(s):  
Academic Achievement ◽  
Achievement Test ◽  
Control Group ◽  
Positive Effects ◽  
Written Examination ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Elective Course ◽  
Art Activities

The aim of the study is to reveal the effects of the classeswhich enriched with art activitieson academic achievement at the 5th grades. The research group consists of 37 students who determined the science applications course as an elective course in a public school in İzmir during 2015-2016 Education Fall Semester. In this study, from the trial models"Quasi-experimental desing, pre-post test without control group" was used. The data were collected with achievement test and written examination that prepared by researchers in order to measure academic achievement in science applications classes and also interviews that prepared by researchers used in order to determine the opinions of the students on the science applications enriched with art activities. As the results of the research there is a significant difference between the pretest-posttest findings and the pretest-permanency test results of the experimental group. As the results of the achievement test, it is concrete that these activities have positive effects on the students.  It can be said that the applications are effective when the students' interview questions are compared with the answers given by the students after the last application. ÖzetAraştırmanın amacı 5. sınıflarda sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya olan etkilerini ortaya çıkarmaktır. Araştırmanın çalışma grubunu 2015-2016 Öğretim Yılı Güz döneminde İzmir’de bir devlet okulunda bilim uygulamaları dersini seçmeli ders olarak belirleyen 37 öğrenci oluşturmaktadır.Bu araştırmada, deneme modellerinden “tek grup öntest-sontest kontrol grupsuz yarı deney deseni” kullanılmıştır. Veriler bilim uygulamaları dersindeki akademik başarıyı ölçmek amacıyla araştırmacılar tarafından hazırlanan bilim uygulamaları başarı testi ve yazılı yoklama ile öğrencilerin sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersine yönelik görüşlerini belirlemek amacıyla hazırlanan görüşme formu ile toplanmıştır.Araştırmada deney grubunun öntest-sontest sonuçlarında ve öntest-kalıcılık testi sonuçlarında anlamlı fark bulunmaktadır. Yapılan başarı testi sonucunda bu etkinliklerin öğrencileri olumlu etkilediği somut olarak ortaya çıkmıştır. Öğrencilerin görüşme sorularına ön uygulama ile son uygulama sonrası verdikleri cevaplar karşılaştırıldığında uygulamaların etkili olduğu söylenebilir. 

scholarly journals EFFECT OF STUDY SKILLS TRAINING ON ACADEMIC ACHIEVEMENT AND RETENTION OF SECONDARY SCHOOLS GEOGRAPHY STUDENTS IN JALINGO METROPOLIS

2015 ◽  
pp. 29-40
Author(s):  
Happy MICHAEL ◽  
Joshua JOSEPH ◽  
Peter IORNYAGH
Keyword(s):  
Academic Achievement ◽  
Study Skills ◽  
Skills Training ◽  
Significance Test ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study was undertaken to investigate the effect of study skills training on academic achievement and retention of geography students in Jalingo metropolis of Taraba State. A pre-test, post-test control group, quasi experimental design was adopted for this study. Geography students were purposively selected from two private schools in Jalingo metropolis of Taraba State. Three validated and standardized instrument were used for data collection. These instruments were pre-test geography achievement, post-test geography achievement and retention geography test. Four research questions were stated for the lesson and four hypotheses tested at 0.05 level of significance. Test- retest method of reliability estimate was determined by using Pearson product moment correlation coefficient. The reliability coefficient of 0.86 was obtained. Data were analyzed using mean, standard deviation, t-test and analysis of covariance. The result of the study revealed that the experimentalgroup thatwas given study skills training performed higher (mean=52.87, SD=12.5) than that of the control group (mean=41.0, SD=8.1). Also the retention score of the experimental group is higher (mean=49.60, SD=14.38) than the control group (mean= 36.20, SD=8.01). There was also a significant difference in the academic achievement and retention scores of experimental group and control group. Based on these findings, school teachers, curriculum planners are encouraged to include study skills training in the instructional processes in classrooms to enhance retention and achievement of students.

Improving resilience in mothers with schizophrenic sons: A group movie analysis

2021 ◽  
pp. 002076402110676
Author(s):  
Anahita Khodabakhshi-Koolaee ◽  
Mina Manoochehri
Keyword(s):  
Group Analysis ◽  
Intervention Group ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Positive Effects ◽  
Resilience Scale ◽  
Significant Difference ◽  
Movie Analysis ◽  
Post Test ◽  
Quasi Experimental

Background: Previous studies have demonstrated the positive effects of film screening for raising awareness and improving treatment in various clinical groups. This study not only focused on film screening but also paid special attention to pre-screening group analysis to explore the effectiveness of group movie analysis on mothers with schizophrenic sons. Methods: The present study was conducted using a quasi-experimental design with pre-test and post-test and a control group. The research population included all mothers with schizophrenic sons who had enrolled in the Iranian Society Supporting Individuals with Schizophrenia in Tehran in 2021. The participants were 30 mothers with schizophrenic sons who were selected based on the inclusion criteria and were randomly assigned to intervention and control groups. The participants in the intervention group attended 12 film therapy analysis sessions (one session per week). The data were collected using the Connor-Davidson Resilience Scale (CD-RISC). Statistical analyses were performed using the analysis of covariance (ANCOVA). Results: The results showed a significant difference between the mean scores of resilience for the participants before ( M = 28.89) and after the film therapy analysis intervention ( M = 52.56, F = 6.15, p = .0001). Conclusion: Film therapy analysis was effective in improving the resilience of mothers with schizophrenic sons. It seems that movie screening with the group analysis afterward contributed to sharing the experiences of caring for the sick child and creating a sense of empathy in mothers. Thus, group movie analysis can be used as a suitable option to reduce the psychological distress of mothers with schizophrenic sons and improve their quality of life.

Educational comics and educational cartoons as teaching material in the social studies course

2021 ◽  
Vol 9 (2) ◽  
pp. 515-525
Author(s):  
Mehmet Şentürk ◽  
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Qualitative Data ◽  
Quantitative Aspect ◽  
Teaching Material ◽  
Control Group ◽  
The Social ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This study aims to explore the effect of using educational comics or educational cartoons as teaching material in social studies course on students' academic achievement. Also, it is aimed to reveal the experiences of the students regarding the use of these materials. In the study, the embedded design was preferred among the mixed-methods designs. For the quantitative aspect of this research, pre-test and post-test on the control and experimental group with the quasi-experimental design were used. The study was conducted out with two experimental groups and a control group. The study was conducted with 266 (87 students are in the educational comics group, 88 students are in the educational cartoons group, 91 students are in the control group) 6th-grade students. To analyse the quantitative data, One-Way ANOVA was used. According to the results of the analysis, it was determined a significant difference between the educational comics group and the other groups in academic achievement levels. It was also determined a significant difference between the educational cartoons group and the control group. For the qualitative aspect of this research, phenomenology design was used. To analyse the qualitative data which were collected by semi-structured forms, content analysis was used. As a result of the analysis of qualitative data, it was concluded that students seen both educational comics and educational cartoons as effective materials for educational activities in various aspects. These results show these teaching materials can use by teachers for effective learning in social studies course.

Effects of Short-Term Mission Trips on Recipients’ Self-Esteem and Readiness for Self-Directed Learning

2021 ◽  
pp. 009164712110115
Author(s):  
Charissa H. W. Wong ◽  
Li Neng Lee ◽  
Alberto Pérez Pereiro
Keyword(s):  
Self Esteem ◽  
Control Group ◽  
Short Term ◽  
Self Directed Learning ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Directed Learning ◽  
Group Post ◽  
Mission Trips

Short-term Christian overseas volunteer trips, also known as short-term mission trips (STMs), have become increasingly prevalent (Howell & Dorr, 2007). However, research on these programs has been limited. This quasi-experimental study adds to the literature by quantitatively measuring the effects of an STM from Singapore to Thailand. STM recipients’ ( n = 44) self-esteem and readiness for self-directed learning (RSDL) were compared across timepoints – pre-test, post-test, follow-up – and with a control group ( n = 50). It was hypothesized that recipients would experience an increase in self-esteem and RSDL such that their scores would be higher than the control group post-STM. Results provide partial support for the hypotheses; while improvements among recipients were either not significant (for self-esteem) or not long-lasting (for RSDL), recipients had higher scores than the control group post-STM. This suggests that STMs have some, albeit limited, positive effects. Recommendations for promoting greater and longer-lasting effects are offered.

PERBANDINGAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA YANG MENGGUNAKAN METODE SILIH TANYA BERBANTUAN KARTU MODEL DAN METODE MAKE A MATCH

2020 ◽  
Vol 2 (1) ◽  
pp. 32
Author(s):  
Ahmad Farham Majid ◽  
Ismail Ismail ◽  
Mardhiah Mardhiah ◽  
Fitriani Nur
Keyword(s):  
Total Sample ◽  
Control Group ◽  
Match Method ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Purposive Sampling ◽  
Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

AbstrakPenelitian ini bertujuan untuk mengetahui kemampuan komunikasi matematis siswa yang menggunakan metode silih tanya berbantuan kartu model dan metode make a match. Jenis penelitian ini adalah quasi eksperimen dengan desain penelitian non equivalent pretest-posttest control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMPN 4 Sungguminasa Kab. Gowa berjumlah 351 siswa dan total sampel berjumlah 64 siswa dengan teknik pengambilan sampel purposive sampling. Instrumen yang digunakan dalam penelitian ini adalah tes yang terdiri dari pretest dan posttest dan non tes berupa lembar observasi. Berdasarkan hasil analisis data nilai siswa menggunakan statistik deskriptif rata-rata nilai kemampuan komunikasi matematis siswa yang diajar menggunakan metode silih tanya berbantuan kartu model adalah 86,84 dengan kategori sedang dan yang diajar menggunakan metode make a match adalah 77,78 dengan kategori sedang. Berdasarkan analisis statistik inferensial bahwa terdapat perbedaan yang signifikan antara kemampuan komunikasi matematis siswa yang menggunakan metode silih tanya berbantuan kartu model dengan yang menggunakan metode make a match pada kelas VII SMPN 4 Sungguminasa Kab. Gowa. AbstractThis study aims to determine the mathematical communication ability of students who use card-assisted questions method and make a match method. This type of research is a quasi-experimental research with nonequivalent pretest-posttest control group design. The population in this study were all VII grade students of SMPN 4 Sungguminasa, Gowa Regency with 351 students and a total sample of 64 students with purposive sampling techniques. The instrument used in this study was a test consisting of pre-test and post-test and non-test that is observation sheet. Based on the data analysis results that average the value of students’ mathematical communication skills who were taught using the card-assisted questions was 86.84 in the medium category and those who taught using make a match method were 77.78 in the medium category. The results of inferential statistical analysis that there is a significant difference between the mathematical communication abilities of students who use card-assisted questions and using the make a match method in class VII of SMPN 4 Sungguminasa, Gowa Regency.

scholarly journals The Effect of Using Prezi on Al Zaytoonah University Students’ Performance in French Language Reading Skills

2018 ◽  
Vol 12 (1) ◽  
pp. 128
Author(s):  
Samer Al-Hammouri
Keyword(s):  
Public Schools ◽  
Reading Skills ◽  
Reading Skill ◽  
Achievement Test ◽  
French Language ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The purpose of this study is to investigate the effect of using Prezi on Al Zaytoonah students’ performance in French Language reading skill. To achieve the purpose of the study, a pre/post-test was constructed to measure students’ performance in French language reading skill. The sample of the study comprised 128 students from Al Zaytoonah University and was distributed into two sections, which were selected purposefully. The sample of the study was distributed into two groups (one experimental and one control groups). The experimental group’s students were taught the reading skill using Prezi while the control groups’ students were taught using the traditional way. The sample of the study was 64 students in the experimental group and 64 students in the control group. Those groups were distributed into two purposefully selected sections in public schools in Amman. The results of the study showed a variance in the means of the achievement test according to group, it also showed that there were statistically significant differences on the achievement test due to the Strategy variable. There were statistically significant differences between using Prezi Strategy and the Current Strategy in favor of the Prezi Strategy, and there was no statistically significant difference in the students’ achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researchers recommend that researchers focus on new teaching strategies and conduct more studies related this topic. They also recommend that other researchers conduct studies and focus on the role play strategy.

scholarly journals GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

scholarly journals Manipulative Approach In Teaching Fractions

2021 ◽  
Vol 2 (5) ◽  
pp. 435-447
Author(s):  
Rea C. Parungao
Keyword(s):  
Test Scores ◽  
Traditional Method ◽  
Number Line ◽  
Virtual Manipulatives ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Fractions ◽  
Experimental Group

This study aimed to determine the effects of using manipulatives in teaching fractions.   Quasi- experimental method of research was used in this study. It was conducted during the first quarter of S.Y. 2019-2020 among the respondents were randomly selected. Two sections of Arayat National High School were the respondents of the study. The control group was the 7-Rosal while the 7-Sampaguita was the experimental group. Both groups were given a pretest prior to the discussion about fractions and a posttest after instruction using the traditional method (control group) and the use of manipulatives (experimental group). The results were then evaluated, analysed through SPSS, and interpreted. Mean, t-test and ANCOVA were utilized to analyze and interpret the data. This study found out that the post-test scores of the respondents from the two groups improved in comparison to their pre-test scores.  The mean pretest and mean posttest scores of both groups showed significant difference. The results showed that the use of virtual manipulatives in converting fractions to decimals had significant difference compared the use of the traditional method. On the contrary, teaching fractions on a number line did not have significant difference. Out of the four operations on fractions, three showed that the use of concrete manipulatives was highly effective. This study recommends that teachers must test the prior knowledge of their students before discussing about fractions to determine the students’ strengths and weaknesses. Although both traditional method and the manipulative approach showed improvement on the post-test results in teaching fractions, still, teachers are encouraged to use manipulatives in teaching fractions to improve students’ performance. It is important for teachers to provide their students opportunities for hands-on manipulation of objects in order to grasp the concepts of fractions more easily. Lastly, teachers must develop the use of concrete and virtual manipulatives in teaching fractions to promote active learning that can enhance students’ mathematics performance and can help them to realize that mathematics is an enjoyable subject.

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.

scholarly journals Using Google Docs in Omani EFL College Classes: Students’ Writing Performance and Perceptions towards Use

2019 ◽  
Vol 8 (1) ◽  
pp. 53
Author(s):  
Noura Al Burtamani ◽  
Fawzia Al Seyabi ◽  
Abdo Al Mekhlafi
Keyword(s):  
Performance Test ◽  
Control Group ◽  
Writing Performance ◽  
Google Docs ◽  
Significant Difference ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
College Classes ◽  
Experimental Group

This quasi experimental study aimed at investigating the effect of using Google Docs on EFL Omani college students’ writing performance and students’ perceptions of its use. The sample of the study included 81 Level 3 Foundation Program students in Nizwa College of Technology, Oman. The experimental group consisted of 39 students while the control group consisted of 42 students. The research instruments included a writing performance test that was administered as pre and post- test and a students’ perceptions questionnaire. Data analysis revealed that there was a statistically significant difference between the writing performance of the experimental and control groups in favour of the experimental group. The experimental group outperformed the control group in task achievement, task organization, grammar and vocabulary. Also, the students perceived using Google Docs in EFL writing as a very beneficial tool in improving their writing and collaboration skills. In light of these findings, a number of recommendations for practice are presented.

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