scholarly journals The Effect of Individual and Group Learning on Block-Based Programming Self-Efficacy and Robotic Programming Attitudes of Secondary School Students

2020 ◽  
Vol 9 (1) ◽  
pp. 108-121
Author(s):  
Esra ARSLAN ◽  
Onur İŞBULAN
Keyword(s):  
Secondary School ◽  
Private School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Group Learning ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
Block Based ◽  
And Control

In this research, the effects of individual and group learning activities on perceptions of block-based programming self-efficacy and attitudes towards robotic programming were tried to be determined. The research was conducted in a private school located in Sariyer, district of Istanbul province in the 2nd academic year of 2018-2019 with 32 students from 7th Grade. The study fulfilled as a semi-experimental pattern on the experimental and control groups using the pretest-posttest design. According to the research results, individual and group learning did not affect secondary school students’ perceptions of block-based programming self-efficacy and attitudes towards robotic programming. In addition to this, an increase was found in the perceptions of block-based programming self-efficacy in the experimental and control groups, and the attitudes towards programming of programming of the experimental group students. It was concluded that there was no significant difference between age, gender, taking aScratch lesson, writing a computer program with Scratch, and taking a robotic-programming lessons before. While robotic attitudes of students did not differ significantly according to their age and previous status of taking robotic coding courses, however, they differed significantly according to gender and male students had higher attitudes towards robotic programming than female students.

scholarly journals Effects Of Problem-Solving Method On Secondary School Students Achievement And Retention In Social Studies, In Ekiti State, Nigeria

2011 ◽  
Vol 8 (1) ◽  
pp. 19-26
Author(s):  
B.O. Abdu-Raheem
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
And Control

This study investigated the effects of problem-solving method of teaching on secondary school students achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six secondary schools in Ekiti State, Nigeria. The instrument used for the study is the Social Studies Achievement Test (SSAT) designed and validated by the researcher. Section A of the instrument consisted of the bio-data of the respondents while section B was made up of 40 multiple-choice items designed to measure the students achievement and retention in Social Studies. Four hypotheses were raised and tested at 0.05 level of significance. The data were analyzed using t-test and ANCOVA statistical tools. The results showed that there is a significant difference between the achievement mean scores of students in the experimental and control groups. There is a significant difference between the pre-test mean scores and achievement mean scores of students in the experimental and control groups. There is a significant difference between the retention mean scores of students in the experimental and control groups. There is a significant difference between the achievement mean scores and the retention mean scores of students in the experimental and control groups. It was discovered in the study that problem-solving method is more effective than conventional lecture method in improving students achievement in Social Studies. It was therefore recommended that teachers should be innovative in handling their lessons by relating them to the day-to-day life of students in such a way that the students will be challenged to put the lessons to practice as much as possible. Government should also emphasize the use of problem-solving method to teach Social Studies in secondary schools.

scholarly journals The Effect of Concept-Mapping on Secondary School Students’ Performance in Islamic Studies

2016 ◽  
Vol 4 (1) ◽  
pp. 120-132
Author(s):  
U.A. Ajidagba ◽  
Jamiu Abdur-Rafiu ◽  
Y.A. Fasasi
Keyword(s):  
Secondary School ◽  
Concept Mapping ◽  
Secondary School Students ◽  
Instructional Method ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Islamic Studies ◽  
Significant Difference ◽  
And Control

This study examined the effect of concept-mapping instructional method on secondary school students’ performance in Islamic Studies in Oyo State, Nigeria. The study employed a pre-test, post-test control group, quasi-experimental design. The sample comprised Senior Secondary School class 2 (SSS 2) students purposively drawn from three secondary schools in Oyo State. The students in experimental and control groups were in their normal classroom setting (intact classes) and were not reorganized. Experimental group consisted of 45 students exposed to concept-mapping while the control group consisted of 48 students who received no treatment. Data were analysed using t-test, standard deviation and Analysis of Covariance (ANCOVA). Findings of the study showed that there was a significant difference in the performance of experimental and control groups after the treatment. Concept-mapping had significant effect on students’ performance with mean score of x=53.92. Effect of Conventional method was x=22.62. No significant difference existed in the performance in Islamic Studies of students exposed to concept-mapping based on gender, t-cal.( 0.1469 < 2.021) at 0.05 alpha level of significance. The study concluded that concept-mapping instructional method positively improved students’ understanding of Islamic Studies and invariably their performance. The study recommended that concept-mapping should be adopted as a teaching method of Islamic Studies, and that teachers of the subject should improve their pedagogical skills through seminars and workshops.

scholarly journals Effectiveness of Cognitive Restructuring in the Management of Mathophobia Among Secondary School Students in Khana L.G.A of Rivers State, Nigeria

2017 ◽  
Vol 13 (32) ◽  
pp. 260
Author(s):  
Ernest-Ehibudu Ijeoma Regina ◽  
Wayii Augustine Lezorgia
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Cognitive Restructuring ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Rivers State ◽  
And Control

This study was developed and conducted to test the effect of cognitive restructuring in the management of mathophobia (that is, Mathematics anxiety) among secondary school students in Khana Local Government Area of Rivers State, Nigeria. To guide the study, two research questions and two null hypotheses were formulated for testing at 0.05 level of significance. In executing the study, the pre-test, post-test, and control group experimental research design was adopted using a randomized sample of 120 SS2 students drawn from three public secondary schools only. The researchers developed an instrument titled “Mathematics Diagnostic Questionnaire” (MDQ) which was adequately assessed for validity and reliability and was used in collecting pre-test and post-test data for the cognitive restructuring and control groups. Data analysis was done using mean, and standard deviation for the research questions, while independent sample and paired sample t-test were used for the hypotheses. The result obtained showed that the cognitive restructuring was significantly effective in the management of mathophobia among secondary school students. There is a slight reduction in the effect of cognitive restructuring during follow-up; there is a statistical significant difference in the mathophobic level of students treated with cognitive restructuring and those in the control group. Based on the major findings, recommendations were made among which is that functional guidance and counselling centers be established at all educational levels and be manned by professional counsellors who are competent in cognitive restructuring techniques to assist those who have mathophobia and other maladaptive behaviours. Suggestions for further study were made.

scholarly journals Improvement of the Concept of Mitosis Instruction to Improve Biological Achievement Among Secondary School Students

2020 ◽  
Vol 3 (3) ◽  
pp. 164-169
Author(s):  
Akawo Angwal Yaki ◽  
Koroka Mohammed Sanda ◽  
Rabiu Mohammad Bello
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Instructional Materials ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Senior Secondary

The study examined the effects of Improvised Instructional Material Enhanced Biology Achievement among Secondary School Students in Lapai, Niger State. Quasi-experimental design which involved pretest, posttest, experimental and control group. A total of eight five (85) Senior Secondary two (SSII) students randomly selected from two sampled schools formed the sample size of the study. The instrument used for data collection was a researchers’ designed Biology Achievement Test (BAT). The instrument was validated, and pilot tested and yielded a reliability coefficient of 0.75. Two research questions were raised, and two corresponding null hypotheses were formulated to guide the study, the null hypotheses were tested at 0.05 level of significant. The result of the study showed among others a significant difference in achievement score of the experimental and control groups in favor of the experimental group. The finding also showed that both male and female students’ achievements were enhanced equally. It was recommended among others that Biology teachers should be encouraged to improvise instructional materials for effective teaching and learning of Biology.    

Increasing Culture Knowledge and Growing Environmental Awareness Attitude of Junior Secondary School Students Through Chemistry Local Content Program

2020 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Ari Basuki
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Environmental Awareness ◽  
Control Groups ◽  
School Students ◽  
Local Content ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Chemistry Learning ◽  
And Control

The purpose of this research are increase of culture knowledge and grow of  environmental awareness attitude junior secondary school students at chemistry learning, by applying of chemistry local content program based on the “Orang Laut” culture. Research conduct used quasi-experiment method. Research subjects were 8th grade students in Tanjungpinang city that consist of 99 and 94 students on experiment and control groups, respectively. Score of culture knowledge and environmental awareness attitude collected by validated test and questionnaire instruments, respectively. Pretest and posttest culture knowledge scores used to calculate of normalized gain (N-gain) average of experiment and control groups. Average score of environmental awareness attitude used to identify of student environmental awareness attitude growth after chemistry learning on the experiment  group. To compare the increasing of  culture knowledge on the experiment and control groups conduct by statistical t-test with ?=0,05. The research result indicated that applying of chemistry local content program based on the “Orang Laut” culture at chemistry  learning could  increase of culture knowledge junior secondary school students better than conventional chemistry learning and growth of student environmental awareness attitude. The difference of  culture knowledge increased on the  experiment and control groups was significant ( tcalc = 10,023; p=0,000) with average of  N-gain percent  respectively 46 and 20 in the middle and low categories. Average score of student environmental awareness attitude in good criteria at 3,8 point.

scholarly journals Impact of a Social Constructivist Instructional Strategy on Performance in Algebra with a Focus on Secondary School Students

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Umar A. Ginga ◽  
Yusuf F. Zakariya
Keyword(s):  
Secondary School ◽  
Instructional Strategy ◽  
Secondary School Students ◽  
Social Constructivist ◽  
School Students ◽  
The Social ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
The Impact

There have been perennial concerns on the low academic performance of students among researchers and other education stakeholders. Innovative teaching strategies have, therefore, gained prominence in the field of mathematics education. The purpose of this study is to investigate the impact of a social constructivist instructional strategy on students’ performance in algebra. The present study is quasi-experimental, and its type is a posttest control group involving 154 secondary school students that are randomly selected across four intact classes. The random selection of students to treatment and control controls is assumed to improve the validity of the results. Two research questions are raised, and two null hypotheses are formulated and tested at p≤0.05 level of significance. One research instrument, algebra performance test (APT), was developed, pilot-tested (test-retest reliability coefficient of 0.897), and used to measure students’ performance in both treatment and control groups. The data are analyzed using independent sample t-tests. The findings indicate that there are significant differences in the mean performance scores between experimental (mean = 16.05, SD = 2.74) and control (mean = 11.46, SD = 2.49) groups, t(152) = 10.83, p<0.05. These findings may be interpreted to be evidence of the effectiveness of the social constructivist instructional strategy in improving performance in algebra better than the conventional teaching method. Also, a significant difference exists between the mean performance scores of males (mean = 17.83, SD = 2.82) and females (mean = 14.72, SD = 1.77) in the experimental group (t(80) = 6.11, p<0.05). Thus, the effect of the social constructivist instructional strategy on students’ performance in algebra is gender-sensitive. Based on these findings, some recommendations are made to students, teachers, parents, administrators, and other stakeholders.

scholarly journals DEMOGRAPHIC EXPLORATION OF ACADEMIC SELF-EFFICACY BELIEFS OF SELECTED SENIOR SECONDARY SCHOOL STUDENTS IN OGBOMOSO AREA OF OYO STATE

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
S. T. Akanbi
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Efficacy Beliefs ◽  
School Students ◽  
Senior Secondary School ◽  
Significant Difference ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Academic Self Efficacy

This study aimed at exploring academic self-efficacy beliefs of Senior Secondary School students using some demographic variables. The study adopted a descriptive survey research design. Two hundred and seventy-nine (279) students randomly selected from selected Senior Secondary Schools in Ogbomoso area of Oyo State participated in the study. The instrument used for r the study was the Students' Academic Efficacy Scale with reliability co-efficient of 0.76. Subjecting the data collected to statistical analysis, student t-test was used. Four hypotheses were tested at 0.05 level of significance. The results showed that male students were more self-efficacious than their female counterparts. Also, the students who are older than being in secondary school (especially SS 1 & SS2), aged 17 years and above had lower self-efficacy than students aged 17 years and below. However, significant difference did not occur among the students based on subject combinations and parental educational qualifications. The outcomes of the study were fully discussed and suggestions were made for further studies.

scholarly journals A Study on Problems in Learning English among the Secondary School Students in Devakottai Educational District

2020 ◽  
Vol 9 (1) ◽  
pp. 183-188
Author(s):  
A. Kottairaj ◽  
M Sanmuga Revathi ◽  
R Udhaya Mohan Babu
Keyword(s):  
Secondary School ◽  
Private School ◽  
Third World ◽  
Secondary School Students ◽  
School Students ◽  
Significant Difference ◽  
To Come ◽  
Level Of Significance ◽  
The Third World ◽  
Learning English

The investigator establishes that Knowledge of English is unconditionally necessary if one wants to come up in life. This is more so in the opinion of the circumstance that the advanced countries have opened their doors for recruiting technically qualified people from the third world countries. A language is for correspondence. An individual speaking with others effectively in the language. For establishing the reliability of the tool, the researcher has used the test and retest method. For this, the draft tool was administered to 100 students of a government and a private school, respectively for studying any problem. The calculated’t’ value is lesser than the table value (1.96) at a 5% level of significance for the problems in learning English. There is no significant difference between urban and rural secondary school students in problems in learning English. Hence, the null-hypothesis is accepted. The study has helped to know the exact causes which affect the students in learning English.

scholarly journals The Effect of Manipulatives on Mathematics Achievement and Attitudes of Secondary School Students

2016 ◽  
Vol 5 (3) ◽  
pp. 10 ◽  
Author(s):  
Hakki Kontas
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Quasi Experimental ◽  
And Control

The purpose of this study is to investigate the effect of manipulatives (concrete learning materials) both on the academic achievement of secondary school students in mathematics and on their attitudes towards mathematics. Pretest-posttest control group experimental model, which is one of the quasi-experimental research designs, was used in the study. The study group consisted of 48 seventh grade students (24 in experiment group and 24 in control group) studying in a state school in the Southeastern Region of Turkey in 2014-2015 school year. The ages of students range between 13 and 14. Mathematics achievement test and mathematics attitude scale were applied in order to collect the research data. As a result of the research, posttest mathematics academic achievement scores of experiment and control groups were found to differ significantly in favor of posttests in both groups. The scores of attitude towards mathematics for experiment and control groups were significantly different in posttests in favor of the experiment group.

scholarly journals Examining Learning and Peer Efficacy Among Secondary School Students In District of Ledang

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Siti Salwa Md. Sawari ◽  
Mohd Al'Ikhsan Ghazali ◽  
Fuad A. A. Trayek ◽  
Muhamad Zahiri Awang Mat
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
School Students ◽  
Religious School ◽  
Public School Students ◽  
Significant Difference ◽  
Learning Efficacy ◽  
The Mean ◽  
Comparison Level

Efficacy functions to enhance the desire of learning through mediations of motivations and confidence. The present study is designed to achieve two main objectives. First, to identify the level of learning efficacy of public and religious secondary school students. Second, to examine the significant difference level of learning efficacy between public and religious school students. This study involved 242 students sampled from four schools in district Ledang. The sampled participated in the survey, employing a twelfth item questionnaire measuring  Learning Self-efficacy (LSE) and Peer Self-efficacy (PSE).  The data are analysed quantitatively using descriptive statistics and independent-samples t-tests. The result showed that the majority of students experience a moderate level of learning efficacy. Generally, for the selected public school students the mean is 2.75 and religious school students the mean is 2.97. Regarding the comparison level of learning efficacy between the two types of students, the findings of the current study show that there is no significant differences (p=.47), while peers self-efficacy revealed that there are significant differences (p=0.001).

Sign in / Sign up

Export Citation Format

Share Document