scholarly journals The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English

2019 ◽  
Vol 5 (3) ◽  
pp. 83-101 ◽  
Author(s):  
Ehsan Namaziandost ◽  
Vida Shatalebi ◽  
Mehdi Nasri
Keyword(s):  
Cooperative Learning ◽  
Intrinsic Motivation ◽  
English Language ◽  
Control Group ◽  
Control Group Design ◽  
English Classes ◽  
Before And After ◽  
Iranian Students ◽  
The Impact ◽  
Speaking Skills

This study aimed to investigate the effectiveness of cooperative learning in English language classrooms to enhance Iranian students’ speaking skills and motivations. A pre-test–post-test control group design was employed to compare the impact of the cooperative learning approach with that of traditional whole-class instruction on speaking skills and six aspects of learning motivation: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. The data of the current study were gathered at multiple points of time before and after the end of the experiment to determine the effectiveness of cooperative learning on the sample’s speaking skills and motivations. In practical terms, the sample’s speaking skills were first examined through an English oral test prior to and after some cooperative learning instructional activities were provided. Next, a seven-point Likert scale-questionnaire was administered to the sample before and at the end of the course to check students’ motivation towards the use of cooperative learning in English classes. The data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, independent and paired sample t-tests, one-way ANCOVA, and effect size. The findings showed remarkable development in the students’ speaking skills after the introduction of cooperative learning techniques. Moreover, the findings suggested significant differences in favor of cooperative learning for improving intrinsic motivation, but no differences were found on other aspects of motivation. In light of the findings, the researchers recommend that teachers could benefit from applying CL in English classes, which may in turn develop students’ speaking skills and motivation.

scholarly journals Using Karaoke to Enhance Recognition of Chinese Words: A Cross-Languages Adoption

2019 ◽  
Vol 11 (3) ◽  
pp. 136
Author(s):  
Abolfazl Shirban Sasi ◽  
Shu-Ting Hsu
Keyword(s):  
Language Learners ◽  
Junior High School ◽  
English Language ◽  
Control Group ◽  
Writing System ◽  
Control Group Design ◽  
English Classes ◽  
Significant Difference ◽  
Teaching Chinese ◽  
One Way Anova

This study investigated the effects of Chinese karaoke on recognition and retention of the Chinese characters/words by the Iranian male junior high school learners (N=61, p<.05). In a posttest control group design, students in three English language institutes in Tehran were randomly divided into three groups of Text-only which received the Chinese words via merely a text; Song group which were taught the words via an audio song as well as the text; and finally, Karaoke group which received the words by karaoke, plus the text. The lessons were instructed in two consecutive 20-minute long periods at the end of their routine English classes. The subjects then were tested for their recognition of the 24 Chinese words in question. A One-way ANOVA was run to analyse the scores of the participants. The results revealed that students under Karaoke obtained significantly higher scores as compared to both Text-only and Sound groups. The results, however, did not show any significant difference between the scores of the Text-only and Sound groups. Furthermore, based on the experiment design of this study, this paper advocates consideration of the Arabic writing system as a substitute for the Romanized Pinyin when teaching Chinese to language learners who are familiar with Arabic.

scholarly journals The Impact of Cooperative Learning on University Students’ Academic Goals

2022 ◽  
Vol 12 ◽  
Author(s):  
Santiago Mendo-Lázaro ◽  
Benito León-del-Barco ◽  
María-Isabel Polo-del-Río ◽  
Víctor M. López-Ramos
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Achievement Goals ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Control Group ◽  
Social Reinforcement ◽  
Academic Goals ◽  
Control Group Design ◽  
The Impact

Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students’ behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire (AGQ), pretest and posttest measures were taken via self-reports to evaluate three types of academic goals: learning goals, social reinforcement goals and achievement goals. The results show that cooperative learning is an effective tool for encouraging university students to develop academic goals that motivate them to fully engage with the tasks they are set in order to acquire knowledge and skills (learning goals). In addition, when students are asked to work as part of a team on an autonomous basis without the structure and supervision necessary to ensure a minimum standard of cooperation, they display a greater tendency toward social reinforcement goals than toward learning and achievement goals. These findings contribute new knowledge to the conceptual framework on cooperative learning. Goals may be considered one of the most important variables influencing students’ learning and the use of cooperative learning techniques in university classrooms creates the necessary conditions for encouraging students to develop goals oriented toward learning.

scholarly journals The Effect Of Optimization Of The Utilization Of Mother And Child's Health Book On The Attitudes Of Midwives In The Completeness Of Filling In Kia Books

2021 ◽  
pp. 72-78
Author(s):  
Morita Wibowo ◽  
Suryo Ediyono ◽  
Heni Nur Kusumawati
Keyword(s):  
Simple Random Sampling ◽  
Total Sample ◽  
Child Health Services ◽  
Control Group ◽  
P Value ◽  
Validity And Reliability ◽  
District Health ◽  
Control Group Design ◽  
Before And After ◽  
The Impact

Background: One of the efforts that have been carried out by the Ministry of Health in supporting the acceleration of MMR reduction is optimizing PONED. Apart from being poned, the use of the MCH Handbook is one way of maintaining health and obtaining quality maternal and child health services. The purpose of this study was to determine the impact of training on the optimization of the use of the MCH book on the attitudes of the PONED midwives in completing the MCH booklet filling by village midwives in the working area of ​​the Paser District Health Center.  Methods: A Quantitative research method uses Quasy Experiment nonequivalent control group design. By involving 1 control group and 1 treatment group with a total sample size of 43 midwives in each group, using simple random sampling. Data analysis using Wilcoxon. Instrument that use can measure attitudes of midwives with good validity and reliability. Results: The results showed that there were significant differences in attitudes before and after treatment with a p-value of 0,000, but the mean value of attitudes before and after showed that training could not change the attitudes of midwives. The training held is not sufficient to change the attitude of midwives in compliance with the filling of the MCH handbook. Conclusion: It needs further and intense training for all PONED and non-PONED midwives and further identification is needed about things that can motivate the attitudes of midwives to improve poned midwives towards the implementation of optimization MCH books.

scholarly journals Enhancing metacognition through thinking instruction: A case study in a Taiwanese university

2020 ◽  
Vol 17 (5) ◽  
pp. 241-270
Author(s):  
Mei-Hui Chen ◽  
Keyword(s):  
Thinking Skills ◽  
Medium Size ◽  
Control Group ◽  
Control Group Design ◽  
Personal Lives ◽  
Thinking Dispositions ◽  
Positive Effects ◽  
English Classes ◽  
The Impact

This study investigated the impact of thinking instruction on students’ metacognition and thinking behavior. Higher-order thinking occurs when individuals use their underlying metacognitive strategies which increase the probability of achieving a desirable result. The study was designed as a case study of an intervention and a posttest-only control group design was adopted. Participants consisted of students with a variety of majors were recruited from a medium-size university located in southern Taiwan. Two classes of the Developing Thinking course, totaling 78 students, comprised the group receiving the intervention, while 196 students in six General English classes comprised the comparison group. The intervention students were introduced to thinking skills, facts and opinions, question stems, and thinking from different perspectives. The quantitative results show strong evidence that the thinking instruction exerts statistically significant positive effects on students’ metacognition. Qualitative evidence also shows improvements in cognitive awareness with students demonstrating a more consistent application of thinking skills, an increased ability to think critically with thinking dispositions cultivated, and most importantly, a transfer of thinking behavior across the curriculum and in their personal lives. The researcher suggests the value of introducing thinking instruction to promote critical thinkers.

Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 186-195
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

scholarly journals THE IMPACT OF GREAT MOM GREAT CHILDREN TRAINING TO IMPROVE YOUNG STREET MOTHER STIMULATION SKILL

2018 ◽  
Author(s):  
Dessy Pranungsari ◽  
Nissa Tarnoto ◽  
Fatwa Tentama
Keyword(s):  
Unwanted Pregnancy ◽  
Test Sample ◽  
Wilcoxon Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Participant ◽  
Significant Difference ◽  
Before And After ◽  
The Difference ◽  
The Impact

The objective of this research is to examine the impact of “Great Mom Great Children” training to improve young street mother stimulation skill. The subjects of the research are from Yogyakarta. They are young homeless mothers who are commonly referred to as a street mother, young mothers who are less than 18 years old, mothers for unwanted pregnancy, mothers who have 0 to 5 years old children and mothers who are upbringing their children themselves. The experiment design used in this research is untreated control group design with dependent pretest and post-test sample. The data is collected by using Children Stimulation Skill Development Scale. The researchers perform Wilcoxon Test to examine the difference between stimulation skill level before and after the test. The result suggested that there was a significant difference before and after the treatment was given. It can be seen from Z=-1,755 and p=0,079) (2-tailed)/0, 0395 (1-tailed) with p&lt;0.05. Also, the result of Mann Whitney U-test showed that the average level of stimulation skill in experiment group participant was higher than that of control group participant with the result of pretest-posttest (p= 0,074 (2-tailed)/ p= 0.037 (1-tailed) where p&lt;0.05 which meant significant. In conclusion,“Great Mom Great Children” training is an effective method to improve children’ stimulation skill for young street mothers.

scholarly journals THE INFLUENCE OF TREFFINGER LEARNING MODELS ON MATHEMATICS COMMUNICATION SKILLS OF STUDENTS

2021 ◽  
Vol 12 (2) ◽  
pp. 97
Author(s):  
Suhartini Salingkat ◽  
Anastasia Bilalu
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Mathematical Expression ◽  
Learning Model ◽  
Control Group ◽  
Mathematical Communication ◽  
Design Data ◽  
Control Group Design ◽  
The Impact ◽  
Student Team

This study aims to analyze the impact of the Treffinger learning model on students' mathematical communication skills. This research was conducted at Senior High School 1 Bulagi grade 10th, 2018/2019 academic year. This type of research was a Quasi-Experimental study with a Pretest-Posttest Control Group Design. Data collection on mathematical communication skills used test instruments. The results revealed that the mathematical communication skills of students taught using the Treffinger learning model were higher than those taught using the Student Team Achievement Division / STAD cooperative learning model (FCount = 5.78> Ftable = 4.03). It can be seen from the results of the research that application of the Treffinger learning model has a higher effect on students' communication skills compared to the Student Learning Achievement Division (STAD) cooperative learning model. It is proven from the average mathematical communication skills of students taught with the Treffinger learning model on the written text indicator, drawing and mathematical expression expressed at 50.67 while the students taught with the Student Team Achievement Division (STAD) cooperative learning model on the written indicator text, drawing and mathematical expressions were stated at 47.50.

scholarly journals PROMOSI MEDIA FILM BERBAHASA BENGKULU BERPENGARUH TERHADAP PENGETAHUAN DAN MOTIVASI WANITA DALAM DETEKSI DINI KANKER SERVIKS MELALUI IVA TES

2019 ◽  
Vol 6 (2) ◽  
pp. 123-132
Author(s):  
Lusi Andriani ◽  
Sri Yanniarti ◽  
Desi Widiyanti ◽  
Elvi Destariyani
Keyword(s):  
Cervical Cancer ◽  
Comparison Group ◽  
Intervention Group ◽  
Control Group ◽  
P Value ◽  
Design Data ◽  
Control Group Design ◽  
Before And After ◽  
Quasi Experimental ◽  
The Impact

The incidence of Cervical cancer about 16/ 100,000 women, 70% of deaths occur in poor and developing countries. It is estimated that approximately 528,000 new cases of cervical cancer and caused 266,000 people to die. The purpose of this study to determine the impact of local language movies on knowledge and motivation Women in the implementation of early detection of cervical cancer by the IVA test. This study uses a quantitative method with a design quasi-experimental pre and post-test with control group design, data were collected using a questionnaire. Samples were 60 women in the Kampung Melayu district area consists of 30 people as the intervention group and 30 in the comparison group. The data analysis used univariate, the bivariate test of T-dependent and T-test Independent, multivariate use MANCOVA. Results showed knowledge before and after intervention increased from 10.73 into 12.80 with p-value(0.000) and Motivation scores increase of 56.57 into 60.40 with p-value (0.002). There are significant differences between the intervention group and the comparison group with p-value(0.002) for the knowledge and p (0.000) for motivation. There was a significant effect of the variable Independent Movie towards Knowledge and Motivation women with pValue 0.00, covariate variable does not affect the knowledge and motivation with p-Value greater than α =0.05. Need to campaign on an ongoing basis to be able to motivate women in carrying out the examination IVA and the media that is used needs to be varied so that women interested and more easily understand the message.

scholarly journals The Impact of Kagan’s Cooperative Learning Structure (KCLS) on Grade 9 Students towards English Language Learning

2021 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Test Scores ◽  
English Language ◽  
Development Program ◽  
Control Group ◽  
Post Test ◽  
Brain Breaks ◽  
The Impact ◽  
English Subject

English subject has become very important in the context of Bhutanese education system. Owing to its importance in the era of modernization, the education ministry of Bhutan is providing professional development program in a form of training and workshops for all the English teachers to grow oneself professionally. Therefore the purposes of this study were to examine the learning achievement and investigate opinions of grade 9 Bhutanese students towards English subject by incorporating Kagans Cooperative Learning Structure (KCLS). The study was an experimental research and consisted of two groups pre-test post-test design at Kamji Central School under Chhuka district, Bhutan. A cluster random sampling was used to select two sections out of three sections with 38 students each in the experimental and the control groups. The quantitative data was analyzed using a pre-test and post-test scores while students’ reflective journal was analyzed using a coding system.The findings of the study showed a remarkable difference in the post-test scores. The mean scores of the control group and of the experimental group were 9.5 and 11.5 respectively. In addition,the student’s reflective journals revealed that the Kagans Cooperative Learning structure (KCLS) was interesting, provided with equal opportunities,enhanced active participation, and the brain breaks and cheers helped them keep themselves alert and boost retention level of learning.

Measuring the Effectiveness of Time Management Training in EFL Classes: Phase 1 of a Mixed Methods Study

Relay Journal ◽  
2019 ◽  
pp. 86-101
Author(s):  
Christopher Arnott ◽  
Neil Curry ◽  
Phoebe Lyon ◽  
Jo Mynard
Keyword(s):  
Language Proficiency ◽  
Time Management ◽  
English Language ◽  
Phase 1 ◽  
Management Training ◽  
Control Group ◽  
Post Intervention ◽  
English Classes ◽  
Training Activities ◽  
The Impact

In this paper, the authors describe an intervention and research project that aims to understand how students manage their time, and also to investigate the impact of integrating time management training activities into a general English language proficiency course. The results will be shared in subsequent papers, but the rationale, background and methods are presented here in order to document the initial stages of the project. Students in three university English classes in a Japanese university participated in the time management training activities and completed reflection sheets which will later be analysed qualitatively. In addition, participants completed a pre- and post- intervention multiple choice questionnaires about time management. A control group comprising three similar classes also completed the pre- and post- intervention questionnaire, but did not participate in the time management training activities or reflection tasks.

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