scholarly journals The Impact of Using Dynamic Assessment on Iranian’s Writing Literacy

2018 ◽  
Vol 8 (9) ◽  
pp. 1246 ◽  
Author(s):  
Firooz Sadighi ◽  
Fatemeh Jamasbi ◽  
Sara Ramezani
Keyword(s):  
Dynamic Assessment ◽  
Structured Interview ◽  
Teaching Writing ◽  
Control Group ◽  
Affective Filter ◽  
Persian Language ◽  
Post Test ◽  
Iranian Students ◽  
The Impact

Although using Dynamic Assessment especially in educational setting has been revealed to be a useful approach in helping learners to achieve higher levels of learning, not much consideration has been given to the role of teacher mediation through Dynamic Assessment in teaching writing literacy (Persian language). This study aimed to explore possible effects of teacher mediation on Iranian students’ Persian writing skills. To this end 30 Iranian Persian students were selected as participants of the study. The treatment group was taught writing skill through DA by using Flexible mediation, but the control group without receiving any mediation. A non-dynamic pre- and post-test writings were given to both groups to determine any differences in their writing performance. At the end of the treatment a semi-structured interview was used to know the experimental group’s opinion about their teacher’s assistance. The data was subjected to the statistical procedure of t-test and the results indicated that not only all the students of experimental group outperformed the students of control group but according the semi-structured interview, DA acted as low affective filter for them since they saw teacher as an assistant during their writing and their improvement increased their motivation.

scholarly journals The ımpact of the techno-organic education model on the mathematical success rates and attitudes of students

2021 ◽  
Vol 14 (33) ◽  
pp. e16854
Author(s):  
Nisanur Can ◽  
Mehmet Turan
Keyword(s):  
Structured Interview ◽  
T Test ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Education Model ◽  
The Impact ◽  
Dependent Samples ◽  
Experimental Group

Techno-organic education is an education model that allows children to gain the knowledge, skills, and values that are necessary for life by establishing a correct balance of natural and technological understanding. This research was conducted to examine the impact of the Techno-Organic Education Model on students' academic achievements and attitudes for math. For this purpose, the explanatory sequential mixed design was used to conduct this study. The study group consisted of 38 primary school students. Mathematics Course Achievement Test, Mathematics Attitude Scale and semi-structured interview form used as data collection tools. This research included a 4-week application within the scope of the Techno-Organic Education Model program which is developed by the researchers. For the analysis of the quantitative data, independent samples t-test; dependent samples t-test; Wilcoxon Signed Ranks Test, Mann Whitney U Test, and content analysis method were used. As a result; a statistically significant difference was revealed between pre-test and post-test scores for the success rate and attitude of the students in the experimental group, and there has also been a statistically significant difference between the post-test success and attitude scores of the experimental group and the control group. According to qualitative findings of the study; students think positively about the use of techno-organic education model in their courses, and they generally liked the applications and thought they weren’t too difficult, and that this particular model increased their interest in the course.

scholarly journals The Impact of Differentiated Instructional Media on the Motivation and Opinions of Students towards Science Learning in Terms of Learning Styles

2021 ◽  
Vol 9 (3) ◽  
pp. 16-25
Author(s):  
Serkan Demir
Keyword(s):  
Learning Styles ◽  
Teaching Practices ◽  
Science Learning ◽  
Structured Interview ◽  
Control Group ◽  
Test Model ◽  
Traditional Teaching ◽  
Post Test ◽  
The Impact ◽  
Differentiated Teaching

This study, it was aimed to determine the motivation of students to learn science according to learning styles and the effect of differentiated teaching practices on their opinions. A mixed research design consisting of a preliminary post test-tekrar test model with a control group and a qualitative data combination was used. The survey was conducted on 4th-grade students. 63 students, 30 in the experimental group and 33 in the control group, constituted the study group. The data were collected using the “Motivation Scale for Science Learning” and the “semi-structured interview form.” As a result of non-working findings, it is concluded that differentiated teaching practices according to learning styles are more effective for students’ motivation towards science learning than traditional teaching methods and that teaching-oriented student views support differentiated teaching practices.

scholarly journals The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Behnoosh Heshmat Ghahderijani ◽  
Ehsan Namaziandost ◽  
Mona Tavakoli ◽  
Tribhuwan Kumar ◽  
Rustem Magizov
Keyword(s):  
Dynamic Assessment ◽  
Study Data ◽  
Control Group ◽  
Interactive Approach ◽  
Convenience Sample ◽  
Efl Learners ◽  
Static Assessment ◽  
Post Test ◽  
Conventional Models ◽  
The Impact

AbstractThis study attempted to check the impact of two dynamic assessment (DA) models on speaking CAF. DA, as opposed to static assessment, is conceived as an interactive approach to assessment that integrates teaching and testing into a unified instructional engagement. To achieve the goals of this research, a convenience sample of 90 upper-intermediate male EFL learners that were randomly assigned into GDA, a C-DA, and a non-DA control group participated in the study. Before carrying out the treatment, a speaking pretest was administered to all three groups and their CAF scores were collected. Following that, the treatment using the aforementioned DA and non-DA conventional models was completed in 16 sessions. To check the impact of the treatment, a speaking post-test was given to the groups at the end of the study. Data analysis using ANOVA showed that C-DA and G-DA could significantly increase speaking CAF than the conventional non-DA instruction with C-DA being significantly better than G-DA. The results of this research propose that implementing DA, especially C-DA by the teachers, can enhance the speaking CAF of the L2 learners.

scholarly journals The Impact of Task-Based Language Teaching on Iranian Female Intermediate EFL Learners’ Writing Performance

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Gholam Reza Parvizi ◽  
Hooshang Khoshsima ◽  
Mohammad Tajik
Keyword(s):  
Language Teaching ◽  
Traditional Approach ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Paired Samples ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

<p>This article investigated the impact of task-based language teaching (TBLT) on writing performance of the Iranian intermediate EFL learners. There were two groups of forty students of the intermediate female learners studying English in Jahad-e-Daneshgahi language institute, ranging in age from thirteen to nineteen. They participated in their regular classes in the institute and were assigned to two groups including an experimental group of task-based language teaching and a control group for the purpose of homogeneity, all students in two groups took an achievement test before the treatment. As a pre-test; students were assigned to write a task at the beginning of the course. One of the classes was conducted through talking a TBLT approach on their writing, while the other class followed regular patterns of teaching, namely traditional approach for TBLT group. There were some tasks chosen from learners’ textbook. The task selection was in accordance with learning standards for ESL and TOFEL writing sections. At the end of the treatment, a post-test was administered to both experimental group and the control group. Scoring was done on the basis of scoring scale of “expository writing quality scale”. The researcher used paired samples t-test to analyze the effect of TBLT teaching approach on the writing performance of the learners. The data analysis revealed that the subjects in TBLT group performed better on the writing performance post-test than the subjects in control group. The findings of the study also demonstrated that TBLT would enhance writing performance in the group of learners. Moreover, it was indicated that TBLT has been effective in teaching writing performance to Iranian EFL learners. </p>

scholarly journals The Impact of Teaching Reasoning Fallacies on the Critical Thinking Ability of MoroccanEngineering Students

2021 ◽  
Vol 2 (4) ◽  
pp. 75-90
Author(s):  
Brahim Khartite ◽  
HELLALET NADIA
Keyword(s):  
Critical Thinking ◽  
Structured Interview ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Material Development ◽  
Paired Samples ◽  
Thinking Ability ◽  
Post Test ◽  
Critical Thinking Instruction ◽  
The Impact

This research paper reports an experimental study geared to examine the effect of teaching reasoning fallacies on the critical thinking ability of a group of Moroccan university students. In a random assignment post-test design, 40 subjects took part in study-treatment.  While the subjects in both experimental groups (n 20) received a treatment on how to avoid and spot fallacies in arguments, the control group was involved straightway in taking the pre-test and the post test (with no prior assistance) for comparison purposes. After the treatment -which consisted in having the experimental group (n 20 subjects) receive a training on the meaning of 15 reasoning fallacies and reinforcements tasks on how to identify them in statements and how to avoid them when they speak or write - all the subjects answered a twenty item  multiple-choicetest and 5 of them responded to structured interview to identify their attitudes.  The final scores were then subjected to descriptive as well as referential statistics (independent and paired samples T-test) for between group comparison purposes. The results reveal a significant facilitative and positive effect of reasoning fallacies training understudy and particularly so when compared to the control condition. A follow-up investigation through an independent samplest-test) attested to the fact that the training resulted in an increased critical thinking ability as measured by the receptive and productive and this is particularly so when compared to the control condition. The study concludes with the main finding together with their interpretation. Some practical implications related to critical thinking instruction, lesson planning and material development, in general, brings the paper full circled.

scholarly journals The Impact of Teaching Reasoning Fallacies on the Critical Thinking Ability of Moroccan Engineering Students: The Case of ENSAM Meknes

2021 ◽  
Vol 4 (9) ◽  
pp. 222-232
Author(s):  
BRAHIM KHARTITE ◽  
HELLALET NADIA
Keyword(s):  
Critical Thinking ◽  
Engineering Students ◽  
Structured Interview ◽  
Choice Test ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Material Development ◽  
Thinking Ability ◽  
Post Test ◽  
The Impact

This research paper reports an experimental study geared to examine the effect of teaching reasoning fallacies on the critical thinking ability of a group of Moroccan university students. In a random assignment post-test design, 40 subjects took part in the study treatment.  While the subjects in both experimental groups (n 20) received treatment on how to avoid and spot fallacies in arguments, the control group was involved straightway in taking the pre-test and the post test (with no prior assistance) for comparison purposes. After the treatment -which consisted in having the experimental group (n 20 subjects) receive training on the meaning of 15 reasoning fallacies and reinforcements tasks on how to identify them in statements and how to avoid them when they speak or write - all the subjects answered a twenty item multiple-choice test and 5 of them responded to structured interview to identify their attitudes.  The final scores were then subjected to descriptive as well as referential statistics (independent and paired samples T-test) for between-group comparison purposes. The results reveal a significant facilitative and positive effect of reasoning fallacies training understudy, particularly when compared to the control condition. A follow-up investigation through an independent simplest-test) attested to the fact that the training resulted in an increased critical thinking ability as measured by the receptive and productive and this is particularly so when compared to the control condition. The study concludes with the main finding together with their interpretation. Some practical implications related to critical thinking instruction, lesson planning and material development, in general, brings the full paper circle.

scholarly journals Lower peripheral blood Toll-like receptor 3 expression is associated with an unfavorable outcome in severe COVID-19 patients

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Maria Clara Saad Menezes ◽  
Alicia Dudy Müller Veiga ◽  
Thais Martins de Lima ◽  
Suely Kunimi Kubo Ariga ◽  
Hermes Vieira Barbeiro ◽  
...  
Keyword(s):  
Mechanical Ventilation ◽  
Peripheral Blood ◽  
World Health ◽  
Control Group ◽  
Pyrin Domain ◽  
Peripheral Blood Gene Expression ◽  
Severe Group ◽  
Health Organization ◽  
The Impact

AbstractThe role of innate immunity in COVID-19 is not completely understood. Therefore, this study explored the impact of Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) infection on the expression of Pattern Recognition Receptors (PRRs) in peripheral blood cells and their correlated cytokines. Seventy-nine patients with severe COVID-19 on admission, according to World Health Organization (WHO) classification, were divided into two groups: patients who needed mechanical ventilation and/or deceased (SEVERE, n = 50) and patients who used supplementary oxygen but not mechanical ventilation and survived (MILD, n = 29); a control group (CONTROL, n = 17) was also enrolled. In the peripheral blood, gene expression (mRNA) of Toll-like receptors (TLRs) 3, 4, 7, 8, and 9, retinoic-acid inducible gene I (RIGI), NOD-like receptor family pyrin domain containing 3 (NLRP3), interferon alpha (IFN-α), interferon beta (IFN-β), interferon gamma (IFN-γ), interferon lambda (IFN-λ), pro-interleukin(IL)-1β (pro-IL-1β), and IL-18 was determined on admission, between 5–9 days, and between 10–15 days. Circulating cytokines in plasma were also measured. When compared to the COVID-19 MILD group, the COVID-19 SEVERE group had lower expression of TLR3 and overexpression of TLR4.

The role of rehabilitation exercises on weight, functional strength and exercise adherence in knee osteoarthritis patients

2021 ◽  
Vol 17 ◽  
Author(s):  
Muhammad Tariq Rafiq ◽  
Mohamad Shariff Abdul Hamid ◽  
Eliza Hafiz ◽  
Khalid Rashid ◽  
Farid Ahmad Chaudhary
Keyword(s):  
Knee Osteoarthritis ◽  
Weight Bearing ◽  
Exercise Adherence ◽  
Lower Limbs ◽  
Joint Disease ◽  
Control Group ◽  
Post Test ◽  
Rehabilitation Exercises ◽  
Normally Distributed

Introduction: Knee osteoarthritis (OA) is a weight-bearing joint disease and is more common in overweight and obese persons. The objective of this study was to determine the role of rehabilitation exercises (REs) of lower limbs on weight, functional strength, and exercise adherence in overweight and obese knee OA patients. Materials And Method: The patients were recruited from the Urban community of Lahore, Pakistan. The patients were divided into the rehabilitation group (RG) and control group (CG). The patients in the RG performed the REs of lower limbs and followed the instructions of daily care (IDC), while the patients in the CG only followed the IDC for 12 weeks. Outcome measures were assessed at pre-test before grouping and post-test after 12-weeks of interventions. The measures included: weight, functional strength, and exercise adherence. The Paired Samples t-test (for the normally distributed data) and the Wilcoxon Signed Ranked Test (for the data that was not normally distributed) were used to analyze the differences within groups from pre to post-test measurements. The analysis of variance 2 × 2 factors and the Mann-Whitney U-test were used to analyze the difference of weight and functional strength respectively between the groups. Results: The patients in the RG reported a statistically significant weight reduction (p < 0.001) and improvement in the functional strength (p < 0.001) within the group. Similarly, the patients in the CG also reported a significant improvement in the scores of functional strength (p = 0.004) within the group. The improvement in the scores of functional strength was greater in the patients of RG than the CG (p < 0.001. Similarly, the patients in the RG reported a statistically significant reduction in weight than the CG (p < 0.001). Conclusion: The REs could improve weight, functional strength and exercise adherence.

UTILIZING GRAPHIC ORGANIZER STRATEGY IN TEACHING WRITING ON NARRATIVE PARAGRAPH

2020 ◽  
Vol 11 (2) ◽  
pp. 189-204
Author(s):  
Nurjannah Nurjannah ◽  
Taufiq Hidayah ◽  
Muhammad Nazar
Keyword(s):  
Experimental Research ◽  
English Learners ◽  
Teaching And Learning ◽  
Research Result ◽  
T Test ◽  
Teaching Writing ◽  
Graphic Organizer ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental

This research is entitled “Using graphic organizer strategy in teaching writing on narrative paragraph (experimental research). Writing is a very important subject that should be learned by English learners. The students should be able to express their ideas and opinion either in the form of a sentence or paragraph. However, the researcher found that many students at the Second Grade Students of SMP Negeri 1 Tanah Luas could not express their ideas and develop into the paragraph. Hence, the appropriate strategy of teaching and learning is very important to help students master writing skills. This research aims to know the effect of achievement between the students who are taught writing by using graphic organizers from those taught writing in the narrative by using traditional methods. This research was experimental research and used a quasi-experimental design. The samples chosen in this research were the whole students of class VIII2 and VIII4 of SMPN 1 Tanah Luas. Class VIII2 consisted of 25 students was chosen as experimental group and class VIII4 consisted of 24 students was chosen as control group. This research was conducted in three phrases; there were pre-test, treatments and post-test. The data collection technique used in this research was test. The tests were pre-test and post-test. The researcher gave pre-test before giving treatment and post-test after giving treatment. The treatment was conducted in three meetings. The data was analyzed by using t-test formula. The research result and the hypothesis authentication found by using t-test formula in significant level 5% or α = 0.05 were obtained that ttest > ttable. The ttest found in this research was 3.91. Meanwhile, ttable was gotten from the list of distribution value with degree of freedom = 47, because the data not in the table, the researcher used interpolation approach and obtained = 1.67. So >  = 3.91 > 1.67. It meant that Ha was accepted and Ho was rejected. So, graphic organizer strategy significantly affects the students’ ability in mastering writing.   Kata Kunci: graphic organizer strategy, teaching and learning, writing narrative paragraph

scholarly journals The Use of Origami in Teaching Writing Procedure text of the Second Grade at SMA Muhammadiyah Mataram

2019 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Muhammad Fauzi Bafadal
Keyword(s):  
Teaching And Learning ◽  
T Test ◽  
Teaching Writing ◽  
Target Language ◽  
Second Grade ◽  
Control Group ◽  
Post Test ◽  
Procedure Text ◽  
The Mean ◽  
And Control

Origami is a kind of method for teaching language through dialogues whichstresses on the students’ habit formation by repetition, memorizing grammatical structures through substitutions, singular-plural and tense transformations etc, using the target language and the culture where the language is spoken. The objective of this research was to find out the effect of Origami in teaching writing procedure text. Method design this research was a true-experimental method. The population of this research was the second year students of SMA Muhammadiyah Mataram in Academic year 2016/2017. This study the writer took all population as the samples that consisted of 38 students. Because the population less than 100, they divided into two classes, namely experimental class 21 and control class 17. The writer collected the data using the testing method pre and post-test. According to Hughes rubric and t-test formula theory. The result of this research showed that the mean score of experimental group 9.5 and the mean score of control group 2.9. Based on t-test it showed that t- value 11.9 and after consulting to t-table, the t-value was higher than t- table. To conclude origami teaching and learning is more effective to improve students’ writing procedure text, this can be seen from the results of test score, it shows that the experimental class which was given treatment using origami teaching and learning got a higher score than control class without taught by used origami teaching and learning method. Besides the origami could improve the students’ motivation, the origami could attract the students’ attention, the origami help the students to memorize the vocabulary and the origami make the teaching and learning activities interesting. Presentation in which the writer presented the materials by using origami as media the students clearly and easily to understand. The writer concluded that Origami can warn up the student that was done to make students interested in learning writing procedure text and has a positive effect in teaching writing procedure text.

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