scholarly journals Reading English as a foreign language: The interplay of abilities and strategies

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Abdulkhaleq Abdulhadi Al-Qahtani
Keyword(s):  
Reading Strategies ◽  
Reading Ability ◽  
Statistical Significance ◽  
Strategy Use ◽  
High Ability ◽  
Ability Level ◽  
Ability Group ◽  
Reading Abilities ◽  
Ability Levels ◽  
Low Ability

This paper investigates the preferred order of reading strategies at three ability levels by L1 Arabic learners of English in an EFL setting. Then it explores whether there was a relationship between ability level and strategy use. Ninety-two EFL college students enrolled in a reading comprehension class participated in this study. They took a TOEFL reading section to determine their reading abilities/levels, and then they completed a biographical and the Survey of Reading Strategies (SORS) questionnaires. Then, statistical analyses were conducted. The results showed that each ability level reported strategy use differently in terms of order and intensity. There was also a statistical significance in strategy use between the high ability and the low ability levels. The low ability level participants reported higher use of the global reading strategies than the high ability group. However, no statistical significance of association was found between reading ability and strategy use

Effect of Ability Level upon Retention of a Balance Skill after Two Years

1971 ◽  
Vol 33 (2) ◽  
pp. 527-529 ◽  
Author(s):  
Albert V. Carron
Keyword(s):  
Significant Interaction ◽  
Interactive Effects ◽  
High Ability ◽  
Ability Level ◽  
Ability Group ◽  
Average Ability ◽  
Ability Groups ◽  
Reminiscence Effect ◽  
Balance Skill ◽  
Low Ability

The interactive effects of ability level and a 2-yr. layoff upon forgetting of a balance skill were examined. In an earlier study, Carron and Marteniuk (1970) tested 150 male Ss on the stabilometer, ranked them according to their initial ability level and selected 3 groups ( N = 20 in each) which consisted of the best performers (high-ability group), the worst performers (low-ability group) and the performers scoring closest to the median (average-ability group). No differences were evident following a 1- or a 7-day layoff but a significant interaction (resulting from a reminiscence effect for the high-ability group combined with forgetting for the average- and low-ability groups) was present following a 14-day layoff. Ss from the three ability groups were retested (high ability, N = 9; average ability, N = 8; and low ability, N = 13). While all groups showed forgetting and the high-ability Ss had a considerably smaller percentage of forgetting (23.8% for the high-ability versus 41.5% and 46.0% for the average- and low-ability groups), the interaction between ability groups and forgetting just failed to reach significance.

scholarly journals Effect of blended learning on students’ ability level and achievement in senior secondary geography in three education zones in niger state, Nigeria

2020 ◽  
Vol 1 (1) ◽  
pp. 21-26
Author(s):  
Abubakar Yahya Ibrahim
Keyword(s):  
Achievement Scores ◽  
High Ability ◽  
Ability Level ◽  
Significant Interaction Effect ◽  
North East ◽  
The North ◽  
Achievement Score ◽  
Significant Difference ◽  
The Mean ◽  
Low Ability

Purpose of the study: The purpose of this study was to determine the effect of student ability levels on the average value (x̄) of academic achievement of students in geography and the influence of method interactions and abilities on the average achievement score (x̄) of students in geography Methodology: The research design for the study was Quasi-experimental. Niger is one of the 36 States in Nigeria, the state is bordered by Zamfara State in the North, Kebbi State and Benin Republic in North West, Kaduna State in           the North East, In the South it is bordered by Kogi State, South West by Kwara State and South East by Federal Capital Territory (FCT) Abuja (Source: Geography Department FUT, Minna and Ministry of Land and Survey-Niger State, Minna). Main Findings: High ability level students had higher mean (x̄) achievement score that the low ability level students Also there is a significant difference between the mean (x̄) the achievement scores of low and high ability level students. Low ability level students who were taught geography using BLM had higher mean gain achievement score than the low ability level students taught using lecture methods while the high level ability students who were taught using BLM had higher mean gain achievement score than the high ability students taught using lecture method. It was further revealed that there is no significant interaction effect of method and ability level on the mean achievement scores in Geography.

Story Problem Formats: Drawn versus Verbal versus Telegraphic

1984 ◽  
Vol 15 (5) ◽  
pp. 342-351 ◽  
Author(s):  
John C. Moyer ◽  
Larry Sowder ◽  
Judith Threadgill-Sowder ◽  
Margaret B. Moyer
Keyword(s):  
Reading Ability ◽  
Reading Test ◽  
The Other ◽  
High Ability ◽  
Story Problems ◽  
Matching Problems ◽  
Story Problem ◽  
Low Ability

Eight story problems in a drawn format, eight matching problems in a verbal format, and eight matching problems in a telegraphic format were administered to 854 students in tests at each grade from 3 to 7. Scoring was based on the choice of correct operations to solve the problem. Readers of high ability, as measured by a reading test, chose correct operations more often than low-ability readers. The drawn format was easier than the other two formats. A significant format-by-reading-ability interaction revealed that the advantage of the drawn format was greater for low readers than for high readers.

scholarly journals DESKRIPSI KEMAMPUAN SPASIAL SISWA SMP DITINJAU BERDASARKAN PERBEDAAN GENDER DAN KEMAMPUAN MATEMATIKA

2018 ◽  
Vol 21 (3) ◽  
Author(s):  
Lusiana Prastiwi
Keyword(s):  
Mental Rotation ◽  
Spatial Ability ◽  
Spatial Perception ◽  
Spatial Relation ◽  
Female Students ◽  
Male Students ◽  
High Ability ◽  
Ability Level ◽  
Ability Test ◽  
Low Ability

Spatial ability is closely related to the learning of geometry, such as helping students in solving geometry problems. This descriptive qualitative research aims to find out the profile of spatial ability of students in solving geometry problems in accordance with spatial ability indicator that has been prepared that is spatial perception, spatial visualization, mental rotation, spatial relation, and spatial orientation reviewed based on gender differences and students with math skills.The subjects of this study were 6 people consisting of 3 men with high, moderate, and low ability level and 3 women with high, moderate and low ability level. The determination of the subject is done by giving a math test. Instrument in the research is a test of math ability, spatial ability test, and interview guidance. Subjects were given spatial ability tests and interviews to obtain data and then analyzed the data collected. Based on the results of the analysis, it is found that high-ability male students and high-ability female students have relatively equal ability. Furthermore for the capable male students having all the spatial abilities. While female students are capable of not having the ability to spatially rotate the mind (mental rotation).

Role of Adjunct Questions and Subject Ability Levels on the Learning of Concepts from Prose

1986 ◽  
Vol 23 (1) ◽  
pp. 87-94 ◽  
Author(s):  
Richard J. Hamilton
Keyword(s):  
Concept Learning ◽  
High Ability ◽  
Adjunct Questions ◽  
Midwestern University ◽  
Ability Levels ◽  
Treatment Interaction ◽  
Better Than ◽  
Low Ability

This research evaluated the effects of examples used with application adjunct questions on concept learning. Subjects were 72 undergraduates at a large midwestern university. Subjects studied a passage containing either matched or unmatched application adjunct questions or no questions (regular and special instructions). The critical attributes of the to-be-learned concepts were more salient in the sets of examples and nonexamples presented in the matched questions than in the unmatched questions. Subjects took a criterion test which consisted of novel matched and unmatched application questions. The results indicated that application adjunct questions did not produce significantly higher performance on criterion questions than no-question treatments. Matched adjunct questions did, however, produce higher levels of performance on criterion questions than unmatched questions. High ability subjects performed better than low ability subjects within treatments, but there was no significant aptitude by treatment interaction.

Interaction of Ability Level and Interpolated Activity (Opportunity for Incubation) in Human Problem Solving

1969 ◽  
Vol 24 (1) ◽  
pp. 271-276 ◽  
Author(s):  
Harry G. Murray ◽  
J. Peter Denny
Keyword(s):  
Problem Solving ◽  
High Ability ◽  
Ability Level ◽  
Functional Fixedness ◽  
Different Types ◽  
Continuous Work ◽  
Human Problem ◽  
Activity Condition ◽  
Low Ability

Performance on a functional fixedness problem was investigated under conditions of continuous work on the problem vs interpolation of unrelated activity, and in Ss of low vs high problem-solving ability. The performance of low-ability Ss was most proficient under the interpolated-activity condition, whereas for high-ability Ss performance was best under continuous work. It was suggested that different types of problem-solving processes occurred in low- and high-ability Ss, and that interpolated activity influenced these processes in opposite ways.

scholarly journals Meningkatkan Kemampuan Literasi Matematis dengan Pendekatan Metacognitive Guidance Berbantuan GEOGEBRA

2018 ◽  
Vol 1 (1) ◽  
pp. 53
Author(s):  
Khotimah Khotimah
Keyword(s):  
Data Analysis ◽  
Control Group ◽  
Learning Method ◽  
High Ability ◽  
Ability Level ◽  
Mathematical Literacy ◽  
Control Group Design ◽  
Ability Group ◽  
Group Design ◽  
Metacognitive Guidance

The purpose of this research was to investigate the effects of Metacognitive Guidance Approach assisted by GeoGebra on mathematical literacy. In particular, the study compares two learning environment: a) conventional learning, and b) metacognitive guidance learning using GeoGebra. This study was carried out on student‟s ability level (low, medium and high ability group), and their competence on mathematical literacy. This research was non equivalent pretest – postest - control group design. The results of data analysis showed that: 1.a) the students who were exposed to MG+GeoGebra outperform students that were not exposed to MG+GeoGebra on mathematical literacy; 1.b) the students in high and medium ability group who were exposed to MG+GeoGebra outperform students that were not exposed to MG+GeoGebra on mathematical literacy; 2) there was no interaction between learning method and student‟s ability level on mathematical literacy.

scholarly journals Contextualized English Reading Proficiency Toolkit (CERPT): Enhance Learners’ English Reading Proficiency

2021 ◽  
Author(s):  
Irene C. Culaste-Quimbo ◽  
Department of Education, Philippines
Keyword(s):  
Reading Ability ◽  
Reading Proficiency ◽  
Department Of Education ◽  
Reading Problems ◽  
Ability Level ◽  
Grade Levels ◽  
English Reading ◽  
Significant Difference ◽  
Ability Levels ◽  
Before And After

The Department of Education has introduced numerous intervention and remediation programs to address the reading needs of learners. Despite these, data showed that majority of the learners still have reading problems when they reach higher grade levels. Henceforth, the study experimented on the innovation – Contextualized English Reading Proficiency Toolkit (CERPT) to help the learners of Kibacania Elementary School improved their reading ability level. All the pupils were exposed to CERPT. A pre-experimental research design was employed in this study. Findings revealed that the learners’ reading ability level enhanced from frustration to instructional. There was a significant difference in the learners’ reading ability levels before and after exposure to CERPT. Thus, the study commends the use of CERPT to help in the improvement of the learners’ reading ability level.

scholarly journals DESKRIPSI KEMAMPUAN SPASIAL SISWA SMP DITINJAU BERDASARKAN PERBEDAAN GENDER DAN KEMAMPUAN MATEMATIKA

2017 ◽  
Vol 5 (1) ◽  
pp. 22
Author(s):  
Yogi Prastyo
Keyword(s):  
Mental Rotation ◽  
Spatial Ability ◽  
Spatial Perception ◽  
Spatial Relation ◽  
Female Students ◽  
Male Students ◽  
High Ability ◽  
Ability Level ◽  
Ability Test ◽  
Low Ability

Spatial ability is closely related to the learning of geometry, such as helping students in solving geometry problems. This descriptive qualitative research aims to find out the profile of spatial ability of students in solving geometry problems in accordance with spatial ability indicator that has been prepared that is spatial perception, spatial visualization, mental rotation, spatial relation, and spatial orientation reviewed based on gender differences and students with math skills.The subjects of this study were 6 people consisting of 3 men with high, moderate, and low ability level and 3 women with high, moderate and low ability level. The determination of the subject is done by giving a math test. Instrument in the research is a test of math ability, spatial ability test, and interview guidance. Subjects were given spatial ability tests and interviews to obtain data and then analyzed the data collected. Based on the results of the analysis, it is found that high-ability male students and high-ability female students have relatively equal ability. Furthermore for the capable male students having all the spatial abilities. While female students are capable of not having the ability to spatially rotate the mind (mental rotation). Keywords: Spatial ability, gender, mathematics ability.

Stress and Motor Performance and Learning by Ss of Low and High Initial Ability

1972 ◽  
Vol 34 (3) ◽  
pp. 819-824 ◽  
Author(s):  
Gordon T. Garvie
Keyword(s):  
Electric Shock ◽  
Motor Performance ◽  
Initial Period ◽  
High Ability ◽  
Ability Group ◽  
Heart Rates ◽  
Pursuit Rotor ◽  
And Control ◽  
Male University Students ◽  
Low Ability

60 male university students were given 24 trials on the pursuit rotor over 2 days to examine the effects of electric shock stress on the motor performance by learners of low and high initial ability. In the initial period (Trials 1 to 4 of Day 1) no shock was given; during the stress period (Trials 5 to 12 of Day 1) shock was interpolated during practice; and, in the retest period (Trials 13 to 24 of Day 2) no shock was given. After testing Ss in experimental and control groups, scores were ranked according to initial period and the top 20 scorers (10 control and 10 experimental) were designated as the high-ability group and the low 20 (10 control and 10 experimental) were designated as the low-ability group. Heart rates were monitored during Day 1 performance as a basis for determining whether the experimental Ss were in fact stressed. Threat and administration of electric shock had differential effects on the heart rates of Ss of different initial abilities. The high-ability Ss showed increased heart rates while the low-ability Ss had decreased heart rates. The stress produced by electric shock did not significantly affect motor performance of low-ability and high-ability groups.

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