scholarly journals Effect of Science Education Provided with Digital and in-Class Games on the Scientific Process Skills of Preschool Children

2021 ◽  
Vol 4 (4) ◽  
pp. 385-393
Author(s):  
Selin Yıldız ◽  
Raşit Zengin
Keyword(s):  
Preschool Children ◽  
Educational Games ◽  
Digital Games ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Control Groups ◽  
Skill Test ◽  
Significant Difference ◽  
Quasi Experimental

In this research the effects of educational digital games and in-class educational games on scientific process skills of 6 years old children were investigated. The research was carried out with 70 preschool children who were educated in a primary school in Turkey. In the research, quasi-experimental design was used. Within the scope of the research, there are 3 groups including 2 experimental and 1 control groups. The educational digital games with the children in the Experiment I group were performed with in-class educational games with the children in the Experiment II group. The research covered a 10-week period. In order to test the hypotheses of the research, t test for the related samples, Wilcoxon Signed Sequence test, single factor ANOVA analysis for unrelated samples, Kruskal Wallis H-Test and Man Whitney U-Test were performed. According to the analysis results of the scientific process skill test scores of the groups after the application, it was found that there was no significant difference between experiment I and experiment II.. It was  determined that there was a significant difference between the experiment I and experiment II groups and the control group, and this difference was in favor of the experimental groups.

scholarly journals The Effect of Research-Inquiry Based Activities on the Academic Achievement, Attitudes, and Scientific Process Skills of Students in the Seventh Year Science Course

2021 ◽  
Vol 4 (1) ◽  
pp. 109-131
Author(s):  
Gönül Tekin ◽  
◽  
Özlem Eryılmaz Muştu ◽  
Keyword(s):  
Teaching Strategies ◽  
Positive Impact ◽  
Attitude Scale ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Control Groups ◽  
Achievement Attitudes ◽  
Quasi Experimental ◽  
And Control

This quasi-experimental study investigated the effect of research-inquiry based teaching strategies on students’ academic achievements (AA), attitudes, and scientific process skills (SPS). The study sample comprised 50 students studying in Grade 7 in a secondary school affiliated to the Ministry of Education (MoE) in Bartın. In this study, experiment and control groups were selected to determine the effect of research-inquiry based teaching strategies. A draft teaching program for the “Reflection and Light Absorption in Mirrors” topic was conducted for three weeks with the experimental group in accordance with the research-inquiry based teaching philosophy and in compliance with the achievements included in the MoE curriculum. In the control group, the regular Classroom Science Course Curriculum was followed. SPS Test, AA Test, and Attitude Scale were employed for the pre and posttests of the experimental and control groups. The test results were analyzed using quantitative analysis methods. The use of research-inquiry based strategies in science courses in research was thus found to have a positive impact on students’ AA, attitudes, and SPS.

scholarly journals The Effect of Play-Based Math Activities on Different Areas of Development in Children 48 to 60 Months of Age

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402091953
Author(s):  
Meral Taner Derman ◽  
Elvan Şahin Zeteroğlu ◽  
Arzu Ergişi Birgül
Keyword(s):  
Preschool Children ◽  
Motor Development ◽  
Fine Motor ◽  
Control Group ◽  
Gross Motor ◽  
Physically Active ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Language Areas ◽  
Experimental Group

There are previous studies in the literature conducted on the effect of play-based math activities on the mathematical skills, language, and cognitive development of preschool children. However, the number of studies conducted to determine the effect of play-based math activities on different areas of development in preschool children was too few. The purpose of this study is to investigate the effect of play-based math activities on different developmental areas (personal-social, fine motor, language, and gross motor development) of children 48 to 60 months of age. The pretest/posttest quasi-experimental research design with control and experimental groups was employed in this study. The research group of this study is composed of 45 children 22 of whom (10 girls and 12 boys) were in the experimental group and 23 (10 girls and 13 boys) in the control group. Denver II Developmental Screening Test was used as the data collection tool. As a result, it was determined that there was a significant difference between the subscales and pretest-posttest total scores concerning personal-social, fine motor, and language areas in the experimental group, while there was no statistically significant difference in the gross motor subscale. In addition, it was observed that there was statistically no significant difference between pretest–posttest scores concerning personal-social, fine motor, language, gross motor subscales and total scores of the control group. The result revealed that play-based math activities have a positive effect on personal-social, fine motor, language, and gross motor developments of children. Further studies can be planned to investigate the effects of play-based mathematics education integrated with different activities where children can have fun and be physically active on children’s developmental areas.

scholarly journals Effect of Diagnostic Testing on Students’ Achievement in Secondary School Quantitative Economics

2020 ◽  
Vol 10 (3) ◽  
pp. 178
Author(s):  
Nkechi Patricia-Mary Esomonu ◽  
Lydia Ijeoma Eleje
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Diagnostic Testing ◽  
Control Group ◽  
Anambra State ◽  
Skill Test ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Quantitative Economics ◽  
Senior Secondary

This study aimed at investigating the effect of diagnostic testing on students’ academic achievement in secondary school quantitative economics. In conducting the study, 3 research questions and 3 stated hypotheses were answered. The study is quasi-experimental employing 2x4 factorial pretest-posttest design. The sample consisted of 210 Senior Secondary 3 (SS3) economics students in the four co-educational schools purposely selected from Nnewi Education Zone of Anambra State in Nigeria. They were allocated to 3 experimental groups and 1 control group. Students’ responses to two instruments titled Diagnostic Quantitative Economics Skill Test (DQEST) and Test of Achievement in Quantitative Economics (TAQE) constituted relevant data for the study. Instruments for data analysis were t-test and ANCOVA. Results of the analysis indicate a significant effect of treatment on students’ achievement in favor of DQEST with feedback and remediation group only (F (3, 209) = 22.3114, p > 0.05). Gender made no significant difference on students’ achievement in TAQE. Thus, diagnostic tests are effective when used with feedback and remediation. The use of DQEST with feedback and remediation in teaching and learning of quantitative economics is therefore recommended.

Improving Secondary School Students’ Achievement in Bearing through Polya’s Problem Solving Strategy.

2019 ◽  
pp. 288-294
Author(s):  
Eneze, Blessing Nkeiruka ◽  
Alio B.C.
Keyword(s):  
Problem Solving ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Research Questions ◽  
Problem Solving Strategy ◽  
Solving Strategy

Quasi-experimental design was adopted in this study. Pretest-posttest, non- equivalent control group was used. Six intact classes, three of which were randomly assigned to experimental and the other three to control groups are used for the study. Sample of the study consisted of 284 SSII students from Enugu Education Zone. Two research questions and two hypotheses guided the study. Bearing Achievement Test (BAT) was used for data collection. BAT was constructed by the researcher and validated by three research experts. Mean and standard deviation were used to answer the research questions while the hypotheses were tested at .05 level of significance using Analysis of Covariance (ANCOVA). Experimental groups were taught using Polya‟s Problem Solving Strategy (PPSS) while control groups were taught the same topic using expository method. Major findings of the study revealed that students taught bearing with PPSS achieved higher than those taught with expository method. There was no significant difference between the mean achievement scores of male and female students in the study. It was recommended that Mathematics teachers should adopt PPSS for teaching Bearing and distances in senior secondary schools.

The effects of a food project on children's categorization skills

2013 ◽  
Vol 41 (6) ◽  
pp. 939-946 ◽  
Author(s):  
Durmuş Aslan
Keyword(s):  
Preschool Children ◽  
Experimental Design ◽  
Control Group ◽  
Control Groups ◽  
Preschool Program ◽  
Public Preschool ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group ◽  
Program Data

I conducted this study to investigate the effects of project-based education on children's categorization skills. I used an experimental design with the pre and posttest control group. Participants were 47 6-year-old children who attended a public preschool. Children in the experimental group completed a "Food Project", which continued for 12 weeks. The children in the control group undertook the regular preschool program. Data about the children's categorization skills were obtained by using the Categorization Test. While there was no significant difference between the experimental and control groups in the pretest, a significant difference was found in the posttest in favor of the experimental group.

scholarly journals Question webs-based learning: Science process skills and scientific questioning skills of students on harmonic motion topic

2020 ◽  
pp. 38-48
Author(s):  
Ammalia Nurjannah ◽  
Abdul Gani ◽  
Evendi Evendi ◽  
Muhammad Syukri ◽  
Elisa Elisa
Keyword(s):  
Scientific Literacy ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Conventional Models

The success of students in dealing with the globalization era of scientific literacy needs to be supported by practising skills, one of the skills that must be mastered by students in the science process skills and scientific questioning skills. This study aims to determine the implementation of the question webs based learning model of learning to improve science process skills and scientific questioning skills in grade X students at SMAN 1 Darul Imarah using a quasi-experimental method with nonequivalent control group design. The samples were taken by purposive sampling technique which was then divided into experimental and control groups. The data were collected from pretest and posttest scores which were then tested based on N-gain values. The results showed that the score of science process skills and scientific questioning skills of experimental class students obtained higher mean scores than control class mean scores. Statistically, it can be seen that testing the results of tests using the t-test 4.507 for science process skills and 29.79 for scientific questioning skills with a significant difference. The conclusion of this study shows that the question web-based learning model improve science process skills and scientific questioning skills compared to conventional models.

scholarly journals The Effect of Interactive Computer Animation and Simulation on Students’ Achievement and Motivation in Learning Electrochemistry

2021 ◽  
Vol 10 (3) ◽  
pp. 311-324
Author(s):  
N. J. Ahmad ◽  
N. Yakob ◽  
M. A. H. Bunyamin ◽  
N. Winarno ◽  
W. H. Akmal
Keyword(s):  
Computer Animation ◽  
Male Students ◽  
Control Group ◽  
Abstract Concepts ◽  
Control Groups ◽  
Chemistry Learning ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Electrochemistry is difficult to learn due to its abstract concepts involving macroscopic, microscopic, and symbolic representation levels. Studies have shown that students can visualize and improve their understanding of chemistry by using interactive computer animation and simulation. This study reports the effect of interactive computer animation and simulation module named “Interactive Electrolysis of Aqueous Solution” (IEAS) developed to aid students in learning electrolysis. A pre and post-test control quasi-experimental design was carried out to investigate the effects of the IEAS on students’ achievement and motivation in electrochemistry topics. This study involved 62 16-years-old male students from two different secondary schools. Pre and post electrochemistry achievement tests (EAT) and pre and post- Instructional Material Motivation Surveys (IMMS) were used. For EAT, using one-way ANOVA, it shows that there was a significant difference in the post-test mean score in this study on the understanding of the electrolysis concept between students in the treatment and control groups [F (1, 60) = 5.15, p <0.05]. The qualitative results also provided evidence that the students in the treatment group had a better conceptual understanding than the control group, especially at the microscopic representation level. For the IMMS test, there was a significant difference between the treatment and control groups in terms of the mean score of the post motivation IMMS test where p <0.05 in chemistry learning [F (1,59) = 266.89, p <0.05].  Thus, it can be concluded that IEAS has an impact on enhancing the students’ understanding of the electrolysis concept, and the students are more motivated to learn electrochemistry.

scholarly journals STORYTELLING USING WAYANG KANCIL TO ENHANCE THE UNDERSTANDING OF PROSOCIAL BEHAVIOR FOR PRESCHOOL CHILDREN

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Tri Winarsih ◽  
Wisjnu Martani
Keyword(s):  
Preschool Children ◽  
Prosocial Behavior ◽  
Analysis Data ◽  
Control Group ◽  
Knowledge Measurement ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

The prosocial behavior of preschool children hasn’t developed, so it is much needed to conduct some ways to develop the prosocial behavior. Storytelling using Wayang Kancil is one of the wealth of Indonesia Nation. It is expected to be an interesting media that can stimulate prosocial behavior of preschool children. The purpose of this study is to find whether story telling using Wayang Kancil can enhance the understanding of prosocial behavior for preschool children. This study uses quasi-experimental method, which involves two subject groups from two Kindergartens as experimental and control group. The implementation of storytelling using Wayang Kancil is delivered by storyteller. The knowledge measurement of prosocial behavior for subject is well conducted before and after the treatment. The measurement is conducted by giving stimulus like pictorial story to the subjects. After that, the subject’s answer is given score depends on scoring criteria. The analysis data uses Mann-Whitney U Test that shows the significant difference in understanding prosocialattitude between experimental and control groups (Z=-3,137; p=0,002 (p<0,01)). The understanding of prosocial behavior in experimental group is higher than the control group.     

scholarly journals Reflections of Authentic Learning on Students' Scientific Process Skills and Achievements in Mathematics

2021 ◽  
Vol 14 (1) ◽  
pp. 29-45
Author(s):  
Tuba OZKAN ◽  
Elif KILICOGLU
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Authentic Learning ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Skill Test ◽  
And Control ◽  
Academic Year

Abstract: In this research, the effect of authentic activities on the scientific process skills of 7th grade students was investigated. Research has been studied in a secondary school with 37 students in Turkey. In the research, authentic learning based education was carried out for 5 weeks in the 2017-2018 academic year. In this semi-experimental model, academic achievement and scientific process skills test, interview form, students' worksheets and observer notes were used as data collection tools. The quantitative data obtained were analyzed statistically in SPSS 20 program, and qualitative data were analyzed by content analysis. It was found that the quantitative data and the experimental and control groups differed statistically as a result of the application as an academic achievement, but did not differ according to the scientific process skill test results. With the qualitative data of this research, it was revealed that the students of the experimental group generally reflect the scientific process skills more than the control group students

Examining Language Related Episodes (LREs) of Arabic as a Second Language (ASL) Learners During Collaborative Writing Activities

2017 ◽  
Vol 7 (4) ◽  
pp. 256 ◽  
Author(s):  
Mohammed A. Alwaleedi
Keyword(s):  
Second Language ◽  
Collaborative Writing ◽  
Group Interaction ◽  
Experimental Writing ◽  
Control Group ◽  
Writing Groups ◽  
Control Groups ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

Previous studies have increasingly examined the nature of collaborative writing in English as a foreign/second language settings. However, little research has been conducted on its nature in Arabic as a second language (ASL) contexts. This study investigated the nature of 64 students’ Language Related Episodes (LREs) while performing collaborative writing in ASL classrooms. Employing a quasi-experimental design with a mixed methods approach, the frequency and the focus of the students’ LREs in collaborative (experimental) writing groups and in traditional (control) groups were compared. The findings showed that there was a statistically significant difference between the LREs produced by the experimental and the control groups which can be attributed to the collaborative writing approach. In particular, the analysis of LREs per minutes indicated that LREs were more frequent in the experimental group interaction than in control group interaction. In addition, the experimental groups paid more attention to language and were more successful at resolving language related problems than the control ones which may explain the differences in their performance. Specimens of dialogues of both groups are presented to explain their differential performance.

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