scholarly journals Exploring Reading & Writing Relationships in Grade Five

2015 ◽  
Vol 3 (2) ◽  
pp. 246-252
Author(s):  
Christina Ethel Olivier ◽  
Liswani Simasiku
Keyword(s):  
Informal Settlement ◽  
Test Results ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Pleasure Reading ◽  
Post Test ◽  
Writing Scores ◽  
The Relationship ◽  
Experimental Group

The study investigated the relationship between reading and writing with Grade Five learners.  The objective of the study was to investigate whether extensive reading and practice in writing enhance learners’ reading and writing skills. The sample for the study consisted of eighty Grade Five learners at a school in an informal settlement in Windhoek. The methods used were questionnaire and case study surveys, and a quasi-experiment. A questionnaire survey and a pre-test administered to both groups were followed by intervention. Qualitative data were gathered means of a case study, while quantitative data were gathered by means of the pre-rest post-test experiment. Analysis of the post-test results indicated that the sessions of pleasure reading and practice in writing improved reading and writing scores for the experimental group.  Also, the survey data gained from the experimental group indicated an increase in enjoyment of, interest in, and a positive attitude towards reading.

The effect of formula t-shirt method for scientists taught in science lessons in secondary schools on academic success

2020 ◽  
Vol 8 (S3) ◽  
pp. 1-10
Author(s):  
Burhan Karasu ◽  
Keyword(s):  
Academic Success ◽  
Secondary School ◽  
Item Analysis ◽  
Achievement Test ◽  
Test Results ◽  
Future Studies ◽  
Learning Techniques ◽  
Post Test ◽  
Research Findings ◽  
Experimental Group

The aim of this research is to investigate whether there is a meaningful difference in the academic success, between the students who are applied the "formula t-shirt method" (experimental group) and the students who are not (in other classes of the school), in the education for the scientists wanted to be taught in the secondary school 5th, 6th and 7th grade science textbooks. Semi-experimental method was used as research method. In the 6th grade, 27 students participated in this study as experimental group (students wearing t-shirts) and 49 students in the other classes of the school that did not participate in the study. Academic achievement test including pre-test and post-test, informative observations, students’ and teacher’s interviews as well as 20 printed t-shirts were used to collect data. The pilot study of the developed achievement test was applied in another school and also the item analysis of it was performed. According to the research findings, when the experimental group’s success post-test results from the application performed, were examined in line with the interviews, significant differences were observed. It was seen that the subjects aimed to be gained with the formula t-shirt method, were adopted by the students and also increased their success. Looking at the results of the research, thanks to wearing the t-shirts prepared by using the human body on the background, and the reconciliation of the students wearing with the scientists on t-shirts, the desired learning was provided. This also contributed to such learning techniques as peer learning, active learning, social learning in terms of visuality and integrity. It is thought that these materials developed with the formula t-shirt method, will also inspire researchers for future studies in terms of their usability in other fields and subjects

scholarly journals Labelling Improves False Belief Understanding. A Training Study

2013 ◽  
Vol 16 ◽  
Author(s):  
Elisabet Serrat Sellabona ◽  
Carles Rostan Sánchez ◽  
Eduard Vallès Majoral ◽  
Moisès Esteban Guitart ◽  
Francesc Sidera Caballero ◽  
...  
Keyword(s):  
False Belief ◽  
Control Group ◽  
Test Results ◽  
Training Study ◽  
Linguistic Experience ◽  
Training Conditions ◽  
Remarkable Improvement ◽  
False Belief Understanding ◽  
Post Test ◽  
The Relationship

AbstractA total of 104 children aged between 41 and 47 months were selected to study the relationship between language and false belief understanding. Participants were assigned to four different training conditions: discourse, labelling, control (all with deceptive objects), and sentential complements (involving non-deceptive objects). Post-test results showed an improvement in children’s false belief understanding in the discourse and the labelling conditions, but not in the sentential complements with non-deceptive objects or the control group. Furthermore, the most remarkable improvement in false belief understanding occurred in the labelling group. These results suggest that some types of linguistic experience promote the development of false belief understanding, provided that differing perspectives are confronted.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals INFLUENCE OF MOTIVATION TO RESULT OF COGNITIVE LEARNING IN INTERGRATED NATURAL SCIENCES MODEL TEAM GAMES TOURNAMENT (TGT) ASSITANCE BY YUGIOH CARD

2019 ◽  
Vol 18 (2) ◽  
pp. 20
Author(s):  
Reda Harwinanda
Keyword(s):  
Science Learning ◽  
Cognitive Learning ◽  
Natural Sciences ◽  
Learning Motivation ◽  
Test Results ◽  
Simple Linear Regression ◽  
Team Games ◽  
Post Test ◽  
Positive Effect

The purpose of this study was to examine the effect of motivation on the result cognitive learning of the model TGT assisted YuGiOh Card. The population in this study were students of class VII semester 1 with the number of 16 students at MTs Baitul Amin Bali. The type of research design used was pre-experimental design with a one-shot case study. The study used 2 (two) variables examined in this study, namely motivation and result cognitive learning. The method used in data collection in this research is questionnaire (questionnaire), documentation and test. The collected data were analyzed using simple linear regression. Based on the motivation data obtained using themodel TGT assisted by the YuGiOh card in this study, it shows that students who are in the very good motivation category are 62.5% and good categories are 37.5%. Data on students' resultcognitive learning from post-test results can be categorized very well by 6%, both by 31%, enough by 44% and less by 19%. The influence of motivation on result cognitive learning using the model TGT assisted YuGiOh card is 27.2% while the remaining 72.8% is influenced by learning readiness, social support and learning facilities. The results showed that learning motivation had a positive effect on result cognitive learning in science learning using the model TGT assisted by YuGiOh card.

A combined music and writing program helps second graders learn to spell

2020 ◽  
Vol 38 (4) ◽  
pp. 513-524
Author(s):  
Véronique Gaboury ◽  
Natalie Lavoie ◽  
Andrée Lessard
Keyword(s):  
Elementary School ◽  
Second Graders ◽  
French Language ◽  
Control Group ◽  
Test Results ◽  
Writing Program ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This quasi-experimental study aimed to assess the effects of a music and writing program on lexical spelling in Grade 2 elementary school students. A music and writing program was developed and tested in an experimental group ( n = 24) comprising a Grade 2 class in a French-language elementary school in Québec (Canada). Another Grade 2 class at the same school served as a control group ( n = 23). Both groups were assessed for lexical spelling in January and May. Group comparison of the post-test results on performance and progress in lexical spelling showed significantly better scores for the experimental over the control group.

scholarly journals The Effect of Using Online Reading Resources toward Students' Reading Comprehension in Extensive Reading Class

2017 ◽  
Vol 4 (2) ◽  
pp. 37-47
Author(s):  
Estika Satriani
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Online Reading ◽  
Extensive Reading ◽  
Study Program ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The students at the Second Semester of English Study Program of FKIP-UIR  Pekanbaru have problem in reading comprehension. The aim of this research is to find out whether Online Reading Resources has significant effect towards students’ reading comprehension in extensive reading class. The design of the research was experimental research which focused on quantitative approach. The participants of the research were the second semester students of English Study Program of FKIP-UIR Pekanbaru. There are two classes as the samples of this research; experimental group and control group. Each of the group consisted of 31 students. The instruments of this research was reading test. Experimental group was provided with pre-test, treatment, and post-test. Meanwhile control group only given pre-test, and post-test. The finding showed that the mean score in pre- test was 57.25 and post test was 78.07, the improvement was 20.8 for experimental group. Meanwhile for control group in pre-test, the students got the mean score 58.07, and in post-test got 64.67, improvement was 6.61. It could be stated that there is significant effect of online reading resources after getting treatment. In calculation of analysis tt (t table) on the level of significant 5% found 0.361, and to was 7.1. It could be seen a comparison was 7.1>0.361or (to>tt). It means that the null hypothesis is rejected and alternative hypothesis is accepted. It can be stated there is a significant effect of students’ reading comprehension in extensive reading class after using online reading resource in teaching and learning reading at the second semester of English Study program FKIP-UIR Pekanbaru.

scholarly journals Sainsmatika-based story tale book to improve environmental awareness of 4th grades students

2018 ◽  
Vol 4 (1) ◽  
pp. 128-135
Author(s):  
Muhammad Nur Wangid
Keyword(s):  
Experimental Research ◽  
Environmental Awareness ◽  
Control Group ◽  
Test Results ◽  
Research Subjects ◽  
Average Value ◽  
Analysis Process ◽  
Post Test ◽  
Sample Test ◽  
Experimental Group

This study aimed to determine the effectiveness of sainsmatika-based storybooks to improve environmental awareness for students. The experimental research design was used in this study, which involved two classes, namely the control class and the experimental class. Each class consisted of 30 students. The research subjects were 60 students of grade 4 students consisting of 36 female students and 24 male students. The analysis process used an independent t-sample test to find out the differences in each outcome. The results showed that based on the gain value obtained, it found out that the average value of the pre-test results in the control class was 49.47 and the posttest result was 67.41. This showed that the increasing score in the pre-test and post-test control classes only reached 2.34 which can be classified as low. Whereas in the experimental class, the results showed that the average pre-test results in the experimental class was 52.63, and the post-test results were 78.90. It means that the students' environmental awareness on pre-test and post-test results were 3.48, which was in the medium category. The results of the experimental research showed that the use of sainsmatika-based storybooks has a significant impact on students' environmental awareness. The results of hypothesis testing on environmental awareness variables showed that there were significant differences between the control group and the experimental group. The experimental group was better than the control group (t count 3.124 at level p 0.01).

scholarly journals IMPROVING STUDENTS� MASTERY OF PASSIVE TROUGH EGRA METHOD

2017 ◽  
Vol 2 (1) ◽  
pp. 34
Author(s):  
Dini Siti Sundari
Keyword(s):  
Alternative Hypothesis ◽  
Validity And Reliability ◽  
Passive Voice ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Voice Students ◽  
The Relationship ◽  
Experimental Group ◽  
Test Result

This research aims at finding out whether or not EGRA method can improve students� mastery of passive voice in one of Public Senior High Schools in Kuningan. A quasi-experimental design was employed in this research to test the objective theories by examining the relationship between two variables. Pre-test, post-test, and questionnaire were used to collect the data. The data were then analyzed by using SPSS 20.0. Before conducting pre- and post-test, the tests were tried out to check its validity and reliability. From 60 items, it was found that 40 items were valid and reliable because the items� correlation coefficient (rxy) were higher than rtable and their Cronbach Alpha were higher than 0.07, so the researcher used them as pretest and posttest instruments. The t-test result was 0.000 which means that it was lower than 0.05 (0.000<0.05) so that the null hypothesis is rejected and alternative hypothesis is accepted. Then, the mean score of pre-test and post-test in experimental group were significantly different (55.77 up to 81.79). To confirm the result of this research, questionnaires were used. From the questionnaire, it was found that in affective aspects, 58.9%, 64.1% and 53.8% of the students agreed with the use of EGRA method. In behavioral aspects, 33.3%, 56.4% and 43.5% of the students agreed with the use of EGRA method. While in cognitive aspects, 56.4%, 56.4%, 51.2% and 58.9% of the students agreed with the use of EGRA method. So, it can be concluded that EGRA method can improve students� mastery of passive voice.Keywords: EGRA method, passive voice, students

scholarly journals THE EFFECTS OF AUTHENTIC PEDAGOGICAL PRACTICES ON STUDENTS’ EDUCATIONAL PERFORMANCES AND RETENTION POWER

2013 ◽  
Vol 30 (2) ◽  
Author(s):  
Sajjad Hussain
Keyword(s):  
Secondary Level ◽  
Pedagogical Practices ◽  
Control Group ◽  
Test Results ◽  
Traditional Lecture ◽  
Group Design ◽  
Post Test ◽  
Comparative Group ◽  
And Control ◽  
Experimental Group

In-practice traditional lecture, discussion and assignments based pedagogical practices play its role in students’ learning and retention power. The current study intends to investigate whether authentic pedagogical practices are more effective in terms of enhancing students’ educational performances and retention power or the traditional pedagogical practices. Therefore, this study focused on investigating the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power at secondary level. The objective was to measure the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power. A pre-test post-test comparative group design was adopted to conduct the study. The students of experimental group were exposed to authentic pedagogical practices while the control group was treated on traditional routine pedagogical practices. Data from the experimental and control group were collected through a self-developed test. Thrice was the test administered to both groups, the collected data were analyzed through Mean, Standard Deviation and independent sample t-test. Results of the study concludes that students of experimental group performed higher on the post-test than the students of control group, the performance of experimental group was also better as compared to the control group on the test of retention power. Keeping in view the results that data yielded, it was recommended that teachers at secondary level may follow authentic pedagogical practices as compared to other traditional ones. Based on the findings of the study relevant and applicable recommendations were made.

The Effects of a Smoking Education Program on the Behavior, Knowledge and Attitudes of Children in Grades 4 and 6

1981 ◽  
Vol 11 (2) ◽  
pp. 141-149 ◽  
Author(s):  
Linda L. Pederson ◽  
Richard G. Stennett ◽  
Neville M. Lefcoe
Keyword(s):  
Smoking Behavior ◽  
Control Group ◽  
Negative Attitudes ◽  
Current Smoking ◽  
Education Material ◽  
Post Test ◽  
Attitudes Toward Smoking ◽  
Smoking And Health ◽  
The Relationship ◽  
Experimental Group

The purpose of the present study was to investigate the short-term impact of a smoking curriculum for children in grades 4 and 6, the age just prior to which many children begin to smoke. Students in four grade 4 and four grade 6 classrooms were pre-tested concerning their knowledge about the relationship between cigarette smoking and health, their attitudes toward smoking and their current smoking behavior. Half of the classrooms from each grade were subsequently exposed to a smoking awareness program by the teacher. The remaining students were not systematically exposed to smoking education material. All children were then post-tested, using the same questionnaire that had been used in the pre-test. Grade 4 children were less likely to have tried cigarettes than grade 6 children. Although all children had negative attitudes toward smoking, grade 4 children were significantly more negative than grade 6 children. The attitudes of the experimental group tended to become less negative while the control group's attitude remained constant. The experimental group improved more in knowledge than the control group with grade 6 children making a greater gain from pre- to post-test than did the grade 4 children. The absolute gains in knowledge scores were, however, relatively small, indicating the need for further modifications in the curriculum material.

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