scholarly journals Understanding of Chemicai Formulae And Nomenclature Of Inorganic Compounds Using Improvised Conceptual Models Among Teacher-Trainees In Offinso And Atebubu Colleges Of Education In Ghana

2018 ◽  
Vol 6 (10) ◽  
Author(s):  
Bilatam Peter Mayeem ◽  
Anna M. Naah ◽  
Augustine Adjei
Keyword(s):  
Teaching And Learning ◽  
Conceptual Models ◽  
Inorganic Compounds ◽  
Control Group ◽  
Colleges Of Education ◽  
Teacher Trainees ◽  
Cognitive Capability ◽  
Education In Ghana ◽  
Level Of Significance ◽  
And Control

The study aimed at enhancing the understanding of SHS students in chemical formulae and nomenclature using locally constructed conceptual models. It was carried out in Offinso and Atebubu Colleges of Education. The research instrument used was pretest and protest on an experimental and control group with 200 students as sample size. Developmental research design with cluster and purposive sampling techniques were employed. Five research questions were formulated out of which four were modified into null hypothesis and was tested using 2-tailed t-test at 0.05 level of significance. The research results have showed that the use of conceptual models enhanced the understanding of Teacher-trainees in chemical formulae and nomenclature. Additionally, it was found out that the conceptual models had no influence on gender or cognitive capability. This emphasized that conceptual models should be used to assist the teaching and learning of chemical formulae and nomenclature.    

scholarly journals THE EFFECT OF USING CONTEXTUAL TEACHING AND LEARNING (CTL) METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Putri Masrita Lubis And Willem Saragih
Keyword(s):  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Control Group ◽  
Writing Test ◽  
Tenth Grade ◽  
Contextual Teaching ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study aims at investigating the effect of using Contextual Teaching and Learning (CTL) Method on Students’ Achievement in Writing Recount Text. This study was conducted by experimental research. The population of this study was the students of the tenth grade of SMA SWASTA SULTAN ISKANDAR MUDA MEDAN. The total number of the population was one hundred sixty students in 6 classes. There were sixty students chosen as the sample by using random sampling technique. The sample was divided into two groups, namely control group and experimental group. The experimental group was taught by using CTL Method and control group was taught without using CTL Method. The instrument for collecting the data was writing test. The data was analyzed by using t-test formula. The result of the analysis shows that t-observed value is higher than t-table (2.34>2.00) at level of significance 0.05 with the degree of freedom 58. It means that the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Based on the findings of this study, it was found that there is a significant effect of Contextual Teaching and Learning (CTL) Method on students’ achievement in writing recount text. Key words: Writing, gendre, recount text, Contextual Teaching and Learning (CTL)

scholarly journals Preparing Teacher Trainees for Field Experience: Lessons From the On-Campus Practical Experience in Colleges of Education in Ghana

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880761 ◽  
Author(s):  
Christine Adu-Yeboah ◽  
Christopher Yaw Kwaah
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Group Discussion ◽  
Practical Experience ◽  
Colleges Of Education ◽  
Teaching Standards ◽  
Teacher Trainees ◽  
Lesson Delivery ◽  
Standards And Guidelines ◽  
Education In Ghana

This study sought to understand the process of providing on-campus practical experience to teacher trainees in preparation for practicum in basic schools, and how the trainees perceive these. It used the mixed method approach to obtain data from three purposively sampled colleges of education in the Central Region of Ghana. Questionnaires were administered to 232 teacher trainees; 12 focus group discussion sessions were held with the trainees while an interview guide was used to elicit data from 24 college tutors. The findings showed that the on-campus experience offered trainees the opportunity to improve on their knowledge and practice of general pedagogical skills such as the writing of lesson plans, statement of appropriate lesson objectives, lesson delivery, timing of activities, and the use of teaching and learning resources. However, there was no evidence of documented standards and guidelines for the conduct of the on-campus practicum. Again, trainees had very limited time to engage with supervisors and critically interrogate and reflect on their own practices. Consequently, it was suggested that teacher training institutions should develop appropriate teaching standards and guidelines for on-campus teaching practice and give trainees more opportunity to engage with and critically interrogate their own practice in the process of learning to teach.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

The Effect of Applying POSSE (Predict- Organize-Search-Summarize-Evaluate) on the Students’ Reading Comprehension

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Eka Rejeki Maha ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was aimed at finding out The Effect of Applying POSSE (Predict-Organize-Search-Summarize-Evaluate) Strategy on the Students’ Reading Comprehension. This study used the experimental design. The population of this study was the students of SMA Negeri 2 Medan. There were sixty students taken as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying POSSE strategy while control group was taught without applying POSSE strategy. The instrument of collecting the data was multiple choice test which consists of 40 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21). The calculation shows the reliability was 0.81(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.76) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that there was a significant effect of applying POSSE strategy on the students’ reading comprehension. Keywords: POSSE Strategy, Reading Comprehension.

The Effect of Applying Learning Together Method on the Students’ Reading Comprehension

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Haryato Siregar ◽  
Elia Masa Ginting
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Teaching Reading ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group ◽  
Learning Together

This study was aimed at finding out the effect of applying Learning Together Method on the students’ reading comprehension. This study used the experimental design. The population of this study was the students of SMP Negeri 1 Muara. There were sixty students of eighth class as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying Learning Together Method while control group was taught without applying Learning Together Method. The instrument of collecting the data was multiple choice test which consists of 20 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21) formula. The calculation shows the reliability was 0.82(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.9) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching reading comprehension by applying Learning Together Method significantly affect reading comprehension. Keywords: Learning Together Method, Reading Comprehension

THE EFFECT OF RAP (READ, ASK, PARAPHRASE) STRATEGY ON STUDENTS’ READING COMPREHENSION IN READING ANALYTICAL EXPOSITION TEXT

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Veronika N. And Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
T Test ◽  
Control Group ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Second Year ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study focused on finding out the effect of applying RAP (Read, Ask,Paraphrase) Strategy on students’ reading comprehension in reading analyticalexposition text. This study was conducted in experimental design. The populationof this research was the second year of students in SMA Swasta Katolik BudiMurni 2 Medan. There were seventy students of the second year senior highschool students as the sample of the research. This study was conducted with tworandomized groups namely Experimental Group and Control Group. Theexperimental group was taught by applying RAP Strategy, while the control groupwas taught by applying conventional strategy. The instrument of collecting thedata was multiple choice tests which consisted of 25 items. The data wereanalyzed by using t-test formula. The calculation shown that t-observed (5.36)was higher than t-table (1.994) at the level of significance (α) 0.05 with the degreeof freedom (df) 68. It means that there was a significant effect of applying RAPStrategy on students’ reading comprehension in reading analytical exposition text.

scholarly journals Transforming Teaching and Learning for Quality Teacher Education in Ghana: Perspectives from Selected Teacher Trainees and Stakeholders in Teacher Education

2017 ◽  
Vol 9 (3) ◽  
pp. 149 ◽  
Author(s):  
Stephen Kwabena Ntim
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Academic Research ◽  
Student Diversity ◽  
Policy And Practice ◽  
Student Centered ◽  
Teacher Trainees ◽  
Teacher Professional ◽  
Education In Ghana

This survey measured the perspectives of teacher trainees, classrooms teachers and stakeholders in teacher education regarding factors that could enhance teaching and quality teacher education in Ghana. Findings from the survey indicate that teachers’ content knowledge was considered appreciable, but more emphasis needed to be paid to cultivating critical and inquiry skills among Ghanaian teachers. Additionally, efforts were to be made in teacher education towards a more constructivists approach to teaching, with focus on student-centered teaching and attention to student diversity, as well as enhancing teacher professional development, especially in the area of academic research. Implications for policy and practice suggested among others, are that teacher education in Ghana needs a more professional development that is both data-based and standard driven, as well as collaboratively developed, as criteria to assess teacher quality and possible certification.

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.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

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