scholarly journals Efficiency of Learning Software ‘Sinding Pimato’ Towards Reading Achievement of Kadazandusun Language for Year One Pupils

2019 ◽  
Vol 6 (3) ◽  
pp. 5365-5369
Author(s):  
Marbella Binti Justine ◽  
Rosliah Kiting ◽  
Julita@Norjietta Binti Taisin
Keyword(s):  
Reading Achievement ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Control Group ◽  
Language Curriculum ◽  
Software Application ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Learning Software ◽  
Experimental Group

Reading skill is an important skill in Kadazandusun language to enable pupils to follow and master the teaching and learning in the classroom. However, the findings from previous studies show that most pupils in primary schools have yet to master the basic skills of reading in the pronunciation aspect. Therefore, this study has to be carried out to study the effectiveness of ‘Sinding Pimato’ software application on the reading achievement of the Year One pupils. This study is a quasi-experimental study. The quantitative approach is used together with pre and post-test instruments. A total of 30 Year One pupils in a school at Tambunan District have become the sample for this study. The sample of the study was divided into two groups, namely the experimental group taught using ‘Sinding Pimato’ software and the control group taught by Chalk and Talk method. The findings show that there is a significant difference in the achievement of reading between the experimental group and the control group. The findings of this study show that the application of ‘Sinding Pimato’ learning software is effective in helping to improve the achievement of reading for the Year One pupils. In conclusion, the ‘Sinding Pimato’ software has an effective effect as a learning tool for Kadazandusun Language. The implication of the study shows that the ‘Sinding Pimato’ software is useful to improve the quality of teaching and learning Kadazandusun language curriculum.

scholarly journals Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Faculty Members ◽  
Control Group ◽  
Teaching Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

scholarly journals Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

2018 ◽  
Vol 8 (4) ◽  
pp. 385 ◽  
Author(s):  
Marie Jean Mendezabal ◽  
Darin Jan Tindowen
Keyword(s):  
Conceptual Understanding ◽  
Differential Calculus ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Traditional Approach ◽  
Control Group ◽  
Procedural Skills ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

This study examined the effects of using Microsoft Mathematics on students’ attitude, conceptual understanding, and procedural skills in Differential Calculus. A quasi-experimental research design was used in which two different learning environments were compared. The participants of the study were two classes of Electrical Engineering students enrolled in Differential Calculus course, assigned randomly as control and experimental groups with 30 students in each group. The control group was taught using the traditional approach of teaching Differential Calculus while the experimental group was taught the same lessons using the Microsoft Mathematics embedded activity sheets. The experimental group learned through exploration and discovery of various concepts. The findings indicated that the participants had little understanding of the concepts and processes of Calculus prior to the conduct of the study. A significant improvement in their performances was noted after the experimentation. This suggests that the use of Microsoft Mathematics in teaching and learning Differential Calculus improves students’ conceptual understanding and procedural skills. It is also found that the use of Microsoft Mathematics in teaching and learning calculus is equally effective as the traditional approach. In terms of attitude, the experimental group demonstrated a “favorable” to “very highly favorable” attitude along the five (5) domains of the MTAS. A significant difference exists between the pretest and posttest attitude of the subjects on the domain “learning Mathematics with technology”. 

scholarly journals The effect of differentiated instruction on academic achievement of grade eleven students in the field of derivative in Bhutan

2021 ◽  
Vol 2 (1) ◽  
pp. 27-34
Author(s):  
Kado Kado ◽  
Nedup Dorji ◽  
Nim Dem ◽  
Dorji Om
Keyword(s):  
Differentiated Instruction ◽  
Teaching And Learning ◽  
Control Group ◽  
Ministry Of Education ◽  
Test Analysis ◽  
Learning Abilities ◽  
Significant Difference ◽  
Quasi Experimental ◽  
K 12 ◽  
Experimental Group

Given the increasing diversity of students academically and culturally, educators are being called upon to accommodate students' diverse learning requirements through differentiated instruction strategies. In Bhutan, the Ministry of Education recently mandated the implementation of a differentiated instruction strategy in the K-12 curriculum. From this perspective, this study attempted to ascertain the effect of differentiated strategies on grade eleven mathematics students within the framework of the pre_test and post_test quasi-experimental research method. 64 grade eleven students participated in this study. The concept of derivative was taught using a differentiated instruction strategy for the experimental group (N=32) while a conventional one-size fits-all strategy was used for teaching the control group (N=32). A Conceptual Understanding Test on the Derivative (CUTD) was administered as pretest and posttest groups to examine the differences in their learning achievements. A t-test analysis of the pretests indicated no significant differences, indicating that the experimental and control groups' learning abilities on the concept of the derivative were roughly comparable. However, a statistically significant difference in favour of the experimental group over the control group was discovered in the post test analysis. It was recommended that Mathematics teachers and educators should embrace the use of differentiated instruction while teaching and learning derivative.The researchers also recommended that differentiated education be used over a prolonged period of time and with a larger sample size.

scholarly journals PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN KEMAMPUAN MENULIS ARGUMENTASI MAHASISWA CALON GURU

2020 ◽  
Vol 9 (1) ◽  
pp. 67
Author(s):  
Mastiah Mastiah ◽  
Sukristin Sukristin ◽  
Muhammad Akip
Keyword(s):  
Experimental Method ◽  
Teaching And Learning ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Group Design ◽  
Average Value ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

<p>Abstract<br />The purpose of this research was to improve the writing ability of argumentation of STKIP Melawi students.<br />The method used in this research was quasi experimental method with nonequivalent control group design.<br />The results of this study were 1) the average pretest of students' argumentation ability of control class was<br />54,94, while posttes 57,20, while experimental class got pretest average value 51,44, and posttes 80,04; 2)<br />There was no significant difference in the ability to write argumentation on pretest tests between the control<br />group and experimental group, whereas in the posttest there was a significant difference in the ability to write<br />argumentation between the control group and the experimental group.<br />Keywords: the writing ability of argumentation, quasi experimental method, nonequivalent control<br />group design, pretes, posttes.</p>

scholarly journals Impact of Scientific Calculators in Mathematics among Low- Achieving Students in a Secondary School in Kajang, Selangor

2021 ◽  
Vol 29 (S1) ◽  
Author(s):  
Fatimah Salihah Radzuan ◽  
Nurzatulshima Kamarudin ◽  
Mas Nida Md Khambari ◽  
Nurazidawati Mohamad Arsad
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Control Group ◽  
Low Achieving Students ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Gender ◽  
Experimental Group ◽  
Scientific Calculator

This study aims to investigate the effects of scientific calculators on mathematics achievement in support of problem-solving instructions. In this study, 49 low achieving mathematics students aged 14 years were selected from a secondary school in Kajang, Selangor, Malaysia. A pre-test post-test quasi-experimental design with two groups was employed in this action research study. The experimental group learned solid geometry and statistics topics, with the aid of a scientific calculator; while the control group did not use any technological aid to learn these topics. By controlling the pre-test score, the ANCOVA two-way test was applied to the post-test results. A positive significant difference was reported in favour of the experimental group. However, no significant interactions were noted between group and gender. The analysis results indicate that the use of a scientific calculator in the integrated teaching and learning of mathematics helped the students improved their mathematics achievements. These findings have important implications in the educational setting, particularly for educators to support and facilitate low-achieving students in mathematics.

scholarly journals STUDENTS’ LEARNING OUTCOMES OF BLENDED LEARNING IMPLEMENTATION IN WRITING LESSON

2020 ◽  
Vol 4 (2) ◽  
pp. 196-202
Author(s):  
Ayuni Madarina Abdul Rahman ◽  
Mohd. Nazri Latiff Azmi
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Research Type ◽  
Experimental Group

Writing requires specific skills in brainstorming, organizing, editing, and proofreading. There are varieties of research conducted in finding which approach is the most impactful to teach writing and one of the approaches emphasized is blended learning, widely acceptable in education field. Nevertheless, its effectiveness on writing is still questionable and the effort to integrate blended learning in teaching writing needs a thorough consideration. Therefore, the purpose of the study is to researcrh the adequacy of blended learning approach on students’ writing performance. Employing an explanatory research type, an experimental research design was applied. A mixed-method method was executed to collect, analyse and interpret data. For quantitative, a quasi-experimental design was carried out to 60 respondents who were selected through purposive samplings and distributed to control and experimental groups. The study used pretest and posttest for both groups. The result shows that there is no significant difference of blended learning and students’ writing performance between the experimental group and control group in the pretest and posttest. Overall, the study shows that both instructions have place in writing. Hence, educators have to become eclectic practitioners who are able to apply suitable approach that can contribute to the growth of teaching and learning writing.

Using Concept Oriented Reading Instruction (CORI) to Promote Students’ Reading Comprehension

2017 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Hilma Suryani
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Posttest Score ◽  
T Test ◽  
Control Group ◽  
Quasi Experimental ◽  
Effective Reading Strategies ◽  
And Control ◽  
Experimental Group

The problem of this study is “Does Concept Oriented Reading Instruction (CORI) enhance students’ reading achievement?” The design of this study was quasi-experimental. The sample of this study was taken from the population by using purposive sampling. The experimental group consisted of 39 students while the control group consisted of 35 students. The data were collected by using two instruments; test and questionnaire. The test was given twice to each group in order to see whether or not there was significance difference of pretest and posttest either in experimental or control group and whether or not there was significance difference of experimental and control group in terms of their posttest score. To prove the hypothesis, the data from pretest and posttest of experimental and control group were analyzed by applying paired sample t-test and independent sample t-test. The calculation was run by using SPSS computer program. The result of the study shows there was significance difference of students’ reading achievement between experimental and control group. Besides, the use of CORI as reading strategies was proved as effective reading strategies to enhance students’ reading achievement. Keywords: Concept Oriented Reading Instruction; reading strategy; reading achievement

scholarly journals GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

scholarly journals The Effect of Contextual Teaching and Learning (CTL) Model With Outdoor Approach Towards the Students’ Ability of Mathematical Representation

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Hermawan Gatot Priyadi ◽  
◽  
Yumiati Yumiati
Keyword(s):  
Experimental Research ◽  
Teaching And Learning ◽  
Learning Model ◽  
Mathematical Representation ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
Experimental Group

This study aimed to determine the effect of the implementation of the Contextual Teaching and Learning (CTL) model with the outdoor approach towards students’ ability in mathematical representation. It was quasi-experimental research consisting of two experimental classes and one control group. It used a pretest-posttest control group design. The population of this study was the students of SUPM Tegal. Sampling was conducted using cluster random consisting of three classes. The first experimental group was carried out by implementing the learning model of CTL with the outdoor approach. The second experimental group was carried out by implementing a learning model of CTL, while the control group was conducted by implementing a conventional learning model. The research instrument was a 7-point mathematical representation test in the form of an essay. The results of the research were 1) the learning model of CTL with an outdoor approach affected the improvement and achievement of the students’ ability in mathematical representation and was higher than CTL and a conventional learning; 2) the improvement of the students’ ability of representation in the groups of CTL with outdoor approach, CTL, and conventional learning respectively was in high, medium, and low category.

scholarly journals penyuluhan menggunakan media lembar balik terhadap pengetahuan dan sikap ibu balita mengenai Kadarzi

2019 ◽  
Vol 11 (1) ◽  
pp. 58
Author(s):  
Ulfah Sofindra Syahidatunnisa ◽  
Holil M Par'i ◽  
Fred Agung Suprihartono ◽  
Fred Agung Suprihartono ◽  
Rr. Nur Fauziyah ◽  
...  
Keyword(s):  
Total Sample ◽  
Wilcoxon Test ◽  
Control Group ◽  
Control Group Design ◽  
Knowledge And Attitudes ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Knowledge And Attitude ◽  
Attitudinal Changes ◽  
Experimental Group

One of the factors that influence Kadarzi's achievement is the knowledge and attitudes of the toddler's mother. This study aims to determine the effect of counseling using backsheet media on the knowledge and attitudes of toddlers' mothers about Kadarzi in the Cipeundeuy Health Center District of West Bandung Regency. The research design used was quasi-experimental with a pre-post test control group design model with a total sample of 28 people each for the experimental group and the control group. The experimental group was given an intervention in the form of counseling using flipchart media, while the control group was given an intervention in the form of counseling using leaflet media. The results obtained from the Wilcoxon test in the experimental group and the t-dependent test in the control group were changes in the increase in knowledge and attitude scores in the experimental group and the control group after intervention (p <0.005). The results of the Mann-Whitney test showed no significant difference between knowledge and attitude scores in the experimental group and the control group (p> 0.005). It is better to do further research related to Kadarzi's behavior so that the application of the Kadarzi indicator can be monitored so that it can describe the results of attitudinal changes, and to increase Kadarzi's knowledge and attitudes to toddler mothers.

Sign in / Sign up

Export Citation Format

Share Document