scholarly journals The effects of robotics programming on secondary school students’ problem-solving skills

2020 ◽  
Vol 12 (4) ◽  
pp. 217-230
Author(s):  
Erkan Çalişkan
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Secondary School Students ◽  
Rank Test ◽  
Control Group ◽  
School Students ◽  
Problem Solving Skills ◽  
Scale Scores ◽  
Quasi Experimental ◽  
The Difference

Robotics programming is a type of coding that combines mechanics and programming. Robotics technology facilitates coding instruction. Coding improves students' problem-solving skills. However, studies from the literature show that some teaching methods do not have a positive effect on coding skills. The aim of this study is to examine the effects of robotics programming training on secondary school students’ problem-solving skills. For this purpose, the study was conducted as a pretest - posttest quasi-experimental model without control group. 30 6th grade students (12 boys and 18 girls) from three secondary schools participated in this study. Activities were conducted with the VEX IQ Robot Kit during nine weeks. Before and after the process, problem-solving inventory and problem-solving skills perception scale were applied as pre- and post-test. As the scores obtained from the scales did not show a normal distribution, the difference between the pretest and posttest scale scores was examined by Wilcoxon signed rank test. As a result of the analysis, it was revealed that robotics programming helped students to develop problem-solving skills.

Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

2021 ◽  
pp. 025576142110059
Author(s):  
Alican Gülle ◽  
Cenk Akay ◽  
Nezaket Bilge Uzun
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Service Training ◽  
Quasi Experimental ◽  
Attitudes Toward Music ◽  
Experimental Group

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

scholarly journals Reflection on exam grades to improve calibration of secondary school students: a longitudinal study

2020 ◽  
Vol 15 (3) ◽  
pp. 291-317
Author(s):  
Marloes L. Nederhand ◽  
Huib K. Tabbers ◽  
Joran Jongerling ◽  
Remy M. J. P. Rikers
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
The Third ◽  
School Year ◽  
Quasi Experimental ◽  
Actual Grade ◽  
Calibration Accuracy ◽  
The Difference

Abstract Grades provide students with information about their level of performance. However, grades may also make students more aware of how well they have estimated their performance, their so-called calibration accuracy. This longitudinal quasi-experimental study, set in secondary education, examined how to increase students’ awareness of the accuracy of their grade estimates in order to improve their calibration accuracy. During an entire school year, students from year 1, 2, and 3 provided grade estimates after each of their French exams. Subsequently, when students received their grades, the level of reflection support on their earlier estimates was manipulated. The first group of students just received their grade, the second group had to calculate the difference between their estimate and the actual grade, and the third group also had to reflect on reasons for a possible mismatch. We expected that more reflection support would lead to more improvement in calibration accuracy. Results showed that providing grade estimates already improved calibration accuracy over the school year, regardless of level of reflection support. This finding shows that asking for grade estimates is an easy-to-implement way to improve calibration accuracy of students in secondary education.

scholarly journals Improvement of the Concept of Mitosis Instruction to Improve Biological Achievement Among Secondary School Students

2020 ◽  
Vol 3 (3) ◽  
pp. 164-169
Author(s):  
Akawo Angwal Yaki ◽  
Koroka Mohammed Sanda ◽  
Rabiu Mohammad Bello
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Instructional Materials ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Senior Secondary

The study examined the effects of Improvised Instructional Material Enhanced Biology Achievement among Secondary School Students in Lapai, Niger State. Quasi-experimental design which involved pretest, posttest, experimental and control group. A total of eight five (85) Senior Secondary two (SSII) students randomly selected from two sampled schools formed the sample size of the study. The instrument used for data collection was a researchers’ designed Biology Achievement Test (BAT). The instrument was validated, and pilot tested and yielded a reliability coefficient of 0.75. Two research questions were raised, and two corresponding null hypotheses were formulated to guide the study, the null hypotheses were tested at 0.05 level of significant. The result of the study showed among others a significant difference in achievement score of the experimental and control groups in favor of the experimental group. The finding also showed that both male and female students’ achievements were enhanced equally. It was recommended among others that Biology teachers should be encouraged to improvise instructional materials for effective teaching and learning of Biology.    

scholarly journals Effects Of Problem-Solving Method On Secondary School Students Achievement And Retention In Social Studies, In Ekiti State, Nigeria

2011 ◽  
Vol 8 (1) ◽  
pp. 19-26
Author(s):  
B.O. Abdu-Raheem
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
And Control

This study investigated the effects of problem-solving method of teaching on secondary school students achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six secondary schools in Ekiti State, Nigeria. The instrument used for the study is the Social Studies Achievement Test (SSAT) designed and validated by the researcher. Section A of the instrument consisted of the bio-data of the respondents while section B was made up of 40 multiple-choice items designed to measure the students achievement and retention in Social Studies. Four hypotheses were raised and tested at 0.05 level of significance. The data were analyzed using t-test and ANCOVA statistical tools. The results showed that there is a significant difference between the achievement mean scores of students in the experimental and control groups. There is a significant difference between the pre-test mean scores and achievement mean scores of students in the experimental and control groups. There is a significant difference between the retention mean scores of students in the experimental and control groups. There is a significant difference between the achievement mean scores and the retention mean scores of students in the experimental and control groups. It was discovered in the study that problem-solving method is more effective than conventional lecture method in improving students achievement in Social Studies. It was therefore recommended that teachers should be innovative in handling their lessons by relating them to the day-to-day life of students in such a way that the students will be challenged to put the lessons to practice as much as possible. Government should also emphasize the use of problem-solving method to teach Social Studies in secondary schools.

scholarly journals The Effectiveness of A Proposed Unit Based on Future Problem- Solving Skills in Developing Decision- Making Skills among Government Secondary School Students in Riyadh: فاعلية وحدة مُقترحة قائمة على مهارات حل المشكلات المستقبليَّة في تَنْمية مهارات اتخاذ القرارات لدى طالِبات المرحلة الثَّانوية الحكومية بمدينة الرياض

2021 ◽  
Vol 5 (34) ◽  
pp. 68-50
Author(s):  
Amal Abdullah Abdulrhman Alkhudair, Alaa Abdulaziz Abdulrhma Amal Abdullah Abdulrhman Alkhudair, Alaa Abdulaziz Abdulrhma
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Secondary School ◽  
Vocational Education ◽  
Work Environment ◽  
Secondary School Students ◽  
School Students ◽  
Problem Solving Skills ◽  
Future Problem ◽  
Experimental Group

The aim of the research is to determine the effectiveness of a proposed unit based on future problem- solving skills in developing the decision- making skills of government secondary school students in Riyadh. Using the descriptive and experimental approach, the tool was to test decision- making skills. Teacher manual; For the Occupational Problems Unit in the Work Environment. They were applied to a multi- stage randomized manner of 63 female students of the third year of secondary school, which was divided into: a control group that the occupational problems unit is taught in the work environment in the traditional way, and an experimental group that is taught using the occupational problems unit in the work environment based on problem- solving skills Future. The research found the effectiveness of the occupational problems unit in the work environment based on future problem- solving skills in developing decision- making skills as a whole. Where the experimental got a total mean (28.77 of 32) in contrast to the control obtaining a total mean (13.05 of 32) and the difference in favor of the experimental group, and the presence of statistically significant differences at a significance level (0.05) between the mean scores of the two groups, the experimental and the control in The post- test in decision- making skills as a whole in the vocational education course and the ETA square factor to measure the size of the effect was (0.97), and confirms that the size of the effect is (large), and the adjusted gain rate for Blake is (1.32), and reflects the great effectiveness of the proposed unit: the researcher recommends directing the curriculum officials in the Ministry of Education to take care of the development of future problem solving skills through the curriculum for their effectiveness in helping students to make decisions and benefiting from the flexibility of the vocational education curriculum in achieving future goals that help students identify their paths Professional.

scholarly journals Pedagogical pattern of running a course on secondary school students’ achievement in waves

2021 ◽  
Vol 10 (1) ◽  
pp. 336
Author(s):  
Nkwo Inyang Nkwo ◽  
Margaret Ndidiamaka Anugwo ◽  
J. O. Ugama
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Poor Performance ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Interaction Effect ◽  
Quasi Experimental ◽  
Research Questions ◽  
And Gender

<span>This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.</span>

scholarly journals Academic Achievement of Secondary School Students In Relation To Their Problem Solving Ability and Examination Anxiety

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Ms. Preeti Bala ◽  
Ms. Kausar Quraish Shaafiu
Keyword(s):  
Academic Achievement ◽  
Problem Solving ◽  
Secondary School ◽  
Secondary School Students ◽  
Survey Method ◽  
School Students ◽  
Significant Difference ◽  
The Difference ◽  
Descriptive Survey ◽  
The Relationship

With special reference to Maldives the secondary school student’s academic achievement is studied in the present study in relation to their problem solving ability and examination anxiety. In the present study descriptive survey method was used to obtain pertinent and precise information. The objectives of the study were to explore the relationship between academic achievement and examination anxiety and the relationship between academic achievement and problem solving ability. Study also evaluated the difference of female and male student’s academic achievement, problem solving ability and examination anxiety. The sample of the study consists of 200 secondary school students of Maldives. 100 males and 100 females were randomly selected to participate in the study. Two standardized questionnaire and previous years mark sheet of the participants collected as data for the research. Examination Anxiety scale and Problem Solving Ability scale were administered on 10 different secondary schools of Maldives. The study concluded that there exists no significant difference between male and female students in academic achievement, problem solving ability and examination anxiety. The study also revealed that there exists a positive correlation between academic achievement and problem solving ability and also showed that there exists a negative correlation between examination anxiety and academic achievement.

scholarly journals Metacognition, systems thinking, and problem-solving ability in school-based agriculture, food, and natural resources education

2020 ◽  
Vol 1 (1) ◽  
pp. 38-47
Author(s):  
Aaron McKim ◽  
Robert McKendree
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Systems Thinking ◽  
Secondary School Students ◽  
School Students ◽  
Problem Solving Skills ◽  
Student Responses ◽  
School Based ◽  
Significant Relationships ◽  
Natural Resources Education

Problems within agriculture, food, and natural resource (AFNR) systems are increasingly complex, expanding the need for students to develop problem-solving abilities alongside an understanding of their own thinking. In this effort, we explored the problem-solving abilities, metacognition, and systems thinking of current AFNR secondary school students. A descriptive correlational study design was employed. Data were collected via an online, Qualtrics survey. Student responses on the metacognition, systems thinking, and problem-solving ability survey items suggested opportunities for increased focus on these areas throughout their educational experience. In addition, statistically significant relationships between metacognition and systems thinking and systems thinking and problem-solving ability reinforced the importance of these topics within AFNR Education. Recommendations emerging from this work include additional emphasis on metacognition, systems thinking, and problem-solving skills within secondary school AFNR classrooms; utilization of specific strategies to increase systems thinking; operationalizing specific strategies to increase metacognitive knowledge and metacognitive regulation; along with a cross-cutting recommendation for teachers to make their thinking more explicit during instruction to increase metacognition, systems thinking, and problem-solving skills among learners.

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