scholarly journals Aplicación Del Modelo De Progresión Temática Derivada En La Producción Escrita De Textos Expositivos En Inglés (Ensayo Básico)

2018 ◽  
Vol 14 (20) ◽  
pp. 37
Author(s):  
Logroño Becerra Mónica Alejandra ◽  
Rojas Castro Carmita Eulalia ◽  
Lara Olivo Lenin Iván ◽  
Guambo Yerovi Enrique Jesús
Keyword(s):  
Teaching Strategy ◽  
Expository Texts ◽  
Grammatical Structure ◽  
Super Structure ◽  
Progression Model ◽  
Thematic Progression ◽  
Structure Level ◽  
Starting Point ◽  
Post Test ◽  
Quasi Experimental

This study focuses on the shortcomings affecting cohesion and coherence in English expository texts written by the students of sixth level of the Language Center of the Escuela Superior Politécnica de Chimborazo during October 2016 - March 2017. The derived thematic progression model to improve the expository texts production was the teaching strategy used by taking as a starting point the textual linguistics since it addresses to the analysis of the text as a product, in other words, the text as a coherent whole. In order to make this possible, it was conducted a quasi-experimental research, with a correlational level, and a quantitative-qualitative approach. Both, a pre -test and a post-test to the experimental and the control groups, were carried out, as well as a subsequent analysis of expository texts at the super structure, macro structure and microstructure levels. At the super structure level, the main parts of the text were identified. At the macro structure level, each of these parts was analyzed per unit of paragraph, and at the microstructure level, the grammatical structure of the different sentences of the paragraphs forming the text was also analyzed. This fact implied the identification and use of the theme-rheme elements, necessary to establish the order and logical sequence of ideas at local and global level of the text. Finally, in the process of writing was included the Derived Thematic Progression model, whose findings reported significant changes in the level of cohesion and coherence of the texts, demonstrating that this strategy may become the basis to set didactic activities to improve written production

scholarly journals The Effect of Multipass Strategy on Students’ Reading Comprehension at Senior High School Level

2018 ◽  
Vol 5 (1) ◽  
pp. 20-32
Author(s):  
AHMAD JAILANI
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Teaching Strategy ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Second Year

Being able to read in English is very important. Success in reading is the most necessary because it is a basic tool of education. Based on the syllabus of Islamic Senior high School Hidayatul Mubtadiin (MAHM), it is hoped that students should comprehend monolog texts in narrative, spoof and hortatory exposition forms well. After doing preliminary observation at MAHM, some of the students of the second year still had low ability in their reading comprehension. The dominant factors influencing their low reading comprehension are the lack of vocabulary and teaching strategy of reading comprehension. From the two of dominant factors, the researcher is interested to investigate about teaching reading comprehension. Thus, the researcher conducted a research on the effect of Multipass strategy on Reading comprehension. This research investigates students’ reading comprehension taught by using multipass strategy at MAHM Siak Sri Inderapura. The design of this study was Quasi-experimental research by post-test only. The subject of this research was the second year students of MAHM. The total population was 42 students, and the sample was 42 students. Data were collected by using a test. Then, the data were analyzed by using t-test formula. It was found that there was a significant effect of using multi pass strategy on students’ reading comprehension at MAHM.

scholarly journals A Multistep Inquiry Approach to Improve Pre-Service Elementary Teachers’ Conceptual Understanding

2019 ◽  
Vol 6 (1) ◽  
pp. 86
Author(s):  
Lloyd M. Mataka ◽  
Rex Taibu
Keyword(s):  
Conceptual Understanding ◽  
Physical Science ◽  
Teaching Strategy ◽  
Control Group ◽  
Research And Teaching ◽  
Test Study ◽  
Inquiry Approach ◽  
Post Test ◽  
Comparison Groups ◽  
Quasi Experimental

A quasi-experimental control group pre- and post-test study was used to determine the effect of a Multi-Step Inquiry (MSI) approach on pre-service elementary school teacher’s conceptual understanding. The MSI study involved the development of a conceptual workbook, and a Physical Science Concept Inventory. The conceptual workbook has activities that explicitly target students’ misconceptions in physical science. The inventory has three categories: forces and motion, heat and temperature, and electricity. Descriptive and inferential statistics were used to interpret the data. Independent t-tests were used to compare the experimental and comparison groups. Further, Cohen’s d and Hake’s g effect sizes were used to determine the effectiveness of MSI. Results indicated that the MSI approach as an effective teaching strategy for conceptual understanding. As such, the authors have made recommendations for both research and teaching.

Using Cooperation Scripts and Animations to Teach Grammar in the Foreign Language Classroom

2019 ◽  
Vol 7 (1) ◽  
pp. 31-50
Author(s):  
Carlee Arnett ◽  
Ferran Suñer ◽  
Daniel Pust
Keyword(s):  
Foreign Language ◽  
Grammatical Structure ◽  
Language Classroom ◽  
Post Test ◽  
German Speaking ◽  
German Speaking Country ◽  
Quasi Experimental ◽  
English Speaking ◽  
Second Year ◽  
And Function

Abstract In order to test the efficacy of using cooperation scripts in combination with animations to teach the passive in an advanced language classroom, we designed an intervention study with two groups. The first group received instruction with animations on the grammatical structure of the passive and the second group received the same instruction and animations as the first group, but in addition they were given a cooperation script to use in their small group work. The study uses a quasi-experimental design with a post-test and delayed post-test. The learners were university students in advanced German who had received classroom instruction and spent time in a German-speaking country. Therefore, they had explicit instruction on the morphology and function of the passive as is customary in first- and second-year textbooks for English-speaking learners. This study shows that students with the cooperation script perform better on open-ended tasks than students who worked independently.

scholarly journals Using appreciative inquiry to transform student nurses’ image of nursing

Curationis ◽  
2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Motshedisi E. Chauke ◽  
Dirk Van Der Wal ◽  
Annalie Botha
Keyword(s):  
Working Conditions ◽  
Appreciative Inquiry ◽  
Teaching Strategy ◽  
Student Nurses ◽  
Positive Change ◽  
College And University ◽  
Positive Image ◽  
Post Test ◽  
Quasi Experimental ◽  
Negative Perceptions

Introduction: Literature provides adequate evidence of a poor perception of nursing within the profession, resulting in high rates of attrition of student nurses and newly qualified nurses. The nursing profession, in particular nurse educators, has an ethical and professional responsibility to find innovative strategies to promote the positive image of nursing amongst student nurses.Purpose: The purpose of the study was to explore the potential of appreciative inquiry (AI) as an intervention teaching strategy to transform student nurses’ image of nursing.Design: A quantitative, quasi-experimental, explorative-descriptive design comprising the pretest, appreciative inquiry as intervention, and the post-test was used.Methods: Convenience sampling was used to select third and fourthyear college and university student nurses in the Gauteng province of South Africa for the pre- and the post-test respectively. Data were collected by means of a questionnaire and analysed by SPSS version 20.0.Findings: The pretest results revealed a mix of positive and negative perceptions of the image of nursing amongst student nurses. The negative perceptions of the image of nursing that needed intervention included the working conditions of nurses, and the perception of nursing as a profession that was not respected and appreciated. The post-test results showed a significant and positive change in the student nurses’ perception of the image of nursing as a respected and appreciated profession. Although AI resulted in a negative to positive change in some aspects of student nurses’ image of nursing, the negative perceptions of the working conditions of nurses remained and became more negative. The positive image of gender in nursing was enhanced following the implementation of AI.Conclusion: Appreciative inquiry demonstrated potential as a teaching strategy to produce a positive nursing image change and positive orientation towards nursing amongst student nurses.

scholarly journals Is It Truly Improvisational Exercise Push Students’ Speaking Ability

2017 ◽  
Vol 1 (1) ◽  
pp. 9-17 ◽  
Author(s):  
Muhammad Aswad
Keyword(s):  
Control Group ◽  
Grammatical Structure ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Speaking Performance ◽  
And Control ◽  
Experimental Group

Improvisational exercises is a technique which consist three steps, they are preparation, modelling, and playing, that is preparation the teacher presents exercises, the students practice (modelling), and then procedure (playing)and the it provides three main goals; (1) the students pronounciation improve, (2) proper use of grammatical structure is reinforced, (3) vocabulary practice in enhanced. With this background, this research was quasi-experimental, with non-equivalent control group design. The sample consisted of two classes of students enrolled in 2013/2014 academic year, which one group was taken to be an experimental and the other to be a control group. The data obtained through the test were analysed by using statistical analysis. In conducting the research, the researcher used improvisational exercise technique to evaluate the students’ speaking performance which covered by three components of speaking, such as: fluency, accuracy, and comprehensibility. The research findings shows thatthe use of improvisational exercise technique (presentation, modelling, and playing) in teaching speaking can improve the speaking performance of the eight year students of  SMP Negeri 2 Majene significantly after being given treatment. The mean score of experimental group in post-test and control group were significantly different. The mean score of post-test in experimental group (3.36) was higher than control group (3.00).Thus, it is recomended for all English teacher to improve the students ability in speaking.

scholarly journals REITERATION RELATIONS IN EFL STUDENT ACADEMIC WRITING AND THE EFFECTS OF ONLINE LEARNING

2017 ◽  
Vol 10 (1) ◽  
pp. 71-88
Author(s):  
Gabriela Hublová
Keyword(s):  
Academic Writing ◽  
Significant Decline ◽  
Test Analysis ◽  
Lexical Cohesion ◽  
Thematic Progression ◽  
Writing Course ◽  
Post Test ◽  
Quasi Experimental ◽  
Lexical Items ◽  
Two Stages

Lexical cohesion significantly contributes to a text’s thematic progression, and by meansof it to perceived coherence. Therefore, the ability to express lexical cohesive relationsrepresents one of the areas of learners’ inter-language that are to be developed in foreignlanguage instruction. The paper reports on the development of lexical cohesion (namelythe class of reiteration) in EFL undergraduate and postgraduate academic writing as aresult of participation in a purely online academic writing course involving no face-tofaceinteraction. The course was delivered at Masaryk University, Brno, Czech Republic.To determine the effect of the treatment, a quasi-experimental one-group pre-test post-testdesign was followed, with the genre of argumentative essay assigned for both measures.The pre/post-test analysis comprised two stages: the identification and classificationof reiteration pairs based on Tanskanen’s framework (2006) followed by subsequentevaluation of each pair in terms of its appropriateness/correctness. Thus, every pair wasclassified either as appropriate/well-formed or as displaying a sign of immature writingwith respect to given genre expectations. The occurrence of key lexical items formingchains of cohesion was also monitored. After the treatment, the use of reiteration devicesin students’ compositions improved in several respects. A greater variety of reiterationrelations was observed, with a statistically significant decline in simple repetition andcorresponding increases in other categories of reiteration relations. In addition, thepre/post-test comparison showed a statistically significant increase in the number ofreiteration pairs that were classified as appropriate/well-formed, and in the frequency ofkey lexical items.

scholarly journals Teaching Reading through Reciprocal Teaching Strategy

2018 ◽  
Vol 4 (2) ◽  
pp. 88
Author(s):  
Deni Afrizatama
Keyword(s):  
Teaching Strategy ◽  
Reciprocal Teaching ◽  
Eighth Grade ◽  
Control Group ◽  
Teaching Reading ◽  
Before And After ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year

This  is  experimental  research  with  quantitative  approach  to  analyse  the  data. Quasi  experimental  is  used  to  gain  the  data  by  using  the  matching  only  pretest  – postest  control  group  design.Tne  main  ptirpose  of  tnis  researcn  was  intended  to  find out  whether  reciprocal  teaching  strategy  in  teaching  reading  for  the  eighth  grade  at SMPN 10 Kota Cirebon is effective or not and what the students’ response in learning reading using reciprocal teaching strategy are. In this research. The population of this research  was  eighth  grade  students  of  SMPN  10  Kota  Cirebon  in  the  2015/2016 academic year. The number population is about 270 students consisted of nine classes and each class consisted of 25  – 30 students.  This research only took two classes as sample,  VIII  H  as  control  class  and  VIII  I  as  experimental  class.  There  were  two research  instruments  that  was  used  to  gather  the  data:  Test  (Pre-test  and  Post-test) was used to find out the students’s achievement in reading before and after teaching reading by using reciprocal teaching strategy and questionnaire was used to find out the students’ response about learning reading using reciprocal teaching strategy. After collecting the data, the data was analyzed by using t-test formula from fraenkel to find out  t-account.  The  result  of  the  test  showed  that  t-account  was  4.47  and  t-table  was 2.012  with  (df)  48  and  significant  level  0.05  (5%).  It  means  that  t-account  (4.47)  is higher  than  t-table  (2.021).  It  can  be  concluded  that  (Ha)  “Reciprocal  teaching strategyis  effectivein  teaching  reading  for  the  eighth  grade  at  SMPN  10  Kota Cirebon.” is accepted.

scholarly journals Training action for physics teachers: an application of problem-based learning

2022 ◽  
Vol 2159 (1) ◽  
pp. 012017
Author(s):  
R Prada Nuñez ◽  
C A Hernández-Suarez ◽  
A A Gamboa Suarez
Keyword(s):  
Problem Based Learning ◽  
Radical Change ◽  
Problem Situation ◽  
Physics Teaching ◽  
Physics Teachers ◽  
Teachers Perceptions ◽  
Starting Point ◽  
Post Test ◽  
Quasi Experimental

Abstract The teaching of problem-based learning is a didactic approach that requires a radical change in the role of the physics teacher because it is focused on learning, research, and reflection that students follow to reach a solution to a problem situation as a starting point for the acquisition and integration of knowledge in science. The results of a training action for physics teachers on the implementation, their perceptions, and perspectives on the feasibility of the problem-based Learning approach are presented. The study is quasi-experimental in nature with pre-test and post-test in the study variables. The results suggest that the teachers’ perceptions are positive, which is why they consider that its implementation in teaching is viable, however, they need more elements that facilitate their execution in the classroom, such as understanding the theoretical foundations and their pedagogical use successful in the classroom. It is concluded that, for the physics teaching process, problem-based learning is an innovation because it allows the student to learn actively, in which inquiry is relevant for the development of skills and appropriation of knowledge, which in the framework of natural sciences leads to the reconstruction of the scientific method.

Flipping the Class for Students to Learn to Teach Economics

2018 ◽  
pp. 287-306 ◽  
Author(s):  
Micheal Moos van Wyk
Keyword(s):  
Distance Learning ◽  
Experimental Design ◽  
Student Teachers ◽  
Direct Instruction ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Further Education ◽  
Current Debate ◽  
Post Test ◽  
Quasi Experimental

The current debate at colleges of teacher education about introducing and redesigning learning programmes by including flipped classroom pedagogy emerged as a technology-integrated teaching strategy as a means to support students in an open distance learning approach. The flipped classroom pedagogy (FCP) is a student centeredness teaching strategy that the lecturer and student teachers interact through in-class or out-of-class activities. This chapter explores to what extent does a Flipped Classroom Pedagogy enhances student teachers' learning as compares to Direct Instruction method when learning to teach Economics at an open distance learning university. The study adopted quasi-experimental design, encompasses a pre-test, post-test and Flipped Classroom Pedagogy Questionnaire. A purposive sampling of Post Graduate Certificate of Education (PGCE) and Batchelor of Education (BEd: Senior and Further Education and Training phase) student teachers (n=371) was selected. Results showed that the used of Flipped Classroom Pedagogy in the quasi-experimental design and on the online survey influenced student teachers' performance as compared to the Direct Instruction method in the course. Further research is needed with larger samples including other teacher teaching methodology courses that will yield different results.

scholarly journals Effect of Geogebra on Pre-Service Teachers' Achievement and Perception of Circle Theorems at E. P. College of Education, Bimbilla-Ghana

2020 ◽  
Vol 5 (8) ◽  
pp. 1202-1215
Author(s):  
Anas Seidu Salifu
Keyword(s):  
Effect Size ◽  
Teaching Strategy ◽  
College Of Education ◽  
T Test ◽  
Large Effect Size ◽  
Design Data ◽  
Post Test ◽  
Quasi Experimental ◽  
Education In Ghana ◽  
Experimental Group

The study determined the effects of Geogebra on pre-service teacher's achievement and perception in circle theorems. The study was carried out in Evangelical Presbyterian (E.P.) College of Education, Bimbilla. Three research questions were formulated to guide the study. A sample size of 88 pre-service teachers (PSTs) was used. The control and experimental groups had 45 and 43 pre-service teachers respectively. The study used a quasi-experimental design. Data were collected from the subjects and analyzed quantitatively using SPSS version 18 on the close-ended questionnaire and the achievement pre-test and post-test. The pretest and post-test were analyzed using an independent sample t-test while the perception questionnaire used percentages, mean, and standard deviation in the analysis. Results from the study revealed that students taught circles theorem with Geogebra teaching strategy achieved a higher mean score than those taught through the conventional method with large effect size. The experimental group showed a positive interest in the Geogebra teaching strategy of teaching circles. The paired sample t-test also confirmed that the experimental group gained a mean difference of 9.83 in post-test with a large effect size too. The study recommends the integration of Geogebra into the teaching of circle concepts and theorems at the colleges of education in Ghana.

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