scholarly journals PRE-SERVICE TEACHERS’ TRAINING FOR THE INNOVATIVE EXTRACURRICULAR WORK

2021 ◽  
pp. 20-32
Author(s):  
Nataliia Onyshchenko ◽  
Nataliia Serdiuk ◽  
Valentyna Krykun
Keyword(s):  
Secondary Schools ◽  
Control Groups ◽  
Research Results ◽  
General Index ◽  
High Level ◽  
Teachers Training ◽  
And Control ◽  
Students Satisfaction

The research proves that the level of pre-service teachers’ readiness for innovative extracurricular work at school will be increased together with the general index of their satisfaction with the extracurricular work at university after the implementing the designed holistic program of their training. The participants of the pedagogical experiment were 148 students, divided into experimental and control groups; the experts were 18 teachers of Philological Faculty of the Hryhorii Skovoroda University in Pereiaslav and 10 General Secondary Schools teachers (Pereiaslav, Ukraine). After implementation of the program, 27% of participants were ready for innovative extracurricular work at the high level, 62% of students increased their level of readiness for innovative extracurricular work to the middle one. The suggested program also increased the students' satisfaction with the extracurricular work at university. On the basis of the research results, the authors suggest methodical recommendations for educators.

scholarly journals Does Gamifying Homework Influence Performance and Perceived Gameful Experience?

2021 ◽  
Vol 13 (9) ◽  
pp. 4829
Author(s):  
Ahmed Hosny Saleh Metwally ◽  
Maiga Chang ◽  
Yining Wang ◽  
Ahmed Mohamed Fahmy Yousef
Keyword(s):  
Learning Analytics ◽  
Educational Settings ◽  
Control Groups ◽  
Level Of Satisfaction ◽  
Growing Body ◽  
High Level ◽  
And Control

There is a growing body of literature that recognizes the importance of applying gamification in educational settings. This research developed an application to gamify students’ homework to address the concern of the students’ inability to complete their homework. This research aims to investigate students’ performance in doing their homework, and reflections and perceptions of the gameful experience in gamified homework exercises. Based on the data gathered from experimental and control groups (N = 84) via learning analytics, survey, and interview, the results show a high level of satisfaction according to students’ feedback. The most noticeable finding to extract from the analysis is that students can take on a persona, earn points, and experience a deeper sense of achievement through doing the gamified homework. Moreover, the students, on the whole, are likely to be intrinsically motivated whenever the homework is attributed to factors under their own control, when they consider that they have the expertise to be successful learners to achieve their desired objectives, and when they are interested in dealing with the homework for learning, not just achieving high grades.

Effects of Out-door Activities on Students’ Attitude towards Physics in Secondary Schools

2015 ◽  
Vol 3 (5) ◽  
pp. 126-131
Author(s):  
AWODUN ADEBISI OMOTADE ◽  
JEGEDE S.A
Keyword(s):  
Secondary Schools ◽  
Teaching Method ◽  
Sampling Technique ◽  
Analysis Of Covariance ◽  
Teaching Approaches ◽  
Control Groups ◽  
Conventional Teaching ◽  
Significant Difference ◽  
And Control ◽  
Senior Secondary

The study investigated the effects of out-door activities on students’ attitude towards learning of Physics in Senior Secondary School Physics in Ekiti State, Nigeria. The research design adopted in the study was Pretest-Posttest Quasi-experimental. The sample for the study was 150 Senior Secondary One (SSI) Physics students (this sample was divided into the experimental and control groups in ratio 1: 1 i.e. 75 in each group), selected through the multistage sampling technique from a total population of 7,852 SS I students offering Physics in all the 184 public Senior Secondary Schools in Ekiti State. The instrument used to collect relevant data from the subjects was Physics Attitudinal Scale (PAS). The reliability of the instrument was determined through the split-half method with the reliability coefficient of 0.83. Two null hypotheses were tested at 0.05 level of significance. The data collected were analysed using inferential statistics of t-test and Analysis of Covariance (ANCOVA). The results of the analyses showed that there was significant difference in the attitude of students to Physics in the experimental and control groups in favour of experimental group. Based on the findings of the study, it was recommended that non-conventional teaching approaches such as using out-door activities, should be introduced into the teaching of Physics in the nation’s secondary schools to reinforce the hitherto adopted conventional teaching method and Physics teachers should be encouraged to make use of these new teaching approaches.

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 Measurement of Plasma Glutathione S-Transferase in Hepatocellular Damage in Pre-Eclampsia

2002 ◽  
Vol 30 (5) ◽  
pp. 483-487 ◽  
Author(s):  
Y Kumtepe ◽  
B Börekçi ◽  
H Aksoy ◽  
K Altinkaynak ◽  
M Ingeç ◽  
...  
Keyword(s):  
Liver Function Tests ◽  
Control Group ◽  
Glutathione S Transferase ◽  
Control Groups ◽  
Hepatocellular Damage ◽  
Significant Difference ◽  
Plasma Glutathione ◽  
High Concentrations ◽  
High Level ◽  
And Control

Glutathione S-transferase (GST) is a cytosolic enzyme found in high concentrations in the liver. We investigated the value of plasma GST measurements in pre-eclamptic patients. A total of 80 patients (40 in the pre-eclampsia group and 40 in the control group) were recruited. All patients were evaluated for GST, alanine aminotransferase (ALT), aspartate aminotransferase and lactate dehydrogenase. Pre-eclampsia was defined as the occurrence, after 20 weeks' gestation, of a diastolic blood pressure greater than 90 mmHg on two or more occasions at least 4 h apart, and concomitant proteinuria greater than 0.3 g/l over a 24-h urine collection period. There was no statistical difference between the pre-eclampsia and control groups in terms of ALT, gestational age, maternal age or number of previous pregnancies; a significant difference was found between the pre-eclampsia and control groups in terms of GST. Pre-eclampsia represents a significant cause of maternal and perinatal morbidity and mortality. Accurate assessment of hepatocellular damage is essential in the clinical management of these patients. GST levels in pre-eclamptic patients were found to be much higher (131.98 IU/l) than in control patients (68.67 IU/l), and this high level suggests hepatocellular damage. We concluded that measurement of plasma GST might provide an earlier and much more sensitive indicator of hepatocellular damage than other liver-function tests.

Een Evaluatie Van Tweetalig Voortgezet Onderwijs in Nederland

1998 ◽  
Vol 58 ◽  
pp. 219-227
Author(s):  
Ineke Huibregtse ◽  
Kees de Bot ◽  
Loes Coleman ◽  
Gerard Westhoff
Keyword(s):  
Secondary Schools ◽  
Evaluation Study ◽  
University Education ◽  
Word Knowledge ◽  
Test Results ◽  
Control Groups ◽  
Longitudinal Evaluation ◽  
First Results ◽  
And Control

Since 1991, an increasing number of Dutch secondary schools have been offering a bilingual programme (Dutch-English) in the first four years of pre-university education. In 1995 a longitudinal evaluation study of this type of education was started. In this paper the first results of a part of this study are presented. The data concern the testing of the size of passive word knowledge, measured during two consecutive school years by means of a yes/no-test. The test results of the experimental groups are compared with scores of control groups. The results indicate that the experimental groups have a larger passive vocabulary but no differences can be found between experimental and control groups in the growth of the passive vocabular

scholarly journals Strategies of coping with situations of difficult pedagogical communication among teachers working in residential institutions

2019 ◽  
Vol 70 ◽  
pp. 08045
Author(s):  
O. V. Zadorozhnaya ◽  
V. V. Maiba ◽  
E. N. Novokhat’ko ◽  
N. In. Lomova
Keyword(s):  
Secondary Schools ◽  
Coping Strategies ◽  
Emotional Response ◽  
Professional Activity ◽  
Professional Burnout ◽  
Control Groups ◽  
Learning Conditions ◽  
Residential Institutions ◽  
Emotional Burnout ◽  
And Control

Professional activity of teachers working in residential institutions is a special type of activity associated with the strengthening of the action of emotionogenic factors in connection with the specifics of the contingent of students and learning conditions, which often causes the syndrome of emotional burnout. The study conducted a comparative analysis of preferences in the choice of coping strategies, manifested in the success of overcoming situations of difficult pedagogical communication of teachers working in residential institutions and teachers of secondary schools. It is established that coping strategies chosen by respondents of experimental and control groups in situations of problematic communication in accordance with the stage of emotional burnout have qualitative differences: teachers working in residential institutions, at each stage often use coping avoidance and aggressiveness, teachers of secondary schools – coping assertiveness with a tendency to impulsiveness on the background of emotional response. The obtained results are relevant for the programs of prevention of professional burnout of teachers with the help of health-saving technologies and teaching them constructive strategies of coping with stressful professional situations.

Study of the level of patriotic education of adolescents in a youth center

2021 ◽  
pp. 125-132
Author(s):  
Tatyana E. Manger ◽  
Yulia V. Vasilieva
Keyword(s):  
Control Groups ◽  
Behavioral Indicators ◽  
Patriotic Education ◽  
Cognitive Semantic ◽  
Three Stages ◽  
High Level ◽  
Emotional Value ◽  
Additional Education ◽  
And Control

We substantiate the importance and the phenomenon of patriotic education in institutions of additional education, the role of the teacher in the development of patriotic feelings in adolescents. The main indicators of the patriotic upbringing of adolescents include cognitive-semantic, emotional-value and behavioral indicators. The study analyzes the activities of the Li-petsk youth center, which revealed an extensive material and technical base and a high level of qualifications of teachers, but at the same time the institution lacks a patriotic education program. Also, an experimental work was carried out with the participation of adolescents (12–14 years old), parents and teachers, consisting of three stages. At the ascertaining stage, it is established that the level of patriotism among adolescents is lower than among adults (mostly low), which is due to the Soviet system of patriotic education. On the basis of the developed social and pedagogical technology and the patriotic program “I am a patriot” at the formative and ascertaining stage, the diagnostics of the results of the level of development of patriotic feelings of the experimental and control groups is carried out, which demonstrated an increase in the values to the middle and high levels. The results of the experimental search work indicate a positive dynamics in the development of indicators of patriotic education in adolescents with the use of folk art.

scholarly journals The impact of participation in music on learning mathematics

2017 ◽  
Author(s):  
Sylwia Holmes ◽  
Susan Hallam
Keyword(s):  
Temporal Reasoning ◽  
Pedagogical Practice ◽  
Control Groups ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Music And Mathematics ◽  
And Mathematics ◽  
High Level ◽  
And Control ◽  
The Impact

Music psychologists have established that some forms of musical activity improve intellectual performance, spatial–temporal reasoning and other skills advantageous for learning. In this research, the potential of active music-making for improving pupils' achievement in spatial– temporal reasoning was investigated. As spatial–temporal skills are considered to be high-level mathematical abilities, this study also aimed to explore if learning music might have an effect on pupils' achievement in mathematics, and whether spatial–temporal reasoning plays a role in this process. The study had a quasi-experimental design in which groups of children aged 4 to 7 participated in a music programme containing a variety of musical, predominantly rhythmical, activities. Parallel classes made up control groups. Throughout the intervention, pupils' attainment in mathematics, reading, writing and spatial–temporal reasoning was recorded and compared between the music and control groups. The findings of the project supported the hypothesis that music instruction has an impact on the development of spatial–temporal skills. A statistically significantly greater progression was observed in most of the intervention groups, as compared in all periods of measurement to the control groups. The attainment in general mathematics did not always differ between the intervention and control groups but the analyses provided evidence of a consistent and statistically significant enhancement in learning mathematics between the youngest participants of the programme. This knowledge could inform pedagogical practice, while further research in this area could offer more insight into the association between music and mathematics.

scholarly journals Grand Corruption in the Contracting Out of Public Services: Lessons from a Pilot Study in Colombia

2021 ◽  
Author(s):  
Philip Keefer ◽  
Benjamin Roseth
Keyword(s):  
Pilot Study ◽  
Significant Influence ◽  
Public Services ◽  
Text Messages ◽  
The Political ◽  
Control Groups ◽  
Corrupt Behavior ◽  
High Level ◽  
And Control ◽  
Operator Behavior

Do targeted transparency interventions reduce corrupt behavior when corrupt actors are few and politically influential; their behavior imposes small costs on numerous individuals; and corrupt behavior is difficult to observe? Results from a study of informal audits and text messages to parents, meant to curb corruption in the School Meals Program of Colombia, suggests that they can. Theory is pessimistic that transparency interventions can change the behavior of actors who exert significant influence over supervisory authorities. Moreover, inherent methodological obstacles impede the identification of treatment effects. Results substantiate the presence of these obstacles, especially considerable spillovers from treated to control groups. Despite spillovers, we find that parental and operator behavior are significantly different between treatment and control groups. Additional evidence explains why operator behavior changed: out of concern that systematic evidence of corrupt behavior would trigger enforcement actions by high-level enforcement agencies outside of the political jurisdictions where they are most influential.

scholarly journals Volitional Effort Formation in Senior Preschool Children with Speech Impairments Using Visual Modeling

2021 ◽  
Vol 3 (1) ◽  
pp. 66-84
Author(s):  
Olga Shilova ◽  
Olga Piskun
Keyword(s):  
Preschool Children ◽  
Speech Impairments ◽  
Control Groups ◽  
Educational Activities ◽  
Visual Modeling ◽  
Number Of Children ◽  
Control Stage ◽  
High Level ◽  
And Control ◽  
Experimental Group

The aim of this research is to investigate the process of volitional effort formation in senior preschool children with general speech underdevelopment (GSU) by visual modelling. The study was conducted using theoretical and practical methods and methods of mathematical statistics. The main indicators of volitional effort formation were determined at the ascertaining stage using methods developed by Smirnova (2005). Methods were partially adapted for 5-year-old children with GSU, and a map of observations was made. Based on the results of observations of children in experimental and control groups (a total of 38 children), pupils were allocated into four categories according to their behavior in direct educational activities. At the control stage of the study, (after the special work on volitional effort formation by visual modeling) children in the experimental group demonstrated positive dynamics in volitional regulation. The number of children, achieved a high level in volitional effort formation, has increased, and the number of children with a lower average level has decreased, moreover, none of the pupils remained at a low level. The results of the study showed the effectiveness of the work on volitional effort formation using the method of visual modeling.

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