Investigating differential learning outcomes of students in physics using animation and textual information teaching strategies in Ondo State secondary School.

Service learning is a teaching approach that combines academic goals and the character educationthrough community service activities. Teaching strategies through knowledge, experiences, andreﬂections applied in an interdiciplinary course provide opportunities for students to relate knowledgedirectly from the classroom to community problems with their participation as volunteers in a specifedcommunity. Te community which is chosen as a target group was ftted to the lecture materialswhich emphasized on issues of state discrimination against vulnerable groups and impacts of decreasingenvironmental quality on sustainable peace. Te learning outcomes which is set at level of students'awareness of social problems are measured by changes in perceptions of issues faced by target groupsbefore and after students doing a community service through periodic journal reports.

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Repetition without Repetition or Differential Learning of Multiple Techniques in Volleyball?

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph181910499 ◽

2021 ◽

Vol 18 (19) ◽

pp. 10499

Author(s):

Julius B. Apidogo ◽

Johannes Burdack ◽

Wolfgang I. Schöllhorn

Keyword(s):

Secondary School ◽

Retention Test ◽

Secondary School Students ◽

Control Group ◽

School Students ◽

Learning Group ◽

Differential Learning ◽

Significant Difference ◽

Repetitive Learning

A variety of approaches have been proposed for teaching several volleyball techniques to beginners, ranging from general ball familiarization to model-oriented repetition to highly variable learning. This study compared the effects of acquiring three volleyball techniques in parallel with three approaches. Female secondary school students (N = 42; 15.6 ± 0.54 years) participated in a pretest for three different volleyball techniques (underhand pass, overhand pass, and overhead serve) with an emphasis on accuracy. Based on their results, they were parallelized into three practice protocols, a repetitive learning group (RG), a differential learning group (DG), and a control group (CG). After a period of six weeks with 12 intervention sessions, all participants attended a posttest. An additional retention test after two weeks revealed a statistically significant difference between DG, RG, and CG for all single techniques as well as the combined multiple technique. In each technique—the overhand pass, the underhand pass, the overhand service, and the combination of the three techniques—DG performed best (each p < 0.001).

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An Appraisal of Delinquent Behaviours among Secondary School Students in Ondo State, Nigeria

Advances in Social Sciences Research Journal ◽

10.14738/assrj.43.2611 ◽

2017 ◽

Vol 4 (3) ◽

Author(s):

Olufunmilayo Tayo-Olajubutu

Keyword(s):

Secondary School ◽

Secondary School Students ◽

School Students ◽

Ondo State

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PENERAPAN STRATEGI RECIPROCAL TEACHING PADA PEMBELAJARAN KIMIA UNSUR DENGAN SISWA SEBAGAI MODEL DALAM UPAYA PENINGKATAN HASIL BELAJAR KELAS XII-IA SMA NEGERI 3 SURABAYA

JPPS (Jurnal Penelitian Pendidikan Sains) ◽

10.26740/jpps.v1n2.p90-93 ◽

2017 ◽

Vol 1 (2) ◽

pp. 90

Author(s):

Slamet H.Purwanto ◽

Muslimin Ibrahim ◽

Sri Poedjiastoeti

Keyword(s):

Data Analysis ◽

Student Learning ◽

Learning Outcomes ◽

Teaching Strategies ◽

Chemical Elements ◽

Student Learning Outcomes ◽

Reciprocal Teaching ◽

Learning Tools ◽

Student Responses ◽

Group Design

This research to implemented of reciprocal teaching strategies with student as a model in the chemical elements to improved student learning outcomes. This research used pretest-postest group design, as the researched target was a XII-iA grade SMA Negeri 3 Surabaya. The instrument used is a sheet implemented plan, tests, and questionnaires. Techniques of data analysis was used to learn the application of the device by calculating the percentage and analysis of student learning outcomes, if student responses used student percentage opinion. The results on this research (1) includes complex plan-oriented learning tools to students reciprocal teaching as a model for 88,95% and categorized well, (2) average student learning outcomes of both groups was 79.47, (3) the results of student responses showed 64% agreed and 32% most agreed if the reciprocal teaching strategies used in the study of chemical elements. Based on the above results the strategy of reciprocal teaching well performed, the results of both groups increased student learning, and as well as the students had a good response on reciprocal teaching strategies in the teaching of chemical elements. Penelitian ini bertujuan menerapkan strategi reciprocal teaching dengan siswa sebagai model dalam materi kimia unsur untuk meningkatkan hasil belajar. Desain yang digunakan dalam penelitian ini adalah pretest postest group design, sasaran penelitian adalah siswa kelas XII-iA SMA Negeri 3 Surabaya. Instrumen yang digunakan terdiri atas lembar keterlaksanaan perangkat, tes, dan angket. Teknik analisis data yang digunakan yaitu menghitung persentase keterlaksanaan, analisis hasil belajar siswa, dan menghitung persentase pendapat siswa. Hasil-hasil dari penelitian ini adalah (1)keterlaksanaan perangkat pembelajaran berorientasi reciprocal teaching sebesar 87,38% dan berkategori baik, (2) rata-rata hasil belajar siswa pada pembelajaran kimia unsur sebesar 79,47, (3) respon siswa sebesar 64% setuju dan 32% sangat setuju jika strategi reciprocal teaching digunakan dalam pembelajaran kimia unsur. Simpulan dalam penelitian ini adalah keterlaksanaan perangkat strategi reciprocal teaching terlaksana dengan baik, hasil belajar siswa meningkat dan siswa memiliki respon yang baik mengenai penerapan strategi reciprocal teaching dalam pembelajaran kimia unsur.

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