scholarly journals Effectiveness of Developed Instructional Module on the Enhancement of Learners Academic Achievements in Physics

2021 ◽  
Author(s):  
Cherry Rose Malgapo
Keyword(s):  
High School ◽  
Assessment Method ◽  
Academic Achievements ◽  
Learning Tasks ◽  
Instructional Module ◽  
Post Test ◽  
The Mean ◽  
Learning Competencies ◽  
Teaching Learning ◽  
Experimental Group

The study examined the effectiveness of developed instructional module on the enhancement of learners’ academic achievements specifically this current situation of COVID-19 pandemic under distance learning delivery modalities. This instructional module in Physics was personally developed by the researcher and intended to used in teaching-learning process in Senior High School under the Department of Education. The participants of the study are the grade 12 SHS students at Aliaga National High School into two groups –the controlled and experimental. The parameters are the content knowledge, alignment to learning competencies, learning tasks, assessment method, design course, friendliness and timeliness. To examine the effectiveness, the experimental research designed was employed. The following findings were made: the mean pre-test scores of two groups had 5.40 and 5.33 which means almost the same while the post-test mean scores of controlled group had 14.40 and experimental group had 17.80 which means the mean scores of experimental group were higher than the mean scores of the controlled groups. The pretest of two groups of participants had value of 14.976 with significant value of .000 and found out “not significant” while the post-test had value of 14.976 with significant value of .000 and interpreted as “significant” therefore the developed instructional module in Physics found “effective” and had impact to students’ academic performance. On the assessment made on the effectiveness of developed instructional module in Physics the overall weighted mean got 3.77 with an interpretation of “Very Satisfactory”. Continuous development and enhance of instructional module is recommended.

Improving Students’ Writing Skills through Collaborative Learning: A Case Study of Senior High School Veteran 1 of Sukoharjo

2020 ◽  
Vol 10 (5) ◽  
pp. 527
Author(s):  
Veronika Unun Pratiwi
Keyword(s):  
High School ◽  
Collaborative Learning ◽  
Writing Skills ◽  
Test Validity ◽  
Senior High School ◽  
Validity And Reliability ◽  
Self Confidence ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning

The research aims at improving students’ writing skills using collaborative learning at 10th-grade students of the Senior High School 1 of Veteran Sukoharjo. This research was a classroom action research. The technique used in this research consisted of planning, implementing, observing and reflecting. The research was applied in two cycles. Every cycle consisted of three meetings. In the technique of collecting data, the researcher used qualitative and quantitative techniques. The qualitative data were collected from documentation, observation and interview with teachers and some students. The quantitative data were collected from the score of the students’ pre-test ad post-test, validity and reliability. The result of the research showed that collaborative learning could improve students’ writing skills. By using collaborative learning, the students showed active and have self-confidence in the teaching-learning process. This method brought positive result. The progress of the students’ writing skills also can be seen from the result of the tests score. In the multiple-choice pre-test, the mean score of the pre-test was 59,7and improved to be 68,1in post-test 1 of cycle 1. In cycle 2, the mean score of post-tests 2 was 79,7. In the essay pre-test, the mean score of the pre-test was 61,3and improved to be 69,1in post-test 1 of cycle 1. In cycle 2, the mean score of post-tests 2 was 78,4. It could be concluded that there was a significant improvement in the students writing skills after using collaborative learning.

scholarly journals The Effects of Task-Based Language Teaching on Writing Achievement at a High School in Vietnam

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Dang Thi Thu Huong ◽  
Keyword(s):  
High School ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Achievement ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
And Control ◽  
Experimental Group

The current study determines the effectiveness of using task-based language instructions in teaching writing at a high school in Thai Nguyen province. The participants consist of 92 grade 10 students from Bing Yen high school, Dinh Hoa district. The study employs a mix method research design (MMR) as the plan for the research. The results of the study reveals that the results of writing performance were reported at a low level (M=3.72). The results also confirmed that the intervention worked well for the experimental group. The mean score of the pre-test (the baseline for both groups) was M=3.72. The intervention focused on TBLT instructions. After first five weeks, the means of post-test1 were M=4.96 and M=3.83 for experimental group and control group respectively. There was a significant difference between the mean of pre-test and post-test1 for the experimental group (M=3.72 compared to M=4.96), while the control group showed a little improvement (M=3.72 compared to M=3.83) the difference was not significant. After another five weeks, the difference in the mean scores of the experimental group were far more than the mean scores of the control group, M=5.56 and M=4.45 respectively. By the end of the fifteenth week of the intervention, the mean of post-test 3 of the experimental group reached M=6.41, the mean for control group was M=5.54. The difference of the mean scores in the pre-test and post-test revealed a significant improvement in both groups. However, the experimental group showed a greater improvement, M=6.41 and M=5.54 respectively. It can infer that the uses of TBLT writing instruction improved writing achievement greatly.

scholarly journals Improving Students’ Achievement in Reading Descriptive Text through Reciprocal Teaching Strategy

2018 ◽  
Vol 1 (1) ◽  
pp. 29-48
Author(s):  
Rohdearni Wati Sipayung
Keyword(s):  
High School ◽  
Test Data ◽  
Teaching Strategy ◽  
Reading Strategy ◽  
Basic Knowledge ◽  
Reciprocal Teaching ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning

This paper describes how to improve students’ achievement in reading descriptive text through reciprocal teaching strategy. The sample of this paper are 21 Students of VIII-1 Grade in Senior High School of PTPN IV Bah Jambi. The pre- test data were distributed before the treatment of Reciprocal Teaching Strategy and the post-test data were taken after the treatment of teaching-learning reading descriptive text by using Reciprocal Teaching Strategy. The finding shows before the treatment of Reciprocal Reading Strategy, the basic knowledge of students at grade VIII SMP Swasta PTPN IV Bah Jambi was low since the mean of pre-test data was 25,95 and after the treatment, the students’ achievement in reading descriptive text was good where the mean of post-test data was 69,76 so that the mean difference before and after the treatment was 43,81

scholarly journals To study the effectiveness of self-instructional module on knowledge and selected outcome among women undergoing hysterectomy in a tertiary care hospital in South India

2016 ◽  
Vol 6 (1) ◽  
pp. 100
Author(s):  
Elgi MC ◽  
Lekha Viswanath
Keyword(s):  
Test Score ◽  
Tertiary Care Hospital ◽  
Tertiary Care ◽  
Control Group ◽  
Care Hospital ◽  
Instructional Module ◽  
Post Test ◽  
The Mean ◽  
Experimental Group ◽  
Site Pain

Background: Hysterectomy is a one of the major operations of surgical treatment in Gynecology. The purpose of the study was to assess the effectiveness of Self -Instructional Module (SIM) on knowledge and selected outcome among women undergoing hysterectomy at a tertiary care hospital Kochi.Methods: An experimental approach with a pretest-posttest control group design was used for the study. Forty women posted for hysterectomy were selected by convenience sampling technique. First 20 samples were allotted to experimental group and second 20 to the control group to avoid data contamination. SIM was given to the women in the experimental group after the pretest and post-test of both group was done on the fourth post-operative day. The socio-demographic and clinical data were collected by a semi-structured interview. A semi structured questionnaire was used to assess the pretest and posttest knowledge. The selected outcomes were measured using a ten point visual analogue scale in the fourth postoperative day. Data analysis was done by using descriptive and inferential statistics.Results: The findings of the study revealed that the pre-test level of knowledge among experimental group was average for 13 (65%), and poor for seven (35%), whereas in post-test 12 (60%) subjects had good knowledge and eight (40%) had average knowledge. The mean post-test score of knowledge in the experimental group (19.95 + 3.268) is higher than the mean pre-test score of knowledge (10.80 + 3.847) and the post-test score of control group (9.5+4.2). These differences in the means were significant at P<0.001. The mean score of all the selected outcomes were less in the experimental group than the control group. The difference in mean score was significant at p <0.001 in variable like pain, head ache, abdominal discomfort, insomnia, fatigue, anxiety and at P <0.05 level in variables like pain on surgical site, pain on back, pain on abdomen.Conclusions: Based on the major findings of the study, it was concluded that the self-instructional module on hysterectomy was effective in improving the knowledge of subjects and they felt it more useful in identifying the possible post-operative problems like pain on abdomen, surgical site pain, head ache, abdominal discomfort, insomnia, fatigue and anxiety. And take necessary steps to prevent it. SIM was effective as they could read and clear their doubts at their own place. More over the subjects experienced minimal problems associated with the surgery and subjects verbalized that they felt more comfortable to ask their doubts during the time of post assessment.

scholarly journals Development and Evaluation of Context-Based Laboratory Activities in Chemistry Using Low-cost Kits for Junior Public High School

KIMIKA ◽  
2017 ◽  
Vol 28 (2) ◽  
pp. 30-41
Author(s):  
Richard R. Sagcal ◽  
Nestor S. Valera ◽  
Joel T. Maquiling
Keyword(s):  
High School ◽  
Low Cost ◽  
Control Group ◽  
Public High School ◽  
Gain Scores ◽  
Laboratory Activities ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

The main purpose of this study is to develop and validate context-based laboratory activities and low-cost kits for chemistry to improve the practical and laboratory skills of Grade-10 students in a junior public high school. The efficacy of these teaching materials were assessed and quantified by teacher and student respondents using descriptive and quasi-experimental methods. Both laboratory activities and kits were designed to support the use of low-cost chemicals and reagents; and promote the improvisation of equipment and materials. These materials were assessed by 12 teachers and field-tested by 30 Grade 10 students. A standardized multiple-choice pre-test and post-test consisting of 65 items each were used to measure students’ mean gain performances. Prior to using the materials, a pre-test was conducted and have identified students’ least mastered topics, the chemical reaction, Boyle’s and Charles’ Laws respectively. A post-test was administered to measure the mean gain performance after using the materials. Data show that both the teacher and student respondents evaluated the context-based activities and low-cost kits effective and highly acceptable (4.79 on a scale of 5 weighted mean). Mean gain performance in chemistry increased significantly in the experimental group compared to the control group, with Hake’s mean gain scores of 0.63 and 0.25 respectively. The mean scores and levels of mastery of students in the experimental group who used these materials were also significantly higher than those in the control group.

scholarly journals The Effect of Extensive Reading on Students’ Reading Achievement Of Senior High School

2019 ◽  
Vol 2 (2) ◽  
pp. 16
Author(s):  
Eka Mardiana ◽  
Nur Hidayat
Keyword(s):  
High School ◽  
Reading Achievement ◽  
Senior High School ◽  
Extensive Reading ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Many Sources ◽  
Teaching Learning

The aim of this study was to investigate the effects of extensive reading on students’ reading achievement for senior high school grade X. The extensive reading was an alternative method in the teaching reading to make the students fun and easy to get the meaning of texts from many sources. The subjects were 27 students at grade X in the academic year 2018/2019. The researcher applied by using in a quasi-experimental design using a quantitative approach. The instrument of this research used pre-questionnaires, test and observation. The technique of analyzing data was applied by using a paired sample t-test from the Statistical Package for the Social Sciences 22 (SPSS22). The result of the analysis showed that the mean of the pre-test was 79, 85 and the mean of post-test was 85, 56. The mean score of posttest was higher than pretest in experimental class who were taught by extensive reading. It concluded that the implementation of the extensive reading can give positive effects to the students. It was supported by the result of observation showed that the students were enthusiastically to answer the question, many vocabularies, fun, enjoyable, easy to understand the meaning of the texts and more active in the teaching learning.

scholarly journals The Effectiveness of Using Video in Teaching Listening To The Eleventh Grade Students of Senior High School

2018 ◽  
Vol 6 (2) ◽  
pp. 247
Author(s):  
Safarina Rachmaningdias ◽  
Martono Martono ◽  
Dwi Elyono
Keyword(s):  
High School ◽  
Experimental Study ◽  
Senior High School ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

<p><em>This research is an experimental study of using video in teaching listening to the eleventh grade students of SMA N 1 Slawi. The objective of the research is to find out whether the use of video in teaching listening to the eleventh grade students of SMA N 1 Slawi is effective. The data were obtained from the students’ scores. The findings of the research are: (1) There is a significant difference between the listening achievement of the students taught using video and the listening achievement of the students taught using audio (t<sub>o</sub> is higher than t<sub>t</sub> or 2.605 &gt; 2.000); (2) The post-test mean score of the experimental group taught using video is higher than the post-test mean score of the control group taught using audio. The mean score of the experimental group is 75.80 while the mean score of the control group is 68.87. Therefore, it can be  concluded that using video in teaching listening is effective.</em></p>

scholarly journals Teaching English through Drama to Tribal Students of Undergraduate Level at Remote Area of South Gujarat Region in India

2020 ◽  
Author(s):  
Falguni P. Desai
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Teaching English ◽  
Test Form ◽  
Undergraduate Level ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Experimental Group

Aim: To investigate how learning of English becomes easier through drama, in tribal classroom for learners and how it contributes towards nurturing their creative thinking. Methods: Pre and post tests were taken and Torrance Creative Thinking Test, form (A) was used. The students in control and experimental group were given TTCT form (A). In this study through TTCT form (A) it was tested to what extent teaching through drama nurtured creative thinking of tribal students. It tested the ability of student's individual competence, to be fluent, flexible and original. Results and conclusion: There is a statistically significant difference in mean scores of the pre and post test of the experimental group. The mean of post grades of experimental group is more than the mean of pre grades of experimental group. It indicated that there are statistically significant differences in students' pre and post grades of experimental group. It means teaching English through drama is effective and it fosters creativity of tribal students. Practical application: Teachers in other tribal/rural/urban colleges can teach using drama in their classes to make teaching-learning of foreign language effective and for fostering the creativity of the students. The Torrance test can be used in other research to investigate the influence of teaching subjects other than English. Further research is needed to investigate the influence of teaching English language using drama on teacher’s performance in tribal classroom. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' achievement. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' creative thinking. Originality/Cognitive value: Draws attention toward the effectiveness of teaching English using drama and nurturing students' creative thinking specific for tribal students. Provide teachers with applicable teaching situations using drama for teaching in tribal classroom. Provide results which may be applicable in teaching other subject to different level of students in different eco systems.

scholarly journals Teaching English through Drama to Tribal Students of Undergraduate Level at Remote Area of South Gujarat Region in India

2020 ◽  
Vol 3 (4) ◽  
Author(s):  
Falguni P. Desai ◽  
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Teaching English ◽  
Test Form ◽  
Undergraduate Level ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Experimental Group

Aim: To investigate how learning of English becomes easier through drama, in tribal classroom for learners and how it contributes towards nurturing their creative thinking. Methods: Pre and post tests were taken and Torrance Creative Thinking Test, form (A) was used. The students in control and experimental group were given TTCT form (A). In this study through TTCT form (A) it was tested to what extent teaching through drama nurtured creative thinking of tribal students. It tested the ability of student's individual competence, to be fluent, flexible and original. Results and conclusion: There is a statistically significant difference in mean scores of the pre and post test of the experimental group. The mean of post grades of experimental group is more than the mean of pre grades of experimental group. It indicated that there are statistically significant differences in students' pre and post grades of experimental group. It means teaching English through drama is effective and it fosters creativity of tribal students. Practical application: Teachers in other tribal/rural/urban colleges can teach using drama in their classes to make teaching-learning of foreign language effective and for fostering the creativity of the students. The Torrance test can be used in other research to investigate the influence of teaching subjects other than English. Further research is needed to investigate the influence of teaching English language using drama on teacher’s performance in tribal classroom. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' achievement. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' creative thinking. Originality/Cognitive value: Draws attention toward the effectiveness of teaching English using drama and nurturing students' creative thinking specific for tribal students. Provide teachers with applicable teaching situations using drama for teaching in tribal classroom. Provide results which may be applicable in teaching other subject to different level of students in different eco systems.

scholarly journals Teaching English through Drama to Tribal Students of Undergraduate Level at Remote Area of South Gujarat Region in India

2020 ◽  
Author(s):  
Falguni P. Desai
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Teaching English ◽  
Test Form ◽  
Undergraduate Level ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Experimental Group

Aim: To investigate how learning of English becomes easier through drama, in tribal classroom for learners and how it contributes towards nurturing their creative thinking. Methods: Pre and post tests were taken and Torrance Creative Thinking Test, form (A) was used. The students in control and experimental group were given TTCT form (A). In this study through TTCT form (A) it was tested to what extent teaching through drama nurtured creative thinking of tribal students. It tested the ability of student's individual competence, to be fluent, flexible and original. Results and conclusion: There is a statistically significant difference in mean scores of the pre and post test of the experimental group. The mean of post grades of experimental group is more than the mean of pre grades of experimental group. It indicated that there are statistically significant differences in students' pre and post grades of experimental group. It means teaching English through drama is effective and it fosters creativity of tribal students. Practical application: Teachers in other tribal/rural/urban colleges can teach using drama in their classes to make teaching-learning of foreign language effective and for fostering the creativity of the students. The Torrance test can be used in other research to investigate the influence of teaching subjects other than English. Further research is needed to investigate the influence of teaching English language using drama on teacher’s performance in tribal classroom. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' achievement. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' creative thinking. Originality/Cognitive value: Draws attention toward the effectiveness of teaching English using drama and nurturing students' creative thinking specific for tribal students. Provide teachers with applicable teaching situations using drama for teaching in tribal classroom. Provide results which may be applicable in teaching other subject to different level of students in different eco systems.

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