scholarly journals A New Application in Biology Education: Development and Implementation of Arduino-Supported STEM Activities

2021 ◽  
Author(s):  
Aslı Görgülü Arı ◽  
Gülsüm Meço
Keyword(s):  
Teaching Method ◽  
Biology Education ◽  
Education Development ◽  
Effect Relationship ◽  
Science Technology ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
And Mathematics

A new teaching method under the name of STEM, integrating the disciplines of Science, Technology, Engineering, and Mathematics, is now taught by teachers in their classes. Considering that the generation that grows up in the 21st-century has grown up with technology, it is thought that integrating technology into lessons helps students learn the subject. The study aims to develop five STEM activities for the human body systems lesson by integrating the coding-based Arduino into STEM education. The activities were implemented to 6th-grade students for seven weeks and the effects on students' skills of establishing a cause-effect relationship. The study method was pre-test-post-test quasi-experimental design, and the cause-effect relationship scale was used as a data collection tool. As a result of the study, a significant difference was found between the Arduino-supported STEM activities developed and the students' skills of establishing a cause-effect relationship.

scholarly journals A New Application in Biology Education: Development and Implementation of Arduino-Supported STEM Activities

Biology ◽  
2021 ◽  
Vol 10 (6) ◽  
pp. 506
Author(s):  
Aslı Görgülü Arı ◽  
Gülsüm Meço
Keyword(s):  
Stem Education ◽  
Biology Education ◽  
Education Development ◽  
Effect Relationship ◽  
Future Goals ◽  
Significant Difference ◽  
The Future ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject

Considering that generations that have grown up in the 21st-century have grown alongside technology, it is thought that integrating technology into lessons helps students learn the subject. This study aims to develop five STEM activities for the lesson of the human body systems by integrating the coding-based Arduino into STEM education. The activities were implemented to 6th-grade students for seven weeks and the effects on students’ skills of establishing a cause-effect relationship. The study method was pre-test-post-test quasi-experimental design, and the cause-effect relationship scale and semi-structured view form were used as data collection tools. As a result of the study, a significant difference was found between the Arduino-supported STEM activities developed and the students’ skills of establishing a cause-effect relationship. The students who received the Arduino-supported STEM education found the course to be entertaining and educational, and the future goals of these students were affected. In order to bring individuals who love their profession into the future, Arduino-supported STEM education should be applied and expanded in other branches and class levels.

scholarly journals PERBEDAAN PENGARUH MODEL PEMBELAJARAN COOPERATIVE SCRIPT BERBANTUAN PETA PIKIRAN DENGAN DIRECT INSTRUCTION TERHADAP HASIL BELAJAR SISWA PADA POKOK BAHASAN PROGRAM LINEAR

2016 ◽  
Vol 5 (1) ◽  
pp. 50
Author(s):  
Nur Rohman
Keyword(s):  
Direct Instruction ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Academic Year ◽  
Cluster Random Sampling

The objectives of this research are to investigate whether there is difference of influence student learning result after application of cooperative script learning model assisted mind map with direct instruction learning model on the subject of Program Linear class X of SMA Plus Al-Amanah Balongsumber Dander Bojonegoro in the academic year of 2014/2015. This study is a quasi-experimental study using a study design of post-test - only control design. The sampling technique using cluster random sampling technique. The sample in this research is class X-B as an experimental class and class X-C  as the control class. Data mathematics learning result obtained using the technique of tests, and the tests used in the form of an objective test. Data were analyzed by an independent comparative statistical t-test. Based on the research results, it was concluded that: there is a significant difference between students' mathematics learning result that learned through the cooperative scriptlearning model assisted mind map with the students that learned through direct instruction learning. This suggests there are differences in the effect of the cooperative script learning model assisted mind map with direct learning model mathematics instruction on learning result of students on the subject of Program Linear second semester of class X SMA Plus Al-Amanah Bojonegoro.

scholarly journals History teaching based on the fundamental sources of Turkish cultureTürk kültürünün temel kaynaklarına dayalı tarih öğretimi

2016 ◽  
Vol 13 (3) ◽  
pp. 5772
Author(s):  
Servet Hali ◽  
Yavuz Bolat
Keyword(s):  
Student Success ◽  
Reading Skills ◽  
Teaching Method ◽  
Primary Sources ◽  
Control Group ◽  
Significant Difference ◽  
Turkish Culture ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

The main points in reading education read it to understand. Learning happen in case of no meaningful reading is not possible. History lesson of reading skills must be improved in order to achieve success. The purpose of this study Turkish culture is the history lessons to improve reading comprehension skills by utilizing the basic resources. History of reading skills form the basis of the course is to provide education and training in the use effectively. In doing so our main source read in the past is to try to learn in light of our own resources. Pretest-posttest control group quasi-experimental research model is used in this study because of the purpose of evaluating the effect of teaching method based on the primary sources of Turkish culture on student success. In this study, the teaching based on the primary sources of Turkish culture is used as the independent variable, student success is used as dependent variable. Pretest and post test results applying the experimental and control groups were obtained. The experimental group subjects Kutadgu Bilig according to the results of teaching with the reading of selected sections has been found to be a significant difference in the final test. ÖzetEğitim-öğretimde en temel husus okuma, okuduğunu anlamadır. Anlamlı bir okuma yapılmadığı takdirde öğrenmenin gerçekleşmesi mümkün değildir. Tarih derslerinde başarı elde edebilmek için okuma becerisinin geliştirilmiş olması gerekir. Bu çalışmanın amacı; tarih derslerinde Türk kültürünün temel kaynaklarından yararlanarak okuma-anlama becerilerini geliştirmektir. Eğitim-öğretimin temelini oluşturan okuma becerisinin tarih derslerinde etkili bir şekilde kullanılmasını sağlamaktır. Bunu gerçekleştirirken de temel kaynaklarımızın okunmasını, geçmişi kendi kaynaklarımızın ışığında öğrenmeye çalışmaktadır. Bu araştırmada, Türk Kültürünün temel kaynaklarına dayalı öğretim yönteminin öğrenci başarısına etkisinin incelenmesi amaçlandığı için ön test-son test kontrol gruplu yarı deneysel araştırma modeli kulla­nılmıştır. Araştırmada, Türk kültürünün temel kaynaklarına dayalı öğretim bağımsız değişken, öğrenci başarısı bağımlı değişken olarak kullanılmıştır. Deney ve kontrol gruplarına ön test ve son test uygulanarak bazı bulgular elde edilmiştir. Deney grubuna Kutadgu Bilig’den ders konusuna uygun olarak seçilen bölümlerin okunması ile gerçekleştirilen öğretim sonucu son testte anlamlı bir farklılık olduğu tespit edilmiştir.

scholarly journals ONLINE BRAINSTORMING LEARNING TECHNIQUE INCREASES INNOVATION IN STUDENTS’UNDERSTANDING AND CREATIVITY

2020 ◽  
Vol 5 (36) ◽  
pp. 114-120
Author(s):  
Sitti Junaida Ambo ◽  
Tan Choon Keong
Keyword(s):  
Online Learning ◽  
Quantitative Study ◽  
Creative Thinking ◽  
T Test ◽  
Significant Difference ◽  
Learning Technique ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Paired T Test

This research aimed to study students’ understanding and creative thinking in Innovation Subject through online learning. This quasi-experimental quantitative study focussed on students’ understanding and creative thinking of the subject through online learning brainstorming techniques. Samples of 36 students from School Y went through the treatment (online learning) and all of the students sat for the pre-test and post-test to measure their understanding and creativity of the subject. Results from paired t-test have shown that there is a significant difference between creativity and understanding of the subject in pre-test and post-test. This showed that online learning has successfully increased students understanding and creative thinking of the subject, aligned with the government’s wish and education blueprint, which is to produce outstanding citizens.

Online and Handwritten Homework in Calculus for STEM Majors

2018 ◽  
Vol 57 (6) ◽  
pp. 1513-1533 ◽  
Author(s):  
Lawrence Smolinsky ◽  
Gestur Olafsson ◽  
Brian D. Marx ◽  
Gaomin Wang
Keyword(s):  
Online Homework ◽  
Stem Majors ◽  
Math Scores ◽  
Science Technology ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Stem Students ◽  
And Mathematics ◽  
Assessment Questions ◽  
Large Sections

Calculus is an essential intellectual gateway and initiation in the education of science, technology, engineering, and mathematics (STEM) students. In this study, graded online computer homework was compared with graded handwritten homework in second-semester calculus for STEM students. Previous calculus studies excluded STEM students or compared graded online computer homework with ungraded uncollected handwritten homework. Two large sections and two small sections of Calculus II were studied using a quasi-experimental design. Students were given the same lecture by the same instructor for each class. Students were not aware of the type of homework to be assigned when they registered. Online homework sections used WebAssign, which is one of the most widely used textbook and homework systems. The analysis indicates that there was no significant difference in performance between handwritten and online homework. Assessment questions that required graphical answers provided the greatest contrast between handwritten and online homework and were separately evaluated. Controls were included for entering math scores and a socioeconomic indicator. This study does not find any significant difference due to homework type. As a secondary question, the effect of class size is examined.

scholarly journals THE EFFECT OF USING MNEMONIC TECHNIQUE TOWARD STUDENTS’ VOCABULARY MASTERY AT GRADE XII-SCIENCE STUDENTS OF SMAN 9 KOTA BENGKULU

2018 ◽  
Vol 2 (1) ◽  
pp. 51-59
Author(s):  
LIZA OKTARINI ◽  
BAMBANG SUWARNO ◽  
I WAYAN Dharmayana
Keyword(s):  
Contextual Learning ◽  
Vocabulary Test ◽  
Science Class ◽  
Science Students ◽  
Significant Difference ◽  
Post Test ◽  
Mnemonic Technique ◽  
Quasi Experimental ◽  
The Subject ◽  
And Control

This study aimed to find out whether the use of Mnemonic technique affected the students’ vocabulary mastery. This study employed a quasi experimental design. The subject of this study comprised 64 students of grade XII science class of SMAN 9 Kota Bengkulu. The instrument of this study was a vocabulary test. The experiment class was taught by Mnemonic technique, while the control class by contextual learning. In the pre test there was no significant difference in mastery between the experiment class (mean=71,18) and control class (mean=68) with t count (0,1)< t table (df=62 sig 0,05). After the use of Mnemonic technique, in the post test, there was a significant difference in mastery between the experiment class (mean=73,51) and control class (mean=67,53), with tcount (1,99) > t table  (1,67), (df=62; sig. 0,05). It can be concuded that the use of Mnemonic technique was effective toward the students’ vocabulary mastery at grade XII-Science Students of SMAN 9 Kota Bengkulu.

scholarly journals The Effectiveness of Problem-Based Learning in Improving Students’ Writing Descriptive Text in Vocational School

2020 ◽  
Vol 10 (1) ◽  
pp. 1-11
Author(s):  
Rindi Dwi Amalia ◽  
Rusfandi Rusfandi
Keyword(s):  
Teaching Method ◽  
Problem Based Learning ◽  
Teaching Writing ◽  
Vocational School ◽  
Control Group ◽  
Alternative Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

One of the problems in teaching English to students in vocational high schools is how to make the students more active, creative, and critical. An alternative teaching method that can be used by teachers is Problem-Based Learning (PBL). The objective of this study is to investigate whether the use of PBL provides a significant effect on the students’ writing descriptive text. This study used a quasi-experimental design which was conducted at a vocational school in Malang. The participants of this study were class X Office Administration 1 as the experimental group consisting of 23 students and class X Office Administration 3 as the control group consisting of 23 students. The researcher gave pre-test and post-test and compared the participants’ writing scores in the control and experimental groups by using an independent sample t-test. The result of the post-test indicates that the students in the experimental group achieved a higher mean score than those in the control group on writing descriptive text. The statistical analysis reports that there was a significant difference in scores between the two groups (t = 6.99, p < 0.05). This finding indicates that PBL can be an effective method for teachers in teaching writing descriptive text.

scholarly journals USING QUESTION GENERATING TECHNIQUE IN TEACHING READING COMPREHENSION FOR THE THIRD SEMESTER STUDENTS AT ENGLISH STUDY PROGRAM OF MUHAMMADIYAH UNIVERSITY OF BENGKULU

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Washlurachim Safitri Safitri
Keyword(s):  
Reading Comprehension ◽  
Teaching Reading ◽  
Study Program ◽  
The Third ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
And Control ◽  
Positive Effect

The objective of this research was to find out Using Question Generating Technique Toward Students Reading Comprehension At The Third Semester Students At English Study Program Of Muhammadiyah University Of Bengkulu. The design of this research was Quasi experimental research. The subject of this research is students at the third semester of English study program. They were A class  that consist of 20 students and D class that consist of 20 students. In collecting data, the researcher used some steps; firstly the students were given a pre-test before the researcher applied Question Generating Technique. Then, the researcher did the treatment for three meetings to the experimental class, after that the researcher did post test to both classes. The last, the researcher analyzed the result of reading test by using criteria for the assessment. The final step was the researcher discussed and concluded the data. The result of this research showed that the tobt was  4,880. Whereas, the degree of freedom of post-test is 68, means that the ttable was 2.021. Based on the scores gained, it shows that tobt is higher than ttable (9,911>4,880). There is a significant difference between the post-test mean of the experimental and control class. The result also showed that the students’ comprehension in reading was significantly. In conclusion, the Question Generating Technique had been successfully gave positive effect to the students’ reading comprehension particularly in reading subject in English study program of University Muhammadiyah of Bengkulu. Key Words : Question Generating Technique, Reading comprehension,

scholarly journals From STEM to STEAM in ancient age architecture

2019 ◽  
Vol 10 (4) ◽  
pp. 221-240
Author(s):  
Mustafa Çevik
Keyword(s):  
Undergraduate Students ◽  
Control Group ◽  
Science Technology ◽  
Significant Difference ◽  
Project Groups ◽  
Post Test ◽  
And Mathematics ◽  
Study Context ◽  
Experimental Group

Abstract This research aims to identify the effects of a science, technology, engineering, arts and mathematics implementation in the ancient age architecture field on the achievements of the undergraduate students and their science, technology, engineering and mathematics (STEM) perceptions. The research was based on the explanatory design, while the experimental design with pre-test and post-test control groups was carried out in the quantitative component of the study and the case study was carried out in the qualitative component. In the first stage, the study context, selections of the groups, development and implementation of the pre-test and formation of the project groups were realised. The second stage was accomplished by carrying out the study in accordance with the determined plan, implementations of the practices, realising the post-test and conducting the interviews. Finally, a significant difference was observed between the achievement test mean scores of the experimental group and the control group in favour of the experimental group. Keywords: STEAM approach, ancient age architecture, STEAM achievement, STEM perception.

Rethinking Academic Support

2016 ◽  
Vol 20 (4) ◽  
pp. 455-474 ◽  
Author(s):  
Donna Rennar-Potacco ◽  
Anymir Orellana ◽  
Peter Chen ◽  
Andres Salazar
Keyword(s):  
Academic Support ◽  
Mathematics Students ◽  
Final Grade ◽  
Face To Face ◽  
Science Courses ◽  
Science Technology ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Mathematics ◽  
The Impact

This article presents findings of a study conducted to determine the impact of academic support provided through videoconferencing on the academic outcomes of Science, Technology, Engineering, and Mathematics students enrolled in high-risk science courses in higher education. A quasi-experimental nonequivalent posttest only design was employed to determine if grade and retention outcomes of students receiving online academic support through videoconferencing were equivalent to outcomes received by students receiving face-to-face academic support and students not receiving academic support. Data from 1,276 students were analyzed and significant differences were found in rate of retention and final grades of “Cs or above” among the three groups. The untutored group had the lowest rate. There was no significant difference in retention or final grade proportions for online and face-to-face groups, providing evidence that synchronous academic support through videoconferencing is as effective as face-to-face academic support.

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