scholarly journals COMPUTER AIDED INSTRUCTIONAL MATERIALS IN TEACHING COOKERY IN GRADE 10: IT’S EFFECTIVENESS

2019 ◽  
Vol 5 (2) ◽  
pp. 1-12
Author(s):  
Sharon Nicolas
Keyword(s):  
Traditional Approach ◽  
Statistical Treatment ◽  
Instructional Materials ◽  
Control Group ◽  
Computer Aided Instruction ◽  
Learning Abilities ◽  
Global Competitiveness ◽  
Computer Aided ◽  
Post Test ◽  
Experimental Group

Today's world is known as the globalization era and is marked by rapid and complex changes both in social and values and learning structures. As such, it is natural for the education sector to review, update and orient their programs to the paradigm of these developments because education is crucial to global competitiveness and total human development. The main purpose/aim of this research is to determine the effectiveness of computer aided instructional materials in teaching cookery to grade 10 students. In this study, experimental method of research was used, the pretest and posttest design. The control group and the experimental group were both given a pretest, then exposed to different teaching methods. The experimental group was exposed to computer aided instructional materials while the control group was taught using the traditional approach. Both groups were given a posttest. The researcher used Mean, Percentage and T-test for the statistical treatment. Comparing the results of the pretest and posttest in the control and experimental group, it shows that students who used computer aided instructional materials performed well in class. The result of the experimental group increases in the post test. Therefore, computer aided instruction enhances the learning abilities of the students.

scholarly journals COMPUTER AIDED INSTRUCTIONAL MATERIALS IN TEACHING COOKERY IN GRADE 10: IT’S EFFECTIVENESS

2019 ◽  
Vol 5 (2) ◽  
pp. 1-12
Author(s):  
Sharon Nicolas
Keyword(s):  
Traditional Approach ◽  
Statistical Treatment ◽  
Instructional Materials ◽  
Control Group ◽  
Computer Aided Instruction ◽  
Learning Abilities ◽  
Global Competitiveness ◽  
Computer Aided ◽  
Post Test ◽  
Experimental Group

Today's world is known as the globalization era and is marked by rapid and complex changes both in social and values and learning structures. As such, it is natural for the education sector to review, update and orient their programs to the paradigm of these developments because education is crucial to global competitiveness and total human development. The main purpose/aim of this research is to determine the effectiveness of computer aided instructional materials in teaching cookery to grade 10 students. In this study, experimental method of research was used, the pretest and posttest design. The control group and the experimental group were both given a pretest, then exposed to different teaching methods. The experimental group was exposed to computer aided instructional materials while the control group was taught using the traditional approach. Both groups were given a posttest. The researcher used Mean, Percentage and T-test for the statistical treatment. Comparing the results of the pretest and posttest in the control and experimental group, it shows that students who used computer aided instructional materials performed well in class. The result of the experimental group increases in the post test. Therefore, computer aided instruction enhances the learning abilities of the students.

scholarly journals The effect of peripheral learning on elementary EFL learners’ grammar improvement: The case of prepositions of time and place

2018 ◽  
Vol 7 (2) ◽  
pp. 91-100
Author(s):  
Islam Namazian Doost ◽  
Soheila Tahmasbi
Keyword(s):  
T Test ◽  
Control Group ◽  
Control Groups ◽  
Teaching Environment ◽  
Learning Abilities ◽  
Efl Learners ◽  
Post Test ◽  
Elementary Classes ◽  
And Control ◽  
Experimental Group

This study aims to investigate the possible effects of peripheral learning on elementary EFL learners’ grammar improvement: the case of prepositions of time and place. Two elementary classes were selected as experimental and control groups. Before beginning the treatment, a grammar test was administered to both the groups as a pre-test. Then, as treatment, the experimental group was exposed to realia, pictures, posters and texts, while the control group was not. After term-long treatment of 10 weeks, the two groups received the same grammar test as post-test. The results of t-test showed that the experimental group improved their grammar ability, i.e., knowledge of prepositions of time and place more than their friends in the control group. The finding of the study may open an optional path for teachers to include some peripheral materials in their teaching environment to further invest on unconscious learning abilities of the students.   Keywords: Peripheral learning, reposition of time, prepositions of place, grammar.

Effectiveness of Constructivist Approach Experiments in Teaching Selected Physics Concepts

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Lorelei C. Tabago
Keyword(s):  
Positive Attitude ◽  
Traditional Approach ◽  
Control Group ◽  
Constructivist Approach ◽  
Control Group Design ◽  
Significant Difference ◽  
Physics Concepts ◽  
Post Test ◽  
Equivalent Control ◽  
Experimental Group

The study developed constructivist approach experiments to determine its effectiveness in teaching physics concepts. The quasi-experiment following a non-equivalent control group design was used. Two sections of 2nd year BSIT students of Isabela State University-Cauayan Campus were involved. The study administered pre-test and post-test. The scores in the achievement test and standardized attitude inventory test were compared and the significance of their difference was determined using the t-test. The control group and the experimental group were equal in terms of cognitive level in Physics. However, the students exposed to the constructivist approach of laboratory teaching had significantly higher post-test scores and higher mean gain scores than the students exposed to the traditional approach after the study was conducted. The experimental group developed a more positive attitude towards Physics than the control group. Moreover, there was a significant difference between the post achievement scores and post attitude scores of the students exposed to constructivist approachbased experiments and traditional experiments. The Constructivist Approach Experiments are effective in enhancing students’ achievement and in developing a more positive attitude towards the subject than the traditional approach.   Keywords - Constructivist Approach, Constructivist Approach-Based Experiment; Traditional Experiment, Attitude Towards Physics

Implementing Task-based Instruction in ESP Class — An Empirical Study in Marine Engineering English

2016 ◽  
Vol 7 (5) ◽  
pp. 936 ◽  
Author(s):  
Xuehua Wu ◽  
Lihui Liao ◽  
Teresa K. DeBacker
Keyword(s):  
Traditional Approach ◽  
Control Group ◽  
Group Data ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Marine Engineering ◽  
Listening And Speaking ◽  
Experimental Group

This study investigated teaching English for Specific Purposes (ESP) within the paradigm of task-based language teaching, concentrating on marine engineering English teaching in a Chinese vocational college. Two natural groups of students taking their ESP courses took part in the study as a control group (N=28) and an experimental group (N=33) from 2014 spring to 2014 fall. Teacher-designed reading, listening and speaking pre-test and post-test (simulating the governmental tests held by China Maritime Safety Administration Bureau), and survey were used as the basis for study. The students in the control group and the experimental group were taught in traditional approach and task-based approach respectively. At the end of one academic year study, the students were given a post-test to determine whether there was effect of the treatment on the experimental group. Data analysis showed that there was no statistically significant difference in reading achievement between students in the control group and students receiving task-based instruction, but there was effect on students’ listening and speaking competency. In the investigation, most students were satisfied with task-based instruction, and they proposed some feedbacks and suggestions for the task-based instruction in ESP courses which are beneficial for future instruction.

scholarly journals Using image-to-text recognition technology to facilitate vocabulary acquisition in authentic contexts

ReCALL ◽  
2020 ◽  
Vol 32 (2) ◽  
pp. 195-212
Author(s):  
Rustam Shadiev ◽  
Ting-Ting Wu ◽  
Yueh-Min Huang
Keyword(s):  
Vocabulary Acquisition ◽  
Traditional Approach ◽  
Learning Task ◽  
Learning System ◽  
Text Recognition ◽  
Learning Activity ◽  
Control Group ◽  
Post Test ◽  
Learner Perceptions ◽  
Experimental Group

AbstractA vocabulary acquisition learning activity was designed and a learning system featuring image-to-text recognition technology to support the activity was developed. The effectiveness of the system with regard to facilitating vocabulary acquisition was tested. The perceptions of learners toward this tool and the affordances of the system for vocabulary acquisition were also explored. To this end, we designed an experiment in which 40 native speakers of Russian learning English as a foreign language from an elementary school participated. They were assigned to either a control condition or an experimental condition. All learners learned new vocabulary in class and then applied their new knowledge to contexts with a realistic simulation of the real world by completing a learning task. The learners in the control group used a traditional approach (e.g. the learners learned vocabulary from corresponding pictures in a textbook), whereas the learners in the experimental group used the proposed learning system (e.g. the learners learned vocabulary using the system). A pre-test–post-test/delayed post-test design was employed to test the effectiveness of the treatment on vocabulary acquisition. Learner perceptions and perceived affordances of the system for vocabulary acquisition were explored through a questionnaire survey and interviews. The quantitative results showed that the learners in the experimental group outperformed their counterparts on both the vocabulary post-test and delayed post-test. The qualitative results revealed that most learners in the experimental group had positive perceptions of the system. In addition, the qualitative results showed the three main categories of affordances. Based on these results, several suggestions and implications are provided for the teaching and research community.

scholarly journals The Effects of Process-Genre Approach on Academic Writing

2019 ◽  
Vol 4 (2) ◽  
pp. 89
Author(s):  
Rabiat Ajoke Alabere ◽  
Aspalila Shapii
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Traditional Approach ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Essay Writing ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Experimental Group

This study intends to find out the effectiveness of Process-genre Approach (PGA) on academic writing in English as a second language Students' essay writing. The purpose of this paper is to determine how far this current global approach can be of benefit for the development of academic writing skills of the university students who are learning English as a second or foreign language. The participants were subjected to pre-test and post-test before and after intervention respectively. The experimental group was taught with the Process-genre approach while the control group was taught with the product (traditional) approach. The two groups went through 6 weeks of training with the differ- ent approach. The participants are university undergraduate students. The groups had 40 students for each. The data was analyzed by using analysis of Covariance (ANCOVA) to compare the scores of the experimental group with that of the control group. The findings of the study show that, the experimental group outperformed the control group proving that PGA is effective in teaching academic writing in tertiary institutions. The participants are homogeneous at the beginning of the intervention with no significant difference in the pre-test scores of the two groups while there is significant difference in the post test of the two groups. The PGA group scored higher than the PA group proving that there is an impressive performance of the students in academic essay writing of the PGA group of students. Therefore, PGA is an effective approach to teaching academic writing if properly applied.

An Investigation Of The Effect Of Puzzles On Preschoolers’ Developmental Areas

2012 ◽  
Vol 4 ◽  
Author(s):  
Neriman Aral ◽  
Figen Gürsoy ◽  
Münevver Can-Yaşar
Keyword(s):  
Normal Distribution ◽  
Instructional Materials ◽  
Control Group ◽  
Developmental Evaluation ◽  
Demographic Information ◽  
Evaluation Form ◽  
Significant Difference ◽  
Post Test ◽  
Developmental Characteristics ◽  
Experimental Group

The aim of this study was to investigate the effect of puzzles on preschoolers’ developmental areas. Two classes were chosen randomly among all the classes at an elementary school: one class (with 14 children) as the control group and one as the experimental group (again with 14 children). The data was collected by means of a ‘Demographic Information Form’ and a ‘Preschool Developmental Evaluation Form’ that measures children´s developmental characteristics. Since the children’s scores in ‘Preschool Developmental Evaluation Form’ did not show normal distribution, Mann-Whitney U Test was used to analyze the data. We could not find any significant difference between the pretest and posttest mean scores in both groups. However, the experimental group’s post-test mean scores were found to be higher than mean posttest scores of children in the control group. These results suggest that puzzles as instructional materials can be effective in supporting children’s developmental areas.

scholarly journals The Impact of Task-Based Language Teaching on Iranian Female Intermediate EFL Learners’ Writing Performance

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Gholam Reza Parvizi ◽  
Hooshang Khoshsima ◽  
Mohammad Tajik
Keyword(s):  
Language Teaching ◽  
Traditional Approach ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Paired Samples ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

<p>This article investigated the impact of task-based language teaching (TBLT) on writing performance of the Iranian intermediate EFL learners. There were two groups of forty students of the intermediate female learners studying English in Jahad-e-Daneshgahi language institute, ranging in age from thirteen to nineteen. They participated in their regular classes in the institute and were assigned to two groups including an experimental group of task-based language teaching and a control group for the purpose of homogeneity, all students in two groups took an achievement test before the treatment. As a pre-test; students were assigned to write a task at the beginning of the course. One of the classes was conducted through talking a TBLT approach on their writing, while the other class followed regular patterns of teaching, namely traditional approach for TBLT group. There were some tasks chosen from learners’ textbook. The task selection was in accordance with learning standards for ESL and TOFEL writing sections. At the end of the treatment, a post-test was administered to both experimental group and the control group. Scoring was done on the basis of scoring scale of “expository writing quality scale”. The researcher used paired samples t-test to analyze the effect of TBLT teaching approach on the writing performance of the learners. The data analysis revealed that the subjects in TBLT group performed better on the writing performance post-test than the subjects in control group. The findings of the study also demonstrated that TBLT would enhance writing performance in the group of learners. Moreover, it was indicated that TBLT has been effective in teaching writing performance to Iranian EFL learners. </p>

scholarly journals Cognitive apprenticeship as a vehicle for enhancing the understanding and functionalization of organic chemistry knowledge

2016 ◽  
Vol 17 (1) ◽  
pp. 172-196 ◽  
Author(s):  
Katarina Putica ◽  
Dragica D. Trivic
Keyword(s):  
Carboxylic Acids ◽  
Traditional Approach ◽  
Real Life ◽  
Cognitive Apprenticeship ◽  
Control Group ◽  
Life Problems ◽  
Significant Difference ◽  
Post Test ◽  
Apprenticeship Model ◽  
Experimental Group

This paper presents a pedagogical experiment with parallel groups through which the effectiveness of the cognitive apprenticeship model of dealing with the teaching topic Carboxylic acids and their derivatives was compared with the traditional approach to the elaboration of this topic. This experiment featured the participation of 241 students aged 17, attending their third year of grammar school, natural sciences stream. The experimental group consisted of 118 students, whereas the control group was made up of 123 students. Within the framework of the experiment, a pre-test consisting of items that resembled regular textbook items was used as an instrument for checking how balanced the previously acquired knowledge concerning the teaching topic Carboxylic acids and their derivatives of the students in the two groups was. A post-test was used as an instrument for comparing the effectiveness of the two approaches, and it mostly consisted of items that required the application of the knowledge concerning the teaching topic Carboxylic acids and their derivatives in solving real-life problems. In the pre-test, no statistically significant difference in the overall percentage of correct answers given by the two groups of students was established. In the post-test, the students from the experimental group scored a statistically significant higher percentage of correct answers compared to the students from the control group. On the basis of this, it can be concluded that the applied cognitive apprenticeship approach has the potential to improve the level of students’ understanding of the concepts from the topic Carboxylic acids and their derivatives, as well as the students’ ability to apply the knowledge on the examples from real life.

scholarly journals An Analysis of Students’ Misconceptions on the Implementation of Active Learning of Optics and Photonics Approach Assisted by Computer Simulation

2020 ◽  
Vol 15 (09) ◽  
pp. 76
Author(s):  
Ida Kaniawati ◽  
Sri Rahmadiani ◽  
Nuzulira Janeusse Fratiwi ◽  
Iyon Suyana ◽  
Agus Danawan ◽  
...  
Keyword(s):  
High School ◽  
Computer Simulation ◽  
Active Learning ◽  
Mixed Method ◽  
Control Group ◽  
Optical Instruments ◽  
Mixed Method Design ◽  
Computer Aided ◽  
Post Test ◽  
Experimental Group

Misconceptions take place in a variety of Physics lesson subjects including the Light and Optics. This study aimed at determining the students’ misconceptions and the effectiveness of Active Learning of Optics and Photonics (ALOP) approach assisted by computer simulation to reduce misconceptions among students on the material of optical instruments. The mixed method was employed in this study using embedded mixed method design. The study was conducted to students of grade XI in one senior high school in Bandung. The participants were divided into two groups: control group and experimental group in which each group consisted of 23 students. A conventional learning was applied in the con-trol group while the experimental class implemented ALOP computer-aided simulation learning. The instrument used to identify students’ misconceptions were Four-Tier Optics and Photonics Test (FTOPT), consisted of 18 items, which was given during the pre-test and post-test. The results showed that misconceptions were disseminated over the concept of eyes, camera, magnifier, mi-croscopes, and telescopes. Additionally, ALOP approach using computer-aided simulations is effective to reduce students’ misconceptions on the material of op-tical instrument.

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