scholarly journals USING YOUTUBE TO IMPROVEEFL READING COMPREHENSION AMONG VOCATIONAL

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Nuramah Hayikaleng ◽  
Subadrah Madhwa Nair ◽  
Hariharan N Krishnasamy
Keyword(s):  
Reading Comprehension ◽  
Technical College ◽  
Control Group ◽  
First Year ◽  
Vocational Students ◽  
English Classrooms ◽  
Positive Effects ◽  
English Reading ◽  
Post Test ◽  
Quasi Experimental

In Thailand, YouTube has not been widely used for educational purposes especially in Narathiwat. The purpose of  this  study was to  investigate  the  effects of using YouTube  on EFL reading comprehensionamong vocational students. A  quasi-experimental  design  was  adopted.  Two  groups  of  first  year  vocational students at Narathiwat Technical College were purposefully assigned to the experimental and the control groups. The instruments used in this study were pre-test and post-test. Students in the experimental group were taught reading comprehension using YouTube and the students in the control group were taught using conventional method. The results showed positive effects of using YouTube. Therefore, YouTube  should be considered  as  an  effective  instructional  tool  for  improving English reading comprehension and as an important teaching resource in English classrooms.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

Effects of Short-Term Mission Trips on Recipients’ Self-Esteem and Readiness for Self-Directed Learning

2021 ◽  
pp. 009164712110115
Author(s):  
Charissa H. W. Wong ◽  
Li Neng Lee ◽  
Alberto Pérez Pereiro
Keyword(s):  
Self Esteem ◽  
Control Group ◽  
Short Term ◽  
Self Directed Learning ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Directed Learning ◽  
Group Post ◽  
Mission Trips

Short-term Christian overseas volunteer trips, also known as short-term mission trips (STMs), have become increasingly prevalent (Howell & Dorr, 2007). However, research on these programs has been limited. This quasi-experimental study adds to the literature by quantitatively measuring the effects of an STM from Singapore to Thailand. STM recipients’ ( n = 44) self-esteem and readiness for self-directed learning (RSDL) were compared across timepoints – pre-test, post-test, follow-up – and with a control group ( n = 50). It was hypothesized that recipients would experience an increase in self-esteem and RSDL such that their scores would be higher than the control group post-STM. Results provide partial support for the hypotheses; while improvements among recipients were either not significant (for self-esteem) or not long-lasting (for RSDL), recipients had higher scores than the control group post-STM. This suggests that STMs have some, albeit limited, positive effects. Recommendations for promoting greater and longer-lasting effects are offered.

scholarly journals Improving Students' Reading Comprehension of Report Text with KWL Strategy

2019 ◽  
Vol 8 (1) ◽  
pp. 25-36
Author(s):  
Nudiya Afiya Farha ◽  
Rohani Rohani
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Control Group ◽  
Eleventh Graders ◽  
Post Test ◽  
Sample Test ◽  
Quasi Experimental ◽  
Significant Achievement ◽  
Experimental Group ◽  
Report Text

ABSTRACT This research was carried out to know the effectiveness of implementing KWL strategy to improve students’ reading comprehension of report text and to know whether there is a significant achievement difference between students who were taught with KWL strategy and those who were not. The instrument used was a multiple choice reading comprehension test. Seventy two eleventh graders of SMA Negeri 1 Bae Kudus were selected as the sample. They were divided equally into experimental and control group. The data collection involved pre-test, treatments, and post-test. The result of the implementation of KWL strategy in the experimental group improved the students’ participation, motivation, and interest during teaching and learning process. In addition, the results of pre-test and post-test showed that mean score of the experimental group had a higher increase from 74.58 to 90.97 than the control group (from 72.77 to 87.77). However, the Independent Sample Test showed there was no significant achievement difference between the students who were taught with KWL strategy and those who were not. (1.80) was higher than.  Keywords: Quasi-experimental; KWL strategy; reading comprehension; report text

scholarly journals The effect of the science classesenriched with art activities on academic achievementSanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya etkisi

2017 ◽  
Vol 14 (2) ◽  
pp. 1469
Author(s):  
Vesile Yıldız Demirtaş ◽  
Seda Çerik ◽  
Adem Maba
Keyword(s):  
Academic Achievement ◽  
Achievement Test ◽  
Control Group ◽  
Positive Effects ◽  
Written Examination ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Elective Course ◽  
Art Activities

The aim of the study is to reveal the effects of the classeswhich enriched with art activitieson academic achievement at the 5th grades. The research group consists of 37 students who determined the science applications course as an elective course in a public school in İzmir during 2015-2016 Education Fall Semester. In this study, from the trial models"Quasi-experimental desing, pre-post test without control group" was used. The data were collected with achievement test and written examination that prepared by researchers in order to measure academic achievement in science applications classes and also interviews that prepared by researchers used in order to determine the opinions of the students on the science applications enriched with art activities. As the results of the research there is a significant difference between the pretest-posttest findings and the pretest-permanency test results of the experimental group. As the results of the achievement test, it is concrete that these activities have positive effects on the students.  It can be said that the applications are effective when the students' interview questions are compared with the answers given by the students after the last application. ÖzetAraştırmanın amacı 5. sınıflarda sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya olan etkilerini ortaya çıkarmaktır. Araştırmanın çalışma grubunu 2015-2016 Öğretim Yılı Güz döneminde İzmir’de bir devlet okulunda bilim uygulamaları dersini seçmeli ders olarak belirleyen 37 öğrenci oluşturmaktadır.Bu araştırmada, deneme modellerinden “tek grup öntest-sontest kontrol grupsuz yarı deney deseni” kullanılmıştır. Veriler bilim uygulamaları dersindeki akademik başarıyı ölçmek amacıyla araştırmacılar tarafından hazırlanan bilim uygulamaları başarı testi ve yazılı yoklama ile öğrencilerin sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersine yönelik görüşlerini belirlemek amacıyla hazırlanan görüşme formu ile toplanmıştır.Araştırmada deney grubunun öntest-sontest sonuçlarında ve öntest-kalıcılık testi sonuçlarında anlamlı fark bulunmaktadır. Yapılan başarı testi sonucunda bu etkinliklerin öğrencileri olumlu etkilediği somut olarak ortaya çıkmıştır. Öğrencilerin görüşme sorularına ön uygulama ile son uygulama sonrası verdikleri cevaplar karşılaştırıldığında uygulamaların etkili olduğu söylenebilir. 

scholarly journals SCAFFOLDED READING EXPERIENCE (SRE) IN TEACHING READING COMPREHENSION

2019 ◽  
Vol 2 (1) ◽  
pp. 60-74
Author(s):  
Herawati Unmura
Keyword(s):  
Reading Comprehension ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Significance Level ◽  
First Semester ◽  
Reading Experience ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The scaffolded reading experience framework consists of a set of prereading, during-reading, and post-reading activities to use with any genre of text, including fiction and nonfiction. The aim of this study was the effectiveness of scaffolded reading experience in teaching reading comprehension to the students of Musi Rawas University? The method used in this research was quasi-experimental method. The population of this study was all of the students of Musi Rawas University. The sample of this study was students of accounting study progrom in first semester taken through convenience non random sampling. The data were collected through a written test. It was pre-test and post test. The data analyzed through t-test formula. From this study it was found that the students’ pre-test average score in the experimental group was 55 and in the control group was 53.91. Meanwhile the students’ post-test average score in the experimental group was 80 and the students’ average score in the control group was 75. In addition of t-obtained were 2.049 where the value of t-table was 1.684 at df 74 in significance level of 0.05 and with one-tailed testing. Since the value of t-obtained was higher than the critical value of the t-table (2.049>1.684), it can be concluded that, teaching reading comprehension by using scaffolded reading experience (SRE) to the students of Musi Rawas University was effective.

scholarly journals Avaliação da Eficácia de um Programa de Formação sobre Violência contra Crianças e Adolescentes

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Murilo Sabbag Moretti ◽  
Alex Sandro Gomes Pessoa
Keyword(s):  
Medical Students ◽  
Health Professionals ◽  
Intervention Program ◽  
Control Group ◽  
Undergraduate Medical Students ◽  
Postgraduate Students ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Level Of Training

Abstract: Introduction: Assistance in health services is often the first possibility for the identification of cases of Violence Against Children and Teenagers (VACT). Therefore, the aim of this article was to evaluate the effectiveness of an intervention program developed to enable students and health professionals to recognize and report cases of VACT. Additionally, we sought to verify at what level of training (undergraduate, postgraduate or working professional) such intervention would show the greatest effect. Method: This is a quasi-experimental study, of which design was based on the analysis of a non-equivalent Control Group (CG). The research included undergraduate medical students, postgraduate medical students attending pediatric residency and professionals working in health institutions. A total of 105 people participated, of which 89% were women. The participants were subsequently subdivided between the Experimental Group - EG (n = 60) and Control Group - CG (n = 45). A training program on the topic, consisting of 10 sessions (20h in total), was developed and applied with an EG. To assess the effectiveness of the intervention, a questionnaire was applied at previously determined periods (pre-test and post-test). The data were submitted to statistical analysis (descriptive analyses, t test and Tukey’s multiple comparison test), using the software R. Results: The post-test showed statistically significant changes in all dimensions evaluated with the EG, which proves that the intervention resulted in changes regarding the previous conceptions that the participants had about VACT. Additionally, when comparing the responses obtained in the questionnaires between the three EG groups (undergraduate, postgraduate students and working professionals), it was verified that there were no statistical differences between the groups, suggesting that educational programs have positive effects on all levels of training. Conclusions: This study showed that training programs can qualify the conception of students and health professionals, as well as help them feel more prepared to deal with the demands related to VACT. However, a collective effort is needed so that these contents are purposefully incorporated into the training process at all levels, from undergraduate school to continuing education.

scholarly journals Effect of simulations enhanced with conceptual change texts on university students’ understanding of chemical equilibrium

2018 ◽  
Vol 83 (1) ◽  
pp. 121-137 ◽  
Author(s):  
Haluk Özmen ◽  
Akbar Naseriazar
Keyword(s):  
University Students ◽  
Conceptual Change ◽  
Chemical Equilibrium ◽  
Control Group ◽  
First Year ◽  
Post Test ◽  
Quasi Experimental ◽  
Conceptual Change Texts ◽  
First Year University ◽  
Experimental Group

The aim of this research was to investigate the effect of computer simulations enhanced with conceptual change texts (CS-CCT) on first year university students? understanding of chemical equilibrium. A quasi-experimental design and one control group (CG, N = 60) as well as one experimental group (EG, N = 65) were used in the study. While students in CG were taught with traditional methods based on textbooks and blackboard, the EG studied the same unit with CS-CCT. The chemical equilibrium concept test (CECT) was administered as pre-test, post-test and delayed test to collect data. The results indicated that the students? scores in the EG were significantly higher than those in the CG in both post-test and delayed test. It was concluded that CS-CCT may become a more effective way for students to picture in their minds chemical equilibrium and improve their alternative interpretations. Also, such a combination is useful for students to enhance their conceptual understanding.

scholarly journals READING NARRATIVE BY SEMANTIC MAPPING: A STRATEGY TO ENHANCE STUDENTS’ COMPREHENSION

2019 ◽  
Vol 4 (2) ◽  
pp. 171
Author(s):  
Durratul Hikmah ◽  
Mohammad Sofyan Adi Pranata
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Narrative Text ◽  
Semantic Mapping ◽  
Control Group ◽  
Comprehension Skill ◽  
Mapping Strategy ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental

This study attempted to investigate the effectiveness of using semantic mapping strategy for improving students’ reading comprehension skill on narrative text. This study employed a quasi-experimental design by dividing the research group into control and experimental group. In this study, a pre-test and post-test experimental design with control group was used. The instruments used to collect the data were reading comprehension tests before and after the treatment.  The study was conducted at grade VIII of SMP Nurul Jadid Probolinggo at which the students were identified as having problem in comprehending English narrative text. The finding showed that semantic mapping strategy can improve students’ comprehension on reading narrative text.

scholarly journals The Effectiveness of Shared Reading Strategy toward Students’ Reading Achievements

2017 ◽  
Vol 8 (1) ◽  
pp. 75
Author(s):  
Berni Arnita Hutabarat ◽  
Albert Effendi Pohan ◽  
Adam Adam
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Corrective Feedback ◽  
Reading Strategy ◽  
Mean Value ◽  
Shared Reading ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Reading Activity

Many students got difficulty in reading descriptive text, especially who lack on vocabulary. To acquire the students’ reading comprehension, it is needed to stimulate the students’ mind and corrective feedback. Thus, to solve this problem, the writer tried to teach reading descriptive text by using Shared Reading Strategy to make the reading activity in the classroom more effective and could improve students’ reading comprehension. The writer conducted this teaching media in process of reading descriptive text at class VII-A at SMP Tunas Baru Jin – Seung Batam with 35 samples. This research is a quantitative approach. The method was used in this research is experiment method and focused on Quasi experimental. The research conducted in SMP Tunas Baru Jin – Seung Batam, on April – June 2016 where two classes were taken as the samples of this study. Class VII-A as experimental class and VII-B as control group. The technique of collecting data in this research was pre-test and post-test. The question in pre-test and post-test are similar form. To prove that the alternative hypothesis (Ha) is accepted, the researcher used t-test formula calculate the data. The data gained Ttest>t table(31.64>1.667). It also can be seen from both classes post-test mean value; control class’ mean was 69 and experimental class’ was 78.43. So, it can be concluded that the used of Shared Reading Strategy gives a significant effect in student’s reading comprehension. Keywords: students reading comprehension, shared reading strategy.

COVID-19 AND NIGERIAN PUPILS’ READING DISTRESSES: EXPERIMENTING COLLABORATIVE TECHNIQUE FOR THE REVATALISATION OF LOWER-BASIC SCHOOL PUPILS’ READING CULTURE

2020 ◽  
Vol 10 (2) ◽  
pp. 19-27
Author(s):  
Lawal Safi ◽  
◽  
Umar Zakaric ◽  
Oluwole Grace ◽  
◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
English Language ◽  
General Level ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Reading Culture ◽  
Basic School ◽  
Level Of Significance

The development of lower-basic school was replicated prior to the attainment of independent in Nigeria. This is a move to look inward on how the country can lay a very good foundation for Nigeria education. The emergency of covid-19 pandemic that compulsorily short down schools across the globe in no doubt affects Nigerian pupils reading culture. The trust of this paper therefore, is to experiment how collaborative as an instructional technique can close the reading-culture vacuum created by the covid-19 pandemic with a view to suggesting ways of improving the quality of teaching and learning reading comprehension. A quasi-experimental design with pre and post-test, non-randomized, and non-equivalent was adopted for data collection. The population for this study consisted of all upper-basic school pupils in Ilorin metropolis. Two schools were purposively sampled. The sample was categorized into one experimental group and one control group of fifty respondents each. The data collected were analysed using the percentage, mean, standard deviation and analysis of Co-variance (ANCOVA) to test the two formulated hypotheses at 0.05 level of significance. Findings revealed that: the general level of pupils’ achievement in reading comprehension was low before the treatments (42.79) but high after the treatments (77.76) irrespective of gender. The paper recommends that teachers of the English language should wake up and move in line with the modern trends through the use of collaborative instructional techniques in order to improve the teaching and learning of reading comprehension. Teachers and other stakeholders should try and leave up expectations by encouraging collaborative techniques for teaching reading. Curriculum planners and developers should not be left out in this regard.

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