scholarly journals Maximizing Science Learning through Practical Work in Secondary Schools in Tanzania: Student-Teachers’ Adaptation to Language Supportive Pedagogy

2021 ◽  
Vol 10 (1) ◽  
pp. 195-221
Author(s):  
Festo Nguru
Keyword(s):  
Student Teachers ◽  
Repeated Measures ◽  
English Language ◽  
Significant Rise ◽  
T Test ◽  
Practical Work ◽  
Science Content ◽  
Physics Teaching ◽  
Bachelor Of Education ◽  
Post Test

There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled.  This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine how the student-teachers adapted to the pedagogy in relation to its efficacy in developing science, English language, and pedagogy. The research was conducted at the University of Dodoma. The study involved 63 student-teachers and five lecturers with different specializations. The study was carried out in three cycles at the College of Education. It involved the second-year students who were studying Bachelor of Education in Science, who undertook a Physics Teaching Methods course. Review of lesson plans, achievement tests, classroom observations, and interviews with student-teachers, together with focus group discussions among the lecturers, were used to collect data. The qualitative data were analysed using the thematic analysis approach, while the quantitative data were analysed through repeated measures t-test. The student-teachers were able to plan and implement LSP practical lessons in which case students reported to have enjoyed their participation, sharing of experiences, and the bilingual classrooms. The findings from the repeated measures t-test show that there was a significant rise in the mean scores from pre-test (67.9) to the post-test (80.2), with very much reduced variability (SD) of scores among students from 24.9 (pre-test) to 6.6 (post-test). From interviews with 8 case students after each lesson, it was concluded that the students improved in science content, English language competence, and pedagogy.

scholarly journals The Effects of a Support Program for Family Caregivers of Elderly with Dementia on Empowerment and Attitudes toward Dementia

2019 ◽  
Vol 25 (1) ◽  
pp. 103-114 ◽  
Author(s):  
So Yoon Kim ◽  
Seonghee Jeong
Keyword(s):  
Family Caregivers ◽  
Repeated Measures ◽  
T Test ◽  
Support Program ◽  
Support Programs ◽  
Control Group ◽  
Exact Probability ◽  
Family Empowerment ◽  
Post Test ◽  
And Control

Purpose: This research was conducted to identify the effects of providing support programs to families of elderly with dementia on family empowerment and attitudes toward dementia. Methods: A nonequivalent control group pre- and post-test design was used. Participants were 49 family caregivers, experimental (24) and control (25), recruited from families through a dementia support center in Y district. This program implemented Haearim, a support program for family caregivers of demented elders developed by the National Institute of Dementia in 2016. Outcome measures were empowerment and attitudes toward to dementia. Data were analyzed with a ${chi}^2-test$, independent t-test, Fisher's exact probability test, paired t-test, and repeated measures ANOVA with SPSS/PC version 20.0. Results: Family empowerment (F=6.84, p=.002) and family caregivers' attitudes (F=16.48, p<.001) toward dementia in the experimental group improved significantly more than that of the control group after intervention. Conclusion: Results indicate that support programs for families of elderly with dementia are effective in positively changing empowerment and attitudes toward dementia among family caregivers.

scholarly journals Meningkatkan Motivasi Kewirausahaan Melalui Pendekatan Dominansi Dalam Peer Learning

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Dwi Rorin Mauludin Insana ◽  
Yuliana Ambarsari
Keyword(s):  
Working Group ◽  
English Language ◽  
Work Group ◽  
Language Education ◽  
Peer Learning ◽  
T Test ◽  
Entrepreneurial Motivation ◽  
Average Value ◽  
Student Entrepreneurship ◽  
Post Test

A working group is likely to have a large influence on strengthening student motivation for entrepreneurship development. In a work group, there must be participants who are dominant or less dominant, where members from one another support and motivate each other for the success of the final results of group work. It is inspiring for researchers to find out whether the effects in working group dominance models can boost their level of motivation in entrepreneurship. This study aims to analyze the results of dominance by peer learning on other students in the work group and see the effect of peer learning on entrepreneurial motivation. The research method used was a quantitative method of experimentation with One group pre test ? post test with a sample of 60 students in the 8th semester of the English Language Education program. Based on the research data presented, it can be seen in general that the values of entrepreneurial motivation and in each group tends to increase after peer learning. The average value of the pretest is 67.1 while the posttest value is 77, then after the t test (t-test) is obtained the value of t<sub>count</sub>, 6.967&gt; t<sub>table</sub>, 2,000, this means that the research hypothesis has the influence of the use of peer learning on accepted student entrepreneurial motivation . The conclusion of this study is that there is a significant effect of peer learning on the motivation of student entrepreneurship with the best increase in motivation is the mixed group

Employing Humanoid Robots for Teaching English Language in Iranian Junior High-Schools

2014 ◽  
Vol 11 (03) ◽  
pp. 1450022 ◽  
Author(s):  
Minoo Alemi ◽  
Ali Meghdari ◽  
Maryam Ghazisaedy
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
Repeated Measures ◽  
English Language ◽  
Junior High ◽  
Humanoid Robots ◽  
School Students ◽  
Significant Difference ◽  
Post Test

This paper presents the effect of robotics assisted language learning (RALL) on the vocabulary learning and retention of Iranian English as foreign language (EFL) junior high school students in Tehran, Iran. After taking a vocabulary pre-test, 46 beginner level female students at the age of 12, studying in their first year of junior-high participated in two groups of RALL (30 students) and non-RALL (16 students) in this study. The textbook used was the English book (Prospect-1) devised by the Iranian Ministry of Education for 7th graders, and the vocabulary taught and tested (pre-test and post-test) were taken from this book. Moreover, the treatment given by a teacher accompanied by a humanoid robot assistant in the RALL group took about five weeks in which half of the book was covered, and the non-RALL group was taught in a traditional method. Finally, the teacher administered the post-test and delayed post-test whose results of repeated measures ANOVA and Two Ways ANOVA indicated that there was a significant difference regarding participants' vocabulary gain and retention in RALL group comparing to non-RALL group. In addition, the teacher reported the students' positive reaction to RALL in learning vocabulary. Overall, the results revealed that RALL has been very influential in creating an efficient and pleasurable English learning environment. This study has some implications for technology-based education, language teaching, and social robotics fields.

scholarly journals The Effect of Structured Academic Controversy on English Proficiency Level within Communicative Language Teaching Context

2017 ◽  
Vol 8 (2) ◽  
pp. 349
Author(s):  
Reza Tavakoli ◽  
Seyed Hesamuddin Aliasin ◽  
Fariba Mobini
Keyword(s):  
English Language ◽  
English Proficiency ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
T Test ◽  
Control Group ◽  
Efl Learners ◽  
Proficiency Level ◽  
Post Test ◽  
Academic Controversy

This study aimed at investigating the effect of Structured Academic Controversy (SAC) on English proficiency level of Iranian intermediate EFL learners within the Communicative Language Teaching (CLT) context. To this end, the Cambridge English Placement Test (CEPT) as the pre-test was administered to 90 EFL learners at Khayyam University of Mashhad, Iran. Based on the results and according to the test guidelines, only the intermediate EFL learners were selected as the final participants (N=60). Then, they were randomly divided into two groups of control and experimental, each group consisting of 30 subjects. Then, a t-test analysis was conducted to ensure that the two groups were not different in their English proficiency level before treatment. The experimental group was taught English based on a CLT syllabus supplemented by SAC techniques, whereas the control group received the same instruction but without being aided with the SAC techniques. After treatment, the participants received the same CEPT as the post-test. The t-test results for this test revealed a significant effect of SAC on the experimental group's performance on the post test, which means that SAC can play a role in EFL learners' English language proficiency improvement.

scholarly journals Effect of Directed Activities Related to Texts on English Writing Skill: Relevance and Adequacy of the Content of Grade XI Students

2020 ◽  
Vol 37 (2) ◽  
Author(s):  
Abdul Rauf
Keyword(s):  
Repeated Measures ◽  
T Test ◽  
Control Group ◽  
Teaching English ◽  
Control Group Design ◽  
English As Second Language ◽  
English Writing ◽  
Skill Test ◽  
Writing Skill ◽  
Post Test

This paper addresses the effect of directed activities related to texts (DARTs) on English writing skill: relevance and adequacy of the contents.  An experimental study was conducted through true pre test post test control group design.  A public sector degree college for boys from district Lahore was selected as sample of the study.  Sixty students out of 400 enrolled in session 2018-19 were selected and divided into two equal groups randomly.  DARTs were intervened continuously for 16 weeks to the experimental group.  Students’ English writing skill: relevance and adequacy of the content was measured through a supply type English writing skill test.  Test was marked according to the rubrics Test of English for Educational Purpose (TEEP) by Reading University.  Data were analyzed by using repeated measures paired sample t test and independent sample t test.  Findings revealed that Directed Activities Related to Texts (DARTs) were effective for teaching English writing skill: Relevance and adequacy of the content.  Teachers teaching English as second language at grade XI were recommended to teach text by implementing DARTs as classroom activities for teaching English writing skill.  Students of grade XI were also recommended to practice DARTs to improve their English writing skill

Flipped Class Pedagogy as a Digital Pedagogical Strategy in an Open Distance E-Learning Environment

2019 ◽  
pp. 180-199 ◽  
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Online Survey ◽  
Further Education ◽  
Lecture Method ◽  
Bachelor Of Education ◽  
Post Test ◽  
E Learning ◽  
Graduate Certificate

This chapter explores student teachers' performance and perceptions of a flipped classroom pedagogy vs. a lecture method in a teacher education course at an open distance learning university. The study used an explanatory mixed methods design, employed a pre-test and post-test online survey, and economics blog postings to collect data for the study. Only Post Graduate Certificate of Education (PGCE) and Bachelor of Education (BEd: senior and further education and training phase) student teachers (n=371) were purposively selected. It is reported that the flipped classroom pedagogy group outperformed the lecture group in the final examination scores. Furthermore, the flipped classroom pedagogy encouraged an engaging atmosphere and accelerates a collaborative interactive synergy among student teachers. Finally, the findings revealed that the role of the teacher in the flipped classroom pedagogy design is crucial, promoting optimal learning experiences for student teachers in the course. Findings could not be generalized because this study employed only a small sample, but further investigation is needed to compare similar teacher education courses.

Flipped Class Pedagogy as a Digital Pedagogical Strategy in an Open Distance E-Learning Environment

2021 ◽  
pp. 496-515
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Online Survey ◽  
Further Education ◽  
Lecture Method ◽  
Bachelor Of Education ◽  
Post Test ◽  
E Learning ◽  
Graduate Certificate

This chapter explores student teachers' performance and perceptions of a flipped classroom pedagogy vs. a lecture method in a teacher education course at an open distance learning university. The study used an explanatory mixed methods design, employed a pre-test and post-test online survey, and economics blog postings to collect data for the study. Only Post Graduate Certificate of Education (PGCE) and Bachelor of Education (BEd: senior and further education and training phase) student teachers (n=371) were purposively selected. It is reported that the flipped classroom pedagogy group outperformed the lecture group in the final examination scores. Furthermore, the flipped classroom pedagogy encouraged an engaging atmosphere and accelerates a collaborative interactive synergy among student teachers. Finally, the findings revealed that the role of the teacher in the flipped classroom pedagogy design is crucial, promoting optimal learning experiences for student teachers in the course. Findings could not be generalized because this study employed only a small sample, but further investigation is needed to compare similar teacher education courses.

scholarly journals Pengaruh Penyuluhan Gizi Terhadap Perubahan Perilaku Kebiasaan Sarapan Pagi Murid SD Negeri 05 Solok Selatan Tahun 2016

2018 ◽  
Vol 7 (2) ◽  
pp. 176
Author(s):  
Dina Waldani ◽  
Rosfita Rasyid ◽  
Zulkarnain Agus
Keyword(s):  
Repeated Measures ◽  
T Test ◽  
Test Design ◽  
Paired Samples ◽  
Post Test

Pola konsumsi anak menentukan kebiasaan makan saat dewasa, sehingga perlu mendapat perhatian adalah kebiasaan sarapan pagi. Tujuan penelitian ini adalah menetukan pengaruh penyuluhan gizi terhadap perubahan perilaku kebiasaan sarapaan pagi murid SD Negeri 05 Solok Selatan. Jenis penelitian ini adalah Quasi Eksperiment dengan menggunakan rancangan one group pre and post test design. Sampel penelitian ini adalah 58 Murid SD Negeri 05 Solok Selatan dengan menggunakan instrument berupa penanyangan film/video tentang sarapan pagi dan kuesioner yang dianalisis secara univariat, bivariat dengan paired-samples t test dan multivariat dengan GLM repeated measures. Berdasarkan survei dan wawancara yang dilakukan di SD Negeri 02 Solok Selatan diketahui bahwa terdapat 4 orang dari 10 responden (40%) siswa memiliki status gizi berdasarkan IMT/U berada pada kategori kurus dan 6 orang dari 10 responden (40%) tidak memiliki kebiasaan sarapan pagi. Hanya 32,8% murid SD Negeri 05 Solok Selatan yang sarapan, sisanya hampir setengah dari jumlah anak-anak yang ada, mengaku bahwa mereka melewatkan waktu sarapannya Hasil penelitian didapat ada perubahan rata-rata nilai pengetahuan, sikap dan tindakan murid tentang sarapan pagi sebelum dan sesudah penyuluhan dan terdapat perbedaan pengetahuan, sikap dan tindakan murid tentang sarapan pagi sebelum dan sesudah penyuluhan.

scholarly journals The Effect of The Use of Video on English Vocabulary Mastery of The Elementary Second Level Students at SDN 018 Samarinda

2019 ◽  
Vol 1 (1) ◽  
pp. 50-58
Author(s):  
Widi Syahtia Pane ◽  
Godefridus Bali Geroda
Keyword(s):  
Experimental Design ◽  
Null Hypothesis ◽  
English Language ◽  
Alternative Hypothesis ◽  
T Test ◽  
Post Test ◽  
The Mean ◽  
Test Treatment

Vocabulary is one of language components that plays an important role in communication. Through vocabulary, students can develop the four skills in English language such as listening, reading, writing, and speaking. There are many ways in teaching vocabulary and increasing vocabulary mastery. In this study, the writer used video as a technique.   In this study, the writer wants to found out that has any significant effect of the use of Video on English vocabulary mastery of the elementary second level students at SDN 018 Samarinda.The design of this study was pre-experimental design. The writer gave pre-test, treatment, and post-test to one group. The sample of this study was 30 students of the elementary second level students at SDN 018 Samarinda. In analyzing data, the writer used t-test to find out the significance difference between the result before treatment (pre-test) and after treatment (post-test).In pre-test, from 30 students, 7 students got A (excellent), 6 students got B (good), 7 students got C (fair), 6 students got D (poor), and 4 students got E (fail). In post-test, from 30 students, 13 students got A (excellent), 8 students got B (good), 8 students got C (fair), 1 student got D (poor), and no students got E (fail). The mean score of vocabulary before treatment (pre-test) was fair (67,7) and the mean score of vocabulary after treatment (post-test) was good (78,7). The result of the findings of the study showed t-count (6.358) is greater ( ˃ ) than t-table (2.045) at level of significant (p) = 5% and df = 29. It means the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that the use of Video give very significant effects on vocabulary to the elementary second level students of SDN 018 Samarinda

scholarly journals The Effect of One-way and Two-way Tasks on Iranian EFL Learners’ Lexical Learning

2017 ◽  
Vol 8 (5) ◽  
pp. 953
Author(s):  
Saeedeh Shadabi ◽  
Mohammad Golshan ◽  
Sima Sayadian
Keyword(s):  
Repeated Measures ◽  
English Language ◽  
Task Group ◽  
Efl Learners ◽  
Group Knowledge ◽  
Post Test ◽  
Lexical Learning ◽  
The One ◽  
Task Types ◽  
Age Range

This study investigated the effect of one-way and two-way tasks on lexical learning of Iranian pre-intermediate EFL learners. Participants included 40 male and female Iranian EFL learners with the age range of 11-21, at the pre-intermediate level and from two English language institutes. They were assigned to two experimental groups: a one-way-task group and a two-way-task group. Knowledge of the intended lexes was established by a pre-test. The experimental groups underwent different treatments for eight 30-minute sessions during which they told stories based on the picture-cued stories. After the treatment, a post-test and a delayed post-test were administered. The results of the one-way repeated measures ANOVAs indicated that both one-way and two-way tasks had a significant effect on the learning of lexis. Meanwhile, gain scores of pretest, posttest, and delayed posttest were compared using independent samples T-tests. It indicated that two-way tasks, compared to one-way tasks, were more effective in the retention of lexes. The findings of this study could attract the attention of material developers to include one-way and two-way tasks in the books. Teacher trainers and EFL teachers could utilize similar task types in the classroom and could provide EFL learners with an effective way of vocabulary acquisition.

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