scholarly journals Bridging the Gap in Learning Differences Among Biology Students Using 4 Mode Application Techniques

2021 ◽  
Author(s):  
Queendaline Ibenegbu Obiajulu ◽  
Chidinma Blessing Ugwu ◽  
Christopher Ifeanyi Ibenegbu ◽  
Helen Onyinye Muojekwu ◽  
Nonye Odionye ◽  
...  
Keyword(s):  
Experimental Design ◽  
Descriptive Statistics ◽  
Analysis Of Covariance ◽  
Hierarchical Analysis ◽  
Learning Differences ◽  
Biology Students ◽  
Main Effect ◽  
Educational Implications ◽  
Application Techniques ◽  
Quasi Experimental

Abstract This study is on bridging the gap in learning differences among biology students using 4MAT Application Techniques. We carried out the study in Abakaliki, Nigeria. We adopted a quasi-experimental design for the study. We used 138 SS-II students from two schools. Two hypotheses were tested. We analyzed the data using descriptive statistics and Hierarchical Analysis of covariance (ANCOVA). The results showed that there was a significant main effect of instructional method on students' achievement in biology F (7, 121) = 12.654, p =.000, partial η2 =.39; there was no significant main effect of gender on students' achievement in biology F (1, 121) = 1.240, p =.268, partial η2 =.004. We highlighted the educational implications of the findings and the recommendations. We also made some limitations of the study and suggestions for further studies.

scholarly journals Interaction Effect of Mode of Illustration and Colour Preference on Pupils’ Achievement in Phonics

2021 ◽  
Author(s):  
Christopher Ifeanyi Ibenegbu
Keyword(s):  
Interaction Effect ◽  
Primary Schools ◽  
Descriptive Statistics ◽  
Instructional Materials ◽  
Analysis Of Covariance ◽  
Colour Preference ◽  
Significant Interaction Effect ◽  
Textbook Author ◽  
Main Effect ◽  
Quasi Experimental

Abstract The study investigated the interaction effect of mode of illustration and colour preference on pupils’ achievement in phonics in Nnobi in Idemili South Local Government Area of Nigeria. The study employed a non-equivalent quasi‐experimental 2 x 3 factorial research design. Some 167primary two pupils from 4 schools were used for the study. The English Achievement Test (EAT) was used to collect data. Three hypotheses were tested. The data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA). The results showed that there was a significant main effect for the mode of illustration on pupils’ achievement in phonics F(1,165) = 123.221, p = .000; there was a significant main effect of colour preference on pupils’ achievement in phonics F (2,165) = 55.198, p = 000; and there was a significant interaction effect of illustration and colour preference on pupils’ achievement in phonics F (2,165) = 7.593, p = .001. Because the children-generated illustrations were more effective in teaching phonics and enhancing pupils achievement in phonics, the Ministries of Education should ensure that textbook author incorporate children-generated illustrations in the instructional materials for pupils in primary schools. These materials should be rendered in pupils most preferred colours.

scholarly journals Evidence of gender equity in pupils’ achievement in phonics, when exposed to adult and children-generated illustrations

2021 ◽  
Author(s):  
Christopher Ifeanyi Ibenegbu
Keyword(s):  
Gender Equity ◽  
Primary Schools ◽  
Instructional Materials ◽  
Analysis Of Covariance ◽  
Present System ◽  
Significant Interaction Effect ◽  
Main Effect ◽  
Quasi Experimental ◽  
Males And Females ◽  
And Gender

Abstract The study examined evidence of gender equity in pupils achievement in phonics, when exposed to adult and children-generated illustrations in Njikoka Local Government Area of Nigeria. The study employed a non-equivalent quasi‐experimental 2 x 2 factorial research design. Some 158 primary two pupils from 4 schools were used for the study. The English Achievement Test (EAT) was used to collect data. Three hypotheses were tested. The data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA). The results showed that there was a significant main effect for the mode of illustration on pupils’ achievement in phonics F(1,153) = 21.315, p=.000; there was no significant main effect of gender F(1,153) = 1.082, p =.300, and there was no significant interaction effect of mode of illustration and gender F(1,153) = .701, p =.404. The study recommended that since the children-generated illustrations were more effective in teaching phonics and enhancing pupils achievement in phonics, the Ministries of Education should ensure that textbook authors incorporate children-generated illustrations in the instructional materials for pupils in primary schools. Mode of illustration had no differential effects on male and female pupils achievement in phonics. As such the present system of teaching both males and females in the same class should be encouraged. Authors and publishers of children’s books should engage pupils’ in illustrating their books.

Testing the Efficacy of Attitudinal Inoculation Videos to Enhance COVID-19 Vaccine Acceptance: A Quasi-Experimental Intervention Trial (Preprint)

2021 ◽  
Author(s):  
Rachael Piltch-Loeb ◽  
Max Su ◽  
Brian Hughes ◽  
Marcia Testa ◽  
Beth Goldberg ◽  
...  
Keyword(s):  
Intervention Group ◽  
Analysis Of Covariance ◽  
Vaccine Hesitancy ◽  
Rhetorical Strategies ◽  
Group Effect ◽  
Vaccination Rates ◽  
Main Effect ◽  
Quasi Experimental ◽  
Short Video ◽  
Narrative Rhetoric

BACKGROUND Over the course of the COVID-19 pandemic, a variety of COVID-19 related misinformation has spread and been amplified online. The spread of misinformation can influence COVID-19 beliefs and protective actions including vaccine hesitancy. Belief in vaccine misinformation is associated with lower vaccination rates and higher vaccine resistance. Attitudinal inoculation is a preventative approach to combating misinformation and disinformation which leverages the power of narrative, rhetoric, values, and emotion. OBJECTIVE This study seeks to test inoculation messages in the form of short video messages to promote resistance against persuasion by COVID-19 vaccine misinformation. METHODS We designed a series of 30-second inoculation videos and conducted a quasi-experimental study to test the use of attitudinal inoculation in a population of individuals who were unvaccinated. The three intervention videos were distinguished by their script design- with Intervention Video 1 focusing on narrative/rhetorical (“Narrative”) presentation of information, Intervention Video 2 focusing on delivering a fact-based information (“Fact”), and Intervention Video 3 using a hybrid design (“Hybrid”). Analysis of covariance (ANCOVA) models were used to compare the main effect of intervention group on the three outcome variables: ability to recognize misinformation tactics (“Recognize”, willingness to share misinformation (“Share”), and willingness to take the COVID-19 vaccine (“Willingness”). RESULTS There were significant effects across all three outcome variables comparing inoculation intervention groups to controls. For the Recognize outcome, the ability to recognize rhetorical strategies, there was a significant intervention group effect (F(3,1929)=8.5, p<0.0001). For the Share outcome, support for sharing the mis-disinformation, the intervention group main effect was statistically significant (F(3,1928)=3.4, p=0.0168). For the Willingness outcome, there was a significant intervention group effect; intervention groups were more willing to get the COVID-19 vaccine compared to controls (F(3,1929)=4.1, p=0.0064). CONCLUSIONS Across all intervention groups, inoculated individuals showed greater resistance to misinformation than their non-inoculated counterparts. Relative to those who were not inoculated, inoculated participants showed significantly greater ability to recognize and identify rhetorical strategies used in misinformation, were less likely to share false information, and had greater willingness to get the COVID-19 vaccine. Attitudinal inoculation delivered through short video messages should be tested in public health messaging campaigns to counter mis-disinformation

Talking Stick Learning Model Test on Biology Students Cognitive Learning Outcomes

2021 ◽  
Vol 2 (1) ◽  
pp. 86-91
Author(s):  
Ika Rosenta Purba
Keyword(s):  
Experimental Design ◽  
Learning Outcomes ◽  
Model Test ◽  
Cognitive Learning ◽  
Learning Model ◽  
Biology Students ◽  
Quasi Experimental ◽  
Biology Learning ◽  
Cognitive Learning Outcomes

The talking stick learning model is a learning model that allows students to be active and creative so that Students cognitive learning outcomes can be achieved. This learning model basically uses the help of a stick, but in practice it can be combined with appropriate learning media. In this case, the researcher only used the stick as a test of the talking stick learning model on Studentscognitive learning outcomes. The method of testing this model used a quasi-experimental design with a One-group pretest-posttest design with 3 trials. The results of the research proved that the second (71.56) and third (78.44) experiments have reached the KKM (> 70). This proves that the talking stick learning model can improve Students cognitive biology learning outcomes.

scholarly journals Arduino-Based Mini Reed Switch Magnetic Sensor Media: Implementation in Physics Learning to Improve Students’ Analyzing Ability

JURNAL IQRA ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 183-193
Author(s):  
Umi Pratiwi ◽  
Gamar Al Haddar ◽  
Muhammad Kristiawan
Keyword(s):  
Experimental Design ◽  
Data Collection ◽  
Test Group ◽  
Magnetic Sensor ◽  
Descriptive Statistics ◽  
Reed Switch ◽  
Physics Learning ◽  
Group Design ◽  
Post Test ◽  
Quasi Experimental

This article was to improve students' ability to analyze the viscosity material in implementing the Arduino-based MRSM (Mini Reed Switch Magnetic) teaching media. The researchers used a quasi experimental design in the form of non equivalent pre-test post-test group design. The instruments used were tests and observation sheets to obtain data. Data collection on theability to analyze through giving tests to students. Data were analyzed using descriptive statistics. The results showed an increase in the ability to analyze by 20%. The highest assessment aspect in the first aspect is the ability of students to find problems encountered and be able to distinguish problems that fit the theme. The results of this trial produce data on the implementation of learning by 98% with a reliable category. Hence, MRSM teaching media is able to improve the ability to analyze students. Keywords:Mini Reed Switch Magnetic, Sensor Media, Physics Learning

scholarly journals Effects of Jigsaw-puzzle and Graphic Organizer Instructional Strategies on Biology Students’ Performance in Abia State

2019 ◽  
pp. 1-6
Author(s):  
Joy C. Chukwu ◽  
J. W. Dike
Keyword(s):  
Instructional Strategies ◽  
Performance Test ◽  
Test Method ◽  
Analysis Of Covariance ◽  
Graphic Organizer ◽  
Control Group ◽  
Jigsaw Puzzle ◽  
Biology Students ◽  
Quasi Experimental ◽  
Research Questions

The study investigated the effects of jigsaw-puzzle and graphic organizer instructional strategies on Biology students’ performance in Ukwa West Local Government Area, Abia State. Three groups pre-test post-test control group non-equivalent quasi-experimental design was employed in the study. Two objectives, two research questions and two hypotheses guided the study. One hundred and fifty-one (151) senior secondary school one (SSS1) students out of a total population of 450 Biology students formed the sample size of the study. Biology Performance Test on growth (BPTOG) was used for gathering data. The instrument was tested using test re-test method and was validated by two experts in the Department of Curriculum Studies and Educational Technology, University of Port Harcourt, Nigeria. A reliability index of 0.75 was obtained using Pearson’s Product Moment Correlation. The data was analyzed using mean and standard deviation to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result of the study showed that Jigsaw-Puzzle and Graphic Organizer are effective instructional strategies for enhancement of students’ academic performance in growth as a concept in Biology. It was recommended that Biology teachers should adopt Jigsaw-Puzzle and Graphic Organizer Instructional Strategies to teach the concept of growth in the class.

Effects of Concept Maps on Senior Secondary School Students’ Achievement in Ecological Concepts in Ogbomoso South, Nigeria

2021 ◽  
pp. 002205742199186
Author(s):  
David Akinjide Akintola ◽  
Michael Olubunmi Odewumi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Concept Maps ◽  
Analysis Of Covariance ◽  
School Students ◽  
Biology Students ◽  
Ecological Concepts ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Senior Secondary

This study examined the effects of concept maps on Senior School students’ achievement in ecology in Ogbomoso, Nigeria. Quasi-experimental design was employed. The population for the study was all SSII Biology students in Ogbomoso South. Four intact classes of 267 students (115 males and 152 females) were sampled. The instrument was Biology Achievement Test. The data were analyzed using t-test, and analysis of covariance findings of the study showed that significant difference exited in the achievement of students taught ecological concepts in biology. It was recommended that biology students should be exposed to concept maps in the learning of biology.

Testing the Efficacy of Attitudinal Inoculation Videos to Enhance COVID-19 Vaccine Acceptance: A Quasi-Experimental Intervention Trial (Preprint)

2021 ◽  
Author(s):  
Rachael Piltch-Loeb ◽  
Max Su ◽  
Brian Hughes ◽  
Marcia Testa ◽  
Beth Goldberg ◽  
...  
Keyword(s):  
Intervention Group ◽  
Analysis Of Covariance ◽  
Vaccine Hesitancy ◽  
Rhetorical Strategies ◽  
Group Effect ◽  
Vaccination Rates ◽  
Main Effect ◽  
Quasi Experimental ◽  
Short Video ◽  
Narrative Rhetoric

BACKGROUND Over the course of the COVID-19 pandemic, a variety of COVID-19 related misinformation has spread and been amplified online. The spread of misinformation can influence COVID-19 beliefs and protective actions including vaccine hesitancy. Belief in vaccine misinformation is associated with lower vaccination rates and higher vaccine resistance. Attitudinal inoculation is a preventative approach to combating misinformation and disinformation which leverages the power of narrative, rhetoric, values, and emotion. OBJECTIVE This study seeks to test inoculation messages in the form of short video messages to promote resistance against persuasion by COVID-19 vaccine misinformation. METHODS We designed a series of 30-second inoculation videos and conducted a quasi-experimental study to test the use of attitudinal inoculation in a population of individuals who were unvaccinated. The three intervention videos were distinguished by their script design- with Intervention Video 1 focusing on narrative/rhetorical (“Narrative”) presentation of information, Intervention Video 2 focusing on delivering a fact-based information (“Fact”), and Intervention Video 3 using a hybrid design (“Hybrid”). Analysis of covariance (ANCOVA) models were used to compare the main effect of intervention group on the three outcome variables: ability to recognize misinformation tactics (“Recognize”, willingness to share misinformation (“Share”), and willingness to take the COVID-19 vaccine (“Willingness”). RESULTS There were significant effects across all three outcome variables comparing inoculation intervention groups to controls. For the Recognize outcome, the ability to recognize rhetorical strategies, there was a significant intervention group effect (F(3,1929)=8.5, p<0.0001). For the Share outcome, support for sharing the mis-disinformation, the intervention group main effect was statistically significant (F(3,1928)=3.4, p=0.0168). For the Willingness outcome, there was a significant intervention group effect; intervention groups were more willing to get the COVID-19 vaccine compared to controls (F(3,1929)=4.1, p=0.0064). CONCLUSIONS Across all intervention groups, inoculated individuals showed greater resistance to misinformation than their non-inoculated counterparts. Relative to those who were not inoculated, inoculated participants showed significantly greater ability to recognize and identify rhetorical strategies used in misinformation, were less likely to share false information, and had greater willingness to get the COVID-19 vaccine. Attitudinal inoculation delivered through short video messages should be tested in public health messaging campaigns to counter mis-disinformation

scholarly journals COGNITIVE RESTRUCTURING APPLICATION TECHNIQUES TO REDUCE STUDENT BEHAVIOR IN ACADEMIC PROCRASTINATION

2017 ◽  
Author(s):  
Muhammad Ilham Bakhtiar ◽  
Sinta Nurul Oktaviana Kasim
Keyword(s):  
Experimental Design ◽  
Student Behavior ◽  
Cognitive Restructuring ◽  
Descriptive Statistics ◽  
Wilcoxon Test ◽  
Academic Procrastination ◽  
Research Model ◽  
Research Subjects ◽  
Before And After ◽  
Application Techniques

The purpose of this study was to determine: (1) picture of a student's academic procrastinationbehavior before and after being given cognitive restructuring techniques. (2) the application ofCognitive Restructuring Techniques in reducing students' academic procrastination behavior.This study uses a pre-experimental design approach with the research model One-GroupPratest-Posttest Designs. To 14 research subjects who are students of SMPN 8 Makassar.Collecting data using questionnaires and observation. Analyzed using descriptive statistics,non-parametric, the Wilcoxon test. The results showed that: (1) the level of a student'sacademic procrastination behavior before the implementation of the Restructuring Kognititechnique at the high category as well as the level of a student's academic procrastinationbehavior after implementation of Cognitive restructuring seek techniques that are in the lowcategory. (2) the application of Cognitive Restructuring Techniques to reduce significantly thebehavior of a student's academic procrastination in SMPN 8 Makassar.

Imagery Intervention in Open and Closed Tennis Motor Skill Performance

2007 ◽  
Vol 105 (2) ◽  
pp. 458-468 ◽  
Author(s):  
Ricardo Weigert Coelho ◽  
Wagner De Campos ◽  
Sergio Gregorio Da Silva ◽  
Fabio Heitor Alves Okazaki ◽  
Birgit Keller
Keyword(s):  
Motor Skills ◽  
Positive Outcome ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Tennis Players ◽  
Technical Practice ◽  
Imagery Group ◽  
Skill Performance ◽  
Main Effect ◽  
Quasi Experimental

To assess use of imagery intervention in performance of two tennis motor skills the quasi-experimental design included a pre- and posttest and a control group. The tennis service shot and service receiving skill were selected as representative of open and closed skills, respectively. 48 subjects, male tennis players, whose ages ranged from 16 to 18 yr. ( M = 17.2), were divided into two groups: (1) Technical practice only which was used as control group and (2) Imagery group who received both imagery and technical practice. Analysis of covariance showed a significant main effect for the imagery intervention on the closed skill ( p = .002). Findings suggest that imaging a positive outcome may be more powerful in improving performance of closed skill movements than of open skill movements.

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