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.

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 Effects of teacher mediation in play, mixed-sex play and gender-segregation in play on academic performance of low achieving pupils

2019 ◽  
Vol 3 (1) ◽  
pp. 28-39
Author(s):  
Opeyemi Shoaga ◽  
Folorunso Ajasa ◽  
Sesan Olatunde Mabekoje
Keyword(s):  
Academic Performance ◽  
Primary Schools ◽  
Treatment Strategies ◽  
Gender Segregation ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Before And After ◽  
Contact Hours ◽  
Quasi Experimental ◽  
And Gender

This study investigated the effect of three play strategies on academic performance of low achiev-ing Basic 1 pupils in primary schools in Oyo State, Nigeria. A quasi-experimental research design using pretest, posttest, control group was adopted where pupils screened to have low achievement scores were selected from schools randomly assigned to treatment groups. Participants met on dif-ferent treatment strategies for eight weeks of two contact hours each. Academic performance was assessed before and after treatment with data analysed using Analysis of Covariance. Results in-dicated that the three play strategies are effective in improving pupils’ academic performance (F (3 124) = 310.566; p <0.05). Based on the findings, it was recommended that any of the play strate-gies could be effectively utilized in improving the academic performance of low achieving pupils.

Effects of Data-Driven Instructional Strategy on Pre-Service Teachers' Mathematics Lesson Preparation in College of Education Ikere-Ekiti

2019 ◽  
pp. 75-91
Author(s):  
Oluwabunmi V. Kehinde-Dada ◽  
Olusola Obisanya ◽  
Gbenga Adewale
Keyword(s):  
Instructional Strategy ◽  
Rating Scale ◽  
College Of Education ◽  
Data Driven ◽  
Control Group ◽  
Significant Interaction Effect ◽  
Main Effect ◽  
Quasi Experimental ◽  
Effect Of Treatment ◽  
Instructional Package

This study determined the effects of data-driven instructional strategy (DDIS) on pre-service teachers' lesson preparation in mathematics. The moderating effect of gender was also examined. A pretest-posttest control group quasi-experimental design was adopted. Twenty-seven College of Education pre-service teachers participated in the study. The study was guided by three research questions. Data collected were analyzed using analysis of variance (ANOVA). Instruments used were rating scale tagged practical teaching assessment scale (PTAS) (Scotts' pie = 0.87) and data-driven instructional package (DDIP). There was a significant main effect of treatment on pre-service teachers' lesson preparation (F(1,23)= 26.83, partial η2 = 0.54). Lesson preparations of pre-service teachers exposed to DDIS (x ̅ = 7.12) were better than those of control (x ̅ = 4.87). There was a significant interaction effect of treatment and teachers' gender on pre-service teachers' lesson preparation (F(1,23)= 4.37). Data-driven instructional strategy enhanced pre-service teachers' lesson preparation in mathematics.

scholarly journals No Tendencies of Personality Traits in Blood Groups: a cross-sectional study conducted on Bangladeshi people.

2021 ◽  
Author(s):  
Tahsin Ahmed Rupok ◽  
Sunandan Dey ◽  
Bayezid Bostami
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Cross Sectional Study ◽  
Blood Groups ◽  
Significant Interaction Effect ◽  
Cross Sectional ◽  
Korean People ◽  
Main Effect ◽  
Dependent Variables ◽  
And Gender

Abstract No studies to date came up with fruitful consequences regarding if or not there is a relationship between blood groups and personality traits rather providing most conflicting, floundering, discrete, equivocal outcomes. Traditionally, Japanese and Korean people support the conception that there are natural inclinations of personality traits in blood groups. Our study aims to explore the rationality of this conception that personality traits and blood groups are interrelated. However, responses of the participants were collected using 50 items big-five factor personality inventory developed by Goldberg: Extraversion, Agreeableness, Neuroticism, Conscientiousness, Intellect (Openness to experience). A two way multivariate analysis (MANOVA) was performed on total 148 participants including 85 males and 65 females using IBM SPSS Statistics version 26. MANOVA results revealed that neither the significant main effect of blood groups [F (15,414) = 1.102, p > 0.05] nor had the significant interaction effect of blood groups and gender [F (15,414) = 1.111, p > 0.05] on the combined dependent variables. But this study found significant main effect of gender on the combined dependent variables [F (5,136) = 4.520, p = 0.001, (1-β) = 0.967, η2 = 0.143].This present study does not support the idea that there is significant relationship between blood groups and personality traits. But the idea that male personality significantly differs from female personality is well-supported by this study.

scholarly journals Impact of bilateral-coordinated movement on manipulative skill competency in school-aged children

2020 ◽  
Author(s):  
Jun Chen ◽  
Xiaozan Wang ◽  
Weiyun Chen
Keyword(s):  
Elementary School ◽  
Repeated Measures ◽  
Fourth Grade ◽  
Control Group ◽  
Significant Interaction Effect ◽  
School Aged Children ◽  
Fourth Grade Students ◽  
Main Effect ◽  
Post Test ◽  
Quasi Experimental

Abstract Background Researchers found that manipulative skill competency in childhood not only help improve physical activity participation, but also help adolescent learn specialized sport skills. This study aimed at examining the effects of an 8-week bilateral-coordinated movement (BCM) intervention on manipulative skill competency in school-aged children.Methods Participants were 314 fourth-grade students in two elementary schools. This study used 2-arm quasi-experimental research design. For one elementary school, two fourth-grade classes were assigned to the BCM group, the other two fourth-grade classes were assigned to the control group. For another elementary school, one fourth-grade class was assigned to the BCM group and another fourth-grade class to the control group. The students in the BCM group received an 8-week, two 40-minute BCM lessons in soccer and another 8-week, two 40-minute BCM lessons in basketball, while the control group received an 8-week, two 40-minute regular PE lessons in soccer and basketball, respectively. Students’ manipulative skill competency in soccer and basketball skills were pre- and post-tested using the two PE Metric assessment rubrics. Data were analyzed by means of descriptive statistics, independent sample t test, ANCOVA and ANOVA repeated measures.Results The results showed a significant main effect of time (pre-test vs. post-test) in soccer skills (F = 273.095, p = .000, 𝜂2 = .468) and in basketball skills (F = 74.619, p = .000, 𝜂2 = .193). Also, the results revealed a significant main effect of group (BCM group vs. control group) in soccer skills (F = 37.532, p = .000, 𝜂2 = .108), marginal significant main effect of group in basketball skills (F = 3.619, p = .058, 𝜂2 = .011). Further, there was significant interaction effect between the time and group in soccer skills (F = 37.532, p = .000, 𝜂2 = .108) and in basketball skills (F = 18.380, p = .000, 𝜂2 = .056).Conclusions It was concluded that after participated in the 8-week, 16 40-min lessons of BCM, the fourth-grade students had greater improvement in soccer and basketball dribbling, passing and receiving skills, compared to the control group.

scholarly journals Pedagogical pattern of running a course on secondary school students’ achievement in waves

2021 ◽  
Vol 10 (1) ◽  
pp. 336
Author(s):  
Nkwo Inyang Nkwo ◽  
Margaret Ndidiamaka Anugwo ◽  
J. O. Ugama
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Poor Performance ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Interaction Effect ◽  
Quasi Experimental ◽  
Research Questions ◽  
And Gender

<span>This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.</span>

Strengthening Grade 3-5 Students’ Foundational Knowledge of Rational Numbers

2013 ◽  
Vol 115 (7) ◽  
pp. 1-45 ◽  
Author(s):  
Thomas L. Good ◽  
Marcy B. Wood ◽  
Darrell Sabers ◽  
Amy M. Olson ◽  
Alyson Leah Lavigne ◽  
...  
Keyword(s):  
School District ◽  
Rational Numbers ◽  
Control Group ◽  
Grade Levels ◽  
Grade 5 ◽  
American Students ◽  
Main Effect ◽  
Quasi Experimental ◽  
Grade 3 ◽  
And Gender

Background American students have done poorly in algebra and that has generated policy concerns about preparing students for STEM careers. There has been growing recognition that the algebra problem may begin in earlier grades when students do not adequately master rational numbers. Purpose The study provided a series of workshops organized around problematic issues that students have in learning rational numbers. The research was designed to help all grade 3-5 teachers in a single school district help students gain in their knowledge of rational numbers. Population The population was drawn from one large school district (13 schools) and included 140 teachers and 2,845 students matched pre to post. Research Design The study used a quasi-experimental design. As all teachers in the district were involved, there was no control group. Findings On the basis of pre-post testing, girl and boy students, as well as students from diverse SES schools demonstrated large gains in their knowledge of rational numbers. There were no significant differences in gains for girls and boys at any of the three grade levels, but SES remained a main effect for gains in achievement for grades 3 and 4 even after entering prior achievement as a covariate and the interaction between SES and gender was significant for grade 5. Recommendations The findings provide clear evidence that students can make notable gains in learning rational numbers if they are given the opportunity to do so. The authors provide their intentions to further analyze the quantitative data (presented in this paper) with qualitative data that were collected in the study (e.g., providing open-ended response opportunities for students to respond to rational number questions like, “What is a fraction? What is a decimal? What is a percent?”

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

Educational differences in self-perceptions of adolescents in Northern Ireland

2003 ◽  
Vol 27 (6) ◽  
pp. 513-518 ◽  
Author(s):  
Carol Mcclenahan ◽  
Paul Irwing ◽  
Maurice Stringer ◽  
Melanie Giles ◽  
Ronnie Wilson
Keyword(s):  
Northern Ireland ◽  
Primary Schools ◽  
Physical Appearance ◽  
The Self ◽  
School Type ◽  
Significant Interaction Effect ◽  
Self Perceptions ◽  
Athletic Competence ◽  
Main Effect ◽  
Self Worth

Self-perceptions of children from the integrated school sector in Northern Ireland were compared with those of children attending religiously segregated schools. In a cross-sectional study, the self-perceptions of 546 boys and girls aged 11–13 years and 14–15 years, at two integrated comprehensive and five segregated post-primary schools in Northern Ireland, were measured using the Self-Perception Profile for Children (Harter, 1985). The results of a School Type (2) Year Group (3) Gender (2) Religion (2) MANCOVA, controlling for social class and ethos of schools, demonstrated a significant main effect for school type, with significant univariate effects favouring those at the integrated schools in the domains of physical appearance ( p 5 .01), social acceptance ( p 5 .01) global self-worth ( p 5 .05), and athletic competence ( p 5 .05). No evidence of a School Type Year Group interaction suggests that these differences existed on entrance to the two types of school. A main effect for gender, favouring boys in physical appearance ( p 5 .001), athletic competence ( p 5 .05), and global self-worth ( p 5 .05), and girls on behavioural conduct ( p 5.001), supported previous studies. Meanwhile, a post hoc analysis on the only significant interaction effect, for School Type Religion, showed that Catholic adolescents from the integrated sector perceived themselves to be significantly more scholastically competent than those from the segregated sector ( p 5 .05). To further assess the development and stability of self-esteem among these adolescents, a long-term longitudinal study is indicated.

scholarly journals Impact of Bilateral Coordinated Movement on Manipulative Skill Competency in Elementary School Students

Children ◽  
2021 ◽  
Vol 8 (6) ◽  
pp. 517
Author(s):  
Jun Chen ◽  
Xiaozan Wang ◽  
Weiyun Chen
Keyword(s):  
Elementary School ◽  
Repeated Measures ◽  
Fourth Grade ◽  
Control Group ◽  
School Students ◽  
Significant Interaction Effect ◽  
Fourth Grade Students ◽  
Main Effect ◽  
Quasi Experimental ◽  
Sports Skills

Background: Researchers have found that manipulative skill competency in childhood not only helps to improve physical activity participation but also helps adolescents learn specialized sports skills. This study aimed to examine the effects of an eight-week bilateral coordinated movement (BCM) intervention on manipulative skill competency in school-aged children. Methods: The participants were 314 fourth-grade students from two elementary schools in China. This study used a two-arm quasi-experimental research design. For one elementary school, two fourth-grade classes were assigned to the BCM group and another two fourth-grade classes were assigned to the control group. For the other elementary school, one fourth-grade class was assigned to the BCM group and another fourth-grade class to the control group. The students in the BCM group received an eight-week, two 40 min BCM lessons in soccer, and another eight-week, two 40-min BCM lessons in basketball. The control group received an eight-week two regular 40 min PE lessons in soccer and basketball, respectively. The students’ manipulative skill competency in soccer and basketball skills were pre- and post-tested using the two PE metric assessment rubrics. Data were analyzed by means of descriptive statistics, independent sample t-tests, and ANCOVA and ANOVA repeated measures. Results: The results showed a significant main effect of time (pre-test vs. post-test) in soccer skills (F = 273.095, p < 0.001, η2 = 0.468) and in basketball skills (F = 74.619, p < 0.001, η2 = 0.193). Additionally, the results revealed a significant main effect of the group (BCM group vs. control group) in soccer skills (F = 37.532, p < 0.001, η2 = 0.108) and a marginal significant main effect of the groups in basketball skills (F = 3.619, p = 0.058, η2 = 0.011). Furthermore, there was a significant interaction effect between the time and the group in soccer skills (F = 37.532, p < 0.001, η2 = 0.108) and in basketball skills (F = 18.380, p < 0.001, η2 = 0.056). Conclusions: It was concluded that after participation in the eight-week, 16 40 min lessons of BCM, the fourth-grade students showed greater improvement in soccer and basketball dribbling, passing and receiving skills, compared to the control group.

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