scholarly journals The Effects of a School Gardening Program on the Math and Science Achievement of 3rd, 4th, and 5th Grade Students

HortScience ◽  
2004 ◽  
Vol 39 (4) ◽  
pp. 844C-844
Author(s):  
Adelaide Pigg* ◽  
Tina M. Waliczek
Keyword(s):  
Science Achievement ◽  
Math Achievement ◽  
Science Classroom ◽  
Traditional Classroom ◽  
Control Group ◽  
Achievement Scores ◽  
Master Gardener ◽  
Math And Science ◽  
Based Instruction ◽  
5Th Grade

Science and math achievement scores of 3rd, 4th, and 5th grade elementary students were studied using a sample of 196 students from McAuliffe Elementary School, located in McAllen, Texas. Students in the experimental group participated in the Junior Master Gardener™ program in addition to the traditional classroom-based math and science methods. In contrast, students within the control group were taught math and science using only traditional classroom-based methods. No statistically significant differences were found in comparisons of science students' achievement scores, indicating that those students using the Junior Master Gardener™ program as a method to learn science benefited similarly to those who learned using only traditional science classroom-based instruction. However, results indicated statistically significant differences in comparisons of students' math achievement scores showing that those students who received traditional math instruction had more improved math achievement scores compared to those taught using the Junior Master Gardener™ program. Results also found no statistically significant differences between demographic groups indicating that males and females and students from different ethnicities benefited similarly from participation in the Junior Master Gardener™ program.

scholarly journals Effects of a Gardening Program on the Academic Progress of Third, Fourth, and Fifth Grade Math and Science Students

2006 ◽  
Vol 16 (2) ◽  
pp. 262-264 ◽  
Author(s):  
A.E. Pigg ◽  
T.M. Waliczek ◽  
J.M. Zajicek
Keyword(s):  
Math Achievement ◽  
Science Classroom ◽  
Traditional Classroom ◽  
Fifth Grade ◽  
Control Group ◽  
Achievement Scores ◽  
Science Students ◽  
School Garden ◽  
Grade Levels ◽  
Math And Science

Science and math achievement scores of third, fourth, and fifth grade elementary students were studied using a sample of 196 students from McAuliffe Elementary School, located in McAllen, Texas. The experimental group of students participated in a school garden program in addition to traditional classroom-based math and science methods, while students within the control group were taught math and science using only traditional classroom-based methods. No statistically significant differences were found in comparisons of science students' achievement scores, indicating that those students using the school garden program as an additional method to learn science benefited similarly to those who learned using only traditional science classroom-based instruction. However, results indicated statistically significant differences in comparisons of students' math achievement scores, showing that those students who received traditional math instruction had more improved math achievement scores compared to those taught using the school garden program. Results also found no statistically significant differences between gender and ethnic background comparisons. However, statistically significant differences in comparisons of grade levels showed that fourth graders benefited more, academically, from participation in the school garden program in comparison to other grade levels.

scholarly journals Growing Minds: The Effect of a School Gardening Program on the Science Achievement of Elementary Students

2005 ◽  
Vol 15 (3) ◽  
pp. 448-452 ◽  
Author(s):  
C.D. Klemmer ◽  
T.M. Waliczek ◽  
J.M. Zajicek
Keyword(s):  
Elementary Students ◽  
Science Achievement ◽  
Science Curriculum ◽  
Teaching Method ◽  
Statistical Significance ◽  
Traditional Classroom ◽  
Fifth Grade ◽  
Control Group ◽  
School Gardening ◽  
Experimental Group

Science achievement of third, fourth, and fifth grade elementary students was studied using a sample of 647 students from seven elementary schools in Temple, Texas. Students in the experimental group participated in school gardening activities as part of their science curriculum in addition to using traditional classroom-based methods. In contrast, students in the control group were taught science using traditional classroom-based methods only. Students in the experimental group scored significantly higher on the science achievement test compared to the students in the control group. No statistical significance was found between girls and boys in the experimental group, indicating that gardening was equally effective at teaching science for both genders. After separating the data into the grade levels, the garden curriculum was more effective as a teaching method in raising science achievement scores for boys in third and fifth grades, and for girls in the fifth grade compared to traditional classroom-based methods alone.

scholarly journals The Stem of Meaningful Learning

2021 ◽  
Vol 2 (3) ◽  
pp. 15-24
Author(s):  
Bassem Kandil
Keyword(s):  
Stem Education ◽  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Science Achievement ◽  
Positive Impact ◽  
Science Classroom ◽  
Meaningful Learning ◽  
Control Group ◽  
School Work ◽  
Experimental Group

Purpose: The purpose of this study is to examine the effects of integrated Science, Technology, Engineering, and Mathematics (STEM) education on academic achievement in the science classroom. Methodology: This study is a quasi-experimental using non-equivalent control group pretest-posttest design. Fifty-one Grade 8 students, taught by the same teacher, constituted the participants of this study. The study consisted of an experimental group that followed a STEM approach to education and a control group that was taught the usual way. Results: The findings showed an encouraging improvement in the science achievement of the experimental group as compared to that of the control one. Students belonging to the experimental group demonstrated conceptual understanding of the topics covered by the assigned problems. Practical Implications: An initial implication is that STEM education is a promising approach that, if properly implemented, facilitates meaningful learning. Originality/Value: The problem/project-based way of teaching and learning allows students to appreciate the relevance of their school work to their own lives and the world around them. Besides the positive impact of STEM education on science achievement, the findings of this study revealed that a STEM approach is a promising approach in terms of developing conceptual understanding and promoting transfer of learning.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

Effect of Activity-Based Games on Students' Academic Achievement in Social Sciences

2021 ◽  
pp. 82-95
Keyword(s):  
Academic Achievement ◽  
Performance Test ◽  
Mean Value ◽  
Control Group ◽  
Second Phase ◽  
Initial Stage ◽  
Post Test ◽  
The Mean ◽  
Based Instruction ◽  
Experimental Group

The purpose of the research was to investigatethe effect of activity-based games on the academic achievement of graduate-level pupils in social sciences.An experimental research design with a pre-and post-test control group was used in this study. As pre-test and post-test, MCQ achievement tests containing 70 items were used as research methods for data collecting. The initial stage in this initiative was to collect data on what inspires children to learn. Both groups took a pre-test, and the results were tallied.The project's second phase was to study the effects of variousactivities on academic achievement. Both groups were given an MCQ performance test. The T-test was used to analyze the data. The findings of this study demonstrated that, compared to the control group, mostpupils'marks improved in the experimental group. The mean value showedthat experimental group participants scored 18.77on the post-test, while control group students scored 16.21. According to a post-lesson poll, most students regarded activity-based games to be more engaging than lecture-based instruction.

scholarly journals PENGARUH MODEL QUANTUM TEACHING BERBASIS PENDIDIKAN KARAKTER TERHADAP KOMPETENSI PENGETAHUAN IPA SISWA KELAS V SD GUGUS DEWI SARTIKA DENPASAR TIMUR TAHUN AJARAN 2017/2018

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Ni KomangMega Lestari
Keyword(s):  
Character Education ◽  
Hypothesis Test ◽  
Test Method ◽  
Control Group ◽  
Teaching Model ◽  
Control Group Design ◽  
Significance Level ◽  
Model Base ◽  
5Th Grade ◽  
Academic Year

This research aims to know the effect of quantum teaching model base character education towards science competency knowledge in 5th grade students of Gugus Dewi Sartika East Denpasar academic year 2017/2018. This study was an experiment with quasy experiment design using the Non-Equivalent Control Group Design. The population of this research is all 5th grade of Gugus Dewi Sartika East Denpasar amounting to 328 students. Sample were taken by random sampling technique. The sample of this research is 5th A grade in SDN  10 Kesiman amount 42 students as the experiment group and 5th B grade in SDN 3 Kesiman amount 53 student as the control group. The data were collected using the test method in the form of a standard multiple choice objective test. The data were analyzed using descriptive statistic and inferential in shape gain score from science competency knowledge. The result if data analysis obtained mean of gain skor from experiment group 16X"> =0,34 > 16X"> =0,25 control group. From the hypothesis test using t-test while at 5% significance level and df 83 obtained thitung =3,214 > ttabel=2,000. Based on these result can be concluded that quantum teaching model base character education influence of science competency knowledge of 5th grade students SD Gugus Dewi Sartika East Denpasar academic year 2017/2018.

scholarly journals Influence of mind mapping method implementation on learning results social science is required from students interest

2019 ◽  
Vol 6 (3) ◽  
pp. 94-100 ◽  
Author(s):  
Dewa Nyoman Wija Astawa
Keyword(s):  
Elementary School ◽  
Social Science ◽  
Science Achievement ◽  
Mapping Method ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Learning Method ◽  
Mind Mapping ◽  
Control Group Design ◽  
Learning Interest

This study aimed at investigating the effect of the implementation of mind mapping learning method to the students’ social science achievement viewed from learning interest at the fourth-grade students of an elementary school in Denpasar city in the academic year 2016/2017. This study was quasi-experimental research which applied the posttest-only control group design involving 80 students of grade four at elementary school in Denpasar city who were selected by using the total sample sampling technique. The data of the students’ social science achievement and learning interest were collected and then analyzed using the Analysis of Covariance (Anacova). The result of this study showed that the students’ social science achievement who were treated with mind mapping learning method was higher compared to the students’ social science achievement of those treated with the conventional learning method. This difference was consistent even though the students’ learning interest has been controlled. Based on the result of this study, it is suggested that mind mapping learning method be applied in the teaching and learning process of social science at the elementary school.

scholarly journals The Effect of Resource-Based Instructions on Pre-service Biology Teachers’ Attitudes towards Learning Biology

2021 ◽  
Vol 20 (8) ◽  
pp. 262-277
Author(s):  
Josiane Mukagihana ◽  
Catherine M Aurah ◽  
Florien Nsanganwimana
Keyword(s):  
Negative Attitude ◽  
Control Group ◽  
Biology Teachers ◽  
Lecture Method ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Teachers Attitudes ◽  
Attitudes Towards Learning

A positive attitude correlates to successful learning; while a negative attitude leads to poor learning. The present study aimed to compare the pre-service biology teachers’ attitudes towards learning biology and assessing their attitudinal change before and after being taught by resource-based instructions (RBI) in Rwanda. A survey-research design was used, in combination with a quasi-experimental control group, and the equivalent time-series designs. Pre-service biology teachers were taught at a public university in three separate groups, with one control group and two experimental groups. Each group received a pre-attitude and a post-attitude assessment. In contrast, at a private university, they were taught as a single group, in a series of instructions, starting with the lecture method, followed by animation-based instruction and small- group laboratory activities, in which at each stage, the pre-service biology teachers received the same assessment. The biology Attitudinal Scale showed a Cronbach alpha reliability of 0.625 before its use. The data were analyzed quantitatively; and the results revealed no statistically significant difference between the public and the private pre-service teachers’ attitudes before learning microbiology. After the teaching interventions, the results revealed that both the traditional and the resource-based instructions improved the pre-service biology teachers’ attitudes towards learning biology, as a result of their improved maturity and their anticipated future teaching career.

scholarly journals The effect of problem based learning on 5th grades students’ energy literacyProbleme dayalı öğrenme yaklaşımının 5. Sınıf öğrencilerinin enerji okuryazarlıkları üzerine etkisi

2016 ◽  
Vol 13 (2) ◽  
pp. 3446
Author(s):  
Aysun Göcük ◽  
Fatma Şahin
Keyword(s):  
Fossil Fuels ◽  
Problem Based Learning ◽  
Control Group ◽  
Learning Method ◽  
Short Period ◽  
Energy Literacy ◽  
Literacy Knowledge ◽  
Group A ◽  
And Control ◽  
5Th Grade

The need for energy is increasing. If fossil fuels continue to be consumed at this rate, they will disappear after a short period of time. Therefore, it is essential to use limited energy resources consciously. How early students wins this awareness, positive outcomes will be much more. The main purpose of the study is to make students aware of the problems from early ages and the object of this study is to find out how Problem Based Learning (PBL) affect the 5th grade students literacy improvement by using knowledge tests. It is an experimental study with a controlled group applied pre-test and final- test. It was carried out with the 5th grade students on 2013-2014 education year. A total of 36 students participated in the study. The involved in the experiment and control group were selected randomly. In the experiment group, the students were taught using activities prepared by Problem Based Learning and in control group, the students were taught using traditional methods. The duration for each group was 10 lesson hours. Data of search was derived using energy literacy knowledge test         (ELKT). When researched the effect of Problem Based Learning method carried out on experiment group and traditional method carried out on control group, a significant distinction in favor of Problem Based Learning method was found out. ÖzetEnerjiye olan ihtiyaç giderek artmaktadır. Fosil yakıtlar bu hızla tüketilmeye devam ederse, kısa bir süre sonra yok olacaklar. Bu  yüzden, sınırlı olan enerji kaynaklarını bilinçli kullanmak şarttır. Öğrenciler bu bilinci ne kadar erken kazanırlarsa, olumlu sonuçları o kadar fazla olacaktır.  Bu çalışmanın temel amacı öğrencilerin erken yaşta problemin farkına varmasını sağlamaktır ve bu çalışmayla Probleme Dayalı Öğrenme (PDÖ) yaklaşımının 5. sınıf öğrencilerinin enerji okuryazarlığı üzerine etkisini bilgi testi kullanarak incelemek amaçlanmıştır.   Çalışma ön test – son test kontrol gruplu deneysel bir çalışma olarak planlanmıştır.  Araştırmanın çalışma grubunu 2013-2014 Eğitim Öğretim yılı içerisinde 5. sınıfta eğitim gören toplam 36 öğrenci oluşturmuştur. Deney ve kontrol grubunu oluşturan öğrenciler şans (random) yoluyla belirlenmiştir. Deney grubunda dersler PDÖ yöntemiyle hazırlanan ders etkinlikleriyle işlenirken, kontrol grubunda dersler mevcut programdaki etkinlikler ile işlenmiştir. Her iki grup için de çalışmanın süresi 10 ders saatidir. Araştırmanın verileri enerji okuryazarlığı bilgi testi (EOBT) ile toplanmıştır. Deney grubunda uygulanan PDÖ yöntemin mevcut programdaki etkinliklere göre enerji okuryazarlığında daha etkili olduğu tespit edilmiştir. 

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