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.

The effectiveness of blended learning of “substance” unit in the science curriculum in terms of developing achievement and skills of scientific thinking in primary school students: فعالية التعلم المتمازج لوحدة المادة بمنهج العلوم في تنمية التحصيل ومهارات التفكير العلمي لدى طلاب المرحلة الابتدائية

2017 ◽  
Vol 3 (3) ◽  
Author(s):  
Saad bin Abdullah Al-Qarni
Keyword(s):  
Blended Learning ◽  
Learning Strategy ◽  
Science Curriculum ◽  
Thinking Skills ◽  
Fifth Grade ◽  
Control Group ◽  
Scientific Thinking ◽  
Science Curricula ◽  
And Control ◽  
Experimental Group

This research aims to determine the effectiveness of blended learning of “substance” unit in the science curriculum in terms of developing achievement and skills of scientific thinking in fifth grade students. The researcher used the two methods; Descriptive: to collect the necessary and semi-experimental metadata, the tool was an achievement test. And a scale of scientific thinking skills for the fifth grade curriculum. Both tools were applied to a sample of 63 students in the fifth grade, divided into two groups: experimental group 32 students, and control group 31 female students. After the processing of the statistical data, the following results were shown: Five basic skills of scientific thinking were identified, which can be developed in the unit of “substance” in the science curriculum which are: feeling the problem and defining it, setting hypotheses, testing hypotheses, interpretation and generalization. The unit was prepared using blended learning strategy for the fifth grade for the year 1435/1436 AH, and validity of the guide was checked. There are also statistically significant differences at the level of significance (α 0.05 0.05) between the mean scores of the students of the two groups; experimental and control in the post-application of the scale of scientific thinking skills in favor of the experimental group. Also, there are significant differences between the average scores of the experimental group in the two post- In the skills of scientific thinking for the benefit of the post-application, and found a positive correlative relationship function; (0.81); between the level of achievement of students and their level of scientific thinking in the post-application. In the light of the results of the research, the researcher recommends experimenting teaching the unit of “substance” using blended learning strategy with other samples of the students of the fifth grade, and preparing various teaching units of science curricula in different classes in the light of blended learning and providing internet access for teachers. As well as training teachers of science in the primary stage on using blended teaching, and the use of the scale of scientific thinking skills, and finally; studying school environment at various educational stages with appropriate tools and methods to teach science curricula in the light of blended learning.  

scholarly journals Effectiveness Model Vreir at acquisition Concepts Matter Social Studies I have Students Class Fifth Primary

2018 ◽  
Vol 223 (2) ◽  
pp. 301-318
Author(s):  
M. Dr. Ali Atyiah Adhb AL – Attabi
Keyword(s):  
Social Studies ◽  
Elementary Students ◽  
Teaching Methods ◽  
Fifth Grade ◽  
Chronological Age ◽  
Control Group ◽  
Effectiveness Model ◽  
Measurement And Evaluation ◽  
Academic Year ◽  
Experimental Group

                The current research aims to identify the (effective Onmodj Fryer in acquiring the concepts of material sociology at the fifth-grade elementary students), formed the research sample of 85 students from fourth grade literature students at the School of basic emerald of the General Directorate for Educational Baghdad's Rusafa / second. For the academic year (2016-2017). I chose the researcher randomly Division (b) to represent the first experimental group and number (42) students, and Division (c) to represent the second experimental group and number (43) students. Find the two sets of students was rewarded before starting experience in a number of statistical variables, namely, (chronological age measured in months and the level of intelligence and educational attainment of the parents). Then try researcher adjust the number of extraneous variables that may affect the variables followers, and select the first quarter and the second from the textbook taught in the experiment, formulas (20) behaviorally target in light of the overall objectives and content of scientific material, and offered a group of professionals and arbitrators, and then prepared Researcher plans exemplary in teaching the material-specific experience, using the model Fryer for the students of the experimental group, the traditional way (normal) for the control group students, and presented to a group of arbitrators and experts in teaching methods and measurement and evaluation, and studied two groups of research himself. The researcher developed a test to gain concepts in social studies material consists of (20) items of multiple choice.

scholarly journals THE EFFECT OF QUANTUM LEARNING BASED WITH MIND MAPPING TOWARDS SCIENCE ACHIEVEMENT OF FIFTH GRADE ELEMENTARY STUDENTS

2018 ◽  
Vol 2 (2) ◽  
pp. 58
Author(s):  
PD Anggaraeni ◽  
I G A O Negara ◽  
I K A Putra
Keyword(s):  
Elementary Students ◽  
Science Achievement ◽  
T Test ◽  
Fifth Grade ◽  
Control Group ◽  
Mind Mapping ◽  
Test Analysis ◽  
Quantum Learning ◽  
Significant Difference ◽  
Academic Year

The aim of this research is to know the significant influence of Quantum learning based with mind mapping towards the results of science achievement of fifth grade elementary students of Cluster I in Kuta Utara district in academic year of 2017/2018. It was quasi experimental research with nonequivalent control group design. The population of this research was 339 fifth grade students in Cluster I in Kuta Utara district. The sample was chosen by random sampling. It was obtained that fifth grade A students of SD No. 7 Dalung (34 students) as experimental group and the fifth grade A students of SD No. 4 Dalung (28 students) as control group. The data were collected by using objective test of multiple choice. Around 40 items have been validated. The collected data were analyzed using descriptive statistics and inferential statistics of t-test analysis. Based on the result of t-test analysis, there were obtained tvalue = 6,778 and ttable (at a significance level of 5% with dk = (34+28)-2 = 60) = 2,000. This indicated that tvalue > ttable so it could be concluded that there was significant difference of science achievement between the groups taught by Quantum Learning based with Mind Map and the groups taught by Conventional Learning. It can be concluded that there was the effect of Quantum learning model with mind mapping towards the science achievement of fifth-grade elementary students of Cluster I in Kuta Utara district in academic year of 2017/2018.

scholarly journals The impact of the use of caricatures in the teaching of science on the educational achievement of fourth graders in Makkah: أثر استخدام الرسوم الكاريكاتورية في تدريس مادة العلوم على التحصيل الدراسي لطالبات الصف الرابع الابتدائي بمكة المكرمة

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Hanadi Saud Al-Qurashi
Keyword(s):  
Science Teachers ◽  
Science Curriculum ◽  
Educational Achievement ◽  
Statistical Significance ◽  
Fourth Graders ◽  
Primary Grade ◽  
Control Group ◽  
Level Of Understanding ◽  
The Impact ◽  
Experimental Group

The current study aimed to know the impact of the use of caricatures in teaching science on the academic achievement of the fourth grade primary students in Holy Mecca, in order to achieve the objectives of the study, the researcher used the Semi-experimental curriculum and the experiment has been applied on a sample formed of 50 schoolgirls divided into two groups (25) students for the experimental group, and (25) students for the control group, the experimental group was taught the first and the second chapters of the fourth primary grade science curriculum , using caricatures, while the control group was taught using the traditional way, and the study resulted in: There are differences with statistical significance at the level of(0.05) in dimensional collection between the average of the experimental group degrees (taught using caricatures ) and the average of the control group degrees (taught using the traditional way) of the fourth primary grade science curriculum at the level of remembrance, the level of understanding , and at the application level, attributed to the experimental group. and at the levels of '' remembrance -understanding - application '' combined (total exam mark) , attributed to the benefit of the experimental group. The study recommended the necessity of encouraging science teachers to use caricatures in teaching, and the importance of carrying out similar studies

The effectiveness of a proposed strategy according to visual thinking in the achievement of physics and mental sharpness among fifth-grade biology students

2021 ◽  
Vol 29 ◽  
Author(s):  
◽  
Keyword(s):  
Null Hypothesis ◽  
Statistical Significance ◽  
Fifth Grade ◽  
Control Group ◽  
Visual Thinking ◽  
Validity And Reliability ◽  
Sample Number ◽  
Biology Students ◽  
Suggested Strategy ◽  
Experimental Group

The aim of the current research is to identify the effectiveness of a proposed strategy according to visual thinking in the achievement of physics and mental sharpness among fifth- grade biology student , by verifying the following null hypothesis : there is no difference or statistical significance at the level ( 0.05 ) average scores of the experimental group students which was studied according suggested strategy and the average scores of the students of the control group who studied in the usual way at the level of achievement in physics and mental sharpness . The research limited for fifth grade biology students in the middle and high schools of the day affiliated to the directorate of education Al-Diwaniyah center for the academic year ( 2020 – 2021 ) , the research chose Al-Zaytoun high school intentionally , then two division were chosen out of four divisions for the fifth grade biology were randomly selected , the sample number was ( 71 ) students , and by ( 35 ) students for the control group , which studied in the usual way and ( 36 ) students for the experimental group , which studied according to the proposed strategy , the pilot and officer groups have been equal in a number of variables are the time-old in the months of the semi-year test degree with physics and previous information , for the purpose of achieving my research goals , researchers adopted a threat to a multi-choice (35) paragraph , the test was verified and its stability was also verified as the discriminatory force was calculated for its paragraphs , the mental acuity test was also built , which consisted of (45) items distributed over 3 sub-dimensions , the validity and reliability of the test were verified , and the discriminatory power of the items was calculated , the results showed the superiority of the students of the experimental group that studied according to the proposed strategy over the students of the control group that studied in the usual away in achievement in physics and mental acuity for the fifth grade biology students , thus , the null hypothesis was rejected accordingly, the researchers recommended using the proposed strategy in teaching physics and suggested conducting other studies for other stages of study and different study subjects to know the effectiveness of the proposed .

scholarly journals The Application of the Online and Offline Interactive Teaching Method in Clinical Anesthesiology Teaching

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Qian Wang ◽  
Congcong Huang ◽  
Xiudan Hu ◽  
Hongxia Mei
Keyword(s):  
Teaching Method ◽  
Statistical Significance ◽  
Control Group ◽  
Test Results ◽  
Interactive Teaching ◽  
The Difference ◽  
Theoretical Test ◽  
Medical University ◽  
Interest Of Learning ◽  
Experimental Group

Objective. To explore whether better teaching effect can be achieved by applying the online and offline interactive teaching method to clinical anesthesiology teaching. Methods. Sixty-three students in grade three majoring in anesthesiology of Wenzhou Medical University were selected as research objects and randomly divided into 2 groups. The experimental group (32 students) adopted the online and offline interactive teaching method. The control group (31 students) adopted the traditional teaching method. The teaching effect was evaluated by the theoretical test results of the two groups and the survey of students in the experimental group. Results. The score of the theoretical test of students in the experimental group (79.31 ± 4.54) was higher than that of students in the control group (75.61 ± 4.88), and the difference achieved statistical significance p < 0.05 . 81.3% of the students think that the interactive teaching method enhances the interest of learning. 90.6% (29/32) of the students in the experimental group hold positive attitude towards the fact that the overall learning effect can be improved by the online and offline interactive teaching method. Conclusions. The online and offline interactive teaching method can not only improve students’ theoretical test results but also help to improve students’ learning participation. Students have given a high score for the evaluation of the online and offline interactive teaching method; good teaching effect has been achieved.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

Effective Role of Emotions in Teaching

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Sujit Dhanraj Kumavat
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Negative Emotion ◽  
Junior College ◽  
Control Group ◽  
Neutral Group ◽  
Group I ◽  
Group Control Group ◽  
Experimental Group

The objective of the present study was to find out the role of emotion in effective teaching of junior college students. The sample for the present research selected from the grantable junior college in Ahmednagar. For the research 11th class 90 students of Commerce faculty was selected. Among them 30 student selected for the positive emotion teaching group (Experimental group I). 30 students selected for the negative emotion (Experimental group II). And 30 students were selected for the neutral group (Control group III). The age range of the students were 17 to 18 years (M=35.00 SD=7.38). In the research Simple random method was used. The first hypothesis of the research was positive emotional teaching method high in English retention than negative and neutral teaching methods. Tolls 11th class English syllabus selected for the study. Result first result was showed that positive emotional teaching had significantly high English retention than the negative and neutral emotional teaching methods.

The effectiveness of using reciprocal technique in developing the skillful self and teaching some basic football skills among literary fifth grade students

2021 ◽  
Vol 20 (1) ◽  
pp. 0015
Author(s):  
MUSA ADNAN ALANI
Keyword(s):  
Experimental Approach ◽  
Basic Skills ◽  
Fifth Grade ◽  
Control Group ◽  
Preparatory School ◽  
Fifth Grade Students ◽  
Independent Variable ◽  
Reciprocal Method ◽  
Experimental Group

ABSTRACT   The research aims to know the effectiveness of the use of reciprocal style in developing the skillful self and learning some basic skills in football among fifth grade literary students as well as knowing which is better (reciprocal style or the method used) in the variables of the current study, the researcher used the experimental approach to suit the nature of the research as for the research sample It was represented by the literary fifth grade students in Anah Preparatory School for Boys, and the number (20) students were divided into two groups by (10) students for each group, for whom pre-tests were taken on the scale of self-skill and basic skills in football.                  Then the experimental group applied its independent variable (the reciprocal method), then the control group applied (the method used), and the researcher applied the principle of the gradation from easy to difficult in implementing the exercises during the lesson session, and the results were processed by the statistical bag program (SPSS), and the researcher concluded that Positive effectiveness in developing self-skill and learning some basic football skills among literary fifth-grade students, and the researcher recommended using this method in other activities and paying attention to all soccer skills in football.                                                       

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