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 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 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.

An Investigation of the Psycholinguistic Functioning of Deaf Adolescents

1970 ◽  
Vol 36 (9) ◽  
pp. 645-652 ◽  
Author(s):  
Donald F. Moores
Keyword(s):  
Standardized Tests ◽  
Reading Ability ◽  
Fifth Grade ◽  
Control Group ◽  
Achievement Scores ◽  
Reading Score ◽  
Stanford Achievement Test ◽  
Hearing Children ◽  
School For The Deaf ◽  
Experimental Group

The ability of “cloze” procedures to assess morphologico-syntactic and semantic differences between deaf and hearing groups matched on reading achievement scores was investigated. The experimental group consisted of 37 students, average age 16–10, mean grade reading score 4.77 on the Stanford Achievement Test, attending a residential school for the deaf. The control group, 37 fourth and fifth grade hearing children, had a mean reading score of 4.84 and an average age of 9–10. Passages of 250 words were developed from fourth, sixth, and eighth grade textbooks. The performance of the hearing subjects was superior on all measures for each passage, supporting the thesis that standardized tests spuriously raise estimates of reading ability of the deaf and that the relative inferiority of the deaf can be traced to both grammatical and semantic inadequacies. The sensitivity of “cloze” procedures to these factors was established and future applications of the technique discussed.

PENINGKATAN HASIL BELAJAR IPA SISWA MELALUI MODEL PEMBELAJARAN CTL (CONTEXTUAL THEACING AND LEARNING) DI KELAS V A SDN 021 TANJUNG PALAS

2017 ◽  
Vol 5 (3) ◽  
pp. 240
Author(s):  
Jenny '
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Mastery Learning ◽  
Learning Model ◽  
Fifth Grade ◽  
Science Students ◽  
Class V ◽  
Oral Test ◽  
Classroom Action Research ◽  
Written Test

The background of this study is the low result belaja fifth grade science students at SDN 021Tanjung Palas, out of 25 students only 8 students (32.00%), rendahnnya learning outcomes iscaused by: (a) students lack enthusiasm in learning; (b) students are not able to answerquestions that are of reason; (c) teachers do not involve students actively in learning; (d) lessthan the maximum in using props; and (e) the level of students' understanding of the subjectmatter IPA is still low. This research is a classroom action research (PTK), this study aims todescribe the results of learning through the use of learning model CTL. The subjects werestudents of class V A 021 SDN Tanjung Palas. This study was conducted by two cycles.Improved learning outcomes in terms of four categories, namely absorption, the effectivenessof learning, mastery learning completeness students both individual and classicalcompleteness and thoroughness of learning outcomes. The instrument used for data collectionis an oral test and a written test in the form of worksheets that do after the learning process.The results showed that the learning outcomes of science students has increased at eachcycle, as shown by the acquisition of mastery learning students, the first cycle the number ofstudents who pass are 15 students or 60% and the second cycle the number of students whopass are 22 students or 88% , It can be concluded that through CTL learning model canimprove learning outcomes a fifth grade science students at SDN 021 Tanjung Palas.

PENGARUH MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TERHADAP KEMAMPUAN MENENTUKAN IDE POKOK PARAGRAF SISWA KELAS V SD NEGERI 003 PULAU KOPUNG KECAMATAN SENTAJO RAYA KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Yuwanda Megri Santika ◽  
Otang Kurniaman ◽  
Zariul Antosa
Keyword(s):  
Main Idea ◽  
Learning Model ◽  
Communication Process ◽  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Fifth Grade Students ◽  
Quasi Experimental ◽  
Main Ideas

Reading is one of the important aspects in the communication process. Reading can make someone better understand the contents of the reading. In learning to make it easier for students to understand the contents of the reading it will be easier if it begins with the ability to determine the main ideas of the paragraph. Based on this, the researcher conducted a study by applying the Cooperative Integrated Reading and Composition (CIRC) learning model to the ability to determine the main idea of the paragraph at the fifth grade students of SD 003 Pulau Kopung. This study aims to determine the effect of the CIRC learning model on the ability to determine the main ideas of paragraphs of fifth grade students of SD Negeri 003 Pulau Kopung. This research method is a quasi- experimental Nonequivalent Control Group Design. This research was conducted in two classes, the VA class as the control class and VB class as the experimental class with 22 students in each class. The results of the study showed that the CIRC learning model influenced the ability to determine paragraph main ideas with the results of calculations derived from the gain index, the experimental class using the CIRC learning model got an increase in gain of 0.59 with the middle class and the control class with the normal learning model got an increase of 0.31 with medium class.

PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING BERBANTUAN MULTIMEDIA TERHADAP HASIL BELAJAR IPA

2018 ◽  
Vol 2 (3) ◽  
pp. 336
Author(s):  
Ni Pt Rasni Karwati ◽  
Km Ngurah Wiyasa ◽  
I Kt Ardana
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Science Learning ◽  
Learning Model ◽  
Test Method ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
School Year ◽  
Significant Difference

This research aims to determine the significance of the difference in science learning results between the group of fifth-grade students in Gugus I Elementary Schools, North Kuta District, in the school year of 2017/2018, that take lessons with the multimedia-assisted probing-prompting learning model and the group of students that take lessons with the conventional learning. The design of this research is a quasi-experimental research with the nonequivalent control group design. The population of this research are all the fifth-grade students of Gugus I Elementary Schools in North Kuta District that still implement the KTSP, which consists of 10 classes with a total of 339 students. The sampling is conducted using the random sampling technique. The sample in this research are the students of class VB in SD (Elementary School) No.7 Dalung, with 36 students as the experiment group and the students of class VB in SD No.4 Dalung with 28 students as the control group. The data collection is conducted using the test method in the form of the multiple choice objective test. The science learning results are analyzed using the t-test. Based on the average the experiment groups =80,89 > the control group =72,85, which means that the multimedia-assisted probing-prompting learning model has an influence on the science learning result. Based on the hypothesis test, tvalues =4,517> ttable =2,000, with dk=62 and a significance level of 5%. Based on the test criteria, H0 is rejected and Ha is accepted. Thus, it can be interpreted there is a significant difference the science learning result between the group of students that were taught using the multimedia-assisted probing-prompting learning model and the students that were taught using the conventional learning. It can be concluded that the the multimedia-assisted probing-prompting learning model has an influence on the science learning result of the fifth-grade students in Gugus I Elementary School, North Kuta District, in the school year of 2017/2018. Keywords : probing prompting, multimedia, science learning result

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.                                                       

scholarly journals When Students Take Control: Investigating the Impact of the CREST Inquiry-Based Learning Program on Self-Regulated Processes and Related Motivations in Young Science Students

2013 ◽  
Vol 12 (2) ◽  
pp. 178-196 ◽  
Author(s):  
Julie K. Moote ◽  
Joanne M. Williams ◽  
John Sproule
Keyword(s):  
Control Group ◽  
Science Students ◽  
Career Motivation ◽  
Learning Program ◽  
Inquiry Based Learning ◽  
Self Regulated Learning ◽  
The United Kingdom ◽  
Engineering And Technology ◽  
Quasi Experimental ◽  
The Impact

The CREativity in Science and Technology (CREST) scheme, a student-run science project supported by the science, engineering, and technology network, is currently being implemented in schools across the United Kingdom to increase student engagement and motivation in science. The central aim of this research was to explore the influence of CREST participation on students’ self-regulated processes and related motivations. This study followed a quasi-experimental design with a control group (n = 34) and a “CREST” group (n = 39) of students between the ages of 11 and 12 years from a Scottish school. Because multiple measures were used, this study also provides a contribution to the literature regarding measurement issues relating to self-regulated learning (SRL) and motivation. Covariance analyses controlling for academic performance in science revealed significant effects for the intervention regarding changes in SRL, test anxiety, and career motivation in science. Delayed posttest results for the experimental group are also presented and discussed.

scholarly journals THE EFFECT OF THE CREATIVITY LEARNING MODEL ON NATURAL SCIENCE LEARNING OUTCOMES AND SELF EFFICACY

2020 ◽  
Vol 4 (4) ◽  
pp. 780
Author(s):  
Ayu Ari Rahmayanti ◽  
I Gusti Ayu Tri Agustiana ◽  
Alexander Hamonangan Simamora
Keyword(s):  
Learning Outcomes ◽  
Natural Science ◽  
Self Efficacy ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
Quasi Experimental

The research was conducted with the aim: (1) identify the effect of creativity learning model toward natural science subject’s learning outcomes and self-efficacy, (2) identify the effect of creativity learning model toward natural science subject’s learning outcomes, and (3) identify the effect of creativity learning model toward self-efficacy. This research was quasi-experimental research designed of Non-Equivalent Posttest Only Control Group. All fifth-grade classes of cluster I Buleleng district were the research population in total of 209 fifth-grade students from 8 schools. The research sample was determined through simple random sampling technique, obtained 2 schools in total of 59 students that was contained 29 students of SDN 1 Banyuning as the experiment class and 30 students of SDN 8 Banyuning as the control class. Essay test was used the research instrument to gather learning outcomes data, while questionnaire was used to measure self-efficacy. The data analysis was done descriptively to identify mean and standard deviation further tested through MANOVA test. The research findings portrayed: (1) simultaneously, creativity learning model effects in enhancing natural science subject’s learning outcomes and self-efficacy; (2) creativity learning model is able to improve natural science subject’s learning outcomes; and (3) creativity learning model is able to improve self-efficacy. Conclusively, creativity learning model presents has an influence on the aspects studies.

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