scholarly journals Measuring Peer Feedback on Writing Class: A Study on Third-Semester Pre-Service English Teachers

2019 ◽  
Vol 13 (1) ◽  
pp. 45
Author(s):  
Didik Rinan Sumekto ◽  
Heny Setyawati
Keyword(s):  
English Education ◽  
Collaborative Writing ◽  
Peer Feedback ◽  
Control Groups ◽  
Activity Data ◽  
Significant Difference ◽  
Writing Class ◽  
Post Test ◽  
Quasi Experimental ◽  
Feedback Set

This research aimed to measure the contributions of students’ peer feedback set in the collaborative writing class. Of 144 population, 55 undergraduate English education students were involved as the participants in a quasi-experimental research design which was conducted through a non-randomized five experimental and five control groups. There were 25 experimental participants attended in the regular classes with the collaborative writing class syntax, namely; genres selection, problem-based learning, genres, and peer feedback practices, while other 30 control participants naturally attended in the same activity. Data were collected through the collaborative writing’s pre- and post-test, and peer feedback instruments within four weeks of the lectures. Data analysis used the Mann-Whitney U, and Wilcoxon signed rank tests. The findings show that the collaborative writing’s peer feedback positively contributes to students’ writing skills and learning awareness resulted in the post-tests. Peer feedback may correct students’ writing mistakes and contribute a significant difference between the experimental and control groups (Z=-2,471; p≤0,05). Peer feedback socially tightens students’ collaborative writing and promotes a mutual relationship among group members, and reduces lecturer’s feedback.

scholarly journals DESCRIBING AND DRAWING PICTURE TECHNIQUE IN TEACHING TRANSACTIONAL SPEAKING

2018 ◽  
Vol 4 (2) ◽  
pp. 268
Author(s):  
Nur Aliyah Nur
Keyword(s):  
English Education ◽  
Sampling Technique ◽  
Control Group ◽  
Education Department ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
And Control

The research aimed to find out the effectiveness of describing and drawing picture technique in teaching transactional speaking at the second semester students of English Education Department at State Islamic University of Alauddin Makassar. This research employed quasi-experimental with non-equivalent control group design with pre-test and post-test. The population of this research was the second semester students of English education department at State Islamic University of Alauddin Makassar. The population was selected by using purposive sampling technique to determine the sample for experimental class and control class. The instrument used in this research was test. The test was used in the pre-test and post-test. The data indicated that there was a significant difference between the students’ post-test in the experimental class and post-test in the control class. Based on the findings of the research, the researchers concluded that describing and drawing picture technique was effective in teaching transactional speaking. Therefore, describing and drawing picture technique gave student opportunity to practice transactional speaking in classroom, it also could increase students’ motivation in learning in English since they feel their purpose of learning English so that they could use it and also could achieve it.The research aimed to find out the effectiveness of describing and drawing picture technique in teaching transactional speaking at the second semester students of English Education Department at State Islamic University of Alauddin Makassar. This research employed quasi-experimental with non-equivalent control group design with pre-test and post-test. The population of this research was the second semester students of English education department at State Islamic University of Alauddin Makassar. The population was selected by using purposive sampling technique to determine the sample for experimental class and control class. The instrument used in this research was test. The test was used in the pre-test and post-test. The data indicated that there was a significant difference between the students’ post-test in the experimental class and post-test in the control class. Based on the findings of the research, the researchers concluded that describing and drawing picture technique was effective in teaching transactional speaking. Therefore, describing and drawing picture technique gave student opportunity to practice transactional speaking in classroom, it also could increase students’ motivation in learning in English since they feel their purpose of learning English so that they could use it and also could achieve it.

scholarly journals Effect of the 5E Instructional Model on Physics Academic Achievement Based on Gender and Students’ Ability: A Case of Berekum Senior High Schools in Ghana

2021 ◽  
Vol 2 (Issue 1 (January to March 2021)) ◽  
pp. 1-10
Author(s):  
Eric Appiah-Twumasi ◽  
Daniel Nti ◽  
Richard Acheampong ◽  
Cosmos Eminah
Keyword(s):  
Academic Achievement ◽  
Instructional Model ◽  
Control Groups ◽  
Traditional Group ◽  
Physics Students ◽  
High Ability Student ◽  
5E Instructional Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This study examined the effect of the 5E instructional model on Physics students’ academic achievement based on gender and students’ ability. The study employed a quasi-experimental design using the pre-test, post-test and delayed-post administered instruments to the experimental and control groups. The study involved two instructional strategies (5E instructional model and traditional teaching). Instruments known as Physics Students’ Academic Achievement Test (PSAAT) and Delayed Post Test (DPT) were used to gather data for the study. Mean scores, standard deviations and normalized gains were used to analyses data while ANCOVA and independent-sample t-test were used to test the hypothesis at the 0.05 level of significance. A significant difference was found between Physics students instructed with the 5E instructional model and those taught through the traditional classroom. Similarly, a significant difference was found between Physics high-ability student in the 5E instructional group and those in the traditional group. However, a non-significant difference was found between Physics low-ability students in the experimental and the control groups. Similarly, a non-significant different was found among gender concerning pre-test and post-test means scores. However, a significant difference was found among gender in favor for the male students. The study recommended that Physics teachers wanting to improve their students learning outcomes should adopt the 5E instructional model.

scholarly journals The Effect of Interactive Computer Animation and Simulation on Students’ Achievement and Motivation in Learning Electrochemistry

2021 ◽  
Vol 10 (3) ◽  
pp. 311-324
Author(s):  
N. J. Ahmad ◽  
N. Yakob ◽  
M. A. H. Bunyamin ◽  
N. Winarno ◽  
W. H. Akmal
Keyword(s):  
Computer Animation ◽  
Male Students ◽  
Control Group ◽  
Abstract Concepts ◽  
Control Groups ◽  
Chemistry Learning ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Electrochemistry is difficult to learn due to its abstract concepts involving macroscopic, microscopic, and symbolic representation levels. Studies have shown that students can visualize and improve their understanding of chemistry by using interactive computer animation and simulation. This study reports the effect of interactive computer animation and simulation module named “Interactive Electrolysis of Aqueous Solution” (IEAS) developed to aid students in learning electrolysis. A pre and post-test control quasi-experimental design was carried out to investigate the effects of the IEAS on students’ achievement and motivation in electrochemistry topics. This study involved 62 16-years-old male students from two different secondary schools. Pre and post electrochemistry achievement tests (EAT) and pre and post- Instructional Material Motivation Surveys (IMMS) were used. For EAT, using one-way ANOVA, it shows that there was a significant difference in the post-test mean score in this study on the understanding of the electrolysis concept between students in the treatment and control groups [F (1, 60) = 5.15, p <0.05]. The qualitative results also provided evidence that the students in the treatment group had a better conceptual understanding than the control group, especially at the microscopic representation level. For the IMMS test, there was a significant difference between the treatment and control groups in terms of the mean score of the post motivation IMMS test where p <0.05 in chemistry learning [F (1,59) = 266.89, p <0.05].  Thus, it can be concluded that IEAS has an impact on enhancing the students’ understanding of the electrolysis concept, and the students are more motivated to learn electrochemistry.

scholarly journals Online Collaborative Writing (OCW) in Arabic as a Second Language (ASL) Classrooms: A Mixed-Method Study

2020 ◽  
Vol 2 (4) ◽  
pp. 266-279
Author(s):  
Mohammed Alwaleedi
Keyword(s):  
Mixed Method ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Mixed Method Study ◽  
Interaction Patterns ◽  
Significant Difference ◽  
Writing Class ◽  
Before And After ◽  
Post Test

This study investigated how ASL learners interact during the OCW tasks, how ASL learners perceive the implementation of OCW, and whether or not there is a difference in students’ ASL writing performance before and after the implementation of OCW. This study employed a mixed-method study, a qualitative case study and a one-group experimental with pre-and-posttest design, involving 16 students who participated in the ASL writing class. The collected data included observations, document analysis, in-depth interviews, questionnaires, and tests. Pre- and post-test results were compared to analyze whether or not there is a statistically significant difference in students’ ASL writing skills before and after the implementation of OCW. The findings showed variations in interaction patterns during online collaborative writing activities. The students also had a positive perception of the implementation of OCW. The results also indicated a statistically significant difference in students’ ASL writing skills before and after the implementation of OCW.

Examining Language Related Episodes (LREs) of Arabic as a Second Language (ASL) Learners During Collaborative Writing Activities

2017 ◽  
Vol 7 (4) ◽  
pp. 256 ◽  
Author(s):  
Mohammed A. Alwaleedi
Keyword(s):  
Second Language ◽  
Collaborative Writing ◽  
Group Interaction ◽  
Experimental Writing ◽  
Control Group ◽  
Writing Groups ◽  
Control Groups ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

Previous studies have increasingly examined the nature of collaborative writing in English as a foreign/second language settings. However, little research has been conducted on its nature in Arabic as a second language (ASL) contexts. This study investigated the nature of 64 students’ Language Related Episodes (LREs) while performing collaborative writing in ASL classrooms. Employing a quasi-experimental design with a mixed methods approach, the frequency and the focus of the students’ LREs in collaborative (experimental) writing groups and in traditional (control) groups were compared. The findings showed that there was a statistically significant difference between the LREs produced by the experimental and the control groups which can be attributed to the collaborative writing approach. In particular, the analysis of LREs per minutes indicated that LREs were more frequent in the experimental group interaction than in control group interaction. In addition, the experimental groups paid more attention to language and were more successful at resolving language related problems than the control ones which may explain the differences in their performance. Specimens of dialogues of both groups are presented to explain their differential performance.

scholarly journals The Effectiveness of Pilates in Resiliency and Psych-asthenia of the Housewives

2016 ◽  
Vol 12 (4) ◽  
pp. 195
Author(s):  
Lida Norouzi ◽  
Behnam Makvandi
Keyword(s):  
Intervention Group ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
Statistical Population ◽  
Significance Level ◽  
Sports Club ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

<p>This study aimed to investigate the effect of Pilates on resiliency and psych-asthenia of the housewives in Tehran. The most common problems of the housewives included decreased resilience and uniform life that led to increased psych-asthenia. Using the knowledge of Contrology, measuring the effect of Pilates on resiliency and psych-asthenia of the housewives was considered. Quasi-experimental research design included the control groups (pre-test, post-test). The statistical population consisted of 40 housewives (20 in Pilates group and 20 in control group) that were selected using the available sampling by referring to a sports club in District 2, Tehran. Data were analyzed using analysis of variance and multivariate analysis of covariance, and the adjusted comparison was conducted at the significance level of 5%.The results showed that the adjusted mean of the scores of resiliency and psych-asthenia for the intervention group are significantly different (p&gt;5.0) and there is a significant difference between the mean scores of resiliency and psych-asthenia of the treatment and control groups. Pilates exercises increase resiliency and decrease psych-asthenia of the housewives. Thus, it is recommended that psychologists and psychiatrists consider Pilates as a supplementary treatment in their prescriptions.</p>

scholarly journals The Effect of in Water Selective Exercises on Muscle Strength in Patients with Muscle Dystrophy

2017 ◽  
Vol 9 (8) ◽  
pp. 148
Author(s):  
Aliakbar Najafvand Derikvandi ◽  
Rezvan Kaviyaniniya
Keyword(s):  
Muscular Dystrophy ◽  
Muscle Strength ◽  
Genetic Diseases ◽  
Control Group ◽  
Muscle Dystrophy ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Muscular dystrophy syndrome refers to a group of genetic diseases resulting in muscle weakness and low functional capacity. This purpose of this study is to investigate the effect of an eight-week selective training on muscle strength of patients with muscular dystrophy. A quasi-experimental method was used in this study. Eleven patients with muscular dystrophy were selected through purposive sampling and divided into two groups randomly including in water selective exercises (n = 6) and control groups (n = 5) respectively. The study conducted under the supervision of researcher for eight weeks, three sessions per week, and the time allocated was between 60-45 minutes. Moreover, a t-test was used for statistical analysis and the significant level was set at p < 0.05 level. After an eight-week training a significant increase (P < 0.05) was observed in extensor muscle strength in patients with muscular dystrophy. However, no significant difference was observed in the control group (p ≥0.05). Comparing the changes made during eight weeks (difference between pre-test and post-test) a significant difference (P < 0.05) was observed between intervention and control groups. According to obtained findings in this study, in water selective exercise is an effective way to improve muscular strength in patients with muscular dystrophy.

scholarly journals The Effect of Teacher Scaffolding on Students’ Paragraph Writing Skills in EFL Classroom: The Case of Grade Nine Students in Meneguzer Secondary School, Amhara Regional State, Ethiopia

2021 ◽  
Vol 12 (6) ◽  
pp. 892-898
Author(s):  
Simachew Gashaye ◽  
Belyihun Muchie
Keyword(s):  
Secondary School ◽  
Writing Skills ◽  
Control Groups ◽  
Writing Performance ◽  
Sequential Mixed Methods ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

This study was intended to examine the effect of teacher scaffolding on grade nine students’ paragraph writing performance in Meneguzer secondary school, Amhara-Ethiopia. The study employed a quasi-experimental research design with explanatory sequential mixed methods of data collection and analysis. There were experimental and control groups of students including 40 students in each group. Test, questionnaire and interview were used to gather data. The quantitative data were analysed using an independent sample t-test, whereas the qualitative data were analysed thematically.  The pre-test yielded a significant value of sig. (2-tailed) =0.659 which was higher than α =0.05. This showed that both the experimental and the control groups of students were equal and homogenous in their writing performance before treatment. However, after the treatment, there was a significant difference between the writing performance of the students in the two groups as the analysis of writing test in post-test yielded sig. (2- tailed) =0.025 which was smaller than α = 0.05. This implies that the treatment enabled the participants in the experimental group to improve their writing skills. The result of the questionnaire and interview analyses further revealed that the experimental group of participants were motivated and initiated by the teacher scaffolding to improve their writing skills. Thus, it can be concluded that teacher scaffolding has a positive significant effect on students’ writing skills. As a result, it motivates students to practice their writing skills independently.

scholarly journals The deductive and inductive instructional approach controversy in Eswatini context

2020 ◽  
Vol 10 (2) ◽  
pp. 139-158
Author(s):  
Mfanukhona Wonderboy Kunene ◽  
Patrick Mthethwa
Keyword(s):  
Teaching Method ◽  
T Test ◽  
Control Groups ◽  
Significant Difference ◽  
Dependent Variables ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Convenience Sampling ◽  
Analyse Data

This study compared deductive and inductive approaches of teaching tenses to secondary school learners. The aim of this study was to test the efficiency of the two instructional approaches of teaching tenses by observing learners’ performance. Sixty participants (37 female and 23 male), learning English in the Kingdom of Eswatini, participated in this quasi-experimental study. Convenience sampling was used to select participants who were randomly assigned to two control groups. The independent variable was ‘teaching method,’ with two levels: deductive versus inductive. The dependent variables were participants’ achievement scores derived from the pre-test and post-test. The independent t-test and the dependent t-test were used to analyse data. The results revealed that there was no significant difference between the deductive and inductive approaches in teaching tenses,although each method was effective in isolation. Based on the findings, this study recommends an integration of the two approaches in the teaching of tenses.     Keywords: ESL context, deductive approach, grammar, inductive approach, tenses.

Stick Figure and Think, Talk And Write: Integrating Media With Teaching Strategy For A Better Writing Competence

2017 ◽  
Vol 2 (1) ◽  
pp. 46
Author(s):  
Eva Sudarwati ◽  
Shynta Amalia
Keyword(s):  
Teaching Strategy ◽  
T Test ◽  
Narrative Writing ◽  
Control Groups ◽  
Stick Figure ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Mean Differences ◽  
And Control ◽  
Writing Competence

Abstract This study attempts to see the effect of Think, Talk, and Write strategy on the students’ narrative writing competence. Considering the importance of the use of teaching media, this study tries to integrate Stick Figure as a teaching media in Think, Talk, and Write Strategy. A quasi experimental study was conducted to see the improvement of the students’ narrative writing competence. It involved 42 students who were selected on the basis of convenience sampling and assigned into two groups; experimental and control groups. The statistical analyses of paired sample t-test in experimental group showed that there was significant improvement on the students’ writing competence before (M=5.77, SD= 2.342) and after (M= 11.79, SD= 2.342), t(21)=12.059, p<0.05.Moreover, the result of independent t-test between experimental and control groups showed a significant difference. It can be seen that the mean differences was 3.79545 and the significance value is lower than 0.05, 0.000<0.05.

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