The Effects of Logo-Based Instruction

A new teaching method, Logo-Based Instruction (LBI), was applied for teaching basic geometric concepts: points, rays, lines, and line segments. The aim of LBI is to enable teachers and students to investigate and explore Logo integration into the geometry curriculum. Logo computer language was used for developing class activities and tutorial programs. The students used Logo to solve problems. The sample consisted of sixty-seven seventh and eighth graders (31 females and 36 males; 51 blacks and 16 whites). The regular classroom teacher taught both the experimental and the control groups using the treatment plan designed by the researcher. The results of the statistical analyses (applied to the scores of achievement tests, Likert Scales, Semantic Differential Scales, Interview Sheets; and the gain in van Hiele levels) were significant in favor of the experimental group at 0.05 level. These results are encouraging and support the use of LBI for teaching geometry.

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Cognition of Fundamental Concepts in Geometry

Journal of Educational Computing Research ◽

10.2190/5x1e-f5x2-0lkk-9w6d ◽

1994 ◽

Vol 10 (4) ◽

pp. 349-371 ◽

Cited By ~ 2

Author(s):

Mian Muhammad Yusuf

Keyword(s):

Classroom Teacher ◽

Treatment Plan ◽

Eighth Graders ◽

Control Groups ◽

Van Hiele ◽

Logo Programming ◽

Based Instruction ◽

And Control ◽

Experimental Group ◽

Geometry Curriculum

The purposes of this study were: 1) to investigate the effects of Logo Based Instruction (LBI) for the cognition of the four fundamental concepts in geometry, and 2) to explore the possibility of integrating the Logo programming language in the geometry curriculum. The regular classroom teacher taught both the experimental and control groups following the treatment plan designed by the researcher. Interviews of sixteen seventh and eighth graders from each group were audio taped. The results showed that the students in the experimental group had a deeper conceptualization of fundamental concepts in geometry. An ANCOVA test applied to the scores of Interview Sheets, and the t-test applied to the gain in van Hiele levels, were significant in favor of the experimental group. These results are encouraging and support the integration of Logo in the geometry curriculum.

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THE EFFECT OF CREATIVE DRAMA METHOD ON STUDENTS’ ACHIEVEMENTS TOWARDS THE MUSIC LESSON

IEDSR Association ◽

10.46872/pj.275 ◽

2021 ◽

Vol 6 (14) ◽

pp. 15-31

Author(s):

Bahar GÜDEK ◽

Hande YILMAZ

Keyword(s):

Teaching Method ◽

Classroom Teacher ◽

Control Group ◽

Creative Drama ◽

Music Lesson ◽

Course Success ◽

Musical Perception ◽

Significant Difference ◽

Post Test ◽

Experimental Group

The aim of this research is to examine the effects of creative drama method on students' achievements towards the music lesson . In addition to this, in the research, it was aimed to develop appropriate educational activities prepared with creative drama method for the theoretical subjects of music, to eliminate the unwillingness of students towards these subjects, to facilitate the learning of information about music theory, to make learning fun and permanent, and to provide the student to learn voluntarily. In this study; For the determined purpose, creative drama method was applied in the teaching of theoretical knowledge of the 4th grade musical perception and information learning field in the 2018-2019 Academic Year Music Course Education Program of the Ministry of Education. The study was carried out by experimental method. The study group consists of 80 students, including 40 students in the Samsun Mimarsinan Primary School, an experimental group and 40 students in the control group. While the subjects pertaining to the musical perception and information learning area were taught by the classroom teacher with the traditional (classical) teaching method in the control group, the experimental group was taught by the researcher using the creative drama method. The pre-test and post-test post-test music course success scale was applied to both groups. With the results obtained from the scale, the effect of creative drama method on students' achievements towards the music lesson was investigated. As a result, it was found that creative drama method had a positive effect on students ' achievements, there was no significant difference according to gender, and the effect on students' achievement levels was 'enormous'.

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TELL (Technology-enhanced Language Learning) in Iranian High Schools: A Panacea for Emotional and Motivational Detriments

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.7n.4p.92 ◽

2018 ◽

Vol 7 (4) ◽

pp. 92 ◽

Cited By ~ 2

Author(s):

Afsaneh Ghanizadeh ◽

Azam Razavi ◽

Akram Hosseini

Keyword(s):

High Schools ◽

Language Learning ◽

Language Proficiency ◽

Second Phase ◽

Control Groups ◽

Learning Attitudes ◽

Wide Range ◽

L2 Learning ◽

Based Instruction ◽

Experimental Group

Recent expansions in technological tools are shifting the direction of foreign-language education. A plethora of EFL research studies suggested that the benefits of TELL (technology-enhanced language learning) embrace a wide array of cognitive, motivational, and emotional attributes. English language teaching in Iran has recently undergone a host of rapid changes. The most apparent change was that the traditional grammar-based instruction left its place to communicative-oriented approaches. As a result, teachers needed extra aids to provide learners with the desired environments and foster exposure to authentic materials. In this regard, multimedia techniques (MTs) offer wide range of facilities in high speed and effective information processing. The purpose of this study was to examine the possible impact of MTs in high schools on students’ L2 learning attitudes, anxiety, and language proficiency. To do so, the researchers adopted a mixed-methods design integrating experimental and interview analyses. The sample of the study consisted of 124 female students from Motahhareh high school in Mashhad, a city in Northeast of Iran. Twelve items out of Dörnyei’s L2 Motivational Self- system scale were picked to measure attitudes to L2 learning and L2 anxiety. The Babel test was employed for gauging participants’ language proficiency. The sample was divided into two experimental and two control groups. The participants in experimental and control groups were provided with the same materials and instruction. The point of difference lay in the mode of presenting the materials in experimental group, i.e. via multimedia techniques. In the second phase, a semi-structured interview was conducted with a number of students in experimental groups to delve into their attitudes and feedbacks concerning MT-based instruction. The results indicated that there were statistically significant differences in students’ L2 learning attitudes, anxiety, and language proficiency in favor of the experimental group. In the light of the obtained results, the study presented a number of practical and accessible recommendations for implementing multimedia in teaching English.

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How to Teach Pre-Service Teachers to Make a Didactic Program? The Collaborative Learning Associated with Mobile Devices

Sustainability ◽

10.3390/su12093755 ◽

2020 ◽

Vol 12 (9) ◽

pp. 3755 ◽

Cited By ~ 1

Author(s):

Rebeca Soler Costa ◽

Marta Mauri Medrano ◽

Pablo Lafarga Ostáriz ◽

Antonio-José Moreno-Guerrero

Keyword(s):

Collaborative Learning ◽

Mobile Learning ◽

Teaching Method ◽

Control Group ◽

Teachers And Students ◽

Quasi Experimental ◽

Sense Of Time ◽

Teaching Learning ◽

Traditional Approaches ◽

Experimental Group

Today, pedagogical proposals are increasingly moving away from purely traditional approaches, with a proliferation of active methodologies in the teaching–learning processes. This research aims to find out the effectiveness of the collaborative method in mobile learning, as opposed to traditional methodology, for university students in the learning of the didactic program. The research methodology is quantitative, applying a quasi-experimental design with a control group and experimental group. The results show that the collaborative learning teaching method associated with mobile learning mainly increases motivation, the relationships between teachers and students, the relationships between students and content, the relationships between students and students, autonomy in learning, pedagogical collaboration between students, problem-solving, and the sense of time in the training process. It is concluded that the collaborative learning method associated with mobile learning is more effective for learning didactic programming than the traditional method.

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Effect of Teaching Geometry by Slow-Motion Videos on the 8th Graders' Achievement

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v14i18.12985 ◽

2020 ◽

Vol 14 (18) ◽

pp. 57

Author(s):

Mohammad Ahmad Al khateeb ◽

Ahmed Mohammad Alduwairi

Keyword(s):

Traditional Method ◽

Slow Motion ◽

Eighth Graders ◽

Control Group ◽

Achievement Level ◽

Teaching Geometry ◽

Quasi Experimental ◽

8Th Graders ◽

Experimental Group ◽

Motion Mode

This study aims to investigate the effect of slow-motion videos use on the 8th graders' achievement in geometry, and identify the students' views about the slow-motion. The study was carried out in a quasi experimental environment on 74 eighth graders of two different classes. One of the classes was designated as the experimental group (n=38). The other class (n=36) were designated as the control group,. The results showed that the achievement level of the students who attended the geometry lessons using the slow-motion mode was higher than those who attended the traditional method lessons. Furthermore, the results showed that the experimental group students found that learning through slow-motion was: information, Easy understandable, Beneficial, instructive, Stimulating, enjoyable, Very creative .

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EFFECTS OF COMPUTER ASSISTED INSTRUCTIONAL PACKAGE ONACHIEVEMENT AND INTEREST OF SENIOR SECONDARY SCHOOLSTUDENTS IN MATHEMATICS IN BIDA METROPOLIS, NIGER STATE,NIGERIA.

Sokoto Educational Review ◽

10.35386/ser.v15i1.147 ◽

2014 ◽

Vol 15 (1) ◽

pp. 10

Author(s):

R. W. Gimba ◽

A. A. Hassan ◽

M. Abdulrahman ◽

A. Bashir

Keyword(s):

Standard Deviation ◽

Teaching Method ◽

Computer Assisted ◽

Control Groups ◽

Significant Difference ◽

The Mean ◽

And Control ◽

Senior Secondary ◽

Instructional Package ◽

Experimental Group

This study compared the effects of the researcher designed Computer Assisted Instruction (CAI) package on achievement and interest of senior secondary school students in set theory to the traditional teaching method. The study was carried out in Bida Metropolis. Two senior secondary schools were purposively chosen because of the availability of computers in these schools. A sample of one hundred and nine (109) SSI students was involved in the study. The design used was a quasi-experimental design. Two intact classes were used; four research questions and four hypotheses guided the study, while Mean, standard deviation and t-test were used to test the hypotheses at 0.05 level o f significant. The result revealed that the mean and standard deviation of the post-test achievement score of experimental and control groups are 60.25 and Standard Deviation 0.12, and 31.15 and Standard Deviation 0.10 respectively in favour of the experimental group and the interest inventoiy score of experimental and control groups are 58.43 and Standard Deviation 0.18, and 32.23 and Standard Deviation 0.23 respectively in favour of the experimental group. The study revealed no significant difference in the mean achievement and interest scores of male and female students taught using CAT package. Some recommendations were made among which is mathematics teachers should include the use of computer assisted instructional package as one of the strategies to be employed in classroom teaching and learning.

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The Effectiveness of Using PQ4R Strategy in Teaching Reading Comprehension in Arabic Language Subject among Ninth Grade Students’ Achievement in Jordan

World Journal of Educational Research ◽

10.22158/wjer.v5n2p159 ◽

2018 ◽

Vol 5 (2) ◽

pp. 159

Author(s):

Reem Hassan Al-Qawabeh ◽

Dr. Abdullah Ali Aljazi

Keyword(s):

Reading Comprehension ◽

Female Student ◽

Teaching Method ◽

Male Student ◽

Arabic Language ◽

Female Students ◽

Male Students ◽

Control Groups ◽

Ninth Grade Students ◽

Experimental Group

The study aimed at recognizing the effective of using (PQ4R) Strategy in Teaching comprehension Reading in Arabic Subject among Ninth Basic grade Students achievement in Jordan. To achieve this aim, a survey was used. The sample consisted of (104) male and female students distributed as (52) male student and (52) female student, chosen randomly in two experimental groups and two control groups consisted of (26) male students and (26) female students in each one. An achievement test for reading comprehension was used as an instrument for the study.The results indicated that there are statistical significant differences in favor of the experimental group which used (PQ4R). The results also showed that there are significant differences in favor of female students. The study recommended that (PQ4R) strategy should be adopted as an effective teaching method.

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Impact of the Van Heil Model in Developing Abstract Thinking

Psychology and Education Journal ◽

10.17762/pae.v58i2.2948 ◽

2021 ◽

Vol 58 (2) ◽

pp. 5365-5372

Author(s):

Ibrahim Moh’D Arman, Sanaa Ali Abu Isbaa

Keyword(s):

Teaching Method ◽

Analysis Of Covariance ◽

Control Group ◽

Abstract Thinking ◽

High Achievement ◽

Validity And Reliability ◽

First Semester ◽

Teaching Geometry ◽

The Impact ◽

Experimental Group

This study aimed to reveal the Impact of Van Heil's model in developing abstract thinking among10th grade students in South Hebron Education Directorate. In order to achieve the objectives of this study, the researcher used the experimental method, as the study was applied during the first semester of 2020/2021 academic year. The study population consisted of all the 10th-grade students who are registered in South Hebron Education Directorate, who are (2,967) students. The study was applied to an intentional sample that consisted of (44) female students from Dura Girls' Vocational Secondary School divided into two divisions, where one of the two divisions was considered an experimental group and the other was a control group, and each group reached (22) students. The experimental group was taught the Geometry construction unit in the10thgrade mathematics course using Van Heil's model, and the control group taught the same unit using the regular method. The researchers prepared a tool of abstract thinking. The validity and reliability of the test was verified by appropriate methods. The statistical analysis software (SPSS) was used to analyze the results of the study, by using analysis of covariance test (ANCOVA). The results revealed the existence of statistically significant differences in the students' scores in the test of the level of abstract thinking according to teaching method variable, and in favor of the experimental group, the results revealed the presence of statistically significant differences in the test of the level of abstract thinking due to academic achievement variable, in favor of the group with high achievement, also the presence of statistically significant differences in the test of the level of abstract thinking due to interaction between method of teaching and level of academic attainment, in favor of the students with high achievement in the experimental group. In light of the results, the researchers recommended the necessity of employing Van Heil's model in teaching Geometry units, the importance of training mathematics teachers to use it in teaching Geometry in mathematics courses is also recommended by the researcher, the researcher also recommended the need to conduct more studies on Van Heil's model using other dependent variables such as: generative thinking and trends towards Geometry or towards the model.

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Drama-Based Science Teaching and Its Effect on Students’ Understanding of Scientific Concepts and Their Attitudes towards Science Learning

International Education Studies ◽

10.5539/ies.v9n10p163 ◽

2016 ◽

Vol 9 (10) ◽

pp. 163 ◽

Cited By ~ 9

Author(s):

Osama H. Abed

Keyword(s):

Science Teaching ◽

Science Learning ◽

Teaching Method ◽

Study Groups ◽

Control Group ◽

Scientific Concepts ◽

Achievement Level ◽

Attitudes Towards Science ◽

Based Instruction ◽

Experimental Group

This study investigated the effect of drama-based science teaching on students’ understanding of scientific concepts and their attitudes towards science learning. The study also aimed to examine if there is an interaction between students’ achievement level in science and drama-based instruction. The sample consisted of (87) of 7th grade students from a public male school in Amman-Jordan; (46) in the experimental group and (41) in the control group. A pre-post Scientific Concepts Test (SCT) and Attitudes towards Science Learning Scale (ATSLS) were administered. The results indicate that there were statistically significant differences between the study groups in favour of students in the experimental group on both study variables, with no interaction between the teaching method and the students’ achievement level in science. The study recommends employing drama in teaching science.

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Using Mind Mapping Strategy to Improve 8th Graders’ Abilities to Summarize and Retell Stories

JOURNAL OF ENGLISH FOR ACADEMIC ◽

10.25299/jshmic.2020.vol7(1).4166 ◽

2020 ◽

Vol 7 (1) ◽

pp. 88-101

Author(s):

Carbiriena Solusia

Keyword(s):

Eighth Graders ◽

T Test ◽

Junior High Schools ◽

Control Groups ◽

Mind Mapping ◽

Paired Sample ◽

Mapping Strategy ◽

8Th Graders ◽

And Control ◽

Experimental Group

This research aimed at investigating whether or not there were significant differences in summarizing and retelling achievements between the eighth graders who were exposed with Mind Mapping strategy and those who were not. The population was the eighth graders of one of the Junior High Schools in Palembang. Sixty students were taken as the sample and were put into control and experimental groups. Both control and experimental groups were given pre and post tests, but only the experimental group was given the exposure of Mind Mapping strategy. To collect the data, writing and speaking tests were given and then analyzed by using paired sample t-test and independent sample t-test. The results showed that there were significant improvements in the students’ summarizing and retelling achievements in the experimental group after the treatment given. There were also significant improvements in summarizing and retelling achievements between the experimental and control groups.

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