scholarly journals TEACING TENSES IN WRITING A SCIENTIFIC PAPER THROUGH PEER TEACHING METHOD FOR FINAL YEAR UNIVERSITY STUDENTS IN COVID-19 ERA

2021 ◽  
Vol 4 (3) ◽  
pp. 480
Author(s):  
Mu'man Mu'man ◽  
Yana Yana ◽  
Yogi Iskandar
Keyword(s):  
University Students ◽  
Teaching Method ◽  
Scientific Paper ◽  
Peer Teaching ◽  
National Journal ◽  
Final Project ◽  
Research Article ◽  
Post Test ◽  
Good Writing ◽  
Group 2

The ability to write a research article is one of students’ obligation that must be mastered because final year university students are always faced to the final project especially writing an article to be published in national journal as one of the requirement to pass or graduate from the campus where she/he lectures. This research aims to identify the errors of using tenses in students’ articles. This research used the method of qualitative descriptive with test – pre-test and post-test as an instrument. Pre-test was done to measure how students understand the tenses with the functions while post-test was done after the result of pre-test needed to continue to the treatment in order to have a high good writing quality. After treatment was conducted, two groups still left three errors consisting of 33 from group 1 and 44 from group 3, and three groups left two errors consisting of 46 from group 2, 29 from group 4, and 15 from group five. From the result of post-test can be decided that peer teaching method is very effective to overcome students’ problem especially in understanding or mastering the use of tense in a research article. Keywords:  Peer Teaching, Tenses, Scientific Paper

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 TEACHING READING THROUGH RECIPROCAL TEACHING METHOD

2020 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Beny Hamdani
Keyword(s):  
University Students ◽  
Reading Ability ◽  
English Education ◽  
Teaching Method ◽  
Alternative Hypothesis ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Direct Reading ◽  
Post Test ◽  
The University

 This paper aims to investigate whether the university students who are taught reading through Reciprocal Teaching Method achieve better in reading ability than those who are taught through Direct Reading Thinking Activities. The design of this study is a quasi-experimental, non-randomized control group, pretest-posttest since it is conducted in a classroom setting that the subjects have been organized into classes. The subject of the study was the fourth term of university students of English education study program consisting 30 university students. The instrument of this research was a test as Pre-test and Post-test in the form of reading comprehension questions. The data analysis used Independent T-Test. Based on the result of the calculation of post-test from experimental and control groups, the alternative hypothesis (Ha) was accepted. The result of the study shows that the use of the Reciprocal Teaching Method can improve the university students’ reading ability. It proves the hypothesis of the study that students who are taught reading through the Reciprocal Teaching method achieve better in reading ability than those who are taught through Direct Reading Thinking Activities. Based on this result, it can be concluded that the Reciprocal Teaching Method can be used as an alternative method to teach reading, so that the students are able to understand the texts comprehensively. It also makes the university students more active in the teaching learning process and can improve their ability as well. 

scholarly journals The Comparison between Wattpad and Blog in Project Based Learning to Teach Written Analytical Exposition Text

2019 ◽  
Vol 8 (1) ◽  
pp. 109-119
Author(s):  
Fahmi Millati Hanifah ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
Teaching Method ◽  
Writing Skills ◽  
Learning To Teach ◽  
Project Based Learning ◽  
Teaching Writing ◽  
Significant Difference ◽  
Post Test ◽  
Group 2 ◽  
Experimental Group ◽  
Group 1

            This final project was based on a research which attempts to investigate the use of wattpad and blog combined with project based learning in teaching writing skills. The purpose of the study was to find out which one is more effective between wattpad and blog in project based learning to teach written analytical exposition text. A quasi-experimental study was used as the research design in this study. The sample was the eleventh grade students of SMA Ibu Kartini Semarang that involved 26 students. They were divided into experimental group 1 and experimental group 2. The experimental group 1 was taught using wattpad while the experimental group 2 was taught using blog as the learning media and both of them used project based learning as teaching method.             The pre-test result revealed the mean score of the experimental group 1 was 60.76 and the experimental group 2 was 60.69. It meant that the two groups had similar competence before getting the treatment. The post-test mean scores of experimental group 1 and experimental group 2 were 80.23 and 74.46. The t-test of post-test showed that there was a significant difference between the experimental group 1 and the experimental group2 since t-value was higher than t-table (4.490 > 2.064).             It could be concluded that both wattpad and blog were effective as the learning media to teach writing skills. However, the use of wattpad was more effective than using blog in project-based learning to teach written analytical exposition text. Therefore, it was suggested that the teachers should consider the social media of wattpad and blog were the effective learning media in teaching writing because they allowed the students to express ideas and develop their writing skills.                Keywords: Wattpad; Blog; Project Based Learning; Writing; Analytical Exposition Text

scholarly journals IMPACT OF FLIPPED CLASSROOM ON FIRST MBBS STUDENTS IN RENAL PHYSIOLOGY.

2020 ◽  
Vol 4 (5) ◽  
Author(s):  
Vandana S. Daulatabad ◽  
Prafull A. Kamble
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Renal Physiology ◽  
Classroom Teaching ◽  
Average Score ◽  
Post Test ◽  
Group 2 ◽  
The Impact ◽  
Classroom Time ◽  
Group 1

Introduction: Teaching by “flipped classroom” approach is evolving in medical science where students attempt significant pre-class preparations, while classroom time is utilized to achieve deeper levels of knowledge of the relevant topics. Aim: To implement flipped classroom teaching method and to comprehend, analyse and evaluate the impact of this method in first MBBS students. Settings and Design: 100 first MBBS students of Ashwini Rural Medical College, Solapur. It’s a cross-sectional observational study Methods and Material: Study group comprised of 100 students, who were divided into two groups. Group-1 was exposed to flipped classroom (FCR) teaching method and Group-2 was subjected to traditional classroom teaching by same faculty. Study material like power-point presentations, links for the video lectures and page numbers of standard textbooks of the topics to be taught were shared with students belonging to FCR group. Pre-test was taken from both the groups before beginning of study. Classroom time was utilised for making students achieve deeper knowledge and understanding by self-directed learning methods for FCR group while non-FCR group was taught by didactic lecture sessions. Evaluation was done by post-test. Students belonging to FCR group were asked to give feedback about FCR teaching method. Statistical analysis: Comparison of scores of pre and post-test was done between both the groups by using t-test. (p-value < 0.05-significant). Results: The average score comparison of pre-test between group-1 and group-2 was not significant which depicts no intellectual difference between both groups whereas average score comparison of post-test between group-1 and group-2 was highly significant. The average marks scored in post-test were highly significant than the marks so scored in pre-test for group-1, whereas in group-2, the average marks scored in post-test were only significant than the marks scored in pre-test. Students strongly agreed that they were able to understand the topic effectively and FCR was an interesting experience for learning. Conclusions: The present study resulted in improved student’s performance in FCR group hence it gives us an insight that FCR would be a potential and greater educational tool for facilitators to help students reach deeper understanding of topics along with relevant exposure to different ways of pedagogy. Keywords: Flipped Class room, Pedagogy, Active learning, Renal Physiology

scholarly journals PENGELOLAAN PEER TEACHING BERBANTUKAN GADGET DALAM MENURUNKAN STRES BELAJAR SISWA DI MASA PANDEMI

2020 ◽  
Vol 2 (2) ◽  
pp. 236-243
Author(s):  
Zakiyah BZ
Keyword(s):  
Teaching Method ◽  
Peer Teaching ◽  
Control Group ◽  
Control Groups ◽  
Stress Indicators ◽  
Analysis Techniques ◽  
Student Stress ◽  
Paired Samples ◽  
Post Test ◽  
Learning Stress

This study aims to find out the effectiveness of peer teaching methods through Gadged in lowering student stress levels during pandemics. The subjects of this study were 40 students who had learning stress problems. Of the 40 study subjects divided into two groups, namely, 20 experimental groups and 20 control groups. The measuring instrument used in this study is a questionnaire data with student learning stress indicators in the form of 32 statement items to determine the level of learning stress experienced by students. The questionnaire is used as a pre test and post test. Data analysis techniques used are independent techniques of sample t-test using SPSS 16 program. Based on the results of research and discussion about learning stress in students, after being treated with peer teaching method through gadgets showed that the results of the 3rd output (Paired Samples Test) on learning stress variables, obtained Sig value. (2-tailed) = 0.01 in the experiment group and 0.0400 in the control group smaller than 0.05 (0.000 0.05). So it can be concluded that Ha was accepted and H0 rejected.

scholarly journals A Teaching Method Based on Virtual Worlds and Mastery Learning

2018 ◽  
Vol 11 (3) ◽  
Author(s):  
Felipe Becker Nunes ◽  
Aliane Loureiro Krassmann ◽  
Liane Margarida Rockenbach Tarouco ◽  
José Valdeni De Lima
Keyword(s):  
Virtual Worlds ◽  
Virtual World ◽  
Teaching Method ◽  
Mastery Learning ◽  
Sixth Grade ◽  
School Year ◽  
Learning Platform ◽  
Sixth Grade Students ◽  
Post Test ◽  
Group 2

The evolution of virtual worlds in education has provided the creation of new pedagogical alternatives. In the present study, we explore this potential, integrating the Bloom’s Mastery Learning theory, designing a teaching method based on periodical assessments, and supplementary, support offered through the use of an OpenSim virtual world. An experiment was carried out during half of the school year of 2017, involving 74 sixth grade students in a Science class, divided in control and experimental groups. The results demonstrated better performance of the group using the virtual world in comparison to the group using the Moodle learning platform, in which, the post-test presented a slightly higher median for Group 2 (84.50) compared to Group 1 (83.00). As for the student’s impressions, it was in general of acceptance and positive impressions about the experience.

The comparison of pre-test and post-test examination anxiety of university students

2005 ◽  
Author(s):  
D. Sozen ◽  
B. Sayiner ◽  
M. Turanly ◽  
D. Taspinar
Keyword(s):  
University Students ◽  
Post Test

Effect of a-Week Summer Camp on the Hopelessness and Self-Esteem of the University Students Attending Sport Sciences Faculty

2018 ◽  
Vol 7 (4) ◽  
pp. 42-49 ◽  
Author(s):  
Korkmaz YİĞİTER ◽  
Hakan TOSUN
Keyword(s):  
University Students ◽  
Summer Camp ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Female Students ◽  
T Test ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
The University

The aim of this study is to investigate the effects of participation in a 1-week summer camp on thehopelessness and self-esteem of the university students attending Sport Sciences Faculty. Participants were 36university students assigned to experiment group using a random procedure. Coopersmith Self-esteem and Beck Hopelessness Scales were completed at the beginning and end of the summer camp by designed the university. The obtained data were analysed in the SPSS 18.0 program and the significance level was taken as 0.05. The descriptive statistics, independent simple t test, paired simple t test and Pearson correlation were used for analyse the data in the study. According to the results of the research, no significant difference was observed in the comparison of the hopelessness and self-esteem levels between pre and post-test. In addition, there was a significant difference in the hopelessness level of male and female students but any significant difference was not observed in terms of self-esteem. There was a significant relationship between hopelessness and self-esteem pre and post-test. These result shows that a 1-week summer camp cannot change the hopelessness or self-esteem level. However, as the self-esteem rises, the rate of despair decreases whereas as the despair rises, the selfesteem decreases.

ANALYSIS OF THE APPLICATION OF DISTANCE EDUCATION IN UNIVERSITY EDUCATION IN THE STATE OF AMAZONAS

2020 ◽  
pp. 37013-37019
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
University Students ◽  
Teaching Method ◽  
Communication Technologies ◽  
The State ◽  
University Education ◽  
Capital City ◽  
Education Students

No teaching method has evolved as much as distance education, in the state of Amazonas this would not be different, especially in higher education. Distance Education is a modality where the student is separated from the teacher and uses several communication technologies around all his learning. The methods used were bibliographic, documentary and quantitative. The researched environment was the capital city of Manaus and the municipality of Maués, with the application of the closed questionnaire aimed at higher education students. Our objective was to question certain nuances as their benefits and challenges for those who study Distance Education in the different locations of the State of Amazonas. The result was the realization that among its many advantages in the execution of education, time is considered the main one, and the loss of deadlines its greatest disadvantage, besides the concept of distance education is already well known by university students. Thus, it is well known that with the passing of time and with the progress of the state's modernization, distance education is gradually becoming the most practical means of teaching.

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