Effects of the use of Documentary Videos in Teaching Setting-out in Nigerian Secondary Schools

The purpose of the study was to determine the effect of the use of documentary videos in teaching setting-out in Nigerian secondary schools. One research question and one hypothesis guided the study. The study adopted Quasi-experimental research design. The population for the study was 16 ST 1 students from Government Technical Training School, Jalingo offering Building Construction subject. There was no sampling. The instrument for data collection was Setting-out Test (ST) developed by the researcher. The instrument was validated by three experts. Test re-test was used to establish the reliability of the instrument and a reliability coefficient of 0.83 and 0.87 was obtained for the traditional and documentary video teaching methods respectively. The ST 1 students were arranged in intact groups, A and B; treatment was given to the two groups. Group a students were taught using the traditional method while Group B students were taught using the documentary video. A Pre-Test and Post-test was administered on the two groups under examination condition. The data obtained were analyzed using mean, standard deviation for research question and analysis of covariance (ANCOVA) for the hypothesis. Findings from the study indicated that students taught Setting-out with documentary videos performed better than those taught with the traditional teaching method; and there was a significant difference in the performance of students taught Setting-out with documentary video and those taught with traditional teaching method. Based on the findings some recommendations were made

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Effects of Out-door Activities on Students’ Attitude towards Physics in Secondary Schools

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol3.iss5.369 ◽

2015 ◽

Vol 3 (5) ◽

pp. 126-131

Author(s):

AWODUN ADEBISI OMOTADE ◽

JEGEDE S.A

Keyword(s):

Secondary Schools ◽

Teaching Method ◽

Sampling Technique ◽

Analysis Of Covariance ◽

Teaching Approaches ◽

Control Groups ◽

Conventional Teaching ◽

Significant Difference ◽

And Control ◽

Senior Secondary

The study investigated the effects of out-door activities on students’ attitude towards learning of Physics in Senior Secondary School Physics in Ekiti State, Nigeria. The research design adopted in the study was Pretest-Posttest Quasi-experimental. The sample for the study was 150 Senior Secondary One (SSI) Physics students (this sample was divided into the experimental and control groups in ratio 1: 1 i.e. 75 in each group), selected through the multistage sampling technique from a total population of 7,852 SS I students offering Physics in all the 184 public Senior Secondary Schools in Ekiti State. The instrument used to collect relevant data from the subjects was Physics Attitudinal Scale (PAS). The reliability of the instrument was determined through the split-half method with the reliability coefficient of 0.83. Two null hypotheses were tested at 0.05 level of significance. The data collected were analysed using inferential statistics of t-test and Analysis of Covariance (ANCOVA). The results of the analyses showed that there was significant difference in the attitude of students to Physics in the experimental and control groups in favour of experimental group. Based on the findings of the study, it was recommended that non-conventional teaching approaches such as using out-door activities, should be introduced into the teaching of Physics in the nation’s secondary schools to reinforce the hitherto adopted conventional teaching method and Physics teachers should be encouraged to make use of these new teaching approaches.

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THE EFFECT OF ENGLISH COMICS ON THE STUDENTS’ VOCABULARY ACHIEVEMENT AT SECOND YEAR STUDENTS OF SMP NEGERI 10 KENDARI

Journal of Teaching English ◽

10.36709/jte.v4i1.13900 ◽

2019 ◽

Vol 4 (1) ◽

pp. 25

Author(s):

Risya Fatimah Zahra

Keyword(s):

Teaching And Learning ◽

Teaching Method ◽

Research Question ◽

T Test ◽

Conventional Teaching ◽

Significant Difference ◽

Quasi Experimental ◽

Second Year ◽

And Control ◽

Vocabulary Achievement

This study is conducted to investigate whether there was a significant effect of English comics on students‟ vocabulary achievement. The research question of this study was “is there any significant effect of English comics on students‟ vocabulary achievement at SMPN 10 Kendari?” The design of this study was quasi experimental design that consists of experimental class and control class. The sample of this study are students at class VIII 3 and VIII 4 in SMP Negeri 10 Kendari who register in academic year 2016/2017 with the total number of sample are 56 students, 27 for control class and 29 for experimental class. The instrument of this study is a vocabulary test. The researcher collects the data by giving pre test in two classes to know students ability, giving treatment which the researcher conducted teaching and learning process by using English comics in experimental class and using no media (conventional teaching method) in control class, giving post test to know students‟ vocabulary achievement after being taught by using comics compared with the result in class that taught by conventional teaching media. The researcher used an Independent sample T-test in SPSS verse 20 to analyze the result of the research. An independent sample t-test was conducted to compare the gain scores in experimental and control class. There was a significant difference in the scores for experimental class (M= 2.02, SD= 2.03) and control class (M= 0.94, SD= 1.32) conditions; p= 0.02 Sig. <α or H0 is rejected and H1 is accepted. Thus, it can be said that using English comics has increased the students‟ vocabulary achievement. The effect of English comics can increase students‟ vocabulary achievement at second year students‟ of SMPN 10 Kendari. Keywords : English comics, Vocabulary Achievement, Media in Learning

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Differentiated Instruction: The Effect on Learner’s Achievement in Kindergarten

International Journal of Contemporary Education ◽

10.11114/ijce.v2i2.4479 ◽

2019 ◽

Vol 2 (2) ◽

pp. 61

Author(s):

Mazen Kotob ◽

Doha Arnouss

Keyword(s):

Differentiated Instruction ◽

Instructional Practices ◽

Instructional Strategy ◽

Research Question ◽

Control Group ◽

Traditional Teaching ◽

Test Results ◽

Significant Difference ◽

Quasi Experimental ◽

Experimental Group

Identifying an effective instructional strategy to help diverse learners reach their full potentials is a goal for educators. Differentiated instruction has received much attention as a possible strategy. The purpose of this quasi-experimental study was to examine the effect of incorporating differentiated instructional practices on students’ achievement in the kindergarten classes. In this action research, the researcher sought to answer the following research question: Does incorporating differentiated instructional practices leads to significant increase in students’ achievement in the kindergarten classes? Two kindergarten classes with 38 students and 2 teachers participated in the study; one was assigned to an experimental group who received differentiated instructional strategies for 3 weeks and the other one to the control group who received traditional teaching practices. Data was collected, analyzed and compared using SPSS and independent sample t-test. Results revealed that there was no significant difference in student achievement results between the differentiated and non-differentiated classrooms. Findings of this study highlight the necessity for further explorations on the effect of differentiated instructional practices on achievement results in the kindergarten classrooms.

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IMPLEMENTING A CELIK STEM MODULE IN EMPOWERING EIGHTH-GRADERS’ CREATIVE THINKING

International Journal of Education, Psychology and Counseling ◽

10.35631/ijepc.4320021 ◽

2019 ◽

Vol 4 (32) ◽

pp. 219-237

Author(s):

Ahmad Adnan Mohd Shukri ◽

Che Nidzam Che Ahmad ◽

Norhayati Daud

Keyword(s):

Creative Thinking ◽

Teaching And Learning ◽

Teaching Method ◽

Eighth Graders ◽

Analysis Of Covariance ◽

Control Group ◽

Significance Level ◽

Significant Difference ◽

Eta Squared ◽

Quasi Experimental

The purpose of this study is to examine the contributions of the Celik STEM Module developed on pupils’ creative thinking in the science classrooms. A quasi-experimental study involved a non-equivalent control group with a sample of 60 eighth-graders aged 13 years old from a boarding school in Baling, Kedah. The sample was divided into two groups; 30 pupils of the treatment group and 30 pupils of the control group. Data were collected from pre-post-creative thinking test (CTT) scores. One-way analysis of covariance at a significance level p < .05 was performed in analyzing the data. After adjusting for pretest scores, there was a significant difference between the two sample groups on posttest scores on the CTT, F (1,57) = 16.639, p = .000, partial eta squared = .226. Besides, there was a significant and moderate relationship between the pretest and posttest scores on the CTT, as indicated by partial eta squared = .082. In conclusion, teaching and learning of the Reproduction topic through STEM integration applied in the module is better than regular instruction. The results of the present study showed that this alternative teaching method has been proven effective in developing and empowering pupils’ creative thinking.

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Effects of Problem Based Learning Method and Lecture Teaching Method on Academic Achievement of Students

10.31235/osf.io/7v9hw ◽

2021 ◽

Author(s):

Peter Oyier Ogweno ◽

Nephat J. Kathuri ◽

Agnes Oywaya

Keyword(s):

Student Performance ◽

Teaching Method ◽

Problem Based Learning ◽

Poor Performance ◽

Target Population ◽

Analysis Of Covariance ◽

Control Group ◽

National Examination ◽

Significant Difference ◽

Quasi Experimental

The research examined the effects of Problem Based Learning (PBL) and Lecture teaching method (LTM) on students’ achievement in agriculture subject. This research was necessitated by consistent poor performance of students in agriculture subject in the national examination, Kenya Certificate of Secondary Education (KCSE). The aim was to determine and compare the achievement of students in PBL and LTM. Quasi-Experimental design, following a Non-equivalent Control Group Pre-test-Post-test was adopted. PBL was the treatment, while LTM group was control. All the students of agriculture and teachers of agriculture formed the target population. Stratified random sampling was used to sample 12 schools. Six schools were subjected to PBL while the other six schools followed LTM. The sample size was 484 Form Two agriculture students and 12 teachers of agriculture. Data were collected through agriculture achievement test. Descriptive statistics and analysis of covariance (ANCOVA) was used to analyse the data. The results established that PBL has the greatest potential in improving students’ achievement in agriculture compared with LTM. The PBL method significantly (p<.05) improved the student performance in agriculture. A statistically significant difference was found between students of PBL and LTM. The effects of PBL were more noticeable, therefore, the results are robust enough to inform practicing teachers to adopt PBL method because it has demonstrated its effectiveness in delivering content. The results may inform education experts at tertiary institutions and universities in Kenya on the benefits of implementing PBL method to pre-service teachers.

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Effects of Problem Based Learning Method and Lecture Teaching Method on Academic Achievement of Students

Education Quarterly Reviews ◽

10.31014/aior.1993.04.01.186 ◽

2021 ◽

Vol 4 (1) ◽

Author(s):

Peter Oyier Ogweno ◽

◽

Nephat J. Kathuri ◽

Agnes Oywaya ◽

◽

...

Keyword(s):

Student Performance ◽

Teaching Method ◽

Problem Based Learning ◽

Poor Performance ◽

Target Population ◽

Analysis Of Covariance ◽

Control Group ◽

National Examination ◽

Significant Difference ◽

Quasi Experimental

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Effect of the 7E Instructional Strategy on the Overall Attitude of Students in Biology in Public Secondary Schools in Adamawa State, Nigeria

Asia Pacific Journal of Educators and Education ◽

10.21315/apjee2020.35.2.10 ◽

2020 ◽

Vol 35 (2) ◽

pp. 171-186

Author(s):

Abdullahi Shuaibu ◽

Nor Asniza Ishak

Keyword(s):

Secondary Schools ◽

Instructional Strategy ◽

Teacher Perception ◽

Research Question ◽

Negative Attitude ◽

Analysis Of Covariance ◽

Significant Difference ◽

Before And After ◽

And Control ◽

Teacher Centered

The effect of attitude as a psychological construct that impacts students achievement in secondary schools have been widely reported, and the need to address that non-cognitive trait, so as to improve students’ achievement have been stressed. Negative attitude of students have adversely affected educational outcomes and the need to improve this trait in students is the aim of this study. The study investigated the effect of the 7E instructional strategy on the overall attitude of students of the 11th grade, in Biology, in public secondary schools in Adamawa State, Nigeria. Four attitude constructs, namely; attitude towards Biology as a subject; attitude towards the Biology teacher; perception of importance of Biology and perception of difficulty of Biology; were used in the study. Two randomly selected schools were denoted as experimental and control groups and were taught using the 7E instructional strategy and the teacher-centered methods, respectively. A 38-item Likert-based questionnaire was used to collect data before and after intervention was given. The research question was answered by the means and standard deviations, while the hypothesis was analysed using the Analysis of Covariance (ANCOVA) statistics. The descriptive statistics results showed that the experimental group had higher mean scores in three out of the four attitude variables, while no significant difference was recorded on one variable. The overall attitude of students taught by the 7E instructional strategy and when taught by traditional teacher-centered method, showed that students’ attitude is positively affected, by the 7E instructional strategy. Therefore, 7E instructional strategy significantly improved students’ attitude towards Biology.

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Using Procedural And Conceptual Colour Stimulation-Game As an Instructional Gizmo For Nigerian Students

Journal of Games, Game Art, and Gamification ◽

10.21512/jggag.v3i2.7253 ◽

2021 ◽

Vol 3 (2) ◽

pp. 37-42

Author(s):

Odewumi Michael Olubunmi

Keyword(s):

Secondary Schools ◽

Teaching Method ◽

Research Question ◽

Sampling Technique ◽

Simple Random Sampling ◽

Creative Arts ◽

Junior Secondary Schools ◽

Conventional Teaching ◽

Junior Secondary ◽

Quasi Experimental

This research study focused on investigating on the effect of colour stimulation-game on Nigerian Junior secondary school creative arts by adopting quasi-experimental research design with 60 junior secondary schools of three co-educational, from Private, Public and Federal Secondary Schools using simple random sampling technique to randomly select The three secondary schools assigned to both experimental and control groups. With the aid of two instruments which were The Colour Stimulation-game and Colour Stimulation-Game Achievement Test (CSGAT), the data was collected. Frequency counts and percentage distribution, mean, standard deviation, independent t-test, ANOVA and ANCOVA were used to analyse the data demographic information, the research question and the hypothesis generated respectively. The researcher found out that the students taught with Stimulus perform better after treatment than the student taught with conventional teaching method, students taught with Colour Stimulus game performed better when exposed to treatment than their students taught with conventional teaching method and female students taught with Colour Stimulus game performed better than their male students. It was recommended that that creative arts instructors should utilizes, colour stimuli game and reducing conventional method do as to impact the appropriates knowledge for studentsKeywords: Colour Stimulation-Game, Colour, Game and instruction, Game, Significant in games

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Comparative Effectiveness of Project and Demonstration Teaching Methods in Improving Students’ Academic Achievement in Basic Electricity in Technical Colleges

Asian Journal of Interdisciplinary Research ◽

10.34256/ajir2124 ◽

2021 ◽

Vol 4 (2) ◽

pp. 34-45

Author(s):

Titus Iloduba Eze ◽

Chibueze Nweke Nwalo ◽

David Agwu Udu

Keyword(s):

Academic Achievement ◽

Teaching Methods ◽

Technical College ◽

Teaching Method ◽

Technical Colleges ◽

Research Question ◽

Analysis Of Covariance ◽

Post Test ◽

Quasi Experimental ◽

Instructional Manual

This study determined the comparative analysis of project and demonstration teaching methods in improving students’ academic achievement in basic electricity in technical colleges. The study adopted quasi-experimental design; specifically, pre-test, post-test for non-randomized and unequal groups were used. One research question guided the study and one hypothesis was tested at 0.05 level of significance. Four technical colleges in Ebonyi State, each technical college offering basic electricity, were used. A total of 141 Technical College year II (TC II) students formed the population of the study. The instruments used in the study were Basic Electricity Achievement Test (BEAT), Project Method Instructional Manual (PMIM) and Demonstration Method Instructional Manual (DMIM), which were validated by three experts. The instrument (BEAT) was administered twice to twenty (20) TC11 students in Enugu State and Pearson’s Product Moment Correlation was used to obtain a reliability index of 0.89. Data collected for the study were analyzed using mean and standard deviation for research question, while the hypothesis was tested using Analysis of Covariance (ANCOVA). The study found more improvement in students’ academic achievement when taught basic electricity using project teaching method than when taught using demonstration teaching method. The study therefore showed that project teaching method was more effective than demonstration teaching method in enhancing students’ academic achievement in basic electricity. The researchers therefore recommended among other things that teachers should embrace project teaching method more than demonstration teaching method to enhance students’ academic achievement in basic electricity.

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Co-teaching Model Promotes True Integration for Integrated Curriculum of Urology

10.21203/rs.3.rs-35410/v1 ◽

2020 ◽

Author(s):

HaiMin Zhang ◽

AiHong Mei ◽

Fang Wang ◽

Ling Wang ◽

Jing Wen ◽

...

Keyword(s):

Integrated Curriculum ◽

Assessment Tool ◽

Teaching Method ◽

Learning Experience ◽

Knowledge Retention ◽

Traditional Teaching ◽

Undergraduate Medical Students ◽

Significant Difference ◽

On The Road ◽

Group B

Abstract Background Currently, the integrated curriculum of urology is still on the road of complete integration. Co-teaching, an existing concept in education, however, may be used to promote the integration of urology. Therefore, the present study was designed to explore the effect of co-teaching method compare with the traditional teaching method.Methods Co-teaching and traditional teaching in the topics hematuria and acute kidney injure (AKI) were prepared and validated. 98 undergraduate medical students of Tongji University were randomly assigned to groups A and B. Group A was taught hematuria by Co-teaching (CT) and AKI by traditional teaching (TT) and Group B was taught hematuria by TT and AKI by CT. A knowledge assessment tool of 20 multiple choice items was administered to assess the pre, post and retention knowledge scores. Change between knowledge scores was analyzed using inferential statistics. One students’ questionnaire and one tutors’ questionnaire were designed and used to investigate the perception on teaching-learning experience.Results Both traditional teaching and co-teaching were significantly effective in increasing the knowledge scores with no significant difference in learning outcomes between these two methods. However, co-teaching showed better knowledge retention compared to conventional teaching. At the same time, the feedback from students’ questionnaire showed co-teaching method better than traditional teaching; otherwise, the feedback from tutors’ questionnaire showed it needs more time and cooperation for the co-teaching. ConclusionsCo-teaching can promote the curriculum to be deeply integrated, achieve comparatively better retention of knowledge and improve the teaching effect as revealed by the findings.

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