scholarly journals The Impact of Divergent and Convergent Tasks on Iraqi EFL Students Reading Comprehension Success

2021 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Sabeeha Hamza Dehham ◽  
Nadia Majeed Hussein
Keyword(s):  
Reading Skills ◽  
Experimental Approach ◽  
Statistical Significance ◽  
Control Group ◽  
Efl Students ◽  
Preparatory Stage ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This research attempted to explore the effects of divergent and convergent tasks on the successful reading of EFL students at the preparatory stage. To verify the analysis, the null hypothesis was established that states "There are no differences of statistical significance at the level of (0,05) among the mean of scores of the experimental group who study according to divergent and convergent task technique and the mean of the scores of the control group who study according to the regular method".  The experimental approach is used by designing two equivalent experimental groups of 32 students studying the technique proposed, and an 8-week (2019-2020) control group of 32 students, three classes each week using the Google Classroom Platform and Telegram. The present study utilized the platform Google Classroom (GC) and Telegram as an educational platform to assist students during their course learning process. The writing skills test was administered after checking with the experts. The results show that there are statistical differences at level (0,05) between the average of the experimental and control groups' reading skills and those of the experimental group. This difference is because the experimental group uses divergent and convergent tasks.

The Impact of Virtual Laboratories on Academic Achievement and Learning Motivation in the Students of Sudanese Secondary School

1970 ◽  
Vol 4 (9) ◽  
pp. 20
Author(s):  
Dr. Esam Edris Kamtor Al Hassan
Keyword(s):  
Secondary School ◽  
Learning Motivation ◽  
Control Group ◽  
Virtual Laboratories ◽  
Post Test ◽  
Group A ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to investigate the impact of virtual laboratories (VLabs) on academic achievement and Learning Motivation in the Students of Sudanese Secondary School in the subject of chemistry. The study followed a quasi-experimental method. The population consisted of second-grade students of Almutamaar school boys in Omdurman, the study sample was selected randomly totaling 54 students were divided randomly into two groups: 27 for experimental group and 27 for control group. The study used achievement pre & post tests, and Learning Motivation scale as tools for data collection. The result showed that  there  were statistically significant differences at the level (0.05) between the mean scores of students of the experimental group (a group is taught by VLabs) and control group (a group is taught by conventional method) in the post test in favor of the experimental group, and there were statistically significant differences at the level (0.05) between the mean scores of pre and post test for the students of the experimental group in favor of the post test, and there were statistically significant differences at the level (0.05) in the Learning Motivation scale between the experimental group( taught by VLabs) and control group (taught by conventional method)  for the favor of the experimental group too.

scholarly journals The Impact of the Semantic Maps Strategy on the Development of English Vocabulary and its Survival among the Sixth Primary Students in Buraidah, Qassim Region

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Abdullah bin Ali Alnghimshi
Keyword(s):  
English Language ◽  
Experimental Approach ◽  
Sixth Grade ◽  
Primary Students ◽  
Control Group ◽  
Semantic Maps ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The study was based on a semi-experimental approach. The study sample consisted of two groups (experimental and control) of 49 students of sixth grade in the primary school of Omar bin Sulayem (3 weeks later) to measure the survival of the learning effect, and it was also applied as a measure of the level of achievement of the vocabulary of the English language. The results were statistically analyzed by calculating the arithmetic averages, standard deviations, Ancova and T-test. The results of the study showed a statistically significant difference between the average scores of the control group and the experimental group in the post- (20.62). The experimental average was 25.56, an increase of (4.94) for the experimental group. The results also showed that there was no statistically significant difference between the average scores of the experimental group in the post- The average test was Achievement posttest (25.56), while the average achievement test posttest deferred (25.48); therefore these results have confirmed the effectiveness of the use of maps in the collection strategy Tagged English vocabulary material and the survival of the students of the sixth primary development.

scholarly journals The Impact of Portfolio Assessment on The Moroccan EFL Students’ Writing Engagement

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Elmostafa Omarakly ◽  
Keyword(s):  
High School Students ◽  
Peer Assessment ◽  
Portfolio Assessment ◽  
Control Group ◽  
School Students ◽  
Teacher Student ◽  
Efl Students ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Although the pedagogical value of portfolio assessment is widely investigated, its impact on students’ engagement is still under-explored. Accordingly, this study intended to examine the impact of portfolio assessment on the Moroccan EFL students’ writing engagement. To this end, two groups of high school students were involved in the study. The two groups were randomly assigned into experimental and control groups. The experimental group received the treatment; portfolio assessment accompanied with various reflection and assessment techniques (i.e. self-and peer-assessment and teacher-student conferences) whereas the control group followed the regular summative writing achievement tests. To enrich the data, the experimental group students’ views about portfolio assessment were elicited via students’ written reflections. The analysis of the quantitative data showed that the experimental group students achieved a higher and more significant level of writing engagement than the control group students. Furthermore, the analysis of the qualitative data revealed that the students positively perceived portfolio assessment to impact their writing engagement at various levels.

scholarly journals The Impact of Using Asking for Clarification and Circumlocution Speaking Strategies on Enhancing the Speaking Skill of EFL Students

2017 ◽  
Vol 1 (2) ◽  
pp. 86
Author(s):  
Niveen Baradeyah ◽  
Mohammed Farrah
Keyword(s):  
Secondary School ◽  
Language Proficiency ◽  
Strategy Use ◽  
Control Group ◽  
Proficiency Level ◽  
Efl Students ◽  
Speaking Skill ◽  
And Control ◽  
The Impact ◽  
Experimental Group

<p><em>This study mainly aimed at investigating the impact of teaching the asking for clarification and circumlocution speaking strategies on enhancing students’ speaking ability. In addition, it investigated the impact of teaching asking for clarification and circumlocution speaking strategies on students’ use of other speaking strategies. Finally, it aimed at finding the correlation between language proficiency and students’ use of the taught speaking strategies. Sixty-two 10<sub>th</sub> graders at Noba Secondary School for Girls, a government high school, Palestine, participated in the study. Their native language is Arabic. They were divided into an experimental group comprised of thirty-one students and a control group consisted of thirty-one students. The experimental group had training on using two speaking strategies, namely asking for clarification and circumlocution which lasted over a semester. The quantitative and qualitative analysis of the data which were collected through pre and post questionnaires and pre and post tests showed that the use of asking for clarification strategy enhanced students’ speaking skill. However, students’ speaking skill was not enhanced through the use of circumlocution strategy. In addition, there were no significant differences between the experimental and control group in their use of different speaking strategies after teaching asking for clarification and circumlocution speaking strategies. However, message reduction and alteration strategies and social-affective strategies were reported to be the most significantly used strategies by the experimental group. Furthermore, the results showed that there was a strong correlation between learners’ proficiency level and their strategy use. Finally, </em><em>the study came with a number of recommendations.</em></p>

scholarly journals The Impact of Training Program Based on Bar-On Model of Emotional-Social Intelligence on the Development of Cognitive Flexibility among Secondary School Students in Jordan

2019 ◽  
Vol 11 (2) ◽  
pp. 35
Author(s):  
Sami F. Aljazi ◽  
Amjad F. Alrekebat
Keyword(s):  
Training Program ◽  
Cognitive Flexibility ◽  
Social Intelligence ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The aim of this study was to investigate the impact of the training program based on Bar-On model of emotional-social intelligence on the development of cognitive flexibility among secondary school students in Jordan. The study sample consisted of 40 male and female students who were randomly selected. The students were equally divided into experimental group and control group .The students in the experimental and control groups completed pre-test and post-test that measure their cognitive flexibility. The students in the experimental group received emotional intelligence training that was developed based on Bar-On model of emotional-social intelligence. The training program consisted of 15 sessions. The results showed significant differences between the mean scores of the two groups in the degree of cognitive flexibility in the post-test. The students in experimental group scored higher than the students in the control group. However, there were no significant differences between the mean scores of the experimental group in the degree of cognitive flexibility in the tests based on their gender.

scholarly journals The Impact of Extracurricular Activities on Language Learning: ‘Access Program’ in Morocco as a Case Study

2021 ◽  
Vol 4 (2) ◽  
pp. 185-195
Author(s):  
Said Aoujil ◽  
Driss Benattabou
Keyword(s):  
Language Learning ◽  
Extracurricular Activities ◽  
Control Group ◽  
Efl Students ◽  
And Control ◽  
The Impact ◽  
Access Program ◽  
Experimental Group

The objective of the present study is to investigate the role of ‘Access Program’ in enhancing the achievement levels of EFL students in Morocco. The study is an experimental one consisting essentially of two groups: experimental and control groups. The experimental group received the treatment of engaging students in the different ‘Access Program’ activities. The control group was made up of students of the same level as the experimental group, but lacking the activities of the ‘Access Program’. When the program was over, the two groups underwent the same test. The findings showed that the ‘Access Program’ students outperformed the ‘Non-Access’ students in different language skills. The paper ends up with a conclusion along with some practical recommendations for practitioners in the field to incorporate the use of these extracurricular activities.

scholarly journals The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110035
Author(s):  
Aziz İlhan
Keyword(s):  
Collaborative Learning ◽  
Control Group ◽  
Conventional Instruction ◽  
Game Based Learning ◽  
Mathematical Literacy ◽  
Learning Methods ◽  
Learning Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

scholarly journals From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110071
Author(s):  
Saleh Alharthi
Keyword(s):  
Control Group ◽  
Writing Program ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Free Writing ◽  
Efl Students ◽  
Structured Writing ◽  
The Impact ◽  
Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

scholarly journals Clinical and imaging outcomes after intrathecal injection of umbilical cord tissue mesenchymal stem cells in cerebral palsy: a randomized double-blind sham-controlled clinical trial

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Man Amanat ◽  
Anahita Majmaa ◽  
Morteza Zarrabi ◽  
Masoumeh Nouri ◽  
Masood Ghahvechi Akbari ◽  
...  
Keyword(s):  
Stem Cells ◽  
Mesenchymal Stem Cells ◽  
Cerebral Palsy ◽  
Umbilical Cord ◽  
Intrathecal Injection ◽  
Control Group ◽  
Umbilical Cord Tissue ◽  
The Mean ◽  
And Control ◽  
Experimental Group

Abstract Background This study assessed the safety and efficacy of intrathecal injection of umbilical cord tissue mesenchymal stem cells (UCT-MSC) in individuals with cerebral palsy (CP). The diffusion tensor imaging (DTI) was performed to evaluate the alterations in white-matter integrity. Methods Participants (4–14 years old) with spastic CP were assigned in 1:1 ratio to receive either UCT-MSC or sham procedure. Single-dose (2 × 107) cells were administered in the experimental group. Small needle pricks to the lower back were performed in the sham-control arm. All individuals were sedated to prevent awareness. The primary endpoints were the mean changes in gross motor function measure (GMFM)-66 from baseline to 12 months after procedures. The mean changes in the modified Ashworth scale (MAS), pediatric evaluation of disability inventory (PEDI), and CP quality of life (CP-QoL) were also assessed. Secondary endpoints were the mean changes in fractional anisotropy (FA) and mean diffusivity (MD) of corticospinal tract (CST) and posterior thalamic radiation (PTR). Results There were 36 participants in each group. The mean GMFM-66 scores after 12 months of intervention were significantly higher in the UCT-MSC group compared to baseline (10.65; 95%CI 5.39, 15.91) and control (β 8.07; 95%CI 1.62, 14.52; Cohen’s d 0.92). The increase was also seen in total PEDI scores (vs baseline 8.53; 95%CI 4.98, 12.08; vs control: β 6.87; 95%CI 1.52, 12.21; Cohen’s d 0.70). The mean change in MAS scores after 12 months of cell injection reduced compared to baseline (−1.0; 95%CI −1.31, −0.69) and control (β −0.72; 95%CI −1.18, −0.26; Cohen’s d 0.76). Regarding CP-QoL, mean changes in domains including friends and family, participation in activities, and communication were higher than the control group with a large effect size. The DTI analysis in the experimental group showed that mean FA increased (CST 0.032; 95%CI 0.02, 0.03. PTR 0.024; 95%CI 0.020, 0.028) and MD decreased (CST −0.035 × 10-3; 95%CI −0.04 × 10-3, −0.02 × 10-3. PTR −0.045 × 10-3; 95%CI −0.05 × 10-3, −0.03 × 10-3); compared to baseline. The mean changes were significantly higher than the control group. Conclusions The UCT-MSC transplantation was safe and may improve the clinical and imaging outcomes. Trial registration The study was registered with ClinicalTrials.gov (NCT03795974).

scholarly journals Text-based Character in Teaching Reading: Do Students Can Achieve Significant Result in Reading Test?

2021 ◽  
Vol 3 (1) ◽  
pp. 21-28
Author(s):  
Hasan Hasan ◽  
Andi Sadapotto ◽  
Muhammad Hanafi ◽  
Usman Usman
Keyword(s):  
Alternative Hypothesis ◽  
T Test ◽  
Reading Test ◽  
Control Group ◽  
Significant Difference ◽  
Good Classification ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This quasi-experimental study involves the experimental and control group which consist of 60 students in first year of SMA Muhammadiyah Sidenreng Rappang   2019/2020 academic year.  The reading test is used to collect data to find out do the students can achieve significant result in reading test using Text-based Character. Based on the result the mean score of the experimental group pre-test was 72.67 and classified into good classification, while the control group was 69.63 classified into good. The mean score of the post-test after treatment for the experimental group was 82.43 (very good) while the control group was 76.53, (good) classification still.  The researcher found that the T-table is higher than the t-test (α) (1.659<2.021). It means that there is a significant difference in the pre-test of the control and experimental group, while in post-test of an experimental and control group, the researcher finds that the T-test is higher than the alpha and previous score in the the pre-test (α) (3.089>2.021). The degree of freedom is 58. This study reveals that the alternative hypothesis (H1) was accepted, and the null hypothesis (H0) was rejected. This is means that the use of Text-based Characters can improves students' reading skills in significant way.

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