scholarly journals Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?

2021 ◽  
Vol 17 (1) ◽  
pp. 33
Author(s):  
Owodunni Adewale Saka
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Secondary Schools ◽  
Teacher Collaboration ◽  
Control Group ◽  
Significant Interaction Effect ◽  
Junior Secondary ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Achievement In Mathematics

The unsatisfactory students’ performance in school subjects in Nigerian secondary schools has been blamed on teachers’ quality and professional development suggested as a remedy. Hence, this study examined the effects of teacher collaboration on students’ academic achievement in mathematics. The study adopted pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The sample for the study consisted of one hundred and thirty-five (135) students from two intact classes and five teachers of the two junior secondary schools purposively selected for the study. Mathematics Achievement Test (MAT), a researcher-developed instrument with reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated significant difference in the effect of teachers’ group (collaboration and isolation) on students’ achievement in mathematics. Also, the study found no significant effect of students’ age on academic achievement in Mathematics. Additionally, the finding revealed no significant interaction effect of teachers’ group and students’ age on academic achievement in Mathematics. Based on the findings, the study recommended among other that government should restructure the school hours to cater for teacher collaboration activities and that workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.

scholarly journals The effect of the science classesenriched with art activities on academic achievementSanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya etkisi

2017 ◽  
Vol 14 (2) ◽  
pp. 1469
Author(s):  
Vesile Yıldız Demirtaş ◽  
Seda Çerik ◽  
Adem Maba
Keyword(s):  
Academic Achievement ◽  
Achievement Test ◽  
Control Group ◽  
Positive Effects ◽  
Written Examination ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Elective Course ◽  
Art Activities

The aim of the study is to reveal the effects of the classeswhich enriched with art activitieson academic achievement at the 5th grades. The research group consists of 37 students who determined the science applications course as an elective course in a public school in İzmir during 2015-2016 Education Fall Semester. In this study, from the trial models"Quasi-experimental desing, pre-post test without control group" was used. The data were collected with achievement test and written examination that prepared by researchers in order to measure academic achievement in science applications classes and also interviews that prepared by researchers used in order to determine the opinions of the students on the science applications enriched with art activities. As the results of the research there is a significant difference between the pretest-posttest findings and the pretest-permanency test results of the experimental group. As the results of the achievement test, it is concrete that these activities have positive effects on the students.  It can be said that the applications are effective when the students' interview questions are compared with the answers given by the students after the last application. ÖzetAraştırmanın amacı 5. sınıflarda sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya olan etkilerini ortaya çıkarmaktır. Araştırmanın çalışma grubunu 2015-2016 Öğretim Yılı Güz döneminde İzmir’de bir devlet okulunda bilim uygulamaları dersini seçmeli ders olarak belirleyen 37 öğrenci oluşturmaktadır.Bu araştırmada, deneme modellerinden “tek grup öntest-sontest kontrol grupsuz yarı deney deseni” kullanılmıştır. Veriler bilim uygulamaları dersindeki akademik başarıyı ölçmek amacıyla araştırmacılar tarafından hazırlanan bilim uygulamaları başarı testi ve yazılı yoklama ile öğrencilerin sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersine yönelik görüşlerini belirlemek amacıyla hazırlanan görüşme formu ile toplanmıştır.Araştırmada deney grubunun öntest-sontest sonuçlarında ve öntest-kalıcılık testi sonuçlarında anlamlı fark bulunmaktadır. Yapılan başarı testi sonucunda bu etkinliklerin öğrencileri olumlu etkilediği somut olarak ortaya çıkmıştır. Öğrencilerin görüşme sorularına ön uygulama ile son uygulama sonrası verdikleri cevaplar karşılaştırıldığında uygulamaların etkili olduğu söylenebilir. 

scholarly journals The Effects of Learning Stations on Socioeconomically Disadvantaged Students’ Achievement and Self-Regulated Learning

2021 ◽  
Vol 9 (6) ◽  
pp. 51-69
Author(s):  
Reem Alsaadi ◽  
Adam Al Sultan
Keyword(s):  
Academic Achievement ◽  
Low Socioeconomic Status ◽  
Control Group ◽  
School Students ◽  
Saudi Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Experimental Group

The aim of this study was to investigate the effects of learning station strategies on developing academic achievement and self-regulated learning among middle school students of low socioeconomic status. The sample group consisted of 68 female Saudi students. We applied a quasi-experimental design with an experimental and control group and a pretest and posttest. We examined the correlation between academic achievement and self-regulated learning. The data collection instruments included an academic achievement test and self-regulated learning questionnaire. The results revealed a statistically significant difference between the mean scores of both instruments in favor of the experimental group. Additionally, there was a positive relationship between development of academic achievement and self-regulated learning among the students for the experimental group. The study’s findings suggest that the learning stations created a dynamic classroom, which prompted students to engage in self-regulatory behaviors and develop their knowledge and understanding.

scholarly journals Effects of Collaborative Learning on Chemistry Students’ Academic Achievement and Anxiety Level in Balancing Chemical Equations in Secondary School in Katsina Metropolis, Nigeria

2014 ◽  
Vol 5 (2) ◽  
pp. 43-48 ◽  
Author(s):  
Sabiru Dahiru Yusuf
Keyword(s):  
Academic Achievement ◽  
Collaborative Learning ◽  
Secondary Schools ◽  
Anxiety Level ◽  
Control Group ◽  
Lecture Method ◽  
Chemical Equations ◽  
Post Test ◽  
Quasi Experimental ◽  
Senior Secondary Schools

The study investigated effects of Collaborative learning on Chemistry students’ academic achievement and Anxiety level in Balancing Chemical Equations in Secondary Schools in Katsina metropolis, Nigeria. The study sampled 80 SSII students, randomly selected from two senior secondary schools in katsina metropolis. The two schools were randomly placed as experimental and control groups each with 40 students. A quasi-experimental pretest-posttest research design was used for the study. The study subjects in the experimental group was taught/ allowed to learn using Collaborative learning concept of Balancing Chemical Equation, while the control group also was taught the same concept using traditional method for the period of six weeks. A chemistry Achievement test and Students Anxiety scale Questionnaire were used as the instruments for data collection. Performance of the two groups were compared using post-test mean scores, and t-test unrelated sample, at a significant level (P) =0.05. The findings from the study shows those students taught using Collaborative learning tent to achieve significantly higher and their anxiety was found to be low when compared with those taught using lecture method. Based on the findings, the recommendations were made among which; Chemistry teachers should always use Collaborative learning in teaching chemistry concepts, as this method enhance students achievement and reduce students anxiety.

scholarly journals The Effect of Computer-Assisted Educational Games on Teaching Grammar

2020 ◽  
Vol 10 (1) ◽  
pp. 117
Author(s):  
Adil Kayan ◽  
İbrahim Seçkin Aydın
Keyword(s):  
Academic Achievement ◽  
Educational Games ◽  
Control Group ◽  
Computer Assisted ◽  
Significant Difference ◽  
Methods And Techniques ◽  
Quasi Experimental ◽  
Teaching Grammar ◽  
The Impact ◽  
Experimental Group

Discussions on how grammar should be taught have continued for decades. Previous studies have reported that today’s students called as Generation Z have shown negative attitudes toward grammar teaching with traditional methods and techniques, and that their academic achievements have failed to meet expectations. Not using methods and techniques that are consistent with the adopted philosophy of education hinders the success of this process. The study investigated the impact of computer-assisted instruction and correspondingly computer-assisted educational games on grammar academic achievement and attitudes toward grammar and Turkish course of students. In this study, a quasi-experimental design based on a quantitative study with a pretest-posttest nonequivalent group was applied. Participants of the study consisted of two classes of 6th grade students studying at a middle school. Computer-assisted educational games were designed and practiced in the experimental group within a 12-week period. For the control group, activities in the curriculum were followed during lessons. Results showed that grammar academic achievement of students between the experimental group in which computer-assisted educational games were practiced and the control group in which the existing curriculum was followed showed a significant difference in attitudes toward Turkish course and grammar on the behalf of the experimental group. Findings demonstrated that this kind of practice in teaching grammar made a significant difference on achievement and attitude of students. In addition, there was a positive, moderate and statistically significant relationship between attitudes toward grammar and Turkish course. Attitudes toward grammar of students determine attitudes toward Turkish course of students.

scholarly journals Using Peer Tutoring to Improve Students’ Academic Achievement in Financial Accounting Concepts

2020 ◽  
Vol 2020 ◽  
pp. 1-10 ◽  
Author(s):  
Taiwo Grace Olulowo ◽  
Olugbenga A. Ige ◽  
Ernest O. Ugwoke
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Peer Tutoring ◽  
Instructional Strategy ◽  
Financial Accounting ◽  
Control Group ◽  
Lecture Method ◽  
Study Results ◽  
Quasi Experimental ◽  
The Subject

This study investigated the effectiveness of the peer tutoring instructional strategy in improving students’ academic achievement in financial accounting concepts. A nonrandomized pretest-posttest control group quasi-experimental design with a 2 × 2 × 3 factorial matrix was adopted. The research sample comprised 137 purposively selected students from eight intact classes in secondary schools in Southern Nigeria. The experimental group adopted a peer tutoring instructional strategy, while the control group was exposed to the conventional lecture method. Teachers’ Instructional Guides on peer tutoring and conventional method and Financial Accounting Achievement Test were used to collect data for this study. Results affirmed that the peer tutoring instructional strategy is more effective in improving students’ academic achievement in financial accounting concepts than the conventional lecture method. The outcome of this study also shows that the experimental strategy was not sensitive to gender but sensitive to socioeconomic status. Sequel to this finding, the study recommends that post-basic school teachers should make use of the peer tutoring instructional strategy to present financial accounting lessons in secondary schools to advance students’ attainment in the subject.

scholarly journals ENHANCEMENT OF STUDENTS’ MATHEMATICAL COMMUNICATION UNDER METACOGNITIVE SCAFFOLDING APPROACH

2019 ◽  
Vol 8 (2) ◽  
pp. 117
Author(s):  
Sufyani Prabawanto
Keyword(s):  
Direct Approach ◽  
Control Group ◽  
Mathematical Communication ◽  
Significant Interaction Effect ◽  
Significant Difference ◽  
Data Collection Instrument ◽  
Quasi Experimental ◽  
Communication Ability ◽  
And Control ◽  
Metacognitive Scaffolding

This research aims to investigate the enhancement of students’ mathematical communication under metacognitive scaffolding approach. This research used a quasi-experimental design with pretest-posttest control. The subjects were pre-service elementary school teachers in Bandung. In this study, there were two groups of subjects: experimental and control groups. The experimental group consists of 60 students under metacognitive scaffolding approach, while the control group consists of 58 students under direct approach. Based on the prior mathematical ability, the students were classified into three levels, namely high, midlle, and low. Data collection instrument used mathematical communication test. The conclusions of the research are: (1) there is a significant difference in enhancing mathematical communication ability between students who attended the course under metacognitive scaffolding approach and those under direct approach, and (2) there was no significant interaction effect between teaching approaches and ability levels based on prior knowledge in enhancing students’ mathematical communication.

scholarly journals EFFECT OF STUDY SKILLS TRAINING ON ACADEMIC ACHIEVEMENT AND RETENTION OF SECONDARY SCHOOLS GEOGRAPHY STUDENTS IN JALINGO METROPOLIS

2015 ◽  
pp. 29-40
Author(s):  
Happy MICHAEL ◽  
Joshua JOSEPH ◽  
Peter IORNYAGH
Keyword(s):  
Academic Achievement ◽  
Study Skills ◽  
Skills Training ◽  
Significance Test ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study was undertaken to investigate the effect of study skills training on academic achievement and retention of geography students in Jalingo metropolis of Taraba State. A pre-test, post-test control group, quasi experimental design was adopted for this study. Geography students were purposively selected from two private schools in Jalingo metropolis of Taraba State. Three validated and standardized instrument were used for data collection. These instruments were pre-test geography achievement, post-test geography achievement and retention geography test. Four research questions were stated for the lesson and four hypotheses tested at 0.05 level of significance. Test- retest method of reliability estimate was determined by using Pearson product moment correlation coefficient. The reliability coefficient of 0.86 was obtained. Data were analyzed using mean, standard deviation, t-test and analysis of covariance. The result of the study revealed that the experimentalgroup thatwas given study skills training performed higher (mean=52.87, SD=12.5) than that of the control group (mean=41.0, SD=8.1). Also the retention score of the experimental group is higher (mean=49.60, SD=14.38) than the control group (mean= 36.20, SD=8.01). There was also a significant difference in the academic achievement and retention scores of experimental group and control group. Based on these findings, school teachers, curriculum planners are encouraged to include study skills training in the instructional processes in classrooms to enhance retention and achievement of students.

scholarly journals The Effects of Instructional and Administrative Text Messages on Academic Achievement and Student Perception of Learning in a High School Food, Nutrition, and Wellness Classroom

2021 ◽  
Vol 4 (4) ◽  
pp. 818-846
Author(s):  
Sarah Moore ◽  
Josh Cuevas
Keyword(s):  
Academic Achievement ◽  
Treatment Group ◽  
Student Perception ◽  
Text Messages ◽  
Control Group ◽  
School Food ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Food Nutrition ◽  
Experimental Group

This study investigated the effects of instructional and administrative text messages on student academic achievement and sense of learning. Ninety-eight Food, Nutrition, and Wellness students in grades 9th through 12th were involved in this study. In this quasi-experimental study, there was an experimental group and a comparison group. Students in the experimental group received instructional and administrative text messages three times a week for a total of nine weeks. A one-way ANCOVA and independent samples t-test were used for data analyses. The study found a statistically significant difference in academic achievement and sense of learning with students in the experimental group scoring higher as compared to students in the control group. In addition, there was a statistically significant difference with females in the treatment group scoring higher than males in the treatment group.

scholarly journals Learning Biology for Sustainable Development Using Hands-On Strategy: Can Gender Achievement Gap Reduce?

2021 ◽  
Vol 10 (1) ◽  
pp. 1-11
Author(s):  
Peter Abayomi Onanuga ◽  
Adewale Owodunni Saka ◽  
Rita Pelumi Ogwokhademhe
Keyword(s):  
Academic Achievement ◽  
Sustainable Development ◽  
Control Group ◽  
Reliability Method ◽  
Significant Difference ◽  
Hands On ◽  
Gender Achievement Gap ◽  
Hands On Learning ◽  
Quasi Experimental ◽  
Test Retest Reliability

Despite the importance of \biology for sustainable development, students’ performance in the subject has been inconsistent. Several interventions have been used to improve students’ learning of Biology but the inconsistency in performance persists. Thus, this study investigated the use of hands-on learning in enhancing students’ academic achievement. The research adopted a pretest-posttest control group quasi-experimental research design with 2x2 factorial. The study also examined the moderating effect of gender on academic achievement. Fifty-eight students offering Biology in the intact classes of two randomly selected schools participated in the study. The data was collected using a 25-item Biology Achievement Test for Students (BATS) subjected to face and content validities, and reliability test. The test-retest reliability method yielded a reliability coefficient of 0.68. The data analyses revealed a significant difference in the effect of strategy on the academic achievement of students in Biology (F (1,53) =8.595), p=0.05, but in favour of the conventional method of teaching. Further findings showed no significant difference in the effect of gender on the academic achievement of students (F (1,53) = 0.980), p>0.05. The researchers noted that hand-on activities are important for Biology learning and recommended that school authorities should allocate adequate time for that purpose. 

Educational comics and educational cartoons as teaching material in the social studies course

2021 ◽  
Vol 9 (2) ◽  
pp. 515-525
Author(s):  
Mehmet Şentürk ◽  
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Qualitative Data ◽  
Quantitative Aspect ◽  
Teaching Material ◽  
Control Group ◽  
The Social ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This study aims to explore the effect of using educational comics or educational cartoons as teaching material in social studies course on students' academic achievement. Also, it is aimed to reveal the experiences of the students regarding the use of these materials. In the study, the embedded design was preferred among the mixed-methods designs. For the quantitative aspect of this research, pre-test and post-test on the control and experimental group with the quasi-experimental design were used. The study was conducted out with two experimental groups and a control group. The study was conducted with 266 (87 students are in the educational comics group, 88 students are in the educational cartoons group, 91 students are in the control group) 6th-grade students. To analyse the quantitative data, One-Way ANOVA was used. According to the results of the analysis, it was determined a significant difference between the educational comics group and the other groups in academic achievement levels. It was also determined a significant difference between the educational cartoons group and the control group. For the qualitative aspect of this research, phenomenology design was used. To analyse the qualitative data which were collected by semi-structured forms, content analysis was used. As a result of the analysis of qualitative data, it was concluded that students seen both educational comics and educational cartoons as effective materials for educational activities in various aspects. These results show these teaching materials can use by teachers for effective learning in social studies course.

Sign in / Sign up

Export Citation Format

Share Document