Reflections of Authentic Learning on Students' Scientific Process Skills and Achievements in Mathematics

The article discusses a study to measure the effectiveness of Indian Folklore Animation among Year Five SJK(T) pupils in the Kulim district. The study uses qualitative data for exploring twelve principles of animation and quantitative data for the research methodology approach. For qualitative data, ten animators were selected to analyse the twelve principles of animation in three series of selected Indian Folklore Animation using an animation principles checklist. For quantitative data, a pre-test post-test experimental design was used to measure the effectiveness of Indian Folklore Animation using a questionnaire. The questionnaire consists of four scales of Keller’s ARCS Model of Motivation. A total of 108 pupils from three schools was selected as respondents and were assigned into two groups (treatment and control group) consisted of 54 pupils each. Data collected were analysed using descriptive and inference statistics to answer the listed research objectives. Findings show that there are significant differences in mean scores for pre-test and post-test to show that the Indian Folklore gave motivational effects to the pupils. This implies that Indian Folklore Animation could be developed for Indian Folklore appreciations and for fostering good moral values through animation.

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The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

10.31219/osf.io/nd3m9 ◽

2021 ◽

Author(s):

Tuba Demirci ◽

Sema Okur

Keyword(s):

Academic Achievement ◽

Quantitative Data ◽

Teaching Method ◽

Writing Skills ◽

Control Group ◽

Traditional Teaching ◽

Significant Difference ◽

Story Writing ◽

And Control ◽

Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

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The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

Education Quarterly Reviews ◽

10.31014/aior.1993.04.02.301 ◽

2021 ◽

Vol 4 (2) ◽

Author(s):

Tuba Demirci ◽

◽

Sema Okur ◽

Keyword(s):

Academic Achievement ◽

Quantitative Data ◽

Teaching Method ◽

Writing Skills ◽

Control Group ◽

Traditional Teaching ◽

Significant Difference ◽

Story Writing ◽

And Control ◽

Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

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THE EFFECT OF PROJECT-BASED SCIENCE EDUCATION PROGRAMME ON SCIENTIFIC PROCESS SKILLS AND CONCEPTIONS OF KINDERGARTEN STUDENTS

Journal of Baltic Science Education ◽

10.33225/jbse/17.16.395 ◽

2017 ◽

Vol 16 (3) ◽

pp. 395-413

Author(s):

Bilge Can ◽

Vesile Yıldız-Demirtaş ◽

Erdi Altun

Keyword(s):

Science Education ◽

Active Learning ◽

Nature Of Science ◽

Quantitative Data ◽

Education Programme ◽

Control Group ◽

Process Skills ◽

Scientific Process ◽

Group Project ◽

Experimental Group

The research aims to find out the effect of project-based science education programme conducted with an active learning on scientific process skills and conceptions of 6-year-old children about nature of science. Quasi-experimental research design including experimental and control groups with pre-test and post-test was implemented. Mixed-method research including qualitative and quantitative data collection tools was adopted. The quantitative data were collected with Preschool Scientific Process Skills Scale while qualitative data were gathered with interviews to define scientific process skills of children. The research includes 26 children in total, 17 were in the experimental group and 9 were in the control group. Project Based Science Education Conducted with Active Learning was carried out on the experimental group and Project Based Science Education was carried out on the control group. The research lasted for 32 weeks between October, 2015 and June, 2016. Scores of scientific process skills about nature of science belonging to students in the experimental group were found to be higher than ones in the control group and the students in the experimental group were found to be more familiar with the related conceptions. The findings prove the positive effect of project-based science education. Keywords: active learning, nature of science, project based science education, preschool education, scientific process skills.

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The Effect of Research-Inquiry Based Activities on the Academic Achievement, Attitudes, and Scientific Process Skills of Students in the Seventh Year Science Course

The European Educational Researcher ◽

10.31757/euer.416 ◽

2021 ◽

Vol 4 (1) ◽

pp. 109-131

Author(s):

Gönül Tekin ◽

◽

Özlem Eryılmaz Muştu ◽

Keyword(s):

Teaching Strategies ◽

Positive Impact ◽

Attitude Scale ◽

Control Group ◽

Process Skills ◽

Scientific Process ◽

Control Groups ◽

Achievement Attitudes ◽

Quasi Experimental ◽

And Control

This quasi-experimental study investigated the effect of research-inquiry based teaching strategies on students’ academic achievements (AA), attitudes, and scientific process skills (SPS). The study sample comprised 50 students studying in Grade 7 in a secondary school affiliated to the Ministry of Education (MoE) in Bartın. In this study, experiment and control groups were selected to determine the effect of research-inquiry based teaching strategies. A draft teaching program for the “Reflection and Light Absorption in Mirrors” topic was conducted for three weeks with the experimental group in accordance with the research-inquiry based teaching philosophy and in compliance with the achievements included in the MoE curriculum. In the control group, the regular Classroom Science Course Curriculum was followed. SPS Test, AA Test, and Attitude Scale were employed for the pre and posttests of the experimental and control groups. The test results were analyzed using quantitative analysis methods. The use of research-inquiry based strategies in science courses in research was thus found to have a positive impact on students’ AA, attitudes, and SPS.

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Effect of Science Education Provided with Digital and in-Class Games on the Scientific Process Skills of Preschool Children

Journal of Science Learning ◽

10.17509/jsl.v4i4.30620 ◽

2021 ◽

Vol 4 (4) ◽

pp. 385-393

Author(s):

Selin Yıldız ◽

Raşit Zengin

Keyword(s):

Preschool Children ◽

Educational Games ◽

Digital Games ◽

Control Group ◽

Process Skills ◽

Scientific Process ◽

Control Groups ◽

Skill Test ◽

Significant Difference ◽

Quasi Experimental

In this research the effects of educational digital games and in-class educational games on scientific process skills of 6 years old children were investigated. The research was carried out with 70 preschool children who were educated in a primary school in Turkey. In the research, quasi-experimental design was used. Within the scope of the research, there are 3 groups including 2 experimental and 1 control groups. The educational digital games with the children in the Experiment I group were performed with in-class educational games with the children in the Experiment II group. The research covered a 10-week period. In order to test the hypotheses of the research, t test for the related samples, Wilcoxon Signed Sequence test, single factor ANOVA analysis for unrelated samples, Kruskal Wallis H-Test and Man Whitney U-Test were performed. According to the analysis results of the scientific process skill test scores of the groups after the application, it was found that there was no significant difference between experiment I and experiment II.. It was determined that there was a significant difference between the experiment I and experiment II groups and the control group, and this difference was in favor of the experimental groups.

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The Effects of Authentic Learning Approach on Academic Achievement and Attitudes in Social Studies Course

International Journal of Psychology and Educational Studies ◽

10.52380/ijpes.2021.8.3.508 ◽

2021 ◽

Vol 8 (3) ◽

pp. 193-208

Author(s):

Ramazan YILDIRIM ◽

Şaban ORTAK

Keyword(s):

Academic Achievement ◽

Social Studies ◽

Authentic Learning ◽

Control Group ◽

Learning Approach ◽

The Social ◽

Post Test ◽

Experimental Process ◽

And Control ◽

Experimental Group

In this study, the effects of the authentic learning approach in social studies on academic achievement, retention of knowledge, and attitude towards the course were investigated. In the study, a quasi-experimental pre-test-post-test design with a non-equivalent control group was used. The study group consisted of 50 6th grade students. In the process, the authentic learning approach was used in the experimental and control group, the texts and instructions given in the course book were followed. The study data were collected by the “Social Studies Course Academic Achievement Test” and “Social Studies Course Attitude Scale”. As a result of the experimental process, it was obtained that the academic achievement levels of the students in the experimental and control groups in the social studies course increased and differed significantly compared to the pre-experimental process. It was observed that the measurement results in the follow-up studies conducted five weeks after the measurement after the application did not differ significantly from the post-test scores of the students in the control and experimental groups. The difference between the achievement test scores of both groups was significant, favouring the students in the experimental group. The changes in the attitudes of the students in the control group towards the social studies course were not found to be significant when compared to the pre-experimental process, while the changes in the attitudes of the students in the experimental group were significant. While there was no significant difference between the pre-test attitude scores of the students in the experimental and control groups, a significant difference was found between the post-test attitude scores favouring the experimental group. In this respect, the authentic learning approach has created an important alternative to methods based on knowledge transfer. In addition, it was observed that the authentic learning approach positively changed students’ attitudes towards the course.

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The Influence Of Inquiry-Stad Learning Strategies (Instad) Toward Science Process Skills And Student’s Achievement In Studying Biology

BIO-PEDAGOGI ◽

10.20961/bio-pedagogi.v1i1.5256 ◽

2012 ◽

Vol 1 (1) ◽

pp. 55

Author(s):

Yasir Sidiq ◽

Puguh Karyanto ◽

Bowo Sugiyarto

Keyword(s):

Learning Strategies ◽

Population Studies ◽

Control Group ◽

Process Skills ◽

Science Process Skills ◽

Randomized Control ◽

And Control ◽

Essay Test ◽

Academic Year ◽

Cluster Random Sampling

Aims of this research are to know the influence of INSTAD learning strategies toward sciences process skills and influence of INSTAD learning strategies toward student’s achievement in studying biology of SMA Batik 1 Surakarta. This research was quasi experiment research using quantitative approach. The research was designed using posttest only randomized control group by using the experimental classes (application of INSTAD strategy) and control classes (conventional learning). Population studies are all students of SMA Batik 1 Surakarta in academic year 2011/2012. Sampling techniques with cluster random sampling, so chosen X-5 as the experiment class and X-4 as the control class. Data was collected using questionnaire, essay test, observation sheet, and document. The data were analyzed by t-test.The conclusion of this research were science process skills was significantly affected by INSTAD and the application of INSTAD has taken effect on student’s cognitive and psychomotor, but hasn’t taken effect on student’s affective achievement in studying biology of SMA Batik 1 Surakarta. Key Words: INSTAD learning strategies, science process skills, biology student’s achievement

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The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

SHS Web of Conferences ◽

10.1051/shsconf/20184801060 ◽

2018 ◽

Vol 48 ◽

pp. 01060

Author(s):

Sibel Demir Kaçan ◽

Fatma Şahin

Keyword(s):

Teacher Candidates ◽

Creative Thinking ◽

Positive Impact ◽

Thinking Skills ◽

Control Group ◽

Process Skills ◽

Scientific Process ◽

Scientific Creativity ◽

The Impact ◽

Experimental Group

The research aims to determine “the Impact of Scientific Creative Thinking Skills on Scientific Process Skills”. Thus, the research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for an academic semester. The research data was gained through “Scientific Creativity Test” to be developed by Hu and Adey [14] and adapted by Kadayıfçı [16]; “Scientific Process Skills Test” to be developed by Okey, Wise and Burns, and adapted by Geban, Aşkar and Özkan into Turkish. The conclusions to be reached by the research are in favour of the experimental group and the last application, and it has positive impact on the opinions of the teacher candidates related with the development of the scientific creativity skills.

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Boards of Governors' Roles and Management of Government Aided Secondary Schools in Kyenjojo District, Uganda

INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) ◽

10.53449/ije.v1i2.61 ◽

2018 ◽

Vol 1 (2) ◽

pp. 138-150

Author(s):

Hellen Kabasinguzi Wataba ◽

Nafiu Lukman Abiodun

Keyword(s):

Secondary Schools ◽

Significant Relationship ◽

Quantitative Data ◽

Qualitative Data ◽

Head Teachers ◽

Correlational Research ◽

Interview Guide ◽

Major Predictor ◽

And Control ◽

The Relationship

This study sought to establish the relationship between boards of governors' (BOGs) roles and management of government aided secondary schools in Kyenjojo District. The objectives were to establish the relationship between BOGs' planning role and management of government aided secondary schools, to establish the relationship between BOGs' supervisory role and management of government aided secondary schools, to establish the relationship between BOGs' control role and management of government aided secondary schools; and to determine the major predictor of management of government aided secondary schools out of the three aspects of BOGs' roles. A correlational research design was used. A total of 90 respondents drawn from 108 BOGs and nine head teachers were selected as sample for the study using stratified random sampling and census inquiry respectively. The instruments used were questionnaire and interview guide. Quantitative data was analysed using Pearson product-moment correlation and regression, while thematic analysis was used on qualitative data. The study found a statistically moderate positive and significant relationship between BOGs' planning role and management of government aided secondary schools (r=.626, p=.000); a statistically moderate positive and significant relationship between BOGs' supervisory role and management of government aided secondary schools(r=.591, p=.000); and a statistically weak positive and significant relationship between BOGs' control role and management of government aided secondary schools(r=.280, p=.015). All the three aspects of BOGs roles account for 38.4% of the influence on management of government aided secondary schools in Kyenjojo district (adjusted r2=0.384, p=.000). The researchers recommend that BOGs should be well trained in management of schools in order to be effective in their work. Head teachers should not be dictators but create a conducive climate for planning, supervision and control by the BOGs.

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