scholarly journals The Effect of Teaching Science Using McCarthy's' Model (4 MAT) on the 8th Grade Students' Retention of Learning in Jordan

2017 ◽  
Vol 11 (1) ◽  
pp. 191
Author(s):  
Abdelsalam M. Adili
Keyword(s):  
Science Teachers ◽  
Experimental Approach ◽  
Achievement Test ◽  
Learning Science ◽  
Control Group ◽  
City School ◽  
8Th Grade ◽  
Quasi Experimental ◽  
Academic Year ◽  
Experimental Group

This study aimed at finding the effect of using McCarthy's' Model (4 MAT) on 8th grade students' retention of learning in Jordan. The subjects of the study consisted of 86 students from the eighth grade from one Zarqa city school in the second semester of the academic year 2014/2015. The sample was divided into two groups: the experimental group which was taught using 4 MAT model, and the control group which learned in the traditional way. To achieve the objectives of the study, a quasi-experimental approach was followed, and the researcher prepared a valid and reliable achievement test which aimed at measuring students' achievement and retention of learning science. The results revealed statistically significant differences in the students' achievement and retention of learning science due to the method of teaching, and in favor of the experimental group which learned by using the 4-MAT model. In the light of the results, the study recommended the invitation of science teachers to use 4 MAT model in their teaching.

scholarly journals The Effect of Teaching Science Using Hawkins Method in Developing Scientific Curiosity among Students of Intermediate Basic Stage

2019 ◽  
Vol 13 (2) ◽  
pp. 408
Author(s):  
Abdelsalam M. Adili
Keyword(s):  
Science Teachers ◽  
Experimental Approach ◽  
Teaching Science ◽  
Control Group ◽  
First Semester ◽  
Scientific Curiosity ◽  
Basic Stage ◽  
Quasi Experimental ◽  
Academic Year ◽  
Experimental Group

This study aimed at investigating the effect of teaching science using Hawkins methods in developing scientific curiosity among students of 6th grade from one of Zarqa city school/Jordan in the first semester of the academic year 2018/2019. The subjects of the study consisted of 63 students, divided into two groups: the experimental group of 32 students was taught the “Electricity in our life” unit using Hawkins method and the control group 31 was taught the same unit by the traditional method. To achieve the objectives of the study, a quasi-experimental approach was used. A valid and reliable curiosity scale was prepared  and applied on the subjects of the study before conducting the experiment to test the equivalence of the two groups, and after conducting  the experiment to  achieve the aim of the study. The result revealed statistically significant differences  in the students' curiosity due to the method of teaching in favor of the experimental group which was taught according to Hawkins method. In light of the result, the study recommended that science teachers should use Hawkins method in teaching science.

scholarly journals TACTIC FULFILLMENTS OF THREE CORRELATIONS FOR PROBLEM-SOLVING MAPS AND ANIMATED PRESENTATIONS TO ASSESS STUDENTS’ STOICHIOMETRY PERFORMANCES

2017 ◽  
Vol 16 (5) ◽  
pp. 733-745
Author(s):  
King-Dow Su
Keyword(s):  
Problem Solving ◽  
Experimental Approach ◽  
Achievement Test ◽  
Control Group ◽  
Problem Solving Skills ◽  
Learning Groups ◽  
Test Items ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Case Based

This research focuses on students’ tactic assessments of 3 correlations with illustrated 2-step strategic map and animated presentations in stoichiometry. The participants were divided into 2 learning groups: the experimental and the control group by quasi-experimental approach. Most of all, experimental group participants have been contingent on critical performances of thinking capabilities in accordance with tactic fulfillments of 3 correlations helpfully. In contrast with statistic findings of post-tests, experimental group participants get more formulated goals of individual learning in answering 5 algorithmic and conceptual pairs of achievement test items than those of control group participants. Students’ shift of reasoning from model-based to case-based requires them to explore an effective mental cognition and responses for full-fledged performances of problem-solving skills. After tactic fulfillments for 3 study objectives of visualized developments, experimental group participants have upgraded a distinct learning accumulation and project-based feedback at their best learning performances. Key words: problem-solving, stoichiometry, three correlations, tactic fulfillments.

scholarly journals The effectiveness of e-learning at the on achievement in the language Arabic among seventh grade students Aqaba Governorate in Jordan: فاعلية التعلم الإلكتروني على التحصيل في مبحث اللغة العربية لدى طلاب الصف السابع الأساسي في محافظة العقبة بالأردن

2020 ◽  
Vol 4 (28) ◽  
Author(s):  
Mohammad Hijazi Khalil Al-bordeini
Keyword(s):  
Experimental Approach ◽  
Arabic Language ◽  
Achievement Test ◽  
Control Group ◽  
Seventh Grade ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
E Learning ◽  
Experimental Group

The study aimed to reveal the effectiveness of e-learning at the on achievement in the Arabic language subject for seventh grade students Aqaba Governorate in Jordan. and the study followed the quasi-experimental approach, and to achieve the goals of the study, the researcher prepared an achievement test, whose accuracy and reliability were confirmed, It was applied to a sample of (50) students, who were divided into two groups, an experimental group consisting (25) students studied according to e-learning, and a control group consisting of (25) students, studied in the usual way, and the test was applied to both groups before and after the experiment was conducted. The results of the T. test that there was a statistically significant difference between the two groups due to e-learning in the achievement test, and for the benefit of the experimental group. The study recommended employing e-learning in teaching Arabic language and conducting other similar studies in different educational stages and with new changes.

scholarly journals THE EFFECT OF TEAM PRODUCT TO IMPROVE STUDENTS’ CREATIVITY IN WRITING AT SMPN 1 JONGGAT

2020 ◽  
Vol 8 (1) ◽  
pp. 40
Author(s):  
Zukhairatunniswah Prayati
Keyword(s):  
Control Group ◽  
Product Method ◽  
8Th Grade ◽  
The Subject ◽  
The Mean ◽  
Inferential Analysis ◽  
And Control ◽  
Academic Year ◽  
Positive Effect ◽  
Experimental Group

This study investigated the effect of team product to improve students’ creativity in writing at the 8th-grade students of SMPN 1 Jonggat, Central Lombok in the academic year 2018/2019. The research was designed as quasi experiment research. The students were divided into the experimental group and control group. The experimental group was treated using the team product method while the control group was subjected to a conventional method. The data were analyzed using descriptive and inferential analysis. The data in this research was taken from the mean scores of students’ achievement and the score percentages. The subject of this research was the 8th-grade students of SMPN 1 Jonggat, which consisted of 54 students. The instruments of this research were tests and questionnaires. The mean score of students’ creativity in the experimental group was 75 and the writing skill was 76. It was higher than the students in the control group. It can be concluded that the team product had a positive effect on students’ writing skills in relation to creativity at SMPN 1 Jonggat.

scholarly journals The Effect of Using Systemic Approach in Physics on the Achievement of the 2nd Intermediate Grade Students

2018 ◽  
Vol 220 (2) ◽  
pp. 221-244
Author(s):  
Dr. Hasan Arif Abdal
Keyword(s):  
Null Hypothesis ◽  
Achievement Test ◽  
Systemic Approach ◽  
Control Group ◽  
Intermediate School ◽  
Intermediate Grade ◽  
Variable Force ◽  
Academic Year ◽  
Experimental Group

      The research aimed at investigating  the effect of teaching by using systemic approach to get physics at 2nd  intermediate grade students through verification of the null hypothesis which was put by the researcher . The researcher chose 2nd intermediate grade students in Humat Al-Watan Intermediate school – Baghdad education directorate – Al-Rasafa -1 intentionally, as a sample for the experiment. The sample consisted of (44) students (female) at amount of ( 22) student for experimental group , studied according to the systemic approach and (22) students  for control group studied according to ordinary approach . Both groups were equivalent in variables ( time age by months , intelligence v, previous information ) . The researcher adopted   achievement test consisted of ( 40 ) items ; experimental and objectivity . Credibility was checked by expose the items of the test to several experts and specialists . Also the test was analyzed by extracting difficulty coefficient and variable force  and the efficiency of wrong alternatives , besides extracting fixation for the test .The researcher applied the experience in the second course of the academic year  ( 2014 - 2015 ) . After applying the test upon both groups , correcting the mistakes of the students , analyzing the results statistically , it confirmed  rejection of  null hypothesis . According to the results ; the researcher discovered that the use of systemic approach has great effect in achievement comparing with ordinary . The researcher suggested some recommendations and proposals

scholarly journals The Effectiveness of Using the Course Lab Program for Teaching and Assessing Sciences in Improving Grade Ten Students’ Academic Achievement and their Attitudes towards it in Oman

2019 ◽  
Vol 13 (3) ◽  
pp. 421
Author(s):  
Hanan S. Albarashdi ◽  
Hafidhaa S. Albarashdi ◽  
Mariam T. Al Hamadani
Keyword(s):  
Academic Achievement ◽  
Experimental Method ◽  
Significant Relationship ◽  
Achievement Test ◽  
Control Group ◽  
Achievement Level ◽  
Attitudes Towards Science ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Experimental Group

The study aimed at measuring the effectiveness of using the Course Lab program in improving the academic achievement and the attitudes toward science among 10th grade students in Oman. The study was based on a Quasi-experimental method. The study was applied to a sample of 52 students in the tenth grade. Students were randomly divided into two groups (experimental group=26; control group=26). The two groups were equal in terms of achievement level and attitude towards science. The experimental group was taught using Course Lab program, while the control group was taught traditionally. An academic achievement test and an attitudes towards science measure was given to both groups, pre and post the intervention. The results of the study showed statistically significant differences between the control and experimental groups in the academic achievement in favor of the experimental group. There was also a statistically significant improvement in the attitudes of students of the experimental group towards science due to the use of the Course Lab program. A statistically significant relationship was found between the improvement of academic achievement and the improvement in the attitudes towards science in the post-measurement of the experimental group.

scholarly journals IMPROVING VOCABULARY MASTERY BY USING TALKING STICK METHOD TO THE EIGHT GRADE STUDENTS OF MTS ANNAJAH PETALING

2020 ◽  
Vol 6 (2) ◽  
pp. 94-100
Author(s):  
Hartati Hartati
Keyword(s):  
Control Group ◽  
Group Design ◽  
Effective Factor ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Word Classes ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

The objectives of this research was to find out whether or not there was any significant difference in vocabulary mastery between students who were taught by using talking stick method or students who were taught without using talking stick method. The research was limited on word classes consisted of noun, adjective and verb in descriptive texts with the topic of the material was animal, people, thing, and places.This research was conducted by using quantitative method with a quasi-experimental group design. The experimental group students were taught by using Talking Stick method, while the control group students were not taught by using Talking Stick method. The samples were 74 students that were taken from the eight grade students of MTs Annajah Petaling in academic year 2015/2016. The data were obtained through test, observation and documentation. The result of the test was analyzed by using paired sample t-test in SPSS 16 (Statistical Package for Social science).Based on the results analysis, there was a significance different between students who were taught by using Talking Stick method and the students who were not taught by using Talking Stick method. It was known from the result of mean of post-test in the experimental group (67.70) was higher than the mean of post-test in the control group (65.54). In addition, there was a significant difference in vocabulary mastery between students’ who were taught by using Talking Stick method and those who were not. Therefore, Talking Stick method was one of effective factor that could improve students’ vocabulary mastery.

scholarly journals Technology Enhanced Formative Assessment for Students’ Motivation in Mathematics at Elementary Level

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 335-344
Author(s):  
Abida Shaheen ◽  
Dr Farhana Khurshid ◽  
Dr Muhammad Saeed Khan
Keyword(s):  
Formative Assessment ◽  
Mathematics Learning ◽  
Control Group ◽  
Meta Level ◽  
8Th Grade ◽  
Quasi Experimental ◽  
Motivation Level ◽  
And Mathematics ◽  
Study Participants ◽  
Experimental Group

Technology Enhanced Formative Assessment (TEFA) is an advanced and evidence-based pedagogical approach for science and mathematics teaching using a classroom response system. Question-driven instruction, dialogical discourse, formative assessment, and meta-level communication are four core principles on which TEFA is built upon. These are implemented through a question cycle in the classroom. Eight weeks duration intervention study was carried out in two urban high schools, one from each stratum (i.e., boys and girls) using a non-equivalent comparison group quasi-experimental design on a sample of 183 participants. The study participants included 42 girls and 47 boys in the experimental group, whereas 54 girls and 40 boys in the control group from the 8th-grade mathematics class. Students' mathematics motivation survey using IMI (i.e., intrinsic motivation inventory) was used to measure students' mathematics learning motivation levels. Two-way ANOVA was conducted to assess the motivation level of the students. Analysis of the results showed that the experimental group motivation level was significantly higher than the control group.

scholarly journals Effectiveness of a Rational Behavioral Emotive Program in Reducing Test Anxiety among University Students with High Academic Achievement

2020 ◽  
Vol 10 (3) ◽  
pp. 168
Author(s):  
Najla Y. AlAmry
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Test Anxiety ◽  
Experimental Approach ◽  
Anxiety Scale ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
High Academic Achievement ◽  
Experimental Group

The present study aims to identify the effectiveness of a rational behavioral emotive program in reducing test anxiety among university students with high academic achievement in Riyadh. The author adopted the quasi-experimental approach. The sample comprised (26) students with high academic achievement who were encountering test anxiety at Princess Nourah bint Abdulrahman University (PNU) in Riyadh. The participants were divided into two groups: An experimental group of (13) students and a control group of (13) students. The author also used the test anxiety scale (Spielberger, 1972) and designed the rational behavioral emotive program using new electronic applications. The results showed statistically significant differences between the average scores of the experimental group students in the pre and posttests in favor of the post-test. There were statistically significant differences between the average scores of the two groups in the post-test of the scale in favor of the experimental group. Furthermore, there were no statistically significant differences between the average scores of the experimental group in the post and successive tests of the scale.

scholarly journals THE USE OF CLUSTERING TECHNIQUE TO IMPROVE THE STUDENTS’ SKILL IN WRITING DESCRIPTIVE PARAGRAPH

2018 ◽  
Vol 2 (1) ◽  
pp. 167
Author(s):  
Farnia Sari ◽  
Sri Wahyuni
Keyword(s):  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Clustering Technique ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Academic Year ◽  
Experimental Group

Writing process involves thinking and creative skills. To stimulate the students’ thoughts to express their ideas, clustering technique is effective brainstorming activity to help the students explore their ideas and write consistently. Thus, the objective of this study is to find out whether or not there is any significant difference between the students who were taught in writing descriptive paragraph through Clustering Technique and those who were not. The population of this study was all of the eighth grade students of SMP Srijaya Negara Palembang in academic year 2016/2017. There were three classes that consist of 113 students. The samples of this study were VIII C as a control group and VIII B as an experimental group. This study was conducted by using quasi experimental method with nonequivalent control group design. Then, the data were analyzed by using paired sample t-test and independent sample t-test. The result of independent sample t-test shows that the value of sig. (2-tailed) was 0.00 < 0.05 in the level of significant 0.05. While, the value of t-obtained was 5.213 higher than the critical value of t-table was 1.665 with degree of freedom 76. It can be concluded that the null hypothesis was rejected and the alternative hypothesis was accepted. It means that there was any significant difference between the students who were taught in writing descriptive paragraph through Clustering Technique and those who were not.

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