scholarly journals The Effect of Using Cognitive Conflict Strategy on Correcting Geographical Misconceptions of Grade Ten Female Social Studies' Students and their Attitudes toward the Subject

2019 ◽  
Vol 13 (1) ◽  
pp. 86
Author(s):  
Fatma Al-Salmi ◽  
Noor Al Najar
Keyword(s):  
Social Studies ◽  
Cognitive Conflict ◽  
Attitude Scale ◽  
Control Group ◽  
The Subject ◽  
Students Attitudes ◽  
Conflict Strategies ◽  
Conflict Strategy ◽  
Attitudes Toward Social Studies ◽  
Experimental Group

The study aimed to investigate grade-ten Social Studies students' perceptions of geographical concepts. It analyzed the effect of the cognitive-conflict strategies on correcting students' geographical misconceptions and their attitudes toward Social Studies. The study sample consisted of 51 grade-ten female students from Al-Batinah-North schools. The sample was divided into two groups: an experimental group n= 25 and a control group n=26. To achieve the objectives of the study, the researchers used a semi-experimental design and designed and used two instruments:    the first was a geographical-concept test, consisted of 20 multiple-choice items, the other was an attitude scale towards the subject, consisted of 22 items. The results of the study revealed that the students had a deficiency in understanding the geographical concepts. There were statistically significant differences at a=0.05 between the score average of the experimental group of students who took the post concepts test. However, there were no statistically significant differences at a=0.05 in the students’ attitudes towards the subject. The study highlighted the importance of the use of alternative perceptions for geographical concepts and fixing them using new teaching strategies.

scholarly journals The effectiveness of cognitive conflict strategy in the development of persuasive writing skills and some habits of mind among high school students

2020 ◽  
pp. 79-115
Author(s):  
علي المنتشري
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Skills ◽  
Cognitive Conflict ◽  
Persuasive Writing ◽  
Habits Of Mind ◽  
Control Group ◽  
School Students ◽  
Conflict Strategy ◽  
Experimental Group

The study aimed to identify the effectiveness of cognitive conflict strategy in the development of persuasive writing skills and some habits of mind among high school students. To achieve the study objectives, the researcher employed two research methods: descriptive analytical method and experimental method (quasi-experimental design). The researcher designed six tools and research materials to conduct the study and to collect data, which are: a list of persuasive writing skills, a test of persuasive writing skills accompanied with a suitable grading rubric, a list of habits of mind, a test of habits of mind accompanied with a suitable grading rubric, student’s book, and teacher's guide. The sample of the study was selected randomly and consisted of (70) students. The participants were divided into two groups: a control group which was consisted of (35) students, and an experimental group which was consisted of (35) students. The data were analyzed through the use of several statistical techniques including means, standard deviations, Pearson correlation coefficient, T-test for independent groups, Eta coefficient and Black modified gain ratio. The results of the study revealed that There was a positive correlation on the experimental group students' performance of the post-tests for persuasive writing skills and habits of mind (perseverance, flexible thinking, questioning, posing problems and thinking & communicating clearly. Based on the results, the study recommended the designers of curricula to benefit from the conducted lists of persuasive writing skills and habits of mind.

scholarly journals The Effect Of The Infographic Strategy On The Achievement And Development Of Visual Thinking Among The Second-Year Intermediate Students In The Social Subject

2021 ◽  
Vol 58 (2) ◽  
pp. 1261-1274
Author(s):  
Hanaa Ibrahim Mohamed
Keyword(s):  
Social Studies ◽  
Female Students ◽  
Control Group ◽  
Visual Thinking ◽  
Intermediate Students ◽  
The Social ◽  
Significant Difference ◽  
The Subject ◽  
Level Of Significance ◽  
Experimental Group

The current research aims to find out the impact of the infographic strategy in the achievement and development of visual thinking among second-grade intermediate students in the subject of social science by verifying the validity of the following null hypotheses. There is no statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who study the social subject according to the infographic strategy and the average scores of the students of the control group who study the same subject in the usual way in the post-achievement test.There is no statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who study social studies according to the infographic strategy and the average scores of the students of the control group who study the same subject according to the usual method of the dimensional visual thinking test.There is no statistically significant difference at the level of significance (0.05) between the average grades of the experimental group students who study the social subject according to the infographic strategy in the pre- and post-visual thinking scale.There is no statistically significant difference at the level of significance (0.05) between the average scores of the control group students who study the subject of social studies according to the usual method in the pre- and post-visual thinking scale.To verify this, the researcher used an experimental design with partial control with the experimental and control groups, and the pre- and post-tests. According to the infographic strategy and Division (E), the control group is represented, which is taught in the usual way. The number of female students in the two groups was (56), of which (26) were students in Division (D) and (30) were students in Division (E). The researcher did not find female students who had failed in the same phase year. The researcher used the same conditions for the two groups of research in the following variables: academic achievement of fathers, academic achievement of mothers, chronological age calculated in months, scores for the pre-visual thinking scale, IQ test scores, degrees of social science from the 2016/2017 academic year.

Development of Attitudes Towards Assessment and Evaluation Course

2020 ◽  
pp. 153-170
Author(s):  
Bijen Filiz
Keyword(s):  
Preservice Teachers ◽  
Preschool Education ◽  
Attitude Scale ◽  
Control Group ◽  
Assessment And Evaluation ◽  
Academic Courses ◽  
Students Attitudes ◽  
Brain Breaks ◽  
Teachers Attitudes ◽  
Experimental Group

The aim of this study was to investigate the effect of Brain Breaks® videos on preservice teachers' attitudes towards an Assessment and Evaluation course. The experimental group consisted of 47 preservice teachers of the Department of Physical Education and Sports Teacher. The control group consisted of 55 preservice teachers of the Department of Preschool Education. Pre-test-posttest control group experimental method was used. Data were collected using the attitude scale towards Assessment and Evaluation Course in Education. The experimental group watched Brain Breaks® videos and performed physical activity in the Assessment and Evaluation course for 12 weeks. Brain Breaks® videos improved the experimental group participants' cognitive levels and attitudes towards the Assessment and Evaluation course. However, there was a slight negative shift in the control group participants' attitudes towards the Assessment and Evaluation course. Results indicate that Brain Breaks® videos improve students' attitudes towards academic courses.

The effect of using the distinctive triple strategy on the achievement of first-grade intermediate students in the subject of social studies

2021 ◽  
Vol 29 ◽  
Author(s):  
Keyword(s):  
Social Studies ◽  
First Grade ◽  
Achievement Test ◽  
Control Group ◽  
Intermediate School ◽  
Intermediate Students ◽  
The Social ◽  
Significant Difference ◽  
The Subject ◽  
Experimental Group

The current research aims to know (the effect of using the distinctive triple strategy on the achievement of first-grade intermediate students in the subject of social studies )To verify the objective of the research, the researcher formulated the following null hypothesis: 1- There is no statistically significant difference between the average scores of the students of the experimental group who studies social sciences using the (distinctive triple) strategy, and the average scores of the students of the control group who studies the same subject according to the traditional method in the post-achievement test.. The researcher chose an experimental design with two groups, one experimental and the other control. The two research groups (experimental - control) were rewarded in the following variables : .(Chronological age in months, previous year scores, intelligence test) The current research was limited to first-grade intermediate students in (Al-Hamza Intermediate School for Boys), which is one of the schools affiliated to the city of Baghdad / Karkh Third Education Directorate. Its students (31) students, and the second represented the control group who study the same subject in the traditional way, and their number is (31) students. Thus, the number of the research sample members reached (62) students. 2019 – 2020 To measure the level of students' achievement, the researcher prepared a post-achievement test consisting of a multiple-choice type, which was presented to a group of experts and arbitrators. : The search results showed 1-The students of the experimental group who study the social subject according to the distinguished triple strategy outperformed the students of the control group who study the social subject in the traditional way in the achievement test. The researcher came out with a set of recommendations and suggestions

Development of Attitudes Towards Assessment and Evaluation Course

2021 ◽  
pp. 906-923
Author(s):  
Bijen Filiz
Keyword(s):  
Preservice Teachers ◽  
Preschool Education ◽  
Attitude Scale ◽  
Control Group ◽  
Assessment And Evaluation ◽  
Academic Courses ◽  
Students Attitudes ◽  
Brain Breaks ◽  
Teachers Attitudes ◽  
Experimental Group

The aim of this study was to investigate the effect of Brain Breaks® videos on preservice teachers' attitudes towards an Assessment and Evaluation course. The experimental group consisted of 47 preservice teachers of the Department of Physical Education and Sports Teacher. The control group consisted of 55 preservice teachers of the Department of Preschool Education. Pre-test-posttest control group experimental method was used. Data were collected using the attitude scale towards Assessment and Evaluation Course in Education. The experimental group watched Brain Breaks® videos and performed physical activity in the Assessment and Evaluation course for 12 weeks. Brain Breaks® videos improved the experimental group participants' cognitive levels and attitudes towards the Assessment and Evaluation course. However, there was a slight negative shift in the control group participants' attitudes towards the Assessment and Evaluation course. Results indicate that Brain Breaks® videos improve students' attitudes towards academic courses.

Effect of biography-based values education on the attitudes of 4th grade primary school students towards the value of patriotism

2020 ◽  
Vol 10 (2) ◽  
pp. 555-592
Author(s):  
Muhammet Baki Minaz ◽  
Halil Taş
Keyword(s):  
Parental Education ◽  
Family Income ◽  
Values Education ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Quantitative And Qualitative Research ◽  
Significant Difference ◽  
Students Attitudes ◽  
Experimental Group

The aim of this study is to determine the effect of biography-based values education on the attitudes of 4th grade students towards the value of patriotism. A semi-experimental design with pretest-posttest control group was used to find out differences concerning attitudes towards patriotism value between students in the experimental group in which biography-based values education was implemented and those in the control group where biography-based values education was not used. “Patriotism attitude scale” was used for quantitative data and “interview forms” were used for qualitative data in this study in which quantitative and qualitative research techniques were employed together. In this study, biographies of Halide Edip, Münevver Saime, Kara Fatma, Nene Hatun, Şerife Bacı, Tayyar Rahmiye, Gördesli Makbule, Kılavuz Hatice, Binbaşı Ayşe, Nezahat Onbaşı, Elif Bacı and Halime Çavuş, some women heroes of the Turkish independence, were used. After the implementation of biography-based values education, a significant difference was found between students' attitude scores concerning patriotism value in favor of the experimental group. In addition, there was a significant difference between students' attitude scores and their gender in favor of the experimental group while no significant difference was detected between students' attitudes regarding variables of parental education level and family income level.

scholarly journals Effects of Augmented Reality Applications on Academic Success and Course Attitudes in Social Studies

2020 ◽  
Vol 8 (4) ◽  
pp. 27-32
Author(s):  
Fatma Büşra Azi ◽  
Şemseddin Gündüz
Keyword(s):  
Augmented Reality ◽  
Social Studies ◽  
Attitude Scale ◽  
Control Group ◽  
Control Groups ◽  
Augmented Reality Application ◽  
Post Test ◽  
Augmented Reality Technology ◽  
And Control ◽  
Experimental Group

The overall purpose of this study is to determine the effect of augmented reality applications on students’ success in social studies course and their attitudes towards social studies courses. In this research, quantitative and qualitative methods were used. In the quantitative method, there is a pre-test, post-test control group as a semi-experimental method. In the social studies course, the unit acquisition related to volcanic events was aimed to be instructed to the students in the experimental group through the augmented reality application. Before and after the application, to evaluate the success levels of the students in the experimental and control groups, social studies course achievement test was given, and to evaluate their attitudes towards the course, social studies course attitude scale was applied. At the end of the application, interviews were done with 5 of the students in the experimental group with a semi-structured interview form. In the analysis made as a result of the application, no significant difference was observed between the achievement levels of the children studying with augmented reality technology and the achievement levels of the children studying with the smart board and the current textbook. Since the group learning technique was used in the study, students’ failure to progress at an individual pace may have prevented an increase in success. According to the post-test social studies course attitude scale results of the experimental and control groups, the scores of the experimental group students showed a significant increase compared to the control group. Also, students stated that they liked the augmented reality application in the interviews, and they wanted it to be in other lessons. It is thought that it will be beneficial for education to put the augmented reality technology in other courses.

scholarly journals The Effectiveness of Using Multimedia in Teaching Islamic Jurisprudence of Sixth Primary Students, and its Impact on Academic Attainments and Students' Attitudes towards it. : فاعلية استخدام الوسائط المتعددة في تدريس مقرر الفقه لتلاميذ الصف السادس الابتدائي وأثر ذلك على التحصيل الدراسي واتجاه التلاميذ نحوه

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Abdullah bin Ibrahim Al-Faqih
Keyword(s):  
Content Analysis ◽  
Attitude Scale ◽  
Primary Students ◽  
Control Group ◽  
Islamic Jurisprudence ◽  
Post Test ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
And Control ◽  
Experimental Group

Aim of the Study: This research aimed at knowing the effectiveness of using multimedia on both academic attainments, and developing the attitude towards the Islamic Jurisprudence of sixth primary students. Assumptions of the Research: The research selected the following assumptions: There are not statistical significant differences at (0.05) level between the averages of the scores of pre and post academic attainments of the experimental and control group. There are not statistical significant differences at (0.05) level in academic attainments between the experimental and control group. There are statistical significant differences at (0.05) level between the students' average scores on the scale of the pre attitude and between the students' average scores on the scale of the post attitude of the control group. Procedures of the Research: The researcher has used the quasi experimental method, The research has been applied on a sample of( 34) students. These students have been divided into two groups; control group with (17) students, and experimental group with (17) students. The Used Statistical Methods: The researcher has used Holistic equation in order to measure the reliability of content analysis. Also, he used Kuder-Rishadr Son equation and Qausi division method to measure the reliability of the academic attainments test. Furthermore, he used Alpha Cronpah equation to measure the reliability of the attitude scale. Finally, he used T-test. The Most Important Results of the Study: There are statistical significant differences between the scores' average of the post test among the students of the experimental group and the control group. The result is for the sake of the experimental group. There are statistical significant differences between the scores' average of the pre and post test of the experimental group, for the sake of the post test. There are statistical significant differences between the scores' average of post scale of the control group, for the sake of the experimental group.

THE EFFECT OF APPLYING DEMONSTRATION METHOD ON STUDENTS’ ACHIEVEMENT IN SPEAKING SKILL AT THE THIRD GRADE OF SMK PAB 3 MEDAN ESTATE

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Meryanti Napitupulu And Anni Holila Pulungan
Keyword(s):  
High School ◽  
Control Group ◽  
Vocational High School ◽  
Control Groups ◽  
Speaking Test ◽  
The Third ◽  
Speaking Skill ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying Demonstration Method on students’ achievement in speaking skill. It was an experimental research. The subject was students of Grade XII, Vocational High School (Sekolah Menengah Kejuruan: SMK), which consisted of 79 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was speaking test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.7, and it was found that the test was reliable. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant m = 0.05 with the degree of freedom (df) 77, t-observed value 8.9 > t-table value 1.99. The findings indicate that using Demonstration Method significantly affected the students’ achievement in speaking skill. So, English teachers are suggested to use Demonstration Method in order to improve students’ achievement in speaking skill.

The Implementation of Learning Materials Based on Local Wisdom of Agricultural in Binjai to Improve the Students Problem Solving Abilities

2019 ◽  
Author(s):  
Nur Tsalits Fahman Mughni
Keyword(s):  
Problem Solving ◽  
Control Group ◽  
School Grade ◽  
Teaching Materials ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Subject ◽  
And Control ◽  
Experimental Group

Teaching materials by integrating local culture makes easier for students to understand the subject matter in the learning process. The aims of the study is to measure the effectiveness of teaching materials based on local wisdom of agriculture in Binjai in improving the students problem solving abilities. The research method was a quasi experimental which use non equivalent control group in the pretest posttest design. The sample of study were students of Senior High School grade X in Binjai that consisted of experiment group which used teaching materials based on local wisdom of agriculture in Binjai and control group that used student handbooks. Teaching materials are tested by material experts and technology experts to ensure the quality of teaching materials. Data collection was conducted through test. The results showed that the teaching materials based on local wisdom of agriculture in Binjai effective in improving students problem solving abilities in the experimental group students based on the results of N gain value was 0.67 which has medium criteria. It means teaching materials based on agricultural local wisdom of agriculture in Binjai can be used as one of the teaching materials in learning activities.

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