scholarly journals The Effectiveness of English Language Courseware on School students learning Motivation

2015 ◽  
Vol 9 (2) ◽  
pp. 1845-1850
Author(s):  
Shayesteh Hashemyolia ◽  
Ahmad Fauzi B Mohd Ayub
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
English Language ◽  
Educational Software ◽  
Third Grade ◽  
Control Group ◽  
School Students ◽  
Five Dimensions ◽  
Significant Difference ◽  
Experimental Group

Integration of language courseware has been wildly practiced in teaching and learning foreign language. The purpose of this study was to determine the effects of Rosetta stones English Language Courseware (RSELC) on third grade students motivation in five dimensions (intrinsic, extrinsic, self-efficacy, relevance, and anxiety) in public secondary school in Iran. This study utilized a quasi-experimental method using only post-test design which consists of two groups. Control group was taught using traditional instruction and experimental group was taught using educational software, namely RSELC. Both groups consist of 31Iranin secondary school students. In addition, A quantitative analyses revealed that there was significant difference between the groups on the overall motivation in favour of experimental group. Based on obtained results, the current study concluded RSELC that was an effective tool for teaching and learning English language at the third grade secondary school in Iran.

scholarly journals Improvement of the Concept of Mitosis Instruction to Improve Biological Achievement Among Secondary School Students

2020 ◽  
Vol 3 (3) ◽  
pp. 164-169
Author(s):  
Akawo Angwal Yaki ◽  
Koroka Mohammed Sanda ◽  
Rabiu Mohammad Bello
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Instructional Materials ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Senior Secondary

The study examined the effects of Improvised Instructional Material Enhanced Biology Achievement among Secondary School Students in Lapai, Niger State. Quasi-experimental design which involved pretest, posttest, experimental and control group. A total of eight five (85) Senior Secondary two (SSII) students randomly selected from two sampled schools formed the sample size of the study. The instrument used for data collection was a researchers’ designed Biology Achievement Test (BAT). The instrument was validated, and pilot tested and yielded a reliability coefficient of 0.75. Two research questions were raised, and two corresponding null hypotheses were formulated to guide the study, the null hypotheses were tested at 0.05 level of significant. The result of the study showed among others a significant difference in achievement score of the experimental and control groups in favor of the experimental group. The finding also showed that both male and female students’ achievements were enhanced equally. It was recommended among others that Biology teachers should be encouraged to improvise instructional materials for effective teaching and learning of Biology.    

scholarly journals EFFECT OF TEACHING AND LEARNING-SCRUM ON IMPROVEMENT PHYSICS ACHIEVEMENT AND TEAM COLLABORATION ABILITY OF LOWER-SECONDARY SCHOOL STUDENT

2021 ◽  
Vol 20 (6) ◽  
pp. 983-1000
Author(s):  
Jia-Wen Xiang ◽  
Cai-Qin Han
Keyword(s):  
Secondary School ◽  
Physics Education ◽  
Teaching And Learning ◽  
Control Group ◽  
Lower Secondary School ◽  
Team Collaboration ◽  
Positive Effects ◽  
Physical Knowledge ◽  
Significant Difference ◽  
Experimental Group

Employers believe that people with the ability to work in teams can bring success to their business. Therefore, it is very essential to start cultivating students' teamwork skills in lower-secondary school to prepare students for the future. This study took "Physics in Bicycles" as an example to explore the effect of Teaching and Learning-Scrum (TL-Scrum) on students' physics achievement and team collaboration ability. It was conducted at a lower-secondary school in Changsha, China. "Physical Knowledge of Bicycles" Test and "Team Collaboration Ability" Measurement were applied to the two groups prior to and following the experiment. The experimental group (N=61) participated in TL-Scrum teaching, whereas the control group (N=58) participated without TL-Scrum teaching. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the academic achievement. In addition, the results showed better positive effects of TL-Scrum on experimental group learners in team collaboration ability. Results suggested that learners achieved better academic achievements and team collaboration with the approach of TL-Scrum, which pointed to certain implications for physics teaching research, as well as in education of future physics teachers. Keywords: lower-secondary school students, physics education, team collaboration, TL-Scrum

scholarly journals The Effect of Using Inquiry Questions on the Achievement of First Year Secondary School Students

2007 ◽  
Vol 1 (1) ◽  
pp. 69
Author(s):  
Mohamed Al-Tarawna ◽  
Ali Abu-Saleem
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Female Students ◽  
Literary Texts ◽  
Control Group ◽  
First Year ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
Experimental Group

This study aims at investigating the effect of Inquiry questions on the achievement of first year secondary school students looming History of Literature and Literary Texts. The study tried to investigate the following hypotheses: H1: There is no statistically significant difference between the achievement mean scores of male students who were taught through inquiry- questions and the achievement mean scores of those who were taught the same material through traditional techniques. H2 There is no statistically significant difference between the achievement mean scores of the female students who were taught this subject through inquiry questions and those who were taught the same subject through traditional techniques. H3: There is no statistically significant difference between the achievement mean scores of the male and female students who were taught this subject through inquiry questions and those who were taught the same subject through traditional techniques. To investigate these hypotheses, 144 male and female students were randomly assigned to two groups; an experimental group and a control group. Each group had 72 participants. The experimental group was exposed to teaching through inquiry-questions, while the control group was taught the same topics through traditional techniques. The study lasted for one semester. Then, using an achievement test, the researcher investigated the effect of inquiry questions on students' achievements. Results indicated statistically significant differences in favor of the experimental group at the .05 level.

scholarly journals Impact of Scientific Calculators in Mathematics among Low- Achieving Students in a Secondary School in Kajang, Selangor

2021 ◽  
Vol 29 (S1) ◽  
Author(s):  
Fatimah Salihah Radzuan ◽  
Nurzatulshima Kamarudin ◽  
Mas Nida Md Khambari ◽  
Nurazidawati Mohamad Arsad
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Control Group ◽  
Low Achieving Students ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Gender ◽  
Experimental Group ◽  
Scientific Calculator

This study aims to investigate the effects of scientific calculators on mathematics achievement in support of problem-solving instructions. In this study, 49 low achieving mathematics students aged 14 years were selected from a secondary school in Kajang, Selangor, Malaysia. A pre-test post-test quasi-experimental design with two groups was employed in this action research study. The experimental group learned solid geometry and statistics topics, with the aid of a scientific calculator; while the control group did not use any technological aid to learn these topics. By controlling the pre-test score, the ANCOVA two-way test was applied to the post-test results. A positive significant difference was reported in favour of the experimental group. However, no significant interactions were noted between group and gender. The analysis results indicate that the use of a scientific calculator in the integrated teaching and learning of mathematics helped the students improved their mathematics achievements. These findings have important implications in the educational setting, particularly for educators to support and facilitate low-achieving students in mathematics.

scholarly journals Effects of Peer Education on Attitudes of Secondary School Students Towards the Course of Physical Education and Sports

2018 ◽  
Vol 6 (4a) ◽  
pp. 45
Author(s):  
Mustafa Karadağ ◽  
Resul Ağirtaş ◽  
Atilla Pulur
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Student Attitudes ◽  
Quantitative Data ◽  
Peer Education ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Experimental Group

The purpose of this study is to determine the changes in student attitudes towards the course of Physical Education and Sports as well as in students' development of skill as a result of using Peer Education in the course of Physical Education and Sports in secondary schools.The study was conducted with a total of 120 students, who studied in the 7th grade at Atatürk Secondary School located in the Province of Elazığ, District of Maden and at Cumhuriyet Secondary School located in the District of Sivrice, in the second term of 2015-2016 school year. The students in the sample group were divided into two 30-person groups, namely the control group and the experimental group. For heterogeneous selection of the students, the student selection was conducted by applying the Peer Educator Observation Form and the "Who is this?" Test in the classroom. The process was explained to the designated peer educators and their voluntary consent forms were obtained. "The Course of Physical Education Attitude Scale" was applied to all students before starting the process. After providing the students comprising the experimental group with the necessary information about peer education, the lessons were taught through the method of peer education. And in the control group, the course of physical education and sports was conducted through the traditional teaching methods. At the end of 4 weeks of application, "The Course of Physical Education Attitude Scale" was reapplied to both the experimental group and the control group.The attitude scale was applied twice, before and after the education. The qualitative data were obtained from the diaries of the physical education teachers and students. In the analysis of the data, for qualitative dimension, descriptive analysis, for quantitative data, %, frequency, for repetitive measurements, t test and one-way variance analysis were used. The SPSS (22) package program was used for the analysis of the quantitative data. The quantitative data were explained through tabulation. Again, the data obtained from observation forms were presented in the form of tables with their frequency and percentage values. Themes were obtained by coding the qualitative data.At the end of the research, the education received by the students in the experimental and control groups led to a significant difference in pre- and post-program attitude level in favor of the end-test. However, it was determined that being in different groups did not lead to a significant difference in students' attitude scores.

scholarly journals The Outcomes of Multiple-Draft Method on the Performance of Secondary School Students in Continuous Writing

2013 ◽  
Vol 1 (1) ◽  
pp. 54
Author(s):  
Akinwamide Timothy Kolade
Keyword(s):  
Test Scores ◽  
English Language ◽  
West African ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Senior Secondary ◽  
Experimental Group

This study employed the Multiple-draft Method in the teaching of Continuous Writing in English<br />Language. The intent was to determine if there could be significant difference in the performance of a<br />group of students taught with the conventional method of Reading-Writing (a type of controlled writing)<br />and another group taught with Multi-drafts method of writing. The study employed the pre-test and<br />post-test controls and quasi-experimental research design. The sample consisted of 80 senior secondary<br />school students. The instrument which was used to gather data which was the West African<br />Examinations Council’s (WAEC) English Language Essay Questions. The data generated were<br />subjected to statistical analysis and the results of the analysis showed that at take-off the two groups<br />were homogenous. There was significant difference in the post-test scores of the experimental<br />outweighing the control group which came about as a result of treatment of the experimental group.<br />There was no significant difference between the pre-test and post-test scores of the students in the<br />control group. As evident from the out-come of the research, the Multiple- draft method (which allows<br />students to practice with many drafts before the final writing) had significant effect on students’<br />performance in Continuous Writing. Hence, the Multiple- draft Method was recommended for<br />Continuous Writing.

Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

2021 ◽  
pp. 025576142110059
Author(s):  
Alican Gülle ◽  
Cenk Akay ◽  
Nezaket Bilge Uzun
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Service Training ◽  
Quasi Experimental ◽  
Attitudes Toward Music ◽  
Experimental Group

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

scholarly journals Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Faculty Members ◽  
Control Group ◽  
Teaching Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

scholarly journals Repetition without Repetition or Differential Learning of Multiple Techniques in Volleyball?

2021 ◽  
Vol 18 (19) ◽  
pp. 10499
Author(s):  
Julius B. Apidogo ◽  
Johannes Burdack ◽  
Wolfgang I. Schöllhorn
Keyword(s):  
Secondary School ◽  
Retention Test ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Learning Group ◽  
Differential Learning ◽  
Significant Difference ◽  
Repetitive Learning

A variety of approaches have been proposed for teaching several volleyball techniques to beginners, ranging from general ball familiarization to model-oriented repetition to highly variable learning. This study compared the effects of acquiring three volleyball techniques in parallel with three approaches. Female secondary school students (N = 42; 15.6 ± 0.54 years) participated in a pretest for three different volleyball techniques (underhand pass, overhand pass, and overhead serve) with an emphasis on accuracy. Based on their results, they were parallelized into three practice protocols, a repetitive learning group (RG), a differential learning group (DG), and a control group (CG). After a period of six weeks with 12 intervention sessions, all participants attended a posttest. An additional retention test after two weeks revealed a statistically significant difference between DG, RG, and CG for all single techniques as well as the combined multiple technique. In each technique—the overhand pass, the underhand pass, the overhand service, and the combination of the three techniques—DG performed best (each p < 0.001).

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