scholarly journals The effect of an interdisciplinary Greek traditional dance programme on Middle School students’ goal orientation and anxiety

2020 ◽  
Vol 88 (1) ◽  
pp. 18-30
Author(s):  
Filippos Filippou ◽  
Stella Rokka ◽  
Athina Pitsi ◽  
Aikaterini Koupani ◽  
Grigoris Masadis ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Goal Orientation ◽  
Personal Development ◽  
Social Acceptance ◽  
Control Group ◽  
School Students ◽  
Interdisciplinary Program ◽  
Self Confidence ◽  
Experimental Group

AbstractThe aim of the study was to investigate the effect of an interdisciplinary program of Greek folk dance, with topics from history and geography on Middle School students’ goal orientation and anxiety level. The sample consisted of 260 students (134 boys & 126 girls). The experimental group (n=144) followed the interdisciplinary four-week program (two lessons per week) while the control group (n=126) followed the corresponding typical physical education program. For the data collection, the questionnaire used was the “Goal orientation” by Papaioannou, Milosis, Kosmidou, and Tsiggilis (2002) and the Greek version (Kakkos & Zervas, 1996) of “Competitive State Anxiety Inventory-2” (Martens et al., 1990). The students filled in the questionnaires before and after their participating in each program. Descriptive statistics, reliability analysis, and Repeated Measures ANOVA were used. Results showed that a. Cronbach’s alpha was satisfactory. b. Τhe experimental group decreased significantly the levels of “ego-strengthening” and “ego-protection”, and on the contrary significantly increase the “personal development”, and “social acceptance”. c. Experimental group’s boys and girls decreased their “ego-strengthening” and “ego-protection”, and enhanced their “personal development” and “social acceptance” more than their control group peers. d. The experimental group decreased the levels of somatic and cognitive anxieties and increased significantly their self-confidence. e. male students increased their self-confidence more than female students. These findings support the view that an interdisciplinary program of traditional Greek dance with issues from history and geography enable us to reduce the rates of ego-strengthening, ego-protection, somatic and cognitive anxiety while simultaneously increases students’ personal development, social acceptance, and self-confidence

Effectiveness of Cyber Bullying Sensitization Program (CBSP) to Reduce Cyber Bullying Behavior Among Middle School Children

2021 ◽  
pp. 504-513
Author(s):  
Surabhi Negi ◽  
Sunita Magre
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cyber Bullying ◽  
Control Group ◽  
School Students ◽  
Use Of Technology ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Cyber bullying is the unwise use of technology to harm and humiliate an individual or group over the Internet. The purpose of this article is to test the effectiveness of the cyber bullying sensitisation program (CBSP) to reduce the level of cyber bullying behaviour among middle school students. The sample was restricted to adolescents as they are the ones who are most exposed and vulnerable in the cyber space. A quasi-experimental pre-post design with intervention was adopted for the study. The participants of the study were comprised of 186 middle school students from two private schools in India. The experimental group had 94 participants while control groups had 92 participants. Statistical analysis indicated that there was a significant difference between pre- and post-test scores in the experimental group. No significant difference was found between the experiment and control group before the program, suggesting that the program was effective in helping students in reducing cyber bullying behaviour. The implications for prevention and intervention programs were discussed.

scholarly journals Pierre Van Cortlandt Middle School Promotes Student STEM Interest

2017 ◽  
Vol 7 (2) ◽  
pp. 117-128
Author(s):  
Pauline Mosley ◽  
Gerald Ardito ◽  
Lauren Scollins
Keyword(s):  
Middle School ◽  
Critical Thinking ◽  
Middle School Students ◽  
Cooperative Learning ◽  
Cognitive Skills ◽  
Problem Based Learning ◽  
Control Group ◽  
School Students ◽  
Stem Interest ◽  
Experimental Group

The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students’ critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen by their principals. A critical thinking test was administered to evaluate the cognitive skills and STEM interest of the students. Instruction was implemented in two formats: cooperative learning and problem-based learning. The experimental group utilized robotic cooperative learning while the control group utilized problem-based learning.  After four sessions of both instruction types with both groups the findings reveal that critical thinking of students is enhanced significantly by robotic cooperative learning (P<0.01).

The effect of listening teams Strategy on achievement and Critical thinking among middle School Students in literature and texts

2021 ◽  
Vol 28 ◽  
Keyword(s):  
Middle School ◽  
Critical Thinking ◽  
Middle School Students ◽  
Traditional Method ◽  
Achievement Test ◽  
Female Students ◽  
Control Group ◽  
School Students ◽  
Female Officer ◽  
Experimental Group

The current research aims to know the effect of listening teams on achievement and Critical thinking among middle school Students in literature and texts .To reach this goal ,the research hypotheses were formulated and to verify these hypotheses ,a sample of fourth –grade students in science at Al-Zahraa secondary school for girls was selected and this sample was divided into two groups one of them represents the experimental group ,numbering (36) female students ,and the other representing the control group ,numbering (31)female students ,The equivalence process was conducted on the two study groups ,the chronological age. The parents ,academic achievement ,Previous Knowledge .The pretest critical thinking .The experimental group was taught according to the listening teams Strategy and the control group according to the traditional method .The study required The presence of two tools, the first is the achievement test in the subject of literature and texts, and its final form consists of (20) objective test items of the type of multiple choice .The second tool is the critical thinking test. After data collection and statistical analysis ,the results showed that the students of the experimental group who studied according to the listening teams strategy over the group students the female officer who studied according to the traditional method The achievement test and critical thinking . ,Achievement ,Critical thinking Listening Teams Strategy Key words: . Literature and texts

scholarly journals Mathematical Connection Middle-School Students 8th in Realistic Mathematics Education

2020 ◽  
Author(s):  
Muhammad Hasbi
Keyword(s):  
Middle School ◽  
Mathematics Education ◽  
Middle School Students ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
School Students ◽  
Control Group Design ◽  
Realistic Mathematics ◽  
Experimental Group ◽  
Mathematical Connection

This study was conducted to notice the effect realistic mathematics education in improving 8th grade Middle-School students' mathematical connection by employing measuring tools of a mathematical connection test and observation sheet, which were developed, was distributed to 37 experimental group students and 37 control group students, which makes 74 learners in total. This study was accompanied experimental by pre-test – post-test control group design. This participant was studying at 8.5th grade as the experimental group and 8.6th grade as the control group from a Middle-School 2 Candi Sidoarjo. Realistic Mathematics Education was implemented in the experimental group while the Control group was implemented to the current Curriculum. As a result of the conducted experimental group, it was being discovered that mathematical connection tests and observation sheets of experimental group students are better than control group students. It was be discovered too, based on the results of the mathematical connection test, 83.78% of students obtained N-Gain more than or equal to 0.7. Therefore, it is possible to say that realistic mathematics education is more efficient than learning in the control group.

scholarly journals The Effect of Using Ausubel's Assimilation Theory and the Metacognitive Strategy (K.W.L) in Teaching Probabilities and Statistics Unit for First Grade Middle School Students’ Achievement and Mathematical Communication

2017 ◽  
Vol 13 (1) ◽  
pp. 276
Author(s):  
Abdul-Rehman Al Tamimi
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
First Grade ◽  
Metacognitive Strategy ◽  
Control Group ◽  
Assimilation Theory ◽  
School Students ◽  
Mathematical Communication ◽  
Significant Difference ◽  
Experimental Group

The study aimed to investigate the effect of using Ausubel's assimilation theory and the metacognitive strategy (K.W.L) in teaching statistics and probability unit for students of second grade – middle school students’ achievement and mathematical communication. The study sample consisted of 168 grade – middle school students in Hail. They were randomly divided into two experimental groups; the first (N=56) students and the second (N=56), and a control group (N=56). The first experimental group was studied using Ausubel's model; the second experimental group was studied using the metacognitive strategy (K.W.L); and the control group was studied using the conventional method. The research tools used in this study is an achievement test and scale for mathematical communication. The results showed that there were significant differences in achievement for the first and the second experimental group compared to the control group. Hence, this demonstrates the effectiveness of these two methods in teaching. The results showed statistically significant differences in mathematical communication due to the teaching methods. In addition, the second experimental group outperformed the first experimental group and the control group. The results also showed a statistically significant difference between pre-administration and the postadministration in favor of the post-administration for the three research groups. Further recommendations were suggested for future research.

Effectiveness of Cyber Bullying Sensitization Program (CBSP) to Reduce Cyber Bullying Behavior Among Middle School Children

2019 ◽  
Vol 1 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Surabhi Negi ◽  
Sunita Magre
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cyber Bullying ◽  
Control Group ◽  
School Students ◽  
Use Of Technology ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Cyber bullying is the unwise use of technology to harm and humiliate an individual or group over the Internet. The purpose of this article is to test the effectiveness of the cyber bullying sensitisation program (CBSP) to reduce the level of cyber bullying behaviour among middle school students. The sample was restricted to adolescents as they are the ones who are most exposed and vulnerable in the cyber space. A quasi-experimental pre-post design with intervention was adopted for the study. The participants of the study were comprised of 186 middle school students from two private schools in India. The experimental group had 94 participants while control groups had 92 participants. Statistical analysis indicated that there was a significant difference between pre- and post-test scores in the experimental group. No significant difference was found between the experiment and control group before the program, suggesting that the program was effective in helping students in reducing cyber bullying behaviour. The implications for prevention and intervention programs were discussed.

The Role of Multimedia in Developing Middle School Students' Reading Comprehension and Creative Thinking Skills

2021 ◽  
Vol 11 (4) ◽  
pp. 20-32
Author(s):  
Hanaa Mohamed Mohamed Nada
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Creative Thinking ◽  
English Language ◽  
Teaching Method ◽  
Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This research examined the effect of multimedia on developing reading comprehension and creative thinking skills of English language among second year middle school students. Forty participants were randomly selected from Hala Middle School, Dakahlia Governorate, Egypt in the academic year 2019-2020. This study was conducted according to the pre-test- and post-test-based two group quasi-experimental model. Therefore, the participants were randomly divided into two groups (20 each). One group was selected as experimental group and the other as control group. The experimental group was taught using the multimedia while the control group received regular teaching. According to the results, the students supported by the multimedia were more successful than students supported only by traditional teaching method. Therefore, the multimedia positively affected developing reading comprehension and creative thinking skills among EFL students. Finally, the use of the multimedia increased the students' motivation in learning EFL.

scholarly journals The effect of computer based instruction on middle school students' ideas about weather events and climate concept

2020 ◽  
Vol 7 (1) ◽  
pp. 178-185
Author(s):  
Ayberk Bostan Sarıoğlan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Control Group ◽  
School Students ◽  
Computer Based Instruction ◽  
Weather Events ◽  
Computer Based ◽  
Based Instruction ◽  
And Control ◽  
Experimental Group

The concepts of weather events and climate appear to be less studied than other concepts of physics in the literature. The aim of this research is to investigate the effects of computer-based instruction on the concepts of climate and weather events of middle school students. The sample of the research consisted of 19 8th grade students in the experimental group and 23 students in the control group. Computer-based instruction was carried out in the experimental group, and lessons were given in accordance with the middle school science program with the students in the control group. As a data collection tool, a concept test consisting of three open-ended questions was used to determine students' opinions about climate, weather events and the difference between climate and weather events. In the analysis of the data obtained from the answers of the students in the experimental and control groups to open-ended questions before and after the instruction, a rubric consisting of five categories was used. The categories in the rubric are correct answer, incorrect answer, non-coded and no answer categories. According to the findings, it was seen that the scientific responses of the students in both groups increased. Computer-based instruction was found to be more effective in eliminating the misconceptions faced by students about climate, weather events and differences between climate and weather events compared to the courses taught in the program. In the results of the study, it was determined that the students in the experimental and control groups confused the concepts of climate and weather events before instruction and there was a decrease in the misconceptions after instruction. The misconception that climate and weather events were the same was resolved in both groups after instruction. It is suggested that more studies using different instruction methods for teaching these concepts will be conducted. Keywords:  Climate, weather events, computer based instruction, middle school students;

scholarly journals The Effect of Educational Drama on the Collection of Arabic Grammar Middle school students

2018 ◽  
Vol 227 (3) ◽  
pp. 1-20
Author(s):  
Dr. Rahim Ali Saleh
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Control Group ◽  
School Students ◽  
Educational Drama ◽  
Significance Level ◽  
First Semester ◽  
Significant Difference ◽  
Academic Year ◽  
Experimental Group

   The aim of this research is to find out the effect of the educational drama method in the achievement of middle school students. A sample of 60 students from the second intermediate class was selected. They were divided into two experimental groups with 30 students and 30 female students. The Arabic grammar was taught to the experimental group using the educational drama method. The control group The researcher applied the experiment in the first semester of the academic year 2016-2017 and continued the study Full semester at the end of the experiment conducted researcher achievement test for both groups Uday and the results showed a statistically significant difference at the significance level (0.05) between the experimental group and the control group and the experimental group learned style educational drama students

scholarly journals An analysis of the relationship between systematic thinking skills and academic achievement of middle school studentsOrtaokul öğrencilerinde sistemik düşünme becerilerileri ile akademik başarı arasındaki ilişkinin incelenmesi

2016 ◽  
Vol 13 (1) ◽  
pp. 1473
Author(s):  
Başak Büşra Özyurt Soytürk ◽  
Fatma Şahin
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Complex Systems ◽  
Thinking Skills ◽  
Achievement Test ◽  
Control Group ◽  
School Students ◽  
Subject Areas ◽  
Experimental Group ◽  
Systematic Thinking

In recent years, complex systems have been encountered in all areas of life. Understanding the processes and components of such complex systems as a whole is increasingly becoming a critical skill. In order to handle such complex systems that we might encounter in daily life, it is essential to develop systematic thinkingskills. Therefore, the purpose of this research is to explore the effect of such systematic thinking skills on performance and concept learning of middle school students while teaching complex concepts and to observe which steps of systematic thinking has been improved. In this study, pretest-posttest nonequivalent control group quasi-experimental design was used. The study was conducted with 8th-grade students who receive education in Istanbul. The control group consisted of 40 students while experimental group had 38 students.  Four subject areas are chosen from living beings and energy connections unit in eight-grade level science and technology course for this research, including food chain, photosynthesis, respiration, and cycles (e.g. water, carbon, oxygen, and nitrogen). These subject areas have been taught to the experimental group with activities prepared in regard to systematic thinking hierarchy by the researchers, whereas researchers just used the activities in the textbook with the control group.  In order to collect data, both experimental and control groups were given Systematic Thinking Achievement Test as a pre- and post-test. Reliability and validity of the achievement test were evaluated, and accordingly, feedback was received from the experts in this field to attain higher validity. Eventually, Cronbach Alpha value for the achievement test is found around 0.74. This study indicates that activities based on the systematic thinking hierarchy on the topics listed here have relatively more contributions to student success and conceptual learning when compared to those of current science curriculum. The implications of the study provide teachers, researchers and curriculum designers with guidance and suggestions. ÖzetSon yıllarda kompleks sistemlerle hayatın her alanında sıklıkla karşılaşılmaktadır. Bu karmaşık sistemlerin bileşenlerini ve süreçlerini anlayabilme, bir bütün olarak görebilme giderek ihtiyaç duyulan bir beceri haline gelmektedir. Günlük yaşamda karşılaştığımız bu kompleks sistemlerle başa çıkabilmek için sistemik düşünme becerisinin geliştirilmesi gerekmektedir. Bu doğrultuda araştırmanın amacı; ortaokul öğrencilerinde kompleks kavramların öğretimi sırasında sistemik düşünme becerilerinin başarıya etkisini incelemek ve hangi sistemik düşünme basamaklarının geliştiği gözlemlemektir.Araştırmada öntest-sontest kontrol gruplu yarı deneysel desen kullanılmıştır. Bu çalışma İstanbul ilinde eğitim gören 8. Sınıf öğrencileriyle yürütülmüştür. Kontrol grubu 40 öğrenciden oluşurken, deney grubu 38 öğrenciden oluşmuştur.Uygulama için 8. sınıf Canlılar ve Enerji İlişkileri ünitesinde yer alan 4 konu alanı seçilmiştir, bunlar; besin zinciri, fotosentez, solunum ve döngülerdir (su, karbon, oksijen ve azot döngüleri). Belirlenen konular, deney grubunda sistemik düşünme hiyerarşine göre araştırmacılar tarafindan hazırlanmış etkinlikler ile, kontrol grubunda ise ders kitabında bulunan etkinlikler ile öğretim yapılmıştır.Araştırmada verileri toplamak amacıyla deney ve kontrol gruplarına ön-son test olarak Sistemik Düşünme Başarı Testi uygulanmıştır. Başarı testinin geçerlilik ve güvenirlilik çalışmaları yapılmış, bu doğrultuda testin geçerliğinin sağlanması için uzman görüşüne başvurulmuştur. Ayrıca hazırlanan başarı testinin Cronbach Alpha değeri 0.74 olarak bulunmuştur.Araştırmada belirlenen konularda sistemik düşünme hiyerarşisine göre hazırlanan etkinliklerin kullanılarak öğretilmesinin mevcut fen öğretime göre öğrenci başarısını olumlu yönde etkilediği tespit edilmiştir. Ayrıca  deney grubu öğrencilerinin büyük bir çoğunluğunun üst düzey sistemik düşünme basamağına ulaştığı belirlenmiştir. Araştırmanın sonucunda öğretmenlere, araştırmacılara ve program hazırlayıcılara önerilerde bulunulmuştur.

Sign in / Sign up

Export Citation Format

Share Document