scholarly journals The Impact of the reciprocal Teaching Strategy on the Development of Achievement in Islamic Education in Seventh Grade Students in Jordan

2019 ◽  
Vol 3 (17) ◽  
Author(s):  
Somaya Mohammed Al- Bardini
Keyword(s):  
Experimental Approach ◽  
Teaching Strategy ◽  
Islamic Education ◽  
Analysis Of Covariance ◽  
Reciprocal Teaching ◽  
Seventh Grade ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The purpose of this study was inquiring The Impact of the reciprocal Teaching Strategy on the Development of Achievement in Islamic Education in Seventh Grade Students in Jordan. To achieve goals of this study, a test has been developed to observe the Development of Achievement. The researcher adopted a quasi- experimental approach in which the experimental group consisting of (30) students was taught in accordance with reciprocal Teaching Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (Test- t) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the reciprocal Teaching Strategy, in developing the Acquiring Concepts in Islamic , of Learning Islamic Education Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the posttest of the reciprocal Teaching Strategy (in developing the Academic achievement The study recommended introducing the reciprocal Teaching Strategy in the teaching of Islamic Education Course, and conducting other similar studies in different educational stages.

scholarly journals The impact of "Think Ink Pair Share" Strategy on developing the writing skills in the Arabic language of the 10th grade students in Jordan: أثر استراتيجية (فكر، زاوج، شارك) في تنمية مهارة الكتابة في مبحث اللغة العربية  لدى طلاب الصف العاشر الأساسي في الأردن

2019 ◽  
Vol 3 (23) ◽  
Author(s):  
Jehad Khader Abu Ajameia
Keyword(s):  
Experimental Approach ◽  
Writing Skills ◽  
Arabic Language ◽  
Analysis Of Covariance ◽  
10Th Grade ◽  
Significant Difference ◽  
Writing Skill ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The purpose of this study was inquiring The impact of "Think Pair Share" Strategy on developing the writing  skills in the Arabic language of the 10th grade students in Jordan. To achieve goals of this study, a test has been developed to observe the Development of writing skill. The researcher adopted a quasi- experimental approach in which the experimental group consisting of (30) students was taught in accordance with "Think Pair Share" Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (ANCOVA Test) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the "Think Pair Share" Strategy, in developing the writing skill, of Learning arabic language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the "Think Pair Share" Strategy on developing the writing skills (in developing the Academic achievement. The study recommended introducing the "Think Pair Share" Strategy in the teaching of Arabic language Course, and conducting other similar studies in different educational stages.

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 Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Hanan Salam Hassan Alhayawat
Keyword(s):  
English Language ◽  
Skill Development ◽  
Reading Skill ◽  
The Self ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Reading Skill Development ◽  
Experimental Group

The purpose of this study was inquiring the effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan.                                                                         To achieve goals of this study, a test has been developed to observe the Development of reading skill. The researcher adopted a quasi-experimental approach in which the experimental group consisting of (30) students was taught in accordance with Self-Questioning Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (ANCOVA) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the Self-Questioning Strategy, in developing the reading skill, of Learning English language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the Self-Questioning Strategy in the Reading Skill Development (in developing the Academic achievement. The study recommended introducing the Self-Questioning Strategy in the teaching of English language Course, and conducting other similar studies in different educational stages.    

scholarly journals Supportive Development of Phonological Awareness Through Musical Activities According to Edgar Willems

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110218
Author(s):  
Darija Skubic ◽  
Blažka Gaberc ◽  
Janez Jerman
Keyword(s):  
Phonological Awareness ◽  
Effective Means ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Music Listening ◽  
Music Program ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Musical Activities

It is important that before entering primary school, the child’s phonological awareness is supported by a variety of different activities whereby phonological awareness is based on a well-developed hearing ability. Hearing is part of the musical activities that support/encourage phonological awareness with the development of rhythmic and melodic music listening. In this article, we aimed to investigate the effects of musical activities derived from the methodological system of Edward Willems on phonological awareness through a quasi-experimental study with 70 children aged 4 to 7 years. Thirty-five of them received 1 hr of music instruction per week for 6 months (experimental group) and the other 35 children received no such musical support (control group). We tested each child’s phonological awareness at the beginning of the music program and after 6 months. The results of the analysis of covariance showed that there was a statistically significant difference in phonological awareness between the experimental and control groups in favor of the experimental group. The results of the research confirmed that musical activities based on the methodological system Edgar Willems are a good and effective means of promoting phonological awareness, especially in early childhood.

scholarly journals The Impact of Drama Instruction on EFL Omani Fifth Graders’ Read-ing Comprehension

2019 ◽  
Vol 13 (4) ◽  
pp. 674
Author(s):  
Ruqaya Al Rabeei ◽  
Salma Al-Humaidi ◽  
Saleh Al-Busaidi
Keyword(s):  
Reading Comprehension ◽  
Fifth Graders ◽  
Reading Test ◽  
Control Group ◽  
Structured Interviews ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Teacher's Perceptions ◽  
The Impact ◽  
Experimental Group

Drama instruction is one of the methods recommended in EFL literature. This study aimed to investigate the impact of drama instruction on EFL fifth graders’ reading comprehension. It also explored the students’ and the teacher’s perceptions of the use of drama in reading lessons. A total of 74 randomly selected students participated in the study and formed the control group and the experimental group. The study followed the mixed quasi-experimental design. A pre- and posttest reading test was administered to examine the impact of drama on reading comprehension. A questionnaire was implemented to explore students’ perceptions of drama. Semi-structured interviews were also conducted to probe students’ and teacher’s perceptions of drama. The results were quantitatively and qualitatively analyzed. They showed no significant difference in reading comprehension between the control group and the experimental group. However, the experimental group performed better in the posttest than the control group although their mean scores in the pretest were lower. The participant teacher and students responded positively towards the use of drama in reading lessons. They reported that drama activities were exciting and made them love reading.

scholarly journals The Impact of the Semantic Maps Strategy on the Development of English Vocabulary and its Survival among the Sixth Primary Students in Buraidah, Qassim Region

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Abdullah bin Ali Alnghimshi
Keyword(s):  
English Language ◽  
Experimental Approach ◽  
Sixth Grade ◽  
Primary Students ◽  
Control Group ◽  
Semantic Maps ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The study was based on a semi-experimental approach. The study sample consisted of two groups (experimental and control) of 49 students of sixth grade in the primary school of Omar bin Sulayem (3 weeks later) to measure the survival of the learning effect, and it was also applied as a measure of the level of achievement of the vocabulary of the English language. The results were statistically analyzed by calculating the arithmetic averages, standard deviations, Ancova and T-test. The results of the study showed a statistically significant difference between the average scores of the control group and the experimental group in the post- (20.62). The experimental average was 25.56, an increase of (4.94) for the experimental group. The results also showed that there was no statistically significant difference between the average scores of the experimental group in the post- The average test was Achievement posttest (25.56), while the average achievement test posttest deferred (25.48); therefore these results have confirmed the effectiveness of the use of maps in the collection strategy Tagged English vocabulary material and the survival of the students of the sixth primary development.

The impact of imagery on the performance and cognitive ability in the elderly

2021 ◽  
Vol 15 (6) ◽  
pp. 1654-1657
Author(s):  
Amir Dana ◽  
Mir Hamid Salehian ◽  
Tayebeh Bani Asadi ◽  
Parinaz Ghanati
Keyword(s):  
Health Care ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
The Elderly ◽  
Analysis Of Covariance ◽  
Control Groups ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Background: In the future, aging becomes one of the problems of society and the problems of the country's health care system and brings many costs in the health care sector. Purpose: This study examines the effect of imagery on performance and cognitive ability in the elderly. The research method is quasi-experimental with a pretest-posttest design. 40 older adults were selected and divided into experimental and control groups. The subjects in the experimental group performed imagery for four weeks following the pretest. Methods: Data were analyzed using the analysis of covariance. Results: Findings showed that imagery improves the performance and cognitive ability in the elderly. Conclusion: In general, imagery may improve performance and cognitive abilities in the elderly. Keywords: Imagery, Performance, Cognitive Ability, Aging

scholarly journals The Impact of Podcasts on EFL Students’ Listening Comprehension

2018 ◽  
Vol 8 (6) ◽  
pp. 122 ◽  
Author(s):  
Tryanti R. Abdulrahman ◽  
Nonny Basalama ◽  
Moh. Rizky Widodo
Keyword(s):  
High School Students ◽  
Listening Comprehension ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

This research has objective to investigate students’ listening comprehension through the use of podcast in EFL classroom. 60 high school students in Indonesia were taken as sample for this research with distribution of 30 students in experiment class and 30 students in control class. The samples were taken by using cluster random sampling. Quasi-experimental method with the post-test only control group design was applied in this research. In addition, a survey questionnaire was administered to experimental group to explore their perception on the use of podcast instruction in teaching listening. Findings revealed that there is a significant difference of post-test score between two groups, favoring experimental group. Data analysis using one way ANOVA showed significance value (sig. 0.010) is lower than < 0.05 which interpreted that Podcast has significant impact on students’ listening comprehension. Additionally, the result of questionnaire indicated that students have positive attitude toward the use of podcast in listening classroom. Students perceived that podcasts provided authentic materials, interesting activities including listening exercises and meaningful tasks for them so they felt more motivated to learn English. This study recommended that teacher may utilize podcast in teaching listening considering its effectiveness as technology based learning tool.

scholarly journals The Effect of Computer-Assisted Educational Games on Teaching Grammar

2020 ◽  
Vol 10 (1) ◽  
pp. 117
Author(s):  
Adil Kayan ◽  
İbrahim Seçkin Aydın
Keyword(s):  
Academic Achievement ◽  
Educational Games ◽  
Control Group ◽  
Computer Assisted ◽  
Significant Difference ◽  
Methods And Techniques ◽  
Quasi Experimental ◽  
Teaching Grammar ◽  
The Impact ◽  
Experimental Group

Discussions on how grammar should be taught have continued for decades. Previous studies have reported that today’s students called as Generation Z have shown negative attitudes toward grammar teaching with traditional methods and techniques, and that their academic achievements have failed to meet expectations. Not using methods and techniques that are consistent with the adopted philosophy of education hinders the success of this process. The study investigated the impact of computer-assisted instruction and correspondingly computer-assisted educational games on grammar academic achievement and attitudes toward grammar and Turkish course of students. In this study, a quasi-experimental design based on a quantitative study with a pretest-posttest nonequivalent group was applied. Participants of the study consisted of two classes of 6th grade students studying at a middle school. Computer-assisted educational games were designed and practiced in the experimental group within a 12-week period. For the control group, activities in the curriculum were followed during lessons. Results showed that grammar academic achievement of students between the experimental group in which computer-assisted educational games were practiced and the control group in which the existing curriculum was followed showed a significant difference in attitudes toward Turkish course and grammar on the behalf of the experimental group. Findings demonstrated that this kind of practice in teaching grammar made a significant difference on achievement and attitude of students. In addition, there was a positive, moderate and statistically significant relationship between attitudes toward grammar and Turkish course. Attitudes toward grammar of students determine attitudes toward Turkish course of students.

scholarly journals THE IMPACT OF PBWORKS APPLICATION ON VOCATIONAL STUDENTS’ COLLABORATIVE WRITING SKILL

2020 ◽  
Vol 39 (3) ◽  
pp. 694-704
Author(s):  
Audi Yundayani ◽  
Dian Kardijan ◽  
Rainy Dwi Apriliani
Keyword(s):  
Language Learning ◽  
Collaborative Writing ◽  
Foreign Language Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Vocational Students ◽  
Significant Difference ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

Writing skill is a productive language skills that should be mastered by vocational students. It has become a critical issue in the study of English for Specific Purposes (ESP) and a challenging one in Indonesian context in the context of English as Foreign Language learning. This paper aims to investigate the impact of PBworks media application on vocational students’ collaborative writing skill. The research used the experimental approach. The respondents included 60 vocational students selected randomly and divided into two groups with 30 students in the control group and 30 students in the experimental group. The PBworks media was applied in the experimental group, while the control group received face-to-face writing class without incorporating learning media. The data were obtained by comparing student scores in the pre-test and two post-tests. The analysis of covariance (ANCOVA) was used to obtain the result. It showed that there is a statistically significant difference between using PBworks and non-Pbworks media in regard to the students’ writing performance (p < .05). Moreover, vocational students believe in the benefit of the PBworks media application in developing collaborative writing skill despite the disadvantages.

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