scholarly journals The effect of the self-questioning strategy on developing contemplative thinking skills in Islamic education for female second Grade Secondary Students in Aqaba Governorate Jordan: أثر استراتيجية التساؤل الذاتي في تنمية مهارات التفكير التأملي في مادة التربية الإسلامية لدى طالبات الصف الثاني الثانوي بمحافظة العقبة بالأردن

2020 ◽  
Vol 4 (19) ◽  
Author(s):  
Basmah Abdallah Odeh Alhabahbeh
Keyword(s):  
Secondary Students ◽  
Teaching Method ◽  
Thinking Skills ◽  
The Self ◽  
Islamic Education ◽  
Second Grade ◽  
Control Group ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Total Average

The current study aimed to identify the effect of the self-questioning strategy on developing contemplative thinking skills in Islamic education for female second Grade Secondary Students in Jordan. The study adopted the quasi-experimental approach, and the tool was a (contemplative thinking skills test), prepared by the researcher, which was applied to a random sample of two divisions from second Grade Secondary Student in the comprehensive secondary school for girls, affiliated to the Directorate of Education in the Aqaba Governorate during the academic year 2019/2020 Division C, as an experimental group, consisted of (30) students, and Division B as a control group, consisting of ( 30) students. The results of the joint variance analysis (ANCOVA) showed that there were statistically significant differences between the average of the students ’scores on the achievement test attributed to the variable of the teaching method, where the control group obtained a total average (12.03of 25) in exchange for the experimental group obtaining a total average (17.25of 25), and in favor of the group Experimental, and in light of the results of the study, the researcher recommended training the teachers on the self-questioning strategy in teaching Islamic education for its effectiveness in teaching and conducting studies dealing with the introduction of other teaching methods. 

scholarly journals The effectiveness of an educational program in Islamic education using the flipped classroom strategies in developing the higher thinking skills in high school students in Jeddah: فاعلية برنامج تعليمي في التربية الإسلامية باستخدام استراتيجيات الفصل المقلوب في تنمية مهارات التفكير العليا لطالبات المرحلة الثانوية بمحافظة جدة

2020 ◽  
Vol 4 (39) ◽  
Author(s):  
Suhad Abdullah Bani Atta
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Program ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Islamic Education ◽  
Control Group ◽  
School Students ◽  
Experimental Group ◽  
Total Average

The study aimed at designing an educational program using the flipped classroom strategies in the Hadith course, one of the branches of the Islamic education curriculum. And measuring its effectiveness in developing the higher thinking skills of high school students in Jeddah Governorate, and the study used the semi-experimental approach, and to achieve the objectives of the study, the researcher prepared an educational program in the modern course using the strategies of flipped classroom , and a test to measure higher thinking skills. It was applied to a sample of (48) female students of the second year of high school in the governorate of Jeddah for the academic year 2019/2020, where the experimental group reached (24) students. The control group (24) is also female. The results showed that the experimental group obtained a total average of (26.08 out of 30), in contrast to the control group obtaining a total average of (21.83 out of 30). The differences are statistically significant and in favor of the experimental, and in light of the results of the study, the researcher made recommendations and proposals that emphasized the need to use inverted separation strategies in the educational process because of their great impact on developing higher thinking skills.

scholarly journals The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

2016 ◽  
Vol 10 (3) ◽  
pp. 561
Author(s):  
Wadha H. Al-Otaibi
Keyword(s):  
Critical Thinking ◽  
Communication Networks ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Control Group ◽  
Suggested Model ◽  
Shared Learning ◽  
Significant Difference ◽  
Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group. 

scholarly journals Effectiveness of Participation in a Blog for Extra-curricular activities for Developing Students’ Critical thinking skills: A Case of Secondary School Students: فاعلية المشاركة في مدونة إلكترونية للأنشطة غير الصفية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث الثانوي بمدينة جدة

2020 ◽  
Vol 4 (16) ◽  
Author(s):  
Wafa Abed M Al-Harbi, Sanaa Saleh Askool
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Extra Curricular Activities ◽  
Experimental Group

This study aims to identify the effectiveness of participation in a blog for extra-curricular activities for developing the critical thinking skills of third secondary students in Jeddah. The sample consisted of (100) students from several schools in Jeddah, Saudi Arabia randomly selected and divided into (50) experimental group, (50) control group. The study used the Semi-experimental method and conducted the Watson and Glaser test for critical thinking. The results of the study showed that there were statistically significant differences (0.05) among the experimental group (individual and cooperative) For the officer in the brother Bar dimensional test critical thinking skills for the benefit of the experimental group because of its effect for the use of a typical blog (single, cooperative).

scholarly journals Profile of Students' Creative Thinking Skills on Quantitative Project-Based Protein Testing using Local Materials

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
D. K. Sari ◽  
A. Permanasari ◽  
F. M. T. Supriyanti
Keyword(s):  
Creative Thinking ◽  
Research Result ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Local Materials ◽  
Experimental Group

<p>The purpose of this study is to obtain a profile of students’ creative thinking skills on quantitative project-based protein testing using local materials. Implementation of the research is using quasi-experimental method pre-test post-test control group design with 40 students involved in Biochemistry lab. The research instrument is pre-test and post-test using creative thinking skills in the form of description and students’ questionnaire. The analysis was performed with SPSS 22.0 program to see the significance normality, U Mann-Whitney test for nonparametric statistics, N-Gain score, and the percentage of student responses to the practicum performed. The research result shows that the pretest rate in the experimental group is 8.25 while in the control group is 6.90. After attending a project-based practicum with local materials, the experimental group obtained the mean of posttest is 37.55 while in control class is 11.18. The students’ improvement on creative thinking skills can be seen from the average of N-Gain in the experimental class with 0.32 (medium category) and in the control category with 0.05 (low category). The experimental and control class have different creative thinking skills significantly different fluency, flexibility, novelty, and detail. It can be concluded that quantitative project-based protein testing using local materials can improve students’ creative thinking skills. 71% of total students feel that quantitative project-based protein testing using local materials make them more creative in doing a practicum in the laboratory.</p>

scholarly journals A proposed strategy effectiveness of teaching literary texts based on the assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade secondary students

2020 ◽  
pp. 40-107
Author(s):  
بليغ حمدي إسماعيل عبد القادر
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Literary Texts ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This current research aims to measure the effectiveness of using a proposed strategy for teaching literary texts based on the main assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade students, and to achieve this goal the researcher has prepared a list of reading comprehension levels and their behavioral indicators (Skills) required for second year secondary school students, as well as the appropriate reading self dimensions for secondary school students related to literary texts, and the researcher prepared a test that measures reading levels of comprehension, and a measure of the dimensions of the reading self, As well as preparing student worksheets and a teacher’s guide explaining how to use the proposed strategy. The results revealed that there were statistically significant differences between the mean scores of the experimental group and the scores of the control group in the test of post-comprehension reading and the dimensional reading self-measure in favor of the experimental group. The results also indicated the effectiveness of using the proposed strategy based on hypotheses of NLP in developing reading comprehension levels and improving The dimensions of the reading self of the experimental group students.

scholarly journals Effectiveness of Scie-chain Method on Students’ Academic Achievement and Attitude in Managing Large Classes in Science 10

2021 ◽  
pp. 33-41
Author(s):  
Ma. Mheliza S. Valiente ◽  
Rema Bascos-Ocampo
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Weighted Mean ◽  
Large Classes ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

The researchers aimed to find out the effectiveness of Scie-chain method on students’ academic achievement and attitude in managing large classes in Science 10 of Flora National High School.  Specifically, it identified the difference and effect to the academic achievement of students and students’ attitude towards Science of the traditional method and Scie-chain method of teaching. The researchers employed the two-group pretest- posttest quasi-experimental design which made use of the Scie-chain method (Inquiry-based, ICT utilization, and flock system) in the experimental group. The data were analyzed with the use of weighted mean. Results of the study showed thatoriginally the experimental group and the control group are equal in terms ofacademic achievement and attitude towards Science. After the intervention, the experimental group yielded better result in terms of academic achievement and attitude towards Science as Manifested in the difference in their post test. From the findings of the study, the following conclusions were drawn:1. students exposed to the Scie-chain method attained better academic achievement compared to students exposed to traditional teaching method; the intervention (Scie-chain method) enhanced the level of attitude of students towards Science; and the Scie-chain method is an effective strategy to manage large classes.

scholarly journals Effectiveness of Yoga on Emotional Competence of Secondary Students

2019 ◽  
Vol 8 (4) ◽  
pp. 2495-2497
Keyword(s):  
Secondary Students ◽  
Emotional Competence ◽  
Statistical Technique ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Emotional Competency ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Test Control

The purpose of present study is to find out the effectiveness of Yoga on Emotional Competence of Secondary Students. The design of this study is experimental with pre-test – post-test control and experimental group. So the investigator followed a quasi-experimental study. Thirty five students were considered in the experimental group and another 35 students were in the control group. Before the experiment, the investigator administered a pre-test for measuring Emotional Competence, which was measured through emotional competency test using EC-Scale (Dr. Harish Sharma and Dr. Rajeev Lochan Bharadwaj, Department of Psychology, D.S. College, Aligarh). And the same test was administered as post-test. The effectiveness was measured through EC-Scale. In order to equalise and compare two groups, namely Control and Experimental group, the statistical technique used was Analysis of Covariance (ANCOVA). The main finding of this study is Yoga is a discipline to improve or develop one's inherent power in a balanced manner. It offers the means to attain complete selfrealization. So this study reveals that yoga will help the students’ emotional competence at great extent. So the schools of Kerala should practise yoga. Through yoga the students have increased their emotional competence.

scholarly journals Effectiveness of Using the Overlapping Waves Strategy During the Teaching of Geography in Acquiring the Realistic Thinking Skills and Improving the Attitudes Toward it Among the Sixth Grade Students in Jordan

2020 ◽  
Vol 14 (2) ◽  
pp. 250
Author(s):  
Ahmed I. Daoud
Keyword(s):  
Sixth Grade ◽  
Thinking Skills ◽  
Three Dimensions ◽  
Control Group ◽  
Post Intervention ◽  
Geography Teaching ◽  
Sixth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The study aimed to examine the effectiveness of using the overlapping waves strategy during the teaching of geography lessons in acquiring realistic thinking skills and improving the attitudes towards geography in a sample of sixth grade students in Jordan using the quasi-experimental method. The purposive method was used to select the study sample (n = 64) students, who were randomly assigned either to the experimental group (n = 32), taught geography lessons with the overlapping waves strategy method, or the control group (n = 32), taught  geography lessons with the usual method. The Realistic Thinking Skills Test (RTT) was prepared with its three dimensions, as well as the attitudes towards Geography Scale (AGS). After verifying their validity and validity, the two instruments were applied to the sample as pre post intervention. The results of the statistical analysis indicated that there were statistically significant differences at (α = 0.05) in the post test between the mean of the experimental group and the control group scores on the Realistic Thinking Skills Scale (RTS) and the Attitudes towards Geography Scale (AGS) in favor of the experimental group, indicating the efficiency of using the overlapping waves strategy used in the current study in geography teaching.

scholarly journals The Effect of Flipped Classroom Model on Students’ Achievement in the New 2016 Scholastic Assessment Test Mathematics Skills

2019 ◽  
pp. 769-777
Author(s):  
Adeeb M. Jarrah ◽  
Khaled Mohammed Abdel Baki Mohammed Diab
Keyword(s):  
United Arab Emirates ◽  
Flipped Classroom ◽  
Standardized Test ◽  
Thinking Skills ◽  
Control Group ◽  
Mathematics Skills ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Student Achievements ◽  
Experimental Group

The flipped classroom model has become more popular and one of the focus of many researchers and teachers in the recent years. The aim of current study is to explore the effect of flipped classroom model on students’ achievements in the new SAT 2016 mathematics skills (Heart of Algebra, Problem solving and data analysis, and Passport to Advanced Math) for the eleventh grade Emirati female students in Al Ain, United Arab Emirates. Specifically, this study aims at determining whether there was a statistically significant difference in student achievements in the new SAT mathematics skills between two groups of grade 11 students. Thus, pretest/posttest quasi-experimental design was applied. The experimental group was taught by flipped classroom model, and the control group was taught by traditional instruction methods. The results revealed that there is a statistically significant difference between the pretest and posttest of the experimental group over the control group the new SAT mathematics skills. Furthermore, the findings suggest that teachers who teach mathematics standardized test skills like SAT can use flipped classroom model to enhance students’ readiness and to improve their thinking skills to simulate the 21st-century skills.

scholarly journals Authentic Teaching Tasks for Academic Success, Attitude, Problem Solving, and Creative Thinking Skills

2021 ◽  
Vol 12 (2) ◽  
pp. 108-123
Author(s):  
Emine Kübra Pullu ◽  
Mehmet Nuri Gömleksiz
Keyword(s):  
Academic Success ◽  
Problem Solving ◽  
Creative Thinking ◽  
Teaching Method ◽  
Web Design ◽  
Thinking Skills ◽  
Attitude Scale ◽  
Control Group ◽  
Problem Solving Skills ◽  
Experimental Group

Abstract This research was prepared in order to determine the change in students’ academic achievement, retention levels and attitudes, and problem solving skill and creative thinking skill as a result of programming teaching with authentic task-based applications. The research was prepared using an experimental design with pretest-posttest control group. In the study group of the research, 2nd year Computer Technologies Department students who studied at Erciyes University in the 2017–2018 academic year and took the Web Design Fundamentals course and the Research Methods and Techniques course are included. One of the second-year branches was determined as experimental group (n = 30) and the other one was determined as the control group (n = 33). The teaching of programming to the experimental group students was carried out with authentic tasks. Lessons were conducted with the control group students using the traditional teaching method. Achievement test developed by the researchers as pre-test, post-test, retention test, as well as Attitude Scale Toward Computer Programming developed by Baser (2013), Problem Solving Inventory developed by Heppner and Peterson (1982) and adapted to Turkish by Sahin, Sahin and Heppner (1993), “How Creative Are You?” scale developed by Raudsepp (1977) and adapted to Turkish by Coban (1999) were used. With research, it was concluded that authentic task-oriented practices increased students’ programming academic success and attitudes towards programming, and also positively affected both students’ problem-solving skills and creative thinking skills.

Sign in / Sign up

Export Citation Format

Share Document