scholarly journals Problem-Based Learning and its Impact on the Achievement of First medium Grade Students in Mathematics in Al-Baha Region - Saudi Arabia

2017 ◽  
Vol 1 (10) ◽  
Author(s):  
Hamad Ayed Saad Al Ghamdi
Keyword(s):  
Mathematics Achievement ◽  
Educational Software ◽  
Problem Based Learning ◽  
First Grade ◽  
Control Group ◽  
Student Activity ◽  
Significant Difference ◽  
Teacher's Guide ◽  
Level Of Significance ◽  
Experimental Group

The study aimed to identify the effect of problem-based learning on the achievement of first grade students in mathematics. The researcher followed the semi-empirical approach by examining the effect of the independent variable at its three levels (the "problem-based learning" method, the "problem-based learning with the use of learning software" method and the "usual" method); The sample of the study consisted of (69) students from the first grade in the second semester of the academic year 1431-1432. The sample students were divided into three groups: the first of which was an experiment that was taught in a "problem-based learning" "Problem-based learning with the use of educational software", and the third was an officer taught in the "usual" manner, and the number of members of each group (23) students. The researcher prepared the [teacher's guide (1), the student activity record (1) for the first experimental group, the teacher's guide 2, and the student activity record 2 for the second experimental group, according to the proposed teaching methods in the engineering, ). The study groups were subjected to a pre - and post - mental test to measure the levels of memory and comprehension. The test consisted of (30) questions. It was prepared, tuned, codified, verified, and fixed to measure the differences between the average scores of the students of the three groups. The researcher used the data analysis statistically (ANCOVA), Alpha Kronbach and T-Test to validate the hypotheses. The study found the following results: There is a statistically significant difference at the level of significance (aa) 0.05) among the average scores of the first experimental group students who studied "problem-based learning", which obtained an average of (18.83) and the scores of the control group students and obtained an average of (14.87) in mathematics achievement for the experimental group. There was a statistically significant difference at the level of significance (aa 0.05) between the average scores of the students of the second experimental group who studied the method of "problem-based learning with the use of educational software", which obtained an average of (23.21) and the grades of students of the control group in the achievement of mathematics I got an average (14.87), for the benefit of the experimental group. There was a statistically significant difference at the mean level (aa 0.05) between the average scores of the students of the first experimental group, which obtained an average of (18.83) and the scores of the students of the second experimental group, which obtained an average of (23.21) in mathematics achievement for the second experimental group. Based on the results, the study recommended a set of recommendations for the activation of problem-based learning. In addition to some important proposals ..

EFFECT OF YOGA ON CARDIOVASCULAR EFFICIENCY

2019 ◽  
pp. 12-16
Author(s):  
Brij Bhushan Singh ◽  
Shubi Mirja ◽  
Samiya Husain
Keyword(s):  
Statistical Technique ◽  
Step Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Group A ◽  
Cardio Vascular ◽  
Level Of Significance ◽  
Group B ◽  
Experimental Group

The purpose of this study was to investigate the effects of yogic practices on cardio-vascular efficiency. Material and methods: Total Forty (40) subject’s boys/girls were selected as the sample of the study through the random sampling and their age ranged between 20 to 25 years from the Department of Physical Education, Aligarh Muslim University, Aligarh. The subjects were divided into two groups comprising 20 subjects in each group, namely group “A” (the experimental group) performs yogic practices (Asanas, Pranayamas and Kriyas) and group “B” (the control group) served as control. Statistical technique: for the assessment of the cardiovascular efficiency through Harvard step test pre and post-test was conducted and t-test was applied for the analysis. Result: revealed that there exist a significant difference between group A and group B, at .05 level of significance. On the basis of the pre and post-test among experimental and control group, experimental group found better than the control group on cardiovascular efficiency and significant result were found in this study.

The effect of Bayer’s strategy on developing divergent thinking among students Second intermediate grade in the subject of Arab Islamic history

2021 ◽  
Vol 26 ◽  
pp. 273-304
Keyword(s):  
Divergent Thinking ◽  
Second Grade ◽  
Control Group ◽  
Intermediate School ◽  
Islamic History ◽  
Intermediate Students ◽  
Significant Difference ◽  
The Subject ◽  
Level Of Significance ◽  
Experimental Group

The current research aims to know (the effect of Bayer's strategy on developing divergent thinking among second-grade intermediate students in the subject of Arab-Islamic history) . In order to achieve the goal of the research, the researcher puts the following null hypothesis : 1.There is no statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group students who study according to the Bayer strategy and the average scores of the control group students who study in the traditional way in the dimensional divergent thinking test . The researcher chose an experimental design with two groups, one experimental and the other a control, and the two research groups (experimental - control) were rewarded with the following variables : (Chronological age in months, grades of the previous year, IQ test, pre-branched thinking test ) . The current research was limited to second-grade intermediate students in (Al-Furat Intermediate School for Boys), which is one of the schools affiliated to the city of Baghdad / Directorate of Education Al-Karkh First. (32) students, and the second represented the control group who were studying the same subject in the traditional way, and they numbered (31) students. Thus, the number of the research sample reached (63) students. 2017-2018 . The researcher prepared the divergent thinking test in light of the steps and main questions of the Sheikhly test (2001) in measuring the ability of divergent thinking of the students of the research sample . : The search results showed .The experimental group students who study history according to the Bayer strategy outperformed the control group students who study history using the traditional method in the dimensional branched thinking test . Keyword: Divergent thinking Bayer Stratagy

The effects of problem-based learning (PBL) on the academic achievement of students studying ‘Electrochemistry’

2017 ◽  
Vol 18 (1) ◽  
pp. 78-98 ◽  
Author(s):  
Tuğçe Günter ◽  
Sibel Kılınç Alpat
Keyword(s):  
Problem Based Learning ◽  
Correlation Coefficients ◽  
Control Group ◽  
Structured Interviews ◽  
Chemistry Teaching ◽  
Academic Achievements ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying ‘Electrochemistry’ within a course on Analytical Chemistry. The research was of a pretest–posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at the Faculty of Education at Dokuz Eylul University. The topic was taught with PBL in the experimental group and with expository teaching strategies in the control group. The ‘Chemistry achievement test (CAT)’ was applied as the pre-test and post-test in both groups. Post-test scores from the CAT demonstrated that there was a significant difference between the academic achievements of the two groups in favour of the experimental group (U= 8.500,p< 0.05). After using PBL for a period, eleven open-ended questions related to the topic were asked to both groups. The results of these questions were categorized and the scores obtained from the categories were evaluated using content analysis. The results of the scores obtained from the open-ended questions showed that the students in the experimental group were able to make statements containing fewer misconceptions and also had a better understanding of this topic when compared to the students in the control group (U= 2.500,p< 0.05). The correlation between the scores in the CAT post-test and the scores obtained from the open-ended questions of the experimental and control groups was also examined. The Spearman correlation coefficients were found to be 0.907 and 0.595 for the experimental and the control group, respectively. This finding indicated that there was a positive and very high level of statistically significant correlation between the scores in the CAT post-test and the scores obtained from the open-ended questions of the students in the experimental group. Therefore this finding also supports the conclusion that the students in the experimental group were better able to understand the topic and its structure compared to the students in the control group. At the end of the application, the results of semi-structured interviews carried out showed that students in the experimental group had positive opinions regarding PBL.

scholarly journals The Effectiveness of Using the Flipped Learning Strategy Using Pen Tablet in the Achievement and Motivation towards Mathematics among Tenth Grade Female Students in Wadi Al-Seer District: فاعلية استخدام استراتيجية التعلم المقلوب باستخدام Pen Tablet في التحصيل والدافعية نحو مادة الرياضيات لدى طالبات الصف العاشر الأساسي في لواء وادي السير

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Suha Mohammad Amawi, Hamzeh Abd alftah Alassaf
Keyword(s):  
Learning Strategy ◽  
Female Students ◽  
Control Group ◽  
Flipped Learning ◽  
Significant Difference ◽  
Tenth Grade ◽  
Pen Tablet ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study aimed to identify the effectiveness of flipped learning strategy using pen tablet in the achievement and motivation towards mathematics among tenth grade female students in Wadi Al-Seer district. The study used a Quasi-experimental design, Where the study was applied to a sample of (93) female students from the tenth grade, it was divided into (48) female students in the experimental group and (45) female students in the control group. The experimental group was taught using a flipped learning strategy by activating the pen tablet, while the control group studied in the traditional way. The Study tools were used achievement test and Motivation scale for learning mathematics. The results of the study showed a statistically significant difference at the level of significance (α = 0.05) between the mean achievement of female students in mathematics in the two experimental and control groups on the post test for the benefit of the experimental group students who studied using the flipped learning strategy using the pen tablet, where the arithmetic mean reached (15.96) of (20), The results also showed a statistically significant difference at the level of significance (α = 0.05) in the scores of the motivation scale towards mathematics between the experimental and control groups on the dimensional scale in favor of the experimental group students who studied using the flipped learning strategy using the pen tablet, where the arithmetic mean reached (2.89) From (3.) the differences were in favor of the experimental group. In light of the results of the study; it recommends the use of the flipped learning strategy by activating the pen tablet tool in teaching math for the tenth grade, and further research into the use of the pen tablet in teaching other educational materials and for other educational stages.

scholarly journals The Effect of Culture – Based Approach in Improving Students’ Reading Comprehension on Spoof Text

2020 ◽  
Vol 9 (2) ◽  
pp. 162-171
Author(s):  
Rudi Suherman ◽  
Ana Yusyfiana
Keyword(s):  
Reading Comprehension ◽  
Percent Level ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Level Of Significance ◽  
Alternative Choice ◽  
Experimental Group

This research was intended to investigate the effect of a culture-based approach in improving students’ reading comprehension on spoof text. For that purpose, a true experimental study was applied to the eleventh-grade students of SMAN 1 Soreang. The sample of this study was 88 students from that school. These students were divided equally into the control and experimental group. The experimental group was given the Culture-Based Approach (CBA) as the treatment in comprehending the text.  The students’ scores of pre-test and post-test from both groups were statistically analyzed and compared by the T-test. The findings could be summarized that generally, students from the experimental group gained better achievement than from the control group on their post-test scores. The data analysis also showed that there was a significant difference between the mean score of the pre-test (53.45) and the post-test (58.39.). Furthermore, the result of the t-test (5.707) was relatively higher than the t- table (2.018) for a 0.5 percent level of significance. It indicated that the students’ achievement was significantly improved after the treatment of using a Culture-Based Approach. Thus, it is recommended that a Culture-Based Approach should be considered as an alternative choice for English teachers in teaching spoof text.

scholarly journals Effect of Using Scientific Stations Strategy in Developing Deductive Thinking of Intermediate School Students in General Sciences

2020 ◽  
Vol 12 (2) ◽  
pp. 35-48
Author(s):  
Heba Mohammed Saleh Al-Hafidh
Keyword(s):  
Statistical Processing ◽  
Mean Difference ◽  
Control Group ◽  
Intermediate School ◽  
School Students ◽  
Statistical Significant Difference ◽  
Significant Difference ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

The study aimed to know the effect of using the Scientific stations strategy in developing Deductive thinking of intermediate school students in the science subject. To achieve the aim of the research, the researcher used experimental design with two equal groups, the research sample consisted of (65) intermediate-grade students in Al Nidhal school for boys represented by (30) students of the experimental group and (35) students for the control group, the researcher equivalence of the two research groups with a set of variables including (Intelligence, parents ’educational level, previous achievement, age calculated by months and pre-test for Deductive thinking), to verify the research aim the researcher put the two hypotheses as following : 1- There is no statistical significant difference at the level of significance (0.05) between the scores mean of the members of the experimental group and the members of the control group in the post test of Deductive thinking. 2- There is no statistical significant difference at the level of significance (0.05) between the mean difference between the (pre and post) tests of both experimental and control groups in the Deductive thinking test. To verify the research hypotheses, the researcher prepared a test for Deductive thinking consisting of (20) items the researcher applied the test of Deductive thinking, collected the data, and tabulated it in tables for statistical processing and the results indicated: 1- There is a statistical significant difference between the scores mean of students in both groups in the Deductive thinking test and in favor of the experimental group. 2- There is a statistical significant difference between the mean difference between the two tests (pre - post) and in favor of the experimental group.

scholarly journals Following the model of Buxton in the acquisition of geographical concepts and keep them at the second grade average students

2018 ◽  
Vol 212 (2) ◽  
pp. 209-242
Author(s):  
Mohammad hashim muniss AL_fartousi
Keyword(s):  
Experimental Work ◽  
Intermediate Stage ◽  
Control Group ◽  
Process Data ◽  
Partial Control ◽  
Test Items ◽  
Significant Difference ◽  
Level Of Significance ◽  
Academic Year ◽  
Experimental Group

The Present study aims at Finding out the (The effect Buxton Model in acquiring Geographical Concepts and Retaining them for Second intermediate class students ).    A partial control experimental design with post test experimental control groups, The sample is deliberately selected from first AL-Rusafah Directorate General of Education in Baghdad.    Intermediate school AL.khulfau AL.Rashedeen for boys is the assigned school for  the experimental work. Two sections are randomly selected from the lst stage(B)is assigned as the experimental group where while (C)is assigned at the control group,.   The total number of sample (67) male students distributed into (33) students in the experimental group and(34) students in the control group .    The two groups are equalized in the following variables ; prior knowledge ,age , IQ, ,students scores in Geography on the previous academic year . Several external factors are controlled during the experiment.           The teaching material is specified in three chapters selected from the prescribed textbook for the Second intermediate stage which is entitled for the academic year 2013 -2014 in Iraq Content analysis is done to identify the major and miner concepts which totaled (97) concepts .In the light of the concepts, behavioral objectives are formulated totaling(51) ones based on Blooms taxonomy on the following levels ;identifying, recognizing , applying.(40)lesson plans are prepared ,20 per group. and prepared test for acquiring geography concepts including (50) Test items, after three months ,at the end of the experimental work. T-test formula for two independent samples is used to process data and find out results . show the following; There are statistically significant difference on a level of significance of (0,05) in acquiring geography concepts between the two groups in favour of the experimental group. There are statistically significant difference on a level of significance of (0,05) in retaining geography concepts between the two groups in favour of the experimental group.

scholarly journals The Use and Development of Podcasting as a Technological Tool in Secondary Education in Greece: A Case Study

2018 ◽  
Vol 11 (11) ◽  
pp. 109 ◽  
Author(s):  
Stamatina Nikolou ◽  
Maria Darra
Keyword(s):  
Learning Styles ◽  
Educational Institution ◽  
First Grade ◽  
Control Group ◽  
School Subject ◽  
Group 13 ◽  
Significant Difference ◽  
Technological Tool ◽  
Experimental Group

The main objective of this study is to explore how podcasting can be implemented as a supportive technological tool in teaching English as a Second Language. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in December 2017. The students were assigned into the experimental group (15 students) and the control group (13 students). A statistically significant difference has arisen regarding the contribution of podcasting to the motivation of the students of the two groups. The students of the experimental group believe that English is a very important school subject which can help them in other subjects. Students found the podcasts interesting and helpful and their content attracted their attention, satisfied their needs and was absolutely relevant to the lesson. All learning styles benefited from the educational podcasts, each one of them in a different way. Finally, the current study proposes specific suggestions for the development of podcasting according to different learning styles.

scholarly journals Effect of Problem Based Learnig Model on Students Activity and Analytical Skills in Social Studies Project

2020 ◽  
Vol 5 (8) ◽  
pp. 521-531
Author(s):  
Pramiftasari . ◽  
Andita Nella ◽  
Rusijono . ◽  
Harmanto .
Keyword(s):  
Elementary School Students ◽  
Problem Based Learning ◽  
Fourth Grade ◽  
T Test ◽  
Control Group ◽  
Learning Models ◽  
School Students ◽  
Student Activity ◽  
Analytical Skills ◽  
Experimental Group

This study aims to examine the effect of problem-based learning models on the activities of fourth grade elementary school students and analyze the effect of problem-based learning models on the analytical skills of fourth grade elementary school students. Implementation of problem-based learning models requires students to actively work together and analyze the problems being studied so that theoretically the application of this model affects the activities and ability of student analysis. This research is an experimental research design with pretest posttest control group design. The subjects of this study were fourth grade students at SDN Tawangsari 1 Sidoarjo. Data collection techniques through observation of student activity sheets and tests of student analysis skills. The analysis technique used is the t test. In this case the t test was carried out twice, first, to find out the initial conditions of the experimental group and the control group and second to find out the conditions after being treated. The results of the t test activity analysis and the students' analytical skills between the control class and the experimental class before being treated showed no significant difference (tcount 1.222 < ttable 2.011 and sig. 2 tailed value 0.233 > 0.05 student activity; tcount 0.164 < ttable 2.011 and the value of sig.2 tailed 0.871 > 0.05 analytical skills). While the results of the t test after being treated showed that there were significant differences between the experimental group and the control group (tcount 3.689 > ttable 2.011 and sig value 2 tailed 0.001 < 0.05 student activity; tcount 2.558 > ttable 2.011 and sig. 2 tailed value 0.015 < 0.05 analytical skills). In this study, treatment is the only differentiator between the experimental group and the control group, so it can be concluded that there is an effect of the application of problem-based learning models to the students' activity and analytical skills. For teachers who face the problem of low activity and analytical skills students are advised to use problem-based learning models.

A comparison of problem-based learning and conventional teaching in nursing ethics education

2010 ◽  
Vol 17 (3) ◽  
pp. 373-382 ◽  
Author(s):  
Chiou-Fen Lin ◽  
Meei-Shiow Lu ◽  
Chun-Chih Chung ◽  
Che-Ming Yang
Keyword(s):  
Ethics Education ◽  
Resource Constraints ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Control Group ◽  
Nursing Ethics ◽  
Discrimination Ability ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Experimental Group

The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventional teaching method to a control group. The study sample consisted of 142 senior nursing students who were randomly assigned to the two groups. All the students were tested for their nursing ethical discrimination ability both before and after the educational intervention. A learning satisfaction survey was also administered to both groups at the end of each course. After the intervention, both groups showed a significant increase in ethical discrimination ability. There was a statistically significant difference between the ethical discrimination scores of the two groups (P < 0.05), with the experimental group on average scoring higher than the control group. There were significant differences in satisfaction with self-motivated learning and critical thinking between the groups. Peer tutored problem-based learning and lecture-type conventional teaching were both effective for nursing ethics education, but problem-based learning was shown to be more effective. Peer tutored problem-based learning has the potential to enhance the efficacy of teaching nursing ethics in situations in which there are personnel and resource constraints.

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