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 The Effect of corporative learning Strategy in the Reading Skill Development in the arabic language for the 3rd grade students in Jordan: أثر استراتيجية التعليم التعاوني في تنمية مهارة القراءة في اللغة العربية لدى طالبات الثالث الأساسي في محافظة معان بالأردن

2019 ◽  
Vol 3 (29) ◽  
Author(s):  
Aisha Ahmad Hussien Al-swalmeh
Keyword(s):  
Learning Strategy ◽  
Skill Development ◽  
Reading Skill ◽  
Arabic Language ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
General Average ◽  
Reading Skill Development ◽  
Experimental Group ◽  
3Rd Grade

    The purpose of this study was inquiring The effect of corporative learning Strategy in the Reading Skill Development in the arabic language for the 3rd grade students 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 the corporative learning 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 corporative learning Strategy, in developing the reading 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 corporative learning Strategy in the Reading Skill Development Where the control obtained a general average of (13.03 of 25) in comparison to the pilot on a general average (20.25 of 25) and the difference is clear for the benefit of the experimental group, and the value of ETA (2) for the post test (0.75) that is 0.75) Performance (experimental group) is a return to the cooperative learning strategy  The study recommended introducing the corporative learning Strategy in the teaching of Arabic language Course, and conducting other similar studies in different educational stages.    

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 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 effect of using the strategy of Analogy in the acquisition of chemical concepts among female students of tenth grade in Jordan: أثر استخدام استراتيجية المتشابهات في اكتساب المفاهيم الكيميائية لدى طالبات الصف العاشر الأساسي في الأردن

2019 ◽  
Vol 3 (30) ◽  
Author(s):  
Sahar Dhab Salman Ghoneim
Keyword(s):  
Teaching Method ◽  
Female Students ◽  
Control Group ◽  
Significant Difference ◽  
Chemical Concepts ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Girls School ◽  
And Control ◽  
Experimental Group

  The objective of this study was to identify the effect of using the strategy of Analogy in the acquisition of chemical concepts among female students of tenth grade in Jordan. The study adopted the Quasi- experimental method. The tool consisted of (Chemical Concepts Test), prepared by the researcher. The test was applied to a random sample of two divisions (B & C) of the tenth grade female students in the secondary school of Al- Sawari Comprehensive Girls' School, belonging to the Directorate of Education of Aqaba Governorate during the academic year 2018/2019. Division (B) represented the experimental group which consisted of (30) female students, and division (C) represented the control group which consisted of (30) female students. The results of t- test for two independent samples showed that there was statistically significant difference between the mean scores of the experimental and control groups students on the chemical concepts test due to the variable of the teaching method. The control group obtained a total mean of (13.25), whereas the total mean score of the experimental group was (18.02). In light of the results of the study, the researcher recommended the training of chemistry teachers on using the strategy of Analogy in the teaching of chemistry; due to their effectiveness in teaching, and recommended a performing of studies on other teaching methods.  

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 Effect of Using Smart Board on the Achievement of Tenth Grade Students in English language and on Verbal Interaction during Teaching in Public Schools

2017 ◽  
Vol 5 (1) ◽  
pp. 197 ◽  
Author(s):  
Nibal Abdelkarim Mousa Malkawi
Keyword(s):  
Public Schools ◽  
English Language ◽  
Teaching Strategy ◽  
Verbal Interaction ◽  
Control Group ◽  
Smart Board ◽  
Significant Difference ◽  
Tenth Grade ◽  
And Control ◽  
Experimental Group

This study aimed to investigate the effect of using the smart board on the achievement of tenth grade students in the English language, and verbal interaction, where the study sought to answer two questions:Does the achievement of tenth grade students in English language vary due to teaching strategy?Does the ratio of verbal interaction using smart board in teaching among tenth grade students vary from the ratio of verbal interaction at Flanders? (81) students from two sections chosen randomly from among (5) sections participated in the study, the experimental and control groups were chosen randomly, the experimental group were taught using smart board, and the control group were taught using the traditional way supported by computer. Achievement test in English language was applied, and Flanders' modified tool for the analysis of the verbal interaction was applied on the experimental group. The results showed the existence of significant differences in the achievement of the students; and in favor of the experimental group. The results showed a statistically significant difference in the ratio of speech of students who were taught using smart board. And the rate of teachers' speaking during teaching with smart board has increased, and periods of interruption verbal communication, and the percentage of questions rose by the teacher and her encouragement to her students, and the responses of the students and their initiatives.In light of the findings, the study recommends the need to urge teachers to use the smart board in the teaching of the English language, and holding workshops to train teachers on how to use the smart board in teaching, and conducting studies reveal the reality of the use of the smart board.

scholarly journals EFFECT OF STUDY SKILLS TRAINING ON ACADEMIC ACHIEVEMENT AND RETENTION OF SECONDARY SCHOOLS GEOGRAPHY STUDENTS IN JALINGO METROPOLIS

2015 ◽  
pp. 29-40
Author(s):  
Happy MICHAEL ◽  
Joshua JOSEPH ◽  
Peter IORNYAGH
Keyword(s):  
Academic Achievement ◽  
Study Skills ◽  
Skills Training ◽  
Significance Test ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study was undertaken to investigate the effect of study skills training on academic achievement and retention of geography students in Jalingo metropolis of Taraba State. A pre-test, post-test control group, quasi experimental design was adopted for this study. Geography students were purposively selected from two private schools in Jalingo metropolis of Taraba State. Three validated and standardized instrument were used for data collection. These instruments were pre-test geography achievement, post-test geography achievement and retention geography test. Four research questions were stated for the lesson and four hypotheses tested at 0.05 level of significance. Test- retest method of reliability estimate was determined by using Pearson product moment correlation coefficient. The reliability coefficient of 0.86 was obtained. Data were analyzed using mean, standard deviation, t-test and analysis of covariance. The result of the study revealed that the experimentalgroup thatwas given study skills training performed higher (mean=52.87, SD=12.5) than that of the control group (mean=41.0, SD=8.1). Also the retention score of the experimental group is higher (mean=49.60, SD=14.38) than the control group (mean= 36.20, SD=8.01). There was also a significant difference in the academic achievement and retention scores of experimental group and control group. Based on these findings, school teachers, curriculum planners are encouraged to include study skills training in the instructional processes in classrooms to enhance retention and achievement of students.

scholarly journals Teaching Writing with Authentic Video in EFL Classroom

2018 ◽  
Vol 1 (4) ◽  
pp. 448-458
Author(s):  
Sianna Sianna
Keyword(s):  
English Language ◽  
English Education ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Writing Skill ◽  
Sample Test ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Authentic Video

This study focuses its investigation on the effectiveness of authentic video in improving the students’ writing skill. The participants were 42 (22 for the experimental group and 20 for the control group) second semester students majoring in English Education Department at Universitas Muhammadiyah Parepare. A quasi-experimental method with two pretest-posttest group design was applied to gain the data. In the process of using the video, there were some types of video used such as documentary, educational video, tutorial video, news, and entertainment video. Those were assumed as videos that show the authentic English language culture in the EFL classroom. The results of the study show that the descriptive statistics of the groups reveals that the mean score in the posttest of the experimental group (81.45) is greater than the control group (74.67), the standard deviation in the experimental group (7.715) were more identic than in control group (10.721). In addition, the result of the independent sample test where the significance level (p=.026) is smaller than the standard alpha level (p=.05). The result shows a statistically significant difference between the students’ writing score of the control and experimental groups. In other words, the students in the experimental group were better than those in the control group. Therefore, it can be concluded that the use of authentic video was effective in improving the students’ writing skill. 

scholarly journals EFFECTS OF MOBILE INSTRUCTIONAL APP ON UNDERGRADUATE STUDENTS’ ACADEMIC PERFORMANCE IN ECONOMICS IN SOKOTO STATE, NIGERIA

2020 ◽  
Vol 8 (1) ◽  
pp. 11-20
Author(s):  
Nura Bawa ◽  
◽  
Asiyatu Bagudo ◽  
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Group 2 ◽  
Teaching Learning ◽  
Experimental Group

Mobile instructional app (MIA) is a set of instructions put together as a program usually installed on mobile devices to facilitate learning and improve academic performance. MIA helps to motivate students for the enhancement of positive academic performance, thus, it could be utilized in an individualized or in a blended learning environment to supplement traditional teaching-learning process. This study investigated the effects of mobile instructional app on undergraduate students’ academic performance in economics in Sokoto State. The study adopted quasi experimental with a pre-test and post-test, non-equivalent comparison involving 2x2 factorial design.All undergraduate students in Sokoto State formed population of the study. A total of 61 undergraduates formed the sample for the study, 34 for experimental group one (23 males and 11 females) from Sokoto State University (SSU) and 27 for experimental group one (22 males and 5 females) from Usmanu Danfodiyo University Sokoto (UDUS). Pilot study was carried out at Federal University Birnin Kebbi using twenty 100 level undergraduates. Economic Principles Test Instrument (EPTI) was used for data collection. Reliability coefficient of 0.78 using Kuder Richardson 20 (K-R, 20) was obtained. Research hypothesis one was tested using analysis of covariance (ANCOVA), while hypothesis two was tested using t-test statistics. The study found among other that the app was academically effective. There was significant difference in the achievement of the undergraduate students exposed to mobile instructional app and those taught using blended approach (F (1, 58) = 13.649, p<0.05) in favour of experimental group 2. There was no significant difference in the academic performance of the undergraduate students taught in a blended learning environment based on gender. The study concluded that the mobile instructional app (MIA) enhanced the academic performance of undergraduates from the two universities (UDUS and SSU) irrespective of gender. It was established by the study that the undergraduates taught in a blended learning environment out-performed those exposed to MIA alone. The study therefore recommended that lecturers should endeavour to develop and utilize mobile instructional apps that are in line with new NUC benchmark to supplement teaching process.

scholarly journals The Effects of Video Clips Enrichment to the Academic Performance of Grade 8 Learners in Earth and Space Science

2019 ◽  
pp. 19-28
Author(s):  
Arsad S. Pumbaya ◽  
Asliah B. Pumbaya
Keyword(s):  
Academic Performance ◽  
Space Science ◽  
Analysis Of Covariance ◽  
Basic Knowledge ◽  
Choice Test ◽  
Video Clips ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Grade 8

This study investigated the effects of video clips enrichment on the academic performance of Grade 8 learners in Earth and Space Science. This was conducted in MSU-ILS, MSU Campus, Marawi City, during the school year 2018-2019. The study employed the quasi-experimental non-equivalence pretest-posttest research design to test the effects of the video clips enrichment on the academic performance of Grade Eight learners. The academic performance of the two groups was assessed using the research-made 30-item multiple-choice test which has a reliability coefficient of 0.74, indicating that it was reliable and dependable to assess the academic performance of the learners. The data were treated with mean, standard deviation, and ANCOVA (Analysis of Covariance) at 0.05 level of significance. Moreover, the experiences of the learners in learning Earth and Space Science with video clips enrichment using their entries from the journal notebook and scheduled interview was administered after the conduct of the lesson and the post test. Results revealed that the learners taught with video clips enrichment in Earth and Space Science had a “very satisfactory” academic performance. This means that the learners at this level have developed the basic knowledge, skills and main understandings and can transfer them separately through genuine performance tasks. There is also a significant difference between the mean gain scores of the academic performance of Grade 8 learners taught with video clips enrichment and taught with K to 12 learning modules after the intervention, hence, the experimental group achieved significant growth in conceptual understanding which could be attributed to the use of video clips. The experimental group have gained positive experiences as it made them excited, attentive, and participative in class which could have resulted to their better academic performance in the subject. Therefore, the use of video clips in science lessons could enhance the academic performance of the learners.

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