The Effect of Using EDRAAK Educational Platform on the Academic Achievement among Tenth Grade Students and Their Attitudes Towards it: أثر استخدام منصة إدراك التعليمية على التحصيل الدراسي في مادة الرياضيات لدى طلبة الصف العاشر الأساسي واتجاهاتهم نحوها

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Mohammad Falah Al-Shugairat, Mohammad Salameh Al-Rsaaie
Keyword(s):  
Academic Achievement ◽  
Study Groups ◽  
Choice Test ◽  
Control Group ◽  
Significance Level ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

This study aimed to identify the Effect of Using EDRAAK Educational Platform on the Academic Achievement among the Tenth Graders and Their Attitudes towards It, the sample of the study consisted of (50) students from the tenth grade in the Petra District Education Directorate, who were randomly divided into two groups (experimental and control). The researchers used the quasi-experimental approach, and the study tools consisted of a multiple-choice test of (20) items to measure student achievement, and an attitudes scale consisting of (24) items, and the results of the study showed There were statistically significant differences at the level of significance (α≤0.05) for teaching using EDRAAK platform on the achievement of tenth grade students in basic mathematics, where the value of t = 3.616 and by looking at the average achievement of the members of the two study groups (experimental and control) on the post-test we find that the difference is due to the average achievement of the experimental group students, which reached (10.64), while the average achievement of the control group on the post-test was (7.24). The results also showed that there are statistically significant differences at the significance level (α≤0.05) for teaching using EDRAAK educational platform on the attitudes of the tenth grade basic students towards mathematics, where the value of t = 2.42, and by looking at the average trends of the members of the two study groups (experimental and control) on the post-test (attitudes), we find that the differences between the averages of students attitudes on the post-test are in the interest of the group’s students the experimental group reached (2.89), while the average attitudes of the control group students reached (2.68). The researchers recommend the necessity of adopting educational platforms as an integral part of the education process in the schools of the Hashemite Kingdom of Jordan.

scholarly journals Comic Strips Toward Students’ Reading Comprehension Achievement

2020 ◽  
Vol 4 (1) ◽  
pp. 10-14
Author(s):  
Ida Yuliani
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Comic Strips ◽  
Significance Level ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Alternative Hypotheses ◽  
The Mean ◽  
Experimental Group

This study focuses on the investigation of the influence of teacher’s teaching technique on student’s reading comprehension achievement using comic strips media. In this study, the writer used a quasi-experimental design. The population of this study is tenth-grade students of SMAN 1 Buay Madang Timurwith 122 students, meanwhile, the writer used purposive sampling as a method for taking a sample. Therefore, class X.MIA 2 was chosen as an experimental group that is taught reading comprehension using comic strips and class X.IIS 2 as a control group who were taught reading comprehension using conventional media. Moreover, the writer used multiple-choice descriptive text. Based on the finding, the mean score of the pre-test experimental group was 50.97 and the mean score of the post-test experimental group was 78.84. While the mean score of the pre-test control group was 38.40 and the post-test score was 43.07 and the result of analyzing the data using SPSS 16, P output was 0.000, It is less than the critical value significance level (0.05). It means that alternative hypotheses (Ha) is accepted and null hypotheses (Ho) is rejected. It can be concluded that there is any significance between the students who are taught by using comic strips media and the students who are taught by using conventional media.

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe Snowball Throwing Terhadap Hasil Belajar Siswa Pada Mata Pelajaran TIK Kelas VIII SMP Negeri 5 Tejakula.

2017 ◽  
Vol 6 (1) ◽  
pp. 214
Author(s):  
Made Wihendra Adhiatmika . ◽  
Dr. Ketut Agustini, S.Si, M.Si. . ◽  
I Gede Partha Sindu, S.Pd., M.Pd. .
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Choice Test ◽  
Control Group ◽  
Significance Level ◽  
Quasi Experimental ◽  
Class Viii ◽  
And Control ◽  
Experimental Group ◽  
Descriptive Statistical Analysis

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar TIK antara kelompok eksperimen yang menggunakan model pembelajaran Snowball Throwing dengan kelompok Kontrol yang menggunakan model pembelajaran Konvensional pada kelas VIII di SMPN 5 Tejakula. Jenis penelitian ini adalah penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas VIII yang berjumlah 110 orang. Sampel penelitian ini adalah kelompok siswa kelas VIII B yang berjumlah 37 orang sebagai kelas kontrol dan kelompok siswa kelas VIII C berjumlah 36 orang sebagai kelas eksperimen. Data hasil belajar TIK siswa dikumpulkan dengan instrumen tes berbentuk pilihan ganda (kognitif) dan praktek (psikomotor). Data yang dikumpulkan dianalisis menggunakan analisis statistik deskriptif dan statistik inferensial (uji–t). Berdasarkan hasil analisis data, diperoleh thitung = 8,979 dan ttabel (pada taraf signifikan 5%) = 1,669. Hal ini berarti bahwa thitung > ttabel, sehingga terdapat pengaruh yang signifikan dalam penerapan Model Pembelajaran Snowball Throwing Terhadap Hasil Belajar Siswa Kelas VIII Pada Mata pelajaran TIK di SMP N 5 Tejakula yaitu nilai hasil belajar siswa kelompok eksperimen lebih tinggi dibandingkan dengan nilai hasil belajar kelompok kontrol. Dilihat dari hasil perhitungan nilai rata-rata hasil belajar TIK kelompok eksperimen sebesar 40,73 lebih besar dari nilai rata-rata hasil belajar TIK kelompok kontrol sebesar 32,64, sehingga dapat disimpulkan bahwa penerapan model pemebalajaran Snowball Throwing mampu meningkatkan hasil belajar siswa kelas VIII pada matapelajaran TIK. Kata Kunci : Pembelajaran Kooperatif, model pembelajaran Snowball Throwing, hasil belajar siswa TIK. This study aimed at determining differences of ICT learning outcomes between experimental group using Snowball Throwing learning model and control group using conventional learning model in class VIII SMPN 5 Tejakula. This research is a quasi-experimental research. The population of this study was all students in eighth grade which was about 110 people. The samples were the students of class VIII B group totaling 37 people as a control group and a group of students of class VIII C totaling 36 people as a class experiment. The data of students’ ICT learning outcomes were collected by multiple choice test (cognitive) and practice (psychomotor) instrument. The collected data were analyzed by using descriptive statistical analysis and inferential statistics (t-test). Based on the analysis of the data, it was obtained thitung = 8.979 and ttable (at significance level of 5%) = 1.669. This means that thitung> ttable, so there is a significant influence in the implementation of Learning Model Snowball Throwing on Students’ learning results of class VIII on the subjects of ICT in SMP N 5 Tejakula which the learning outcomes of the experimental group is higher than the control group, The analysis of the data shows that the ICT learning outcomes average of experimental group is 40.73 which is greater than the average of the control group which is 32.64, so it can be concluded that the application of Snowball Throwing learning model able to improve students’ ICT learning outcomes of class VIII.keyword : Cooperative Learning, Snowball Throwing learning model, students’ ICT learning outcomes.

scholarly journals The Effect of Using Directed Reading Thinking Activity (DRTA) Strategy on the Tenth Grade Students' Reading Comprehension Achievement at MA Unggulan Nuris Jember

2016 ◽  
Vol 3 (3) ◽  
pp. 43
Author(s):  
Frida Hayu Novendiana ◽  
Zakiyah Tasnim ◽  
Bambang Arya Wijaputra
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Control Group ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Directed Reading ◽  
And Control ◽  
Experimental Group

The aim of this research was to know whether or not there was a significant effect of using Directed Reading Thinking Activity (DRTA) strategy on the tenth grade students at MA Unggulan Nuris Jember. The research design used was quasi experimental research specifically post test only non equivalent group design . The respondent of the research was chosen by using cluster random sampling by a lottery . The students of X IPA A as the experimental group and X PK B as the control group. The data was collected by interview, documentation and administering reading comprehension test. Then the data collected were analyzed by using independentt sample T-test . It was known that the mean score of the experimental group was 78.80 and the mean score of the control group was 73.73. In the output of the t-test column, it was shown that the significant value was 0.03. It was lower than 0.05. It means that the mean scores of the two classes (experimental and control groups) were different. Therefore, there was a difference between the experimental class and the control class. In conclusion, the use of Directed Reading Thinking Activity (DRTA) strategy was a significantly affected on the tenthgrade students’ reading comprehension achievement tat MA Unggulan Nuris Jember.   Keywords: reading comprehension achivement, DRTA strategy 

THE EFFECT OF MOBILE ACCESS (AUDIO VISUAL EASY LEARN ENGLISH) ON STUDENTS’ VOCABULARY ACHIEVEMENT AT SMPN 11 KENDARI

2019 ◽  
Vol 4 (3) ◽  
pp. 335
Author(s):  
Eva Veronica ◽  
Mursalim Mursalim
Keyword(s):  
Test Score ◽  
Control Group ◽  
Vocabulary Test ◽  
Seventh Grade ◽  
Mobile Access ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group ◽  
Vocabulary Achievement

The objective of this study is to find out the effect of using mobile access (Audio Visual Easy Learn English) on students’ vocabulary achievement at SMPN 11 Kendari. Mobile  Access  (Audio  visual  easy  learn  English)  as  a media in learning teaching process. This research used quasi experimental design, the population is all seventh- grade students, and the sample is class VII1 as the experimental group and VII2as control group. The experimental group consisted of 30 students and control group consisted of 21 students. The research instrument consisted of 44 questions of vocabulary test. To collect the data, the researcher gave pre-test, taught by using Mobile Access  (Audio  Visual  Easy  Learn  English),  and  giving post-test. Mean score of post-tests (79.63) in experimental class is higher than pre-test score (59.66). While, in control class also has improvement but not too significant. It can be seen on post-test score (64.80) is higher than pre-test score (55.19). Based on the calculation of T-test, it shows that tcount = 3.775, while t-table =2.010 at level of = 0.05 with DF = 49. It means that tcount is higher than table, Therefore H0 was rejected and H1 was accepted. This can be concluded that  there  was a  significant  effect  of  using a significant effect using Mobile Access (Audio Visual Easy Learn English) on students’ vocabulary achievement at the seventh-grade students of SMPN 11 Kendari. Keywords: MA, Mobile Access, Audio Visual Easy Learn English, vocabulary achievement

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 The Development of Writing Module on Enhancing the Writing Skills of Omani General Foundation Program Students

2020 ◽  
Vol 19 (9) ◽  
pp. 363-381
Author(s):  
Moustafa Mohamed Abdelmohsen ◽  
Rohaya Abdullah ◽  
Yasir Azam
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Efl Teachers ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Study Participants ◽  
And Control ◽  
Experimental Group

This study aimed to investigate the effectiveness of a developed writing module on enhancing the General Foundation Program students’ writing skills. The study made use of a pre-test and post-test quasi-experimental design. The study participants incorporated 70 Omani students and 2 EFL teachers. The students were divided into experimental and control groups. The experimental group incorporated 35 students who studied English at the General Foundation Program of Sur Nursing Institute. The control group involved 35 students who took an English course at The General Foundation Program Centre in Muscat. Both institutions function under the auspices of the Omani Ministry of Health. The control group studied the ministry’s writing syllabus, whereas the experimental group studied the writing module. The writing pre-test was done before module delivery and the post-test was done after the intervention. ANCOVA test was utilized to draw a statistical analogy between the mean scores of tests of both groups. The test findings divulged that there was a statistically significant mean difference between the control and experimental group’s scores in the writing post-test. The module significantly enhanced the experimental group’s writing skills.

scholarly journals SCAFFOLDED READING EXPERIENCE (SRE) IN TEACHING READING COMPREHENSION

2019 ◽  
Vol 2 (1) ◽  
pp. 60-74
Author(s):  
Herawati Unmura
Keyword(s):  
Reading Comprehension ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Significance Level ◽  
First Semester ◽  
Reading Experience ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The scaffolded reading experience framework consists of a set of prereading, during-reading, and post-reading activities to use with any genre of text, including fiction and nonfiction. The aim of this study was the effectiveness of scaffolded reading experience in teaching reading comprehension to the students of Musi Rawas University? The method used in this research was quasi-experimental method. The population of this study was all of the students of Musi Rawas University. The sample of this study was students of accounting study progrom in first semester taken through convenience non random sampling. The data were collected through a written test. It was pre-test and post test. The data analyzed through t-test formula. From this study it was found that the students’ pre-test average score in the experimental group was 55 and in the control group was 53.91. Meanwhile the students’ post-test average score in the experimental group was 80 and the students’ average score in the control group was 75. In addition of t-obtained were 2.049 where the value of t-table was 1.684 at df 74 in significance level of 0.05 and with one-tailed testing. Since the value of t-obtained was higher than the critical value of the t-table (2.049>1.684), it can be concluded that, teaching reading comprehension by using scaffolded reading experience (SRE) to the students of Musi Rawas University was effective.

scholarly journals THE EFFECTIVENESS OF CHUNKING STRATEGY IN DEVELOPING STUDENT'S ABILITY IN STORY RETELLING

Prominent ◽  
2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Rohmaniyah Nia ◽  
Nur Ekaningsih
Keyword(s):  
Content Validity ◽  
Teaching And Learning ◽  
Face Validity ◽  
Control Group ◽  
Story Retelling ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Abstract: This research aims at finding out whether or not the use of chunking strategy is effective in developing students’ ability of story retelling to the tenth-grade students at MAN 01 Pekalongan. Quasi experimental research was applied as the method with two groups : experimental and control group. The total subject of this research was 52 students which were taken from two classes of X IPS 1 as a control group and X AGAMA 2 as an experimental group. Face and content validity were done by asking the English teacher and advisor to be expert judgements to validate the instrument by using a rubric appearance of test for face validity and its conformity by curriculum as a content validity. Inter-rater reliability in giving scores to the students’ was done to measure the reliability of the test. This research used SPSS in analysing the data of speaking test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significant difference in the story retelling ability between tenth grade students who were taught by using chunking strategy and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 89 and control class which is 83 and as a result Sig. (2-tailed) is 0.044 0.050. Therefore, the null hyothesis of this study is rejected. It means that the use of chunking strategy had significantly improved the tenth-grade students story retelling ability in English teaching and learning process of the experimental class at MAN 01 Pekalongan in the academic year 2019/2020. Keywords:     chunking, teaching speaking strategy, story retelling

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 Assessing the Effectiveness of Animal Therapy on Alleviation of Anxiety in Pre-School Children

2020 ◽  
Author(s):  
Mohammad Tahan
Keyword(s):  
Control Group ◽  
Control Groups ◽  
Animal Therapy ◽  
General Anxiety ◽  
Post Test ◽  
Quasi Experimental ◽  
Study Population ◽  
Anxiety Screening ◽  
And Control ◽  
Experimental Group

Introduction: The purpose of this study was to assess the effectiveness of animal therapy in alleviation of anxiety in pre-school children.Method: The study was carried out as a quasi-experimental study with pre-test and post-test design and control group. The study population consisted of 33 anxious 5-7years old children (participated in a welfare anxiety screening plan held by Counseling Center, Tehran-Iran) between 2018 and 2019. The participants took part in the study voluntarily.The subjects were randomly divided into experimental and control groups (10 in each group). The experimental group was exposed to 8 sessions of animal therapy. The research instrument was Spence Preschool Anxiety Scale (Parent Form) and the data were analyzed on SPSS 21 software.Results: The results showed that animal therapy had a significant effect on general anxiety score after adjusting for post-test scores (f= 32.49 and p= 0.001) with the effect equal to 0.70. In addition, the effect of animal therapy on anxiety of separation (f= 5.63, p= 0.03), generalized anxiety disorder (f= 8.56, p= 0.01), social phobia (f= 14.58, p= 0.002) and specific anxiety (f= 11.63, p= 0.005) was significant with effects equal to 0.30, 0.40, 0.53, and 0.47, respectively. The results also showed that the effect of animal therapy on obsession was not significant (p&gt;0.05).Conclusion: Therefore, it can be concluded that Animal therapy is effective in alleviating anxiety in children.

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