scholarly journals The impact of the use of some active learning strategies in the teaching of literary knowledge on the literary taste of high school students in the UAE

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Mohammed Abdul Rahman Al - Jagoub
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Group Performance ◽  
Control Group ◽  
Significance Level ◽  
Secondary Stage ◽  
Active Learning Strategies ◽  
The Impact ◽  
Experimental Group

The objective of this study was to develop an achievement test to measure the skills of literary tasting. It consists of (30) multiple choice types, which were applied to a sample of the stability test According to the KR 20 equation, the study used semi-experimental research methodology. The sample consisted of (120) male and female students of the 10th grade at Gulf Arab Secondary School for Boys and Al-Hira Secondary School for Girls in Sharjah. The people were chosen deliberately, (60) students, experimental subjects studied the material using active learning strategies, and the control group studied the same material in the normal way. After analyzing the data, the results of the study indicated that the students in the experimental group achieved a higher level of control group students Statistical analysis showed differences in the level of literary taste at the statistical significance level (α = 0.05); due to the active learning strategies, the total mathematical mean of the experimental group performance was on the post taste test (26.60) For the control group (20.90). The value of P (58.05), the value of the significance level (0.00), that is less than (0.05), which indicates that there are significant differences between the experimental group and the control group for the benefit of the experimental group, and the value of (P) Between the sex and the group was (1.00), which is not statistically significant value, where its significance (0.32), and does not indicate the existence of an effect of interaction between the teaching method and sex. The study concluded with recommendations calling on teachers to use active learning strategies in the teaching of literary knowledge. And focus on those strategies when writing Arabic language books for the secondary stage.

scholarly journals Effect of teaching Arabic language using active learning in developing creative thinking skills: أثر تدريس اللغة العربية باستخدام التعلم النشط في تنمية مهارات التفكير الإبداعي

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Sulaiman Hassan Teweej
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Statistical Significance ◽  
Arabic Language ◽  
Primary Grade ◽  
Control Group ◽  
The Impact ◽  
Experimental Group ◽  
Primary Grade Students

This study aimed to know the impact of teaching Arabic language using active learning strategies in developing creative thinking by the sixth primary grade students. In order to achieve the objectives of the study the researcher used the Semi-experimental approach and applied the experiment on a sample of 50 students from the sixth primary grade students, 25 student for the experimental group and 25 student for the control group through teaching the fourth unit (health awareness) of my beautiful languages curriculum of the sixth grade, and application of Torrance test for creative thinking Arabization and codification of the (Al Shanti, 1982), and the study showed an existence of statistical significance differences  between the average of  two sets of study degrees in the dimensional application to test the creative thinking and its three skills , and this difference was in favor of the experimental group taught using strategies of active learning.

scholarly journals Disney influenced her creativity in developing the contemplative reading skills of fourth-grade literary students

2021 ◽  
Vol 2 (42) ◽  
pp. 347-374
Author(s):  
Israa Fahdel Ameen
Keyword(s):  
Secondary School ◽  
Reading Skills ◽  
Fourth Grade ◽  
Previous Method ◽  
Control Group ◽  
Significance Level ◽  
Research Goal ◽  
Effective Group ◽  
The Impact ◽  
Experimental Group

This research aims to know the impact of Disney's creativity model in developing the contemplative reading skills of fourth-grade literary students, and to achieve the research goal; It was designed according to the previous method, and the researcher chose, it was randomly designed for Hilla secondary school to be the research sample, in the same way she chose to represent the group with our gate (32) to represent the experimental group (32) students, and u (b) to represent the control group by (31) students. Then the researcher rewarded statistical parity between the two research groups in: (age, parents ’academic achievement, reading, and the contemplative reading test). As for the test, the researcher built a test in contemplative reading skills of the multiple choice type, and the test was verified after presenting it, and after the experiment was conducted, the test was applied to the students of the research sample, and the data was processed statistically using a group of statistic, the research concluded that there is an index in the test The contemplative reading in the experimental group is at a significance level (0.05). In light of the research results, the researcher concluded a number of conclusions. She also recommended an effective group and suggested proposals as an extension and completion of the research

scholarly journals Efektivitas Pembelajaran Matematika dengan Strategi Pembelajaran Aktif Index Card Match (ICM)

2019 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
St. Syahdan ◽  
Abdul Arif
Keyword(s):  
High School ◽  
Active Learning ◽  
Learning Strategies ◽  
Junior High School ◽  
Learning Strategy ◽  
Junior High ◽  
Control Group ◽  
Index Card ◽  
Active Learning Strategies ◽  
Experimental Group

This research is an experimental research which aim to know whether the active learning strategy index card match is more effective than expository learning strategy used learning mathematic for students in class VII State Islamic Junior High School at Pitumpanua, Wajo Regency. The design of the research used Posttest Control Group Design. In this research therean experimental group namely VIID class with 32 students which was taught using ICM active learning strategies and one groupcontrolnamely VIIE class with the same number students taught by expository learning strategy. Technique collection data used result of the learning tests, observation sheets for student activity, and questionnaire sheets for the student respond. Data analyzed used description statistic analyzed and statistic inferential analyzed. According to description statistic analyzed obtained:1) In the experimental group, the result of the mathematics learningobtained average of 74,16 with the deviation standard of 12.972 in the high criteria, while in the group control the average learning result of student amount 66,12 with the deviation standard 12,973 in the medium criteria. 2) Learning activities of students in the experimental group showed a positive attitude with a percentage of 58.04% and 51.45% in the control group. 3) The Student responses in the experimental learning group showed a positive response with percentage of 89.87% while in the control group 63.73%. Statistic inferential analyzed shows t count> t table (2.476> 1.67) with a significance of 5%, So we can conclude that the hypothesis is accepted it mean that learning mathematics in grade VII students of State Islamic Junior High School at Pitumpanua country of Wajo Regency through ICM active learning strategies is more effective than expository learning strategies

scholarly journals The impact of using the strategy of self-questioning in the achievement of students in the fifth grade in mathematics: أثر استخدام استراتيجية التساؤل الذاتي في تحصيل طلاب الصف الخامس الابتدائي في مادة الرياضيات

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Latif Al-Zakri
Keyword(s):  
Achievement Test ◽  
Experimental Methodology ◽  
Fifth Grade ◽  
Control Group ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of the use of self-questioning in the understanding of fifth grade students in mathematics material. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 42 students from the fifth grade students from Khubayb bin Udai School in Riyadh; equally divided into two groups of 21 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in mathematics material

The Impact of the Project-Based Learning Strategy on Leadership Skills Acquisition among Palestinian Refugees Students in Gaza

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Safa Migdad ◽  
Amjad Joma ◽  
Olivier Arvisais
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Leadership Skills ◽  
Third Graders ◽  
Project Based Learning ◽  
Control Group ◽  
Skills Acquisition ◽  
Teaching English ◽  
The Impact ◽  
Experimental Group

This study aimed at investigating the effectiveness of the project-based learning strategy on developing third graders' leadership skills. The research questions were addressed using the experimental approach. The researchers purposively sampled 76 third graders from Al Zaitun Co-ed Elementary C School in Gaza and randomly sampled two classes of third graders. Participants were divided into two equivalent groups, each consisting of 38 students. The project-based learning strategy was used for teaching English to the experimental group, whereas the traditional method was used for the control group. The study tool consisted of an observation card on which the student's leadership skills were rated pre- and post-application. Data were analyzed using the Statistical Package for Social Sciences. Independent samples t-test and effect size were used in the analysis. Results revealed higher mean scores in leadership skills for the experimental group in the post-application observation card. The researchers attributed these findings to the project-based learning strategy and recommend its use in teaching English to develop leadership skills. Further research is needed to investigate the effect of other project-based learning strategies on other grade levels and life skills.

scholarly journals Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy

2020 ◽  
Vol 19 (1) ◽  
pp. ar4 ◽  
Author(s):  
Angela C. Bauer ◽  
Vernon M. Coffield ◽  
Dinene Crater ◽  
Todd Lyda ◽  
Verónica A. Segarra ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Cognitive Domain ◽  
Black And White ◽  
Active Learning Strategies ◽  
Biology Courses ◽  
Affective Components ◽  
Equitable Outcomes ◽  
Dual Domain ◽  
The Impact

Recent studies demonstrate that significant learning gains can be achieved when instructors take intentional steps to address the affective components of learning. While such efforts enhance the outcomes of all students, they are particularly beneficial for students from underrepresented groups and can reduce performance gaps. In the present study, we examined whether intentional efforts to address the affective domain of learning (through growth mindset messaging) can synergize with best practices for addressing the cognitive domain (via active-learning strategies) to enhance academic outcomes in biology courses. We compared the impact of this two-pronged approach (known as dual domain pedagogy, or DDP) with that of two other pedagogies (lecture only or active learning only). Our results demonstrate that DDP is a powerful tool for narrowing performance gaps. DDP, but not active learning, eliminated the performance gap observed between Black and white students in response to lecture. While a significant gap between white and Latin@ students was observed in response to active learning (but not lecture), this gap was reduced by DDP. These findings demonstrate that DDP is an effective approach for promoting a more equitable classroom and can foster learning outcomes that supersede those conferred by active learning alone.

scholarly journals THE EFFECT OF ACTIVE LEARNING STRATEGY USING THE THREE STAGE OF FISHBOWL DECISION TYPES ON THE RESULT OF HISTORY LEARNING

2013 ◽  
Vol 14 (1) ◽  
pp. 101
Author(s):  
Wahidul Basri
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Control Group ◽  
Control Group Design ◽  
Active Learning Strategies ◽  
Historical Fact ◽  
Good For ◽  
Active Learning Strategy

The ability of students of SMAN 1 Bukittinggi in studying history, especially in interpreting the facts are still low. To overcome these problems the writer try to applied active learning strategies Three Stage of Fishbowl Decision types (TSFD). The purpose of this study is to determine the effect of the use of active learning strategies on learning outcomes of TSFD type in the result of studying history, especially in the interpretation of historical facts. This research is experimental with Pretest-Posttest Control Group Design research. The results showed that active learning strategies of the type of TSFD were good for interpreting historical fact. However, after further analysis based on the pattern of growth or movement changes, in the process of active learning strategies of TSFD type was suitable to be applied. Furthermore, for the facts are based on royal topics of TSFD strategy that has turned out as good for the material that is repetition. Based on the analysis conducted it is believed that active learning strategies of TSFD type is better used on materials that complete require repetition.

The Effectiveness of Active Learning Strategies in Gatekeeper Training on Behavioral Outcomes

Crisis ◽  
2020 ◽  
pp. 1-9
Author(s):  
Lucas Godoy Garraza ◽  
Nora Kuiper ◽  
Wendi F. Cross ◽  
Brandee Hicks ◽  
Christine Walrath
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Role Play ◽  
Behavioral Outcomes ◽  
Actual Behavior ◽  
Short Term ◽  
Resource Limitations ◽  
Active Learning Strategies ◽  
The Impact

Abstract. Background: Studies of suicide prevention gatekeeper trainings (GKT) show temporary enhancements in short-term behavioral outcomes and limited enhancements in intermediate behavioral outcomes. Aims: We aimed to examine the impact of two training enhancements (role-play and booster) on intermediate GKT outcomes. Method: The study used a factorial randomized controlled design to assign participants to one of four groups. Three indicators of gatekeeper behavior at 6-month follow-up were the primary outcomes of interest. We used propensity score-based techniques to address observed imbalances. Results: At 6 months, among participants assigned to role-play, a significantly larger proportion of those assigned to booster performed identifications and referrals followed by a notification to the referral source, and followed by escorting the youth to the resource. Limitations: While observed imbalances were addressed, unobserved differences may persist. The validity of self-reported indicators to measure actual behavior remains unknown. Conclusion: Results suggest that active learning strategies can, in combination, enhance the effectiveness of trainings. The strategies seem to increase the comprehensiveness of gatekeeper behaviors.

The Impact of Virtual Laboratories on Academic Achievement and Learning Motivation in the Students of Sudanese Secondary School

1970 ◽  
Vol 4 (9) ◽  
pp. 20
Author(s):  
Dr. Esam Edris Kamtor Al Hassan
Keyword(s):  
Secondary School ◽  
Learning Motivation ◽  
Control Group ◽  
Virtual Laboratories ◽  
Post Test ◽  
Group A ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to investigate the impact of virtual laboratories (VLabs) on academic achievement and Learning Motivation in the Students of Sudanese Secondary School in the subject of chemistry. The study followed a quasi-experimental method. The population consisted of second-grade students of Almutamaar school boys in Omdurman, the study sample was selected randomly totaling 54 students were divided randomly into two groups: 27 for experimental group and 27 for control group. The study used achievement pre & post tests, and Learning Motivation scale as tools for data collection. The result showed that  there  were statistically significant differences at the level (0.05) between the mean scores of students of the experimental group (a group is taught by VLabs) and control group (a group is taught by conventional method) in the post test in favor of the experimental group, and there were statistically significant differences at the level (0.05) between the mean scores of pre and post test for the students of the experimental group in favor of the post test, and there were statistically significant differences at the level (0.05) in the Learning Motivation scale between the experimental group( taught by VLabs) and control group (taught by conventional method)  for the favor of the experimental group too.

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