scholarly journals The extent to which student activities contribute to the development of some physical skills among the students of the intermediate school

2019 ◽  
Vol 3 (8) ◽  
Author(s):  
Abdullah bin Ahmed Al-Anzi
Keyword(s):  
Middle School ◽  
Intermediate Stage ◽  
Control Group ◽  
Intermediate School ◽  
School Students ◽  
Student Activities ◽  
Remote Measurements ◽  
The Mean ◽  
Physical Skills ◽  
Experimental Group

The aim of the research is to identify the role of student activities in developing some aspects of mobility among students in Al Hudaybiyah intermediate school. To achieve this goal, the researcher used the analytical descriptive method. The researcher also used a set of study tools, including a rectometer, a medical balance and a stopwatch, as well as a set of tests that develop the physical aspects of students. The study sample consisted of (60) students from Al Hudaybiyah Middle School in Hafr Al Batin Governorate in Saudi Arabia. They were divided into two groups, one experimental and the other 30 students. The program was implemented in the first semester of 1439/1440 E. The results of the study showed the following: • There are statistically significant differences between the mean scores of the tribal and remote measurements of the control group in favor of dimension measurements in some physical aspects under consideration. • There are statistically significant differences between the mean scores of the tribal and remote measurements of the experimental group in favor of dimension measurements in some physical aspects in question. • There are statistically significant differences between the averages of the two dimensional measurements of the control and experimental groups in favor of the post-measurement of the experimental group in some physical aspects. • The effectiveness of the proposed program for the development of physical skills for middle school students. The study recommended focusing on student activities in the intermediate stage and the need to implement many programs of activities that help to improve the physical fitness of students.

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 The Effectiveness of Using Narrative Approach in Teaching the Course of Interpretation (Tafseer) in Developing the First Intermediate Female Students’ Conceptual Understanding

2021 ◽  
Vol 32 (4) ◽  
pp. 1-19
Author(s):  
Siham bint Shuja Al-Harby
Keyword(s):  
Middle School ◽  
Conceptual Understanding ◽  
First Grade ◽  
Female Students ◽  
Control Group ◽  
Narrative Approach ◽  
School Students ◽  
Significance Level ◽  
The Mean ◽  
Experimental Group

This study aims at examining the effectiveness of using the narrative approach in teaching the Interpretation of the Qur'an course in the development of conceptual comprehension among first-grade middle school female students. To achieve the objective of this study, a quantitative quasi-experimental design has been used. The sample consisted of first-grade middle school female students at "the third middle school" in Buraidah city, as this school suits the objective of the study. A test of conceptual understanding has been built by the researchers according to a list of conceptual understating skills at a significance level of α ≤ 0.05. Results have shown that there are statistically significant differences at the level (α ≤ 0,05) between the mean scores of the experimental group and the control group students regarding the conceptual comprehension test in favour of the experimental group. Moreover, there are statistically significant differences between the mean scores of the experimental group students in the pre- and post-conceptual comprehension tests in favour of the post-test. Based on these results, the researchers have provided a set of related recommendations and suggestions, such as: accentuating the importance of using the narrative approach in constructing Sharia sciences courses in general and the interpretation of the Qur'an course in particular. Accordingly, the researchers have recommended conducting a study entitled the effectiveness of using the narrative approach in teaching the interpretation of the Qur'an course in developing the first-grade secondary school students’ conceptual comprehension.

Using Flipped Classes to Develop Scientific Communication and the Attitude Towards Technology Acceptance in Science Learning in Intermediate Schools

2022 ◽  
Vol 12 (1) ◽  
pp. 1-15
Author(s):  
Sahar Mohammed Yousef Ezzeldin
Keyword(s):  
Technology Acceptance ◽  
Flipped Classroom ◽  
Science Learning ◽  
Intermediate Stage ◽  
Scientific Communication ◽  
Group Method ◽  
Control Group ◽  
Intermediate School ◽  
School Students ◽  
Quasi Experimental

This study aimed for using flipped classroom to develop scientific communication and the attitude towards technology acceptance in science learning among intermediate school students. For this purpose, the quasi-experimental design with the experimental and the control group method was used. The sample involved (49) third intermediate stage students from two different schools in Wadi Al-Dawasir Governorate, Riyadh, Saudi Arabia. A list of written scientific communication levels suitable for intermediate school students and a procedural model for learning with flipped classes were presented. The study applied the scientific communication test and the technology acceptance in the science learning scale. The statistical analyses revealed that there were statistically significant differences between the means of the scores of the experimental and control group students in the scientific communication scale and the technology acceptance in the science learning scale in favor of the experimental group. Recommendations and suggestions were presented.

Effectiveness of Cyber Bullying Sensitization Program (CBSP) to Reduce Cyber Bullying Behavior Among Middle School Children

2021 ◽  
pp. 504-513
Author(s):  
Surabhi Negi ◽  
Sunita Magre
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cyber Bullying ◽  
Control Group ◽  
School Students ◽  
Use Of Technology ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Cyber bullying is the unwise use of technology to harm and humiliate an individual or group over the Internet. The purpose of this article is to test the effectiveness of the cyber bullying sensitisation program (CBSP) to reduce the level of cyber bullying behaviour among middle school students. The sample was restricted to adolescents as they are the ones who are most exposed and vulnerable in the cyber space. A quasi-experimental pre-post design with intervention was adopted for the study. The participants of the study were comprised of 186 middle school students from two private schools in India. The experimental group had 94 participants while control groups had 92 participants. Statistical analysis indicated that there was a significant difference between pre- and post-test scores in the experimental group. No significant difference was found between the experiment and control group before the program, suggesting that the program was effective in helping students in reducing cyber bullying behaviour. The implications for prevention and intervention programs were discussed.

scholarly journals Comparative Study on Teaching Reading Using Know, Want, Learnt (KWL) and Direct Instruction Method (DIM)

2018 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Gabriela Puspita Nagri ◽  
Ngadiso Ngadiso ◽  
Teguh Sarosa
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Reading Skill ◽  
Reading Test ◽  
Control Group ◽  
Teaching Reading ◽  
School Students ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

<p>The aims of this research are to find out: (1) whether there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM; and (2) whether KWL method is more effective than DIM to teach reading. This experimental study used 22 students for the experimental group and 22 students for the control group. The data were collected by using reading test and then analyzed by using t-test formula. The computation of the data shows that the t-observation (t<sub>o</sub>) is 1.988, which is higher than the t-table <sub>(42,</sub> <sub>0.05)</sub>: 1.960. Therefore, it can be concluded that there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM. The mean of the group of students taught by using KWL method is 75.14, while the mean of the group of students taught  by using DIM is 69.13. Therefore, it can be concluded that KWL method is more effective to teach reading than DIM for junior high school students.</p>

scholarly journals Measuring Learnability through Virtual Reality Laboratory Application: A User Study

2021 ◽  
Vol 13 (19) ◽  
pp. 10812
Author(s):  
Ghazala Rasheed ◽  
Muzafar Khan ◽  
Noman Malik ◽  
Adnan Akhunzada
Keyword(s):  
Virtual Reality ◽  
User Study ◽  
Virtual Laboratory ◽  
Control Group ◽  
School Students ◽  
Main Research ◽  
Virtual Laboratories ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

The cutting-edge technology of virtual reality has changed almost every aspect of life in e-commerce, engineering, medicine, and entertainment. This technology has also made its way to the field of education in the form of virtual laboratories. A lack of student engagement and interest towards STEM subjects is reported in the literature. Several studies have been conducted to evaluate virtual reality in education, but these studies are limited in terms of participants and subject coverage. This study aimed to assess the effectiveness of virtual laboratories to develop student’s practical learning skills for secondary school physics. For this purpose, a desktop-based virtual laboratory application was developed based on the guidelines extracted from the literature. A user study was adopted as the main research method, and it was conducted with 184 students of 4 different schools. In each school, students were divided into two groups: experimental (used the virtual laboratory application) and control (used a physical laboratory). The data were collected through an academic quiz conducted at the end of the study. The mean score of the experimental group was 7.16, compared with 5.87 for the control group. The results revealed that the students’ learning using the virtual laboratory application was better compared with the control group. Interestingly, there was no significant difference in the performance of boys and girls in both groups. The usability questionnaire was also completed by 92 students of the experimental group to assess the application interface. The mean score was 73.5 (above average) with an internal consistency of 0.76. The participants found the virtual laboratory application to be user-friendly, easy to use, and supportive in learning.

scholarly journals A MOTOR INTERVENTION TO PREPARE LEARNING TO WRITE

2021 ◽  
Author(s):  
Natalie Lavoie ◽  
◽  
Émile Lebel ◽  
Keyword(s):  
Statistical Tests ◽  
First Grade ◽  
Control Group ◽  
Complex Activity ◽  
School Students ◽  
Visuomotor Integration ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

Writing is a complex activity that requires the automation of graphomotor skills. Unfortunately, 10 to 30% of primary school students have difficulty at this level, which impairs the development of writing skills. It therefore seems judicious to intervene in kindergarten to support motor precision as well as visuomotor capacities, considered as prerequisites for writing by many researchers. The purpose of this study was to investigate the effect of motor training on visuomotor integration, motor precision and handwriting performance (speed and readability) in 5-year-old children. According to a quasi-experimental design (pretest, post-test with control group), 34 children participated in an intervention in subgroups, twice a week for 6 weeks. The mean and standard deviation were calculated for each of the tasks performed. Statistical tests (t test) were then carried out. The results show that the children in the experimental group improved their motor precision as well as their graphomotor skills compared to those in the control group. This project provides new insights into the benefits of working on basic skills in preparation for learning to write and will equip teachers on how to guide and support graphomotor skills before entering first grade.

scholarly journals The Effectiveness of Using the Generative Learning Model in Developing Achievement, Retention and Attitude towards the Sciences Subject of Female Intermediate School Students in Taif City: فاعلية استخدام نموذج التعلم التوليدي في تنمية التحصيل وبقاء أثر التعلم والاتجاه نحو مادة العلوم لدى طالبات المرحلة المتوسطة بمدينة الطائف

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Sultanah Meshel Al- Otaibi
Keyword(s):  
Learning Model ◽  
Attitude Scale ◽  
Achievement Test ◽  
Scholastic Achievement ◽  
Control Group ◽  
Generative Learning ◽  
Intermediate School ◽  
School Students ◽  
Experimental Group ◽  
Scholastic Achievement Test

The research aimed to investigate the effectiveness of using the generative learning model in sciences teaching on developing achievement, retention of learning and attitude towards the course of female intermediate school students, To achieve this goal, The study followed the semi- experimental approaches, the symbol consisted of (84) students from Al- Sail Al- Sageer intermediate school in Taif , (42) students in the experimental group who studied using the generative learning model and (42) students in the control group studied in the usual way, The researcher prepared the teacher’s guide ,and the activity booklet, then built the scholastic achievement test and the attitude scale towards sciences, The data were statistically processed. The results of the study showed that there was a statistically significant differences at the level of (α ≤ 0.05) between the mean scores for both of the students' groups; in the post- application of the scholastic achievement test; the experimental group got the total mean (20.64 out of 30) while the control group got the total mean (15.29), in the delayed application of the scholastic achievement test; the experimental group got the total mean (20.4 out of 30) while the control group got the total mean (11.48), in the post- application of the attitude scale towards sciences; the experimental group got the total mean (141.90 out of 160) while the control group got the total mean (120.60), all the differences are statistically significant for the interest of the experimental group. The effect size of the generative learning model on the scholastic achievement (0.27) and the attitude towards sciences (0.19) was big. The researcher recommended some recommendations, That could contribute to the development and enrichment of science education.

scholarly journals Pierre Van Cortlandt Middle School Promotes Student STEM Interest

2017 ◽  
Vol 7 (2) ◽  
pp. 117-128
Author(s):  
Pauline Mosley ◽  
Gerald Ardito ◽  
Lauren Scollins
Keyword(s):  
Middle School ◽  
Critical Thinking ◽  
Middle School Students ◽  
Cooperative Learning ◽  
Cognitive Skills ◽  
Problem Based Learning ◽  
Control Group ◽  
School Students ◽  
Stem Interest ◽  
Experimental Group

The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students’ critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen by their principals. A critical thinking test was administered to evaluate the cognitive skills and STEM interest of the students. Instruction was implemented in two formats: cooperative learning and problem-based learning. The experimental group utilized robotic cooperative learning while the control group utilized problem-based learning.  After four sessions of both instruction types with both groups the findings reveal that critical thinking of students is enhanced significantly by robotic cooperative learning (P<0.01).

THE STUDENT STYLE QUESTIONNAIRE IN RELATION TO IMPROVED ACADEMIC SCORES IN KUWAITI MIDDLE-SCHOOL SCIENCE CLASSES

2008 ◽  
Vol 36 (2) ◽  
pp. 217-228 ◽  
Author(s):  
Eisa M. Al-Balhan
Keyword(s):  
Middle School ◽  
School Science ◽  
After School ◽  
Control Group ◽  
School Type ◽  
School Students ◽  
Student Groups ◽  
Tutoring Program ◽  
Residential Living ◽  
Experimental Group

Changes in learning theory have precipitated changes in the way in which students and the learning process in general are viewed. Research has underscored the differences in student characteristics, especially between students whose temperament styles have been accounted for, and traditional student groups. Research was conducted using a Student Style Questionnaire (SSQ) with middle-school Kuwaiti children to discover the connection between students' temperament styles and academic performance in a science class. Groups of middle-school students who had received low first quarter grades and were enrolled in an after-school tutoring program were studied, with half of the students in a traditional tutoring program and the other half in an SSQ temperament style tutoring program. The results of this study showed that the students in the experimental group (M = 48.99) whose SSQ temperament was applied to learning performed better overall for the academic year than did the students in the control group (M = 45.30). Gender, school type, and residential living area were all analyzed within the experimental group and showed no significant results.

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