scholarly journals The effect of using blended learning strategy on science achievement among fourth grade students in Tafila Governorate Basira Education Directorate: أثر استخدام استراتيجية التعلم المتمازج في تحصيل العلوم لدى طلبة الصف الرابع الأساسي في محافظة الطفيلة مديرية تعليم بصيرا

2021 ◽  
Vol 5 (30) ◽  
pp. 104-118
Author(s):  
Huda Abdalsalam Alzidaneen Huda Abdalsalam Alzidaneen
Keyword(s):  
Blended Learning ◽  
Science Achievement ◽  
Learning Strategy ◽  
Fourth Grade ◽  
Study Groups ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
Level Of Significance

This study aimed to find out the effect of the blended learning strategy on the achievement of the fourth-grade students in the basic science subject in the Basira Basira Directorate of Education in Tafila Governorate. The study members were selected by intentional method, and they numbered (52) students from fourth grade students in Al-Harith Basic School for Boys, and the two divisions were randomly assigned and distributed into two divisions. One of them is a control group, which was (27) students who were taught the traditional strategy, and the other is (25) students as an experimental one who learned the blended learning strategy. Its validity and reliability were verified and then applied to the study sample. The results of the study showed a statistically significant difference in the achievement of the study sample at the level of significance )α≤0.05) between the averages of the scores of the two study groups in favor of the experimental group that learned with the blended learning strategy. Achieving science among fourth-grade students in Tafila Governorate by securing the necessary infrastructure to facilitate the application of blended learning by equipping laboratories and ensuring the validity of the Internet.

scholarly journals A comparative study of Blended learning versus Conventional learning in higher education on the academic achievement of undergraduate students in the general chemistry course

2021 ◽  
Vol 58 (1) ◽  
pp. 2770-2785
Author(s):  
Najeh Rajeh Alsalhi Et al.
Keyword(s):  
Academic Achievement ◽  
General Chemistry ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Study Groups ◽  
Achievement Test ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
The Impact

The main goal of this study was to examine the impact of blended learning on the academic achievement of undergraduate students in the general chemistry (CHE101) course. The participants' learners of the study were (326) learners, who were randomly split into two groups, one of which taught by using blended learning (empirical group A, n = 163) and the other which with taught by using the conventional method (control group B, n = 163). To accomplish the objectives of the study, the researchers prepared the study tool, which is an achievement test, after confirming its validity and reliability. Data analyses showed that there is a statistically significant difference among the mean scores of learners in the two study groups on the achievement test, for the benefit of empirical group learners, who taught through blended learning. Moreover, the results revealed that achievement varied according to the College of the learners in the empirical group (in favor of those students of Pharmacy and Health Sciences College). However, there is no statistically significant difference in students according to the students’ gender variable and, according to the Academic year variable. The study recommended that blended learning be used more widely to cover different sectors of education.

scholarly journals Blended Learning in Higher Education: A Study of Its Impact on Students’ Performance

2021 ◽  
Vol 16 (14) ◽  
pp. 249
Author(s):  
Najeh Rajeh Alsalhi ◽  
Mohd. Elmagzoub Eltahir ◽  
Sami Al-Qatawneh ◽  
Nadia Ouakli ◽  
Hanine Bou Antoun ◽  
...  
Keyword(s):  
Blended Learning ◽  
Study Groups ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The University ◽  
Academic Year ◽  
Experimental Group

The key goal of the paper is to study the influence of blended learning on the academic perfor-mance of students of a statistics Bluman course at the University of Ajman. The study was implemented by means of a quasi-experimental design. The sample of the study was 268 students, grouped into two groups: one experimental group (n = 135) that used blended learning; and the other a control group (n = 133) which was educated using the traditional method. The researchers prepared the achievement test as a tool of study after verifying its validity and reliability. The findings indicated significant statistical differences among the mean scores on the students’ post-test achievement in the two study groups, in favor of experimental group students, who were educated through blended learning. Furthermore, the outcomes showed that the scores of the experimental group students were diverse based on the variable of gender (in favor of females), and based on the variable of students’ academic year (supporting those students in the fourth academic year). However, no statistically significant difference was found among the students according to the variable of the college in which they studied. The study recommends that mixed learning is to be employed more broadly to include various educational fields.

Analysis of Arch Widths in Patients With Isolated Pierre Robin Sequence

2017 ◽  
Vol 55 (1) ◽  
pp. 70-73
Author(s):  
A. S. C. Ohashi ◽  
T. Varela ◽  
I. L. Marques ◽  
T. V. S. Brosco ◽  
R. P. Oliveira ◽  
...  
Keyword(s):  
Study Groups ◽  
Control Group ◽  
Robin Sequence ◽  
Intergroup Comparison ◽  
Significant Difference ◽  
Palate Repair ◽  
Level Of Significance ◽  
Cleft Extension ◽  
Transversal Study ◽  
3D Digital Models

Objective: To compare arch widths of patients with isolated Robin sequence (IRS) operated using modified von Langenbeck technique and modified Furlow double-opposing z-plasty. Design: Retrospective, transversal study. Setting: Hospital of Rehabilitation of Craniofacial Anomalies, University of São Paulo, Bauru, Brazil. Patients: Three groups of patients were analyzed. Group VL comprised 30 patients with IRS operated by von Langenbeck technique (mean age of 8.1 years); group FL included 30 patients with IRS operated by Furlow technique (7.6 years); and the control group included 30 noncleft patients with class I occlusion (7.4 years). The palate repair was performed between 1.0 and 1.7 years of age in both study groups. Transversal measurements of maxillary and mandibular arches were performed digitally on 3D digital models. Statistic: The intergroup comparison was performed using analysis of variance and Tukey test. An independent t test was used to compare the complete and incomplete types of cleft in both study groups. The level of significance was 5%. Results: No statistically significant difference was found between the VL and FL groups for maxillary and mandibular arches. However, both groups showed decreased transversal dimensions compared with the control group ( P < .01) for both dental arches. No differences for arch widths were observed for complete or incomplete palatal clefts. Conclusions: No influence of palate repair techniques was observed in the transversal arch widths in patients with IRS. Children with IRS operated for palate repair showed constriction of the maxillary and mandibular dental arches compared with noncleft children regardless the palatal cleft extension.

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 Blended Learning Approach On Fifth Grade Students’ Academic Achievement In My Beautiful Language Textbook And The Development Of Their Verbal Creative Thinking In Saudi Arabia

2015 ◽  
Vol 11 (4) ◽  
pp. 253-260
Author(s):  
Feras Mohammed Al-Madani
Keyword(s):  
Blended Learning ◽  
Creative Thinking ◽  
Study Groups ◽  
Thinking Skills ◽  
Fifth Grade ◽  
Traditional Learning ◽  
Control Group ◽  
Learning Approach ◽  
Fifth Grade Students ◽  
Significant Difference

This study aims at investigating the effect of Blended Learning approach compared to the traditional learning approach on fifth grade students’ achievement in My Beautiful Language Textbook and the development of their verbal creative thinking. The study consisted of 49 students among which 25 are males in the Experimental Group and 24 females in the Control Group. The study found a statistical significant difference (α ≤ 0.05) between the mean scores of the two study groups in achievement posttest and verbal creative thinking post application test. The experiment group which was taught using the blended approach of learning outperformed the Control Group in both tests. Thus, learning My Beautiful Language Textbook using the blended approach is more effective than the traditional method in terms of achievement and the development of verbal creative thinking skills. In light of this, the study recommends the adoption of blended approach in learning My Beautiful Language Textbook, the curriculum computerization, holding series of training courses, and workshops for teachers in school districts on how to effectively implement the blended approach. 

scholarly journals The Effectiveness of a Discovery-Learning Strategy in the Acquisition of Scientific Concepts Among Kindergarten Students in Jordan

2019 ◽  
Vol 13 (5) ◽  
pp. 122
Author(s):  
Intesar Tannous
Keyword(s):  
Learning Strategy ◽  
Kindergarten Students ◽  
Discovery Learning ◽  
Control Group ◽  
Scientific Concepts ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The present study aimed to detect the effectiveness of using a discovery-learning strategy in the acquisition of scientific concepts among kindergarten students whose ages are between 5-6 years. The study used the experimental method through semi-experimental design with pre and post-test for the experimental and control groups. To achieve the goal of the study, a visual test for the scientific concepts was developed. After verifying the validity and reliability of the scale, it was applied to the study sample, which included 49 boys and girls randomly assigned to two groups,: An experimental group consisting of 24 boys and girls who were taught by using a discovery-learning strategy, and a control group consisting of 25 boys and girls were taught by using the traditional methods. The results of variance analysis showed a statistically significant difference at the level &alpha; = 0.05 between the mean scores of the responses of the control and experimental groups&rsquo; participants in the post-test of scientific concepts, attributed to the use of the discovery-learning strategy, and for the benefit of the experimental group. The study found no statistically significant differences at the level of &alpha; = 0.05 between the mean scores of the experimental group&#39;s participants in the post-test of scientific concepts attributed to gender variable, nor there was any statistical effect of interaction between gender and teaching strategy. In the light of these results, the study concluded the effectiveness of using a discovery-learning strategy in the acquisition of scientific concepts among kindergarten children.

scholarly journals Impact of using the imaginative learning strategy on the comprehension level of historical events among the fourth grade students in Southern Badia Directorate: أثر استخدام استراتيجية التعلّم التخيلي على مستوى فهم طلبة الصف الرابع في مديرية البادية الجنوبية للأحداث التاريخية

2020 ◽  
Vol 4 (24) ◽  
Author(s):  
Rania Abdel Kareme El-Jazi
Keyword(s):  
Traditional Method ◽  
Experimental Approach ◽  
Learning Strategy ◽  
Fourth Grade ◽  
Female Students ◽  
Control Group ◽  
Historical Events ◽  
Fourth Grade Students ◽  
Instructional Plans ◽  
The Impact

The study aimed to identify the impact of using the imaginative learning strategy on the comprehension level of historical events among the fourth grade students. To achieve the objectives of the study, the semi-experimental approach was adopted due to its suitability to the nature and objectives of the research. The researcher prepared instructional plans for the lessons of the sixth unit of the fourth grade book through the use of the imaginative learning strategy. She also prepared a test for the comprehension of the historical events and applied it to a sample of (73) female students from Rashid Elementary Mixed School of the Southern Badia Directorate in Ma’an province, which was intentionally selected. The sample members were distributed to two groups: experimental who studied the book by using the imaginative learning strategy and the control group who used the traditional method. After conducting the statistical analysis, it was found that there was an impact on the use of the imaginative learning strategy on the comprehension level of historical events among the fourth grade students

scholarly journals Infiltration of Rhodamin B into three materials used as cervical barrier

2014 ◽  
Vol 62 (3) ◽  
pp. 235-242
Author(s):  
Grazielle Morais de SOUZA ◽  
Luis Cardoso RASQUIN ◽  
Fabíola Bastos de CARVALHO
Keyword(s):  
Study Groups ◽  
Control Group ◽  
Sodium Perborate ◽  
Filling Material ◽  
Significant Difference ◽  
Materials Used ◽  
Level Of Significance ◽  
Material Setting ◽  
Rhodamin B

OBJECTIVE: To evaluate in vitro the sealing ability of three materials used as cervical barrier for internal dental bleaching. METHODS: Thirty-three canines were selected, and after biomechanical root canal preparation, the canals were filled by lateral condensation technique. After the filling material setting reaction, the teeth were randomly divided into three groups of ten teeth each, according to the following materials for constructing the cervical barrier: X Temp LC; Vitro Fil; Coltosol. The control group consisted of three teeth, without placement of the cervical cap. Sodium perborate /distilled water associated with 2% Rhodamin B were used as bleaching substance. After placing the bleaching agent in the pulp chamber, access cavities were sealed with temporary cement IRM and samples were stored at 37 ° for 7 days. After this period, the samples were cleaved longitudinally, and leakage was evaluated by the visual method. The data were submitted to Pearson test with a 5% level of significance. RESULTS: No statistically significant difference was found between the study groups, however, the largest number of specimens with a lower degree of leakage were found in the Coltosol group. CONCLUSION: All the materials evaluated for making the cervical cap allowed some level of leakage.

scholarly journals Connecting Science with Story Tale: How Sainsmatika Story Tale Book Decrease Science Anxiety of 4th Graders Student

2020 ◽  
Vol 3 (2) ◽  
pp. 57
Author(s):  
Agnestasia Ramadhani Putri ◽  
Ali Mustadi
Keyword(s):  
Quantitative Data ◽  
Fourth Grade ◽  
Control Group ◽  
Science Anxiety ◽  
Control Group Design ◽  
Group Design ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
The Mean ◽  
The One

This study investigating the effectiveness of using Sainsmatika story tale book towards student science anxiety. The study were an experimental research with pretest-posttest control-group design, involving 122 fourth-grade students in one of the district in Indonesia. Characteristically, this research employs quantitative data which were collected from the questionnaire results regarding science anxiety. The data were analyzed using statistical methods to calculate the values and determine the frequency as well as the mean of pretest and posttest scores in control and experimental classes. To determine the effectiveness of using fairytale books to reduce students’ science anxiety, the one-way analysis of ANOVA was used with a significant difference at the level of Sig < 0.05.  The results of this study reveal that the use of sainsmatika-based fairytale books is effective to reduce science anxiety of the fourth-grade students with significancy 0.00 (<0.05).

scholarly journals Developing Media of Social Science Learning Based Macromedia Flash to Increase Interest, Motivation and Learning Outcomes of Fourth Grade Elementary School

2019 ◽  
Author(s):  
Princess Dewi Nurhasana ◽  
Cepi Safruddin Abdul Jabar
Keyword(s):  
Elementary School ◽  
Social Science ◽  
Learning Outcomes ◽  
Science Learning ◽  
Fourth Grade ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Level Of Significance ◽  
Motivation And Learning

Media of social science learning based macromedia flash can increase interest, motivation and learning outcomes of fourth graders of elementary school. This type of research is R & D research by adapting Borg & Gall development procedures. The subjects of this study are students and grade 4 students of State Elementary School of Sendangadi 1 and SD Negeri Sendangadi 2. Data collection is done by interview, questionnaire and test. Data analysis technique using MANOVA test with Hotelling’s Trace formula 5% significance level of significance. This research produces media of social science learning in the form of media interactive learning based on macromedia flash. Media of social science learning based macromedia flash is very feasible to use based on validator assessment and test results in schools. Products developed effectively to increase interest, motivation and learning outcomes of fourth grade students of elementary school. The significant difference of the Hotelling’s Trace test is 0.000 <0.05 for the experimental test and control group. Thus, IPS-based learning media based on macromedia flash is feasible and effective to increase student’s interest, motivation and learning outcomes.

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