scholarly journals The Impact of Use of Manipulatives on the Math Scores of Grade 2 Students

2017 ◽  
Vol 26 (2) ◽  
Author(s):  
Robert Scott Liggett
Keyword(s):  
Treatment Group ◽  
Test Scores ◽  
Control Group ◽  
Math Intervention ◽  
Math Scores ◽  
Rural Town ◽  
Teachers And Students ◽  
Post Test ◽  
Students Attitudes ◽  
The Impact

Today’s society places a lot of pressure on schools, teachers, and students to improve test scores.This paper discusses the possibility of using mathematical manipulatives to improve student testscores and students’ attitudes towards mathematics. Forty-three Grade 2 students with age rangesbetween six and eight from a rural town in Saskatchewan were selected. They were dividedrandomly into two groups: the treatment group (n=22) and the control group (n=21) and theirpre- and post-test scores compared. Findings supported the hypothesis that students in thetreatment group who received the math intervention obtained higher post-test scores incomparison to their classmates in the control group.

scholarly journals KESAN PENGGUNAAN PETA PEMIKIRAN TERHADAP PENGAJARAN PENULISAN KARANGAN MURID TAHUN LIMA

2021 ◽  
Author(s):  
NORLIZA ABDULLAH ◽  
ZULKIFLI OSMAN ◽  
ABDUL MUNIR ISMAIL
Keyword(s):  
Treatment Group ◽  
Social Science ◽  
Primary School ◽  
Test Scores ◽  
Control Group ◽  
Primary School Students ◽  
Thinking Maps ◽  
School Students ◽  
Essay Writing ◽  
Post Test

Kajian lalu menunjukkan kebolehan mengarang karangan dalam kalangan murid sekolah rendah adalah rendah. Oleh hal yang demikian, kajian ini dijalankan untuk mengkaji kesan penggunaan peta pemikiran terhadap tahap penulisan karangan Bahasa Melayu dalam kalangan murid tahun lima. Penyelidik menggunakan kaedah eksperimen kuasi melibatkan satu sampel kajian yang terdiri daripada 64 murid sekolah rendah yang dibahagikan sama rata kepada satu kumpulan perlakuan dan satu kumpulan kawalan. Para murid dalam kumpulan pertama menggunakan peta pemikiran dalam pengajaran karangan, sementara kumpulan kedua menggunakan kaedah tradisional. Ujian pra dan ujian pasca digunakan untuk mendapatkan data yang dianalisis dengan Statistical Package For Social Science (SPSS) versi 21. Bagi kumpulan perlakuan, analisis data menunjukkan skor pasca ujian min murid adalah lebih tinggi dari skor pra ujian min mereka, sekali gus menunjukkan mereka memperoleh peningkatan dalam penulisan karangan dari segi kandungan dan pengolahan idea. Dapatan yang sama juga menunjukkan skor pasca ujian min murid dalam kumpulan perlakuan adalah lebih tinggi dari min skor yang sama bagi mereka dalam kumpulan kawalan, sekali gus menunjukkan kumpulan perlakuan adalah lebih berprestasi daripada kumpulan kawalan. Dapatan kajian ini mempunyai implikasi dalam amalan pengajaran semasa. Guru mata pelajaran Bahasa Melayu boleh menggunakan peta pemikiran sebagai satu alat pengajaran bagi membantu murid sekolah rendah belajar menulis karangan dengan lebih berkesan.   Studies have shown that students’ essay writing abilities of primary school students are low. As such, this study was carried out to examine the extent of the effects of using thinking maps on the teaching of Malay language essay writing among Year Five students. In this study, the researchers used a quasi-experimental method involving a study sample consisting of 64 primary school students were divided equally into a treatment group and a control group. The former used thinking maps in essay writing learning, while the latter used a traditional method. A pre-test and a post-test were used to obtain the data, which were analyzed using Statistical Package for Social Science (SPSS) version 21. For the treatment group, the analysis of data showed students’ mean post-test scores were significantly higher than their mean pre-test scores, indicating they made significant improvements in essay writing in terms of content and ideation. The same analysis also showed students’ mean post-test scores in the treatment group were significantly higher than those of the control group, indicating the former outperformed the latter. These findings have a practical implication for the current teaching practice. Malay language teachers can use thinking maps as a teaching tool to help primary school students effectively learn to write essays.

scholarly journals Investigating the Effects of Brain Respiration on Children’s Behavior

2009 ◽  
Vol 4 (2) ◽  
pp. 46-61
Author(s):  
Geoffrey K. Leigh ◽  
Cynthia Robinson ◽  
Steven Bernard Hollingsworth
Keyword(s):  
Treatment Group ◽  
Self Report ◽  
Fifth Grade ◽  
Control Group ◽  
Control Groups ◽  
Teacher Observations ◽  
Fifth Grade Students ◽  
Math Scores ◽  
Reading And Math ◽  
Post Test

Building on the increasing number of programs designed to enhance brain development, a program developed in Korea, Brain Respiration, was adapted to a school in Nevada. Classes were offered twice weekly to a class of fourth and fifth grade students with control group classes assessed in the same school. Self-report surveys, teacher observations, and standardized reading and math scores were used to determine effects of the program on the students. Some differences were found in the pretest for the survey and the observation, with control groups scoring higher. There were differences in some post-test scores, with treatment group children scoring higher when differences did occur. There also were differences in the reading and math scores, with control groups scoring higher than the overall treatment group, but not higher when compared to those actively participating in the program. Such differences are discussed as well as other issues possibly influencing the effects.

An evaluation of the Missouri public high school personal finance course graduation requirement : is there a transfer of knowledge?

2012 ◽  
Author(s):  
◽  
James Simmerman
Keyword(s):  
High School ◽  
Treatment Group ◽  
Financial Literacy ◽  
Test Scores ◽  
Personal Finance ◽  
Control Group ◽  
Public High School ◽  
Graduation Requirement ◽  
Significant Difference ◽  
Post Test

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This researcher performed an evaluation of the Missouri public high school personal finance graduation requirement. Sophomore, junior, and senior students at a Missouri public high school were given a pre-test and post-test consisting of 31 questions related to financial literacy topics. The students consisted of treatment group that was completing a personal finance class and a control group of students taking other business classes. The testing instrument used was the Jumpstart Coalition Survey of Personal Financial Literacy and the 31 questions were broken into four sub-scores within the realm of financial literacy (income, money management, credit and spending, and savings and investing). The study showed that the treatment group had a statistically significant difference between the pre-test and post-test in the areas of money management, credit and spending as well as the overall score with the post-test scores being higher than the pre-test scores. There was also a statistically significant difference in the knowledge gained between the treatment group and the control group in the area of credit and spending as well as the overall score. There were no statistically significant differences in knowledge gained found in the demographic areas of gender, socioeconomic status (measured by how students paid for lunch), or grade level. These findings help support the idea that the current personal finance class is working across all demographics in most areas of financial literacy and could be implemented as a model for other school districts. Future research in this area should consider various items such as expanding the sample base, performing a longitudinal study, and considering the effects of age on one's ability to comprehend financial knowledge.

Integrating a Learning Management System into a Writing Course

2015 ◽  
pp. 473-497
Author(s):  
Mehrak Rahimi ◽  
Seyed Shahab Miri
Keyword(s):  
Management System ◽  
Control Group ◽  
Online System ◽  
Positive Attitudes ◽  
Writing Course ◽  
Post Test ◽  
Students Attitudes ◽  
The Impact ◽  
The Relationship ◽  
Experimental Group

In this chapter the impact of using a leaning management system (LMS) to manage homework assignments on students' achievement in a letter writing course was investigated. Additionally, the relationship between students' attitudes toward the online system and their motivated strategies for learning was investigated. Two groups of students participated in the course. The experimental group used the LMS as the homework assistance to submit their homework for one semester. The control group did and delivered their homework using paper-and-pencil approach. The result of the data analysis revealed that the experimental group outperformed the control group in the writing post-test. Further, the students were found to have positive attitudes toward using technology to manage their homework and this attitude was found to be related to their motivated strategies for learning. The motivated strategies were found to be related to achievement in writing, while attitudes towards the system were not.

scholarly journals Development and evaluation of a mobile game as an English learning tool for ESL learners

2021 ◽  
Vol 8 (7) ◽  
pp. 77-83
Author(s):  
Kobkiat Saraubon ◽  
Keyword(s):  
Treatment Group ◽  
English Learners ◽  
Educational Games ◽  
Control Group ◽  
English Learning ◽  
Learning Tool ◽  
Mobile Game ◽  
Post Test ◽  
Esl Learners ◽  
The Impact

Learning and memorizing irregular verbs are some of the most difficult aspects of the language for non-native English learners. Research concerning games for education reveals that educational games have a large positive impact on learners’ skills and abilities. This research was divided into two phases including 1) the design, development and deployment of a mobile game used as an English learning tool for ESL learners and 2) an evaluation of the outcome. An Android mobile game was developed and then deployed on Google Play. In the evaluation phase, a quasi-experimental set-up with a non-equivalent pre-test and post-test control group design, was used to evaluate the impact of the use of the mobile game. The sample consisted of sixty-four tenth-grade students who studied English in a Thai school. There were two groups; the treatment group (N=32) and the control group (N=32) selected by cluster sampling. Both groups were given a pre-test to measure their prior knowledge. The sample then learned English in the class using conventional methods over a six-week period. During that period, the treatment group used the mobile game as a supplementary tool. Finally, both groups were given a post-test to measure the learning outcome. In this study, an independent t-test at the significance level of 0.01 was conducted. The results revealed that students who used the mobile game as a supplementary tool had statistically significantly higher learning outcomes.

scholarly journals The Impact of Emotional Intelligence towards Political Behaviour among University Students

2018 ◽  
Vol 7 (4.1) ◽  
pp. 67
Author(s):  
Siti Sarawati Johar ◽  
Sazuliana Sanif ◽  
Fauziah Ani ◽  
Harliana Halim ◽  
Shahidah Hamzah ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Treatment Group ◽  
University Students ◽  
The Political ◽  
Control Group ◽  
Test Analysis ◽  
Political Behaviour ◽  
Post Test ◽  
The Difference ◽  
The Impact

In this experimental study, the issue is focused on the influence of emotional intelligence in shaping the political behaviour of university youth students. The specific objective of this study is to examine the impacts of emotional intelligence competency on political behaviour among youth at the university by looking at the significance difference in the treatment group and the control group through application of emotional intelligence module. A total of 608 university students were selected as respondents from four public universities in Malaysia. The measuring tools used were the Emotional Intelligence Self-Description Inventory (EISDI), and the Political Behaviour Questionnaire (PBQ). In this study, T-test analysis and ANOVA test were used to determine the difference between the two control and treatment groups. The findings showed that there was a significant impact on the post-test for the treatment group due to the pre-and post-treatment differences. However, the findings from the control group showed no significant value. In addition, the findings show that the treatment group has the impact of changing the political behaviour with the implementation of emotional intelligence competencies in the teaching modules. The findings of this study provided sharing of the importance of the implementation of emotional intelligence among university students to form positive behaviours in political aspects. 

scholarly journals Augmented Reality Applications in Science Experiment Practices

2021 ◽  
Vol 12 (1) ◽  
pp. 202-228
Author(s):  
Duriye Onbasi ◽  
Hanife Falyali ◽  
Fezile Ozdamli
Keyword(s):  
Augmented Reality ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Science And Technology ◽  
Attitude Scale ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
The Impact

The purpose of this paper is to explore the impact of augmented reality (AG) and the flipped learning model on the attitude of 4th-grade students towards the science and technology course and to determine the opinion of students concerning videos presented through AG. Another objective of the study is to determine parents' opinions concerning AG and FL in science and technology courses. A pre-test / post-test quasi-experimental design was used with the control group to obtain quantitative data. Qualitative data were also included in the analysis to support quantitative data obtained from a case study pattern. In the study, the Science and Technology Attitude Scale was used to measure students' attitudes. The Opinion Scale for Experimental Videos was used to evaluate video usage opinions in science and technology courses. Besides, parents' opinions concerning AG applications and the FL model were collected through the researchers' interview form. Independent sample t-test and ANCOVA tests were conducted to interpret the quantitative data of the study. Qualitative data were evaluated with the content analysis method. The results showed that the AR and FL model's application provides students with a positive attitude towards science and technology; it also helped them solve problems. Besides, families have also expressed positive opinions about AR and FL applications.

scholarly journals The Impact of Kagan’s Cooperative Learning Structure (KCLS) on Grade 9 Students towards English Language Learning

2021 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Test Scores ◽  
English Language ◽  
Development Program ◽  
Control Group ◽  
Post Test ◽  
Brain Breaks ◽  
The Impact ◽  
English Subject

English subject has become very important in the context of Bhutanese education system. Owing to its importance in the era of modernization, the education ministry of Bhutan is providing professional development program in a form of training and workshops for all the English teachers to grow oneself professionally. Therefore the purposes of this study were to examine the learning achievement and investigate opinions of grade 9 Bhutanese students towards English subject by incorporating Kagans Cooperative Learning Structure (KCLS). The study was an experimental research and consisted of two groups pre-test post-test design at Kamji Central School under Chhuka district, Bhutan. A cluster random sampling was used to select two sections out of three sections with 38 students each in the experimental and the control groups. The quantitative data was analyzed using a pre-test and post-test scores while students’ reflective journal was analyzed using a coding system.The findings of the study showed a remarkable difference in the post-test scores. The mean scores of the control group and of the experimental group were 9.5 and 11.5 respectively. In addition,the student’s reflective journals revealed that the Kagans Cooperative Learning structure (KCLS) was interesting, provided with equal opportunities,enhanced active participation, and the brain breaks and cheers helped them keep themselves alert and boost retention level of learning.

A mixed-methods study of tailor-made animated cartoons in teaching punctuation in EFL writing

ReCALL ◽  
2018 ◽  
Vol 31 (01) ◽  
pp. 75-91 ◽  
Author(s):  
Arif Bakla
Keyword(s):  
Mixed Methods ◽  
Treatment Group ◽  
Learning Experience ◽  
Instructional Materials ◽  
Control Group ◽  
Cluster Sampling ◽  
Structured Interviews ◽  
Post Test ◽  
And Control ◽  
The Impact

AbstractDespite their potential benefits, teacher-created animated cartoons have not found much room in second-language (L2) research, probably due to some technical challenges involved in creating them. This paper reports the findings of a mixed-methods embedded experimental study, designed to test the impact of tailor-made animated cartoons on the correct use of common punctuation rules in English. The participants were 112 Turkish-first language (L1) learners of English, assigned to either the treatment or control group through random cluster sampling. The instructional materials in the treatment group included teacher-created animated cartoons, exercises designed using SCORM-compliant software, and a forum for discussions in Moodle. The participants in the control group, on the other hand, used PowerPoint presentations (PPTs) instead of animated cartoons and completed the same follow-up activities. Quantitative results suggested that the treatment and control groups’ post-test and late post-test scores significantly differed in favour of the former. Moreover, qualitative data from semi-structured interviews and document analysis revealed that the participants, especially those in the treatment group, viewed this learning experience highly positively. The findings globally imply that tailor-made animated cartoons might facilitate the learning of punctuation and help raise students’ awareness of it.

The Effect of Student Focussed Teacher Inservice on the Progress of Mainstreamed Kindergarten Students

1999 ◽  
Vol 22 (3) ◽  
pp. 158-179
Author(s):  
Ivy Green ◽  
Coral Kemp
Keyword(s):  
Students With Disabilities ◽  
Test Scores ◽  
Training Group ◽  
Control Group ◽  
Individual Student ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Teacher Inservice ◽  
The Impact

A quasi‐experimental matched pre‐test, post‐test control group design was used to investigate the impact of individual student focussed teacher inservice on the progress of students with disabilities enrolled in mainstream kindergarten classes. Twelve student pairs in one district of the NSW Department of Education and Training were matched on pre‐test scores collected at the end of the term prior to kindergarten entry. The kindergarten teachers of each student pair were assigned to a training and non‐training group. Teachers in the training group were involved in a 2 day inservice training program which focussed on the assessed needs of the students with disabilities in their classes. Teachers in both groups were surveyed to gauge their perceptions of the support they received in the identified students’ transitions to school and of their efforts to include the students. The students were reassessed at the end of kindergarten. Although the students as a whole made gains in all areas assessed, there were no statistically significant differences in the post‐test scores of the students in the classes of the teachers in the training versus the non‐training group. The implications of these findings and the results of the teacher survey are discussed.

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