Effective Learning and Retention Through Advance Organizer Model

2015 ◽  
Vol 2 (2) ◽  
pp. 46-50
Author(s):  
Anbazhaugan. T.A ◽  
Tessy Joseph Kallarackal
Keyword(s):  
Secondary School ◽  
Conventional Method ◽  
Instructional Strategy ◽  
Secondary School Students ◽  
Advance Organizers ◽  
Advance Organizer ◽  
School Students ◽  
Effective Learning ◽  
New Material ◽  
Independent Variable

Effective classroom teaching in science requires advance thinking and proper planning. Advance organizers are information the teacher presents, at the onset of a deductive lesson, used by students to help them mentally organize new material. In the present study, the investigator has made an attempt to find out the effectiveness of Advance Organizer Model on achievement in physics with respect to (a) Knowledge (b) Comprehension (c) Application (d) Analysis (d) Synthesis and (e) Evaluation of secondary school students. For the present study, the Equivalent group Experimental method was adopted. Two hundred and forty students were selected from three types of Higher Secondary Schools in equal strength of both control groups and experimental groups in the study and two levels of treatments of the instructional strategy (independent variable) namely Advance Organizer Model, and Conventional Method are selected. The dependent variable is the achievement in physics as determined by the achievement test scores. The major conclusions based on the statistical analysis of data is that the advance organizer model is more effective than conventional method on the achievement in physics with respect to (a) Knowledge (b) Comprehension (c) Application (d) Analysis (d) Synthesis and (e) Evaluation and is useful to improve retention ability of secondary school students.

scholarly journals Assessment for Secondary School Students’ Experiences in Using Tablet in Classroom

2020 ◽  
Vol 4 (2) ◽  
pp. 90
Author(s):  
Mohammed Elmetwali Mohammed Amer
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Creative Thinking ◽  
Secondary School Students ◽  
Language Skills ◽  
Thinking Skills ◽  
Learning Needs ◽  
School Students ◽  
Effective Learning ◽  
Egyptian Government

The Egyptian government integrated tablets in Egyptian secondary schools. Thus, the researcher aimed to explore the effectiveness of using tablet in Egyptian secondary schools from the students’ perspective. He aimed to explore that in order to assess students’ experiences in this regard. He selected a random sample consisting from 745 female and male secondary school students in Egypt. Those students were selected from three schools. Questionnaire forms were distributed to those students by hand. All the distributed forms were retrieved. However, 9 forms were excluded due to missing data. Thus, 736 questionnaire forms are valid for analysis. It was found that tablet serves as an effective learning method in Egyptian secondary schools. It was found that using tablet in classroom improves students’ creative thinking skills and makes teachers more creative. It was found that using tablet in classroom enriches students’ vocabulary, improves their language skills and increases their academic achievement in classroom. It was found that such use can meet the learning needs of various types of learners. The researcher recommends conducting studies about the challenges facing teachers in using tablets in classroom.

scholarly journals Impact of a Social Constructivist Instructional Strategy on Performance in Algebra with a Focus on Secondary School Students

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Umar A. Ginga ◽  
Yusuf F. Zakariya
Keyword(s):  
Secondary School ◽  
Instructional Strategy ◽  
Secondary School Students ◽  
Social Constructivist ◽  
School Students ◽  
The Social ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
The Impact

There have been perennial concerns on the low academic performance of students among researchers and other education stakeholders. Innovative teaching strategies have, therefore, gained prominence in the field of mathematics education. The purpose of this study is to investigate the impact of a social constructivist instructional strategy on students’ performance in algebra. The present study is quasi-experimental, and its type is a posttest control group involving 154 secondary school students that are randomly selected across four intact classes. The random selection of students to treatment and control controls is assumed to improve the validity of the results. Two research questions are raised, and two null hypotheses are formulated and tested at p≤0.05 level of significance. One research instrument, algebra performance test (APT), was developed, pilot-tested (test-retest reliability coefficient of 0.897), and used to measure students’ performance in both treatment and control groups. The data are analyzed using independent sample t-tests. The findings indicate that there are significant differences in the mean performance scores between experimental (mean = 16.05, SD = 2.74) and control (mean = 11.46, SD = 2.49) groups, t(152) = 10.83, p<0.05. These findings may be interpreted to be evidence of the effectiveness of the social constructivist instructional strategy in improving performance in algebra better than the conventional teaching method. Also, a significant difference exists between the mean performance scores of males (mean = 17.83, SD = 2.82) and females (mean = 14.72, SD = 1.77) in the experimental group (t(80) = 6.11, p<0.05). Thus, the effect of the social constructivist instructional strategy on students’ performance in algebra is gender-sensitive. Based on these findings, some recommendations are made to students, teachers, parents, administrators, and other stakeholders.

scholarly journals Effects of two problem solving methods on senior secondary school students’ performance in simultaneous equations in Ekiti State

2019 ◽  
Vol 6 (11) ◽  
pp. 155-161
Author(s):  
Oluwatoyin Faith Ojo
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Conventional Method ◽  
Secondary School Students ◽  
Simultaneous Equations ◽  
School Students ◽  
Method Performance ◽  
Senior Secondary School ◽  
Sampling Procedures ◽  
Senior Secondary

Abstract The study investigated the Effects of two Problem Solving Methods on Senior Secondary School Students’ performance in Simultaneous Equations in Ekiti State. The study employed quasi experimental pre-test post-test, control group design. The sample consisted of 302 senior secondary school II students. Multistage sampling procedures were used to select the sample. The instrument used for the study was a test format tagged "Mathematics Performance test (MPT)".The face and content validity of the instrument was ascertained while test retest method was used to ensure the reliability which yielded reliability coefficient of 0.71. Data collected were analysed descriptively using mean, standard deviation for the research question, Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA) were used for hypotheses one and two respectively both at 0.05 level of significance. The findings revealed that, the use of KPS and PPS enhanced better performance of senior secondary school students in simultaneous equations than the CM. KPS was most effective for enhancing better students’ performance in simultaneous equations, followed by PPS method and lastly conventional method. It was therefore recommended that the use of KPS and PPS methods should be encouraged in Mathematics to enhance better performance of students in simultaneous equations. Also, Mathematics teachers should be given adequate orientation through workshops and seminars to update their knowledge in the use of KPS and PPS methods in teaching.Keywords: Problem Solving Methods, Kolawole’s Problem Solving (KPS) method, Polya’s                         Problem Solving (PPS) method, Conventional method, performance, Simultaneous Equations

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