scholarly journals Effectiveness of Kumon Teaching Method for Academic Achievement of Children in Mathematics

2018 ◽  
Vol 35 (1) ◽  
Author(s):  
Jamila Begum ◽  
Muhammad Maqsood Alam Bukhari ◽  
Aisha Akbar
Keyword(s):  
Academic Achievement ◽  
Experimental Study ◽  
Teaching Method ◽  
Study Data ◽  
T Test ◽  
Teaching Mathematics ◽  
Traditional Lecture ◽  
Lecture Method ◽  
Grade 5

The experimental study was designed to investigate the effectiveness ofKumon method in comparison with traditional lecture method in theteaching of Mathematics to grade-5. Kumon is a math and readingenrichment program, which provides practice and instruction to eachindividual. This helps to think and work independently. The hypothesisof this study was that in Mathematics, Grade-5 students have nosignificant difference in their academic achievement treated by Kumonmethod and by traditional lecture method. The objective of the study wasto determine the effectiveness of Kumon method for academicachievement of children in Mathematics. All grade-5 students of Fazaiainter colleges of Rawalpindi and Islamabad was the population. Clustersampling technique was used. One of the three Fazaia colleges (juniorsection) was selected randomly. All grade-5 students of the selectedcluster formed the sample of the study. Data was collected and analyzedby applying t-test and recommendations were given on the basis offindings of the study. This study shows that Kumon method is moreeffective for teaching mathematics to Grade 5 students in comparisonwith traditional lecture method and equally helpful in teachingmathematics effectively to boys and girls.

scholarly journals Equal Effectiveness of Kumon Method of Teaching Mathematics among Boys & Girls

2018 ◽  
Vol 9 (3) ◽  
pp. 906-913
Author(s):  
Jameela Ashraf
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Teaching Mathematics ◽  
Traditional Lecture ◽  
Lecture Method ◽  
Grade 5 ◽  
Significant Difference ◽  
Two Phases

The study was designed to investigate the effectiveness of Kumon method in comparison with traditional method in the teaching of Mathematics to grade-5. Kumon is a math and reading enrichment program, which provides practice and instruction to each individual. This helps the students to think and work independently. The hypothesis of this experimental study was that in Mathematics, Grade-5 students have no significant difference in their academic achievement treated by Kumon method and by traditional lecture method. The objective of the study was to determine the effectiveness of Kumon teaching method for academic achievement of children in Mathematics. All grade-5 students of Fazaia inter colleges of Rawalpindi and Islamabad was the population. Cluster sampling technique was used. One of the three Fazaia colleges (junior section) was selected randomly. All grade-5 students of the selected cluster formed the sample of the study. The study was conducted in two phases at two different time periods applying the same procedure, the same teachers but the groups were different.  Data was collected and analyzed by applying t-test and recommendations were given on the basis of findings of the study. This experimental research shows that Kumon method is more effective for teaching mathematics to Grade 5 students in comparison with traditional lecture method. It also shows that Kumon method is equally helpful in teaching mathematics effectively to boys and girls.

scholarly journals Effects of Mobile Phones on Students’ Academic Performance in Religious Education

2020 ◽  
Vol 46 (1) ◽  
pp. 32-42
Author(s):  
Mangaliso Quinton Mabuza ◽  
Joseph Osodo
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Religious Education ◽  
Mobile Phones ◽  
Teaching Method ◽  
T Test ◽  
Control Group ◽  
Lecture Method ◽  
Significant Difference ◽  
Experimental Group

This study examined the effects of the mobile phones on high school students’ academic performance in Religious Education. The aim of the study was to test the efficiency using of mobile phones against the lecture method. Seventy-two participants (31 females and 41 males), in the Kingdom of Eswatini, participated in this quasi-experimental study. Purposive sampling was used to select participants who were randomly assigned to two groups (control and experimental). The control group was taught the topics, “The birth of the church and its spread” using a lecture method, whereas the experimental group was taught the same topic using mobile phones. The independent t-test and the dependent t-test were used to analyse data. The independent variable used was “teaching method,” with two levels: lecture versus mobile phones. The dependent variable was the participants’ scores derived from the pre-test and post-test. The independent t-test and the dependent t-test were used to analyze data. The results revealed that there was a significant difference in favor of the experimental group. The study concluded that the use of mobile phones improved students’ academic performance in Religious Education, and thus the integration use of mobile phones in the teaching of Religious Education is recommended in order to improve performance.

An Evaluation of the Effectiveness of Educational Gaming as a Teaching Method for Therapists

1993 ◽  
Vol 56 (10) ◽  
pp. 371-375 ◽  
Author(s):  
Anne Elizabeth Roberts
Keyword(s):  
Teaching Method ◽  
Traditional Lecture ◽  
Occupational Therapy Students ◽  
Lecture Method ◽  
Active Gaming ◽  
Confounding Variables ◽  
Significant Difference ◽  
Post Test ◽  
Insight Into

This article describes an experimental study that examined the cognitive gain of occupational therapy students following either a traditional lecture method or an active gaming session. The students completed an identical pre-test, post-test and follow-up test in order to assess learning scores. They also rated their enjoyment of the intervention. At post-test, the lecture group showed superior cognitive gains. However, at a subsequent follw-up test after a number of weeks there were no significant differences, indicating that recall was the same for both the lecture and the game. A significant difference was observed in the interest and enjoyment value of the intervention, in favour of the game group. Finally, consideration of the confounding variables experienced in this study provides an insight into the difficulties of executing valid experimental research in the field of education.

scholarly journals The Effectiveness of Recreation Progam on Self-Esteem of Aging in the Elderly Club of Danmeakhmmon Subdistrict, Uttaradit Province, Thailand

2020 ◽  
Vol 9 (2) ◽  
pp. 86-90
Author(s):  
Teerawat Piwkom ◽  
Sumonratee Nimnatipun
Keyword(s):  
Experimental Study ◽  
The Elderly ◽  
Self Esteem ◽  
Study Data ◽  
T Test ◽  
Evaluation Form ◽  
Quasi Experimental ◽  
Exclusion Condition ◽  
Medical Examinations ◽  
Paired T Test

This research aims to study and compare the effects of recreation on aging and self-esteem of the elderly at the Elderly Club of the Danmeakhammon sub-district in the Uttaradit Province, Thailand. This was a quasi-experimental study with one-group pretest-posttest design.  The population is the 458 elders from the age of about 60-69 years old who is a member of the elderly club, Dan Mae Khamman Sub-district, Uttaradit Province, Thailand. The respondents were fifty people between sixty to sixty-nine years old from the Elderly Club in the Danmeakhammon sub-district, Uttaradit Province, Thailand. The respondents were selected purposively with inclusion condition of passing some preliminary medical examinations. The exclusion condition was not willing to participate in recreational programs as treatment. The recreational program was held twice a week for 8 weeks (totally 16 times). Self-esteem evaluation form with Coopersmith Concept and all tools for holding recreational program were listed as instruments of this study. Data were analyzed with paired t-test. The result of the study was that after participating the recreational program, the respondents significantly had better self-esteem (p = 0.0001).

scholarly journals Assessing Factors Affecting Teaching and Learning of Mathematics in Some Selected Senior High Schools in Kumasi Metropolis

2020 ◽  
Vol 8 (12) ◽  
pp. 1676-1686
Author(s):  
Peter Anayitime ◽  
Emmanuel Adobah ◽  
Ebenezer Frimpong Ofobi
Keyword(s):  
High Schools ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Sampling Procedure ◽  
Study Data ◽  
Teaching Mathematics ◽  
Factors Affecting ◽  
Lecture Method ◽  
Major Factors

The study sought to assess factors affecting teaching and learning of mathematics in some selected senior high schools (SHS) in Kumasi Metropolis of the Ashanti Region of Ghana. A descriptive survey was the research design used for the study. In all, a total of 90 respondents; made up of 10 SHS mathematics teachers and 80 SHS elective mathematics students were selected from five (5) SHS in the Metropolis.  A purposive sampling technique of the non-probability sampling procedure was used to select the respondents for the study. Data obtained were analysed using both quantitative and qualitative data analysis methods. It was revealed that lack of mathematics laboratories/practical rooms; lack/inadequate mathematics practical activities and the use of lecture method in teaching mathematics were the three (3) major factors affecting SHS students in the learning of mathematics in the selected schools. Again, it was observed that lack of TLMs; heavy workload on mathematics teachers and lack of mathematics laboratories/practical rooms were three (3) major factors affecting mathematics teachers in the teaching of mathematics. Finally, it was revealed that provision and use of appropriate TLMs in teaching mathematics; and engaging students in hands-on and minds-on oriented lessons were some of the strategies that could be used to improve SHS students’ academic performance in mathematics. It was therefore, recommended that Government of Ghana and other stakeholders in SHS education should build mathematics laboratories/practical rooms in all SHS in the country and also equip them with requisite TLMs so that students can learn mathematics in more practical-oriented manner instead theoretical approach being used in senior high schools.

scholarly journals A Critical Review on Discussion and Traditional Teaching Methods

2021 ◽  
Vol 58 (1) ◽  
pp. 1871-1886
Author(s):  
Saira, Nishat Zafar , Muhammad Hafeez
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Traditional Teaching ◽  
Review Of Literature ◽  
Traditional Lecture ◽  
Lecture Method ◽  
Traditional Teaching Methods ◽  
Review Study ◽  
Statistical Results

 Teaching strategy is an important part of learning. Without suitable learning method, the required goals cannot be achieved. A review study comprises of descriptive and statistical results of previous published articles on traditional lecture and discussion teaching methods has been conducted. Thirty (30) articles published from 2014-2020 have selected for the review.  The review of literature indicated that form 30 selected articles, 24 articles showed statistically higher significant value for discussion teaching method and only six articles showed low significant value form discussion teaching method. So, by review it can be concluded that discussion teaching method is more effective and result oriented teaching strategy than traditional lecture method. 

scholarly journals Use of Lecture Method and Concept Mapping Strategies in Enhancing Primary School Pupils Achievement and Retention in Social Studies at Makurdi, Nigeria

2015 ◽  
Vol 51 ◽  
pp. 5-10
Author(s):  
Grace Terdoo Waya Ijoyah ◽  
Rebecca Ashikor Moji ◽  
Joy Ojorumi Ijoyah
Keyword(s):  
Social Studies ◽  
Concept Mapping ◽  
Teaching Method ◽  
Statistical Significance ◽  
T Test ◽  
Mapping Strategy ◽  
Achievement Score ◽  
Lecture Method ◽  
Significant Difference ◽  
The Mean

This study investigated the use of concept mapping strategy with the lecture teaching method as it affects achievement and retention ability of primary six pupils in social studies. A total of 244 primary six pupils from Makurdi local government area of Benue State, Nigeria, were randomly selected. The total number of boys was 123, while that of girls was 121. A Quasi experimental design was adopted for the study. Two instruments were used for data collection, namely: the social studies achievement test (SSAT) and social studies retention test (SSRT). The data collected were subjected to independent sample t-test and paired sample t-test, at a probability level of .05 to indicate statistical significance. The finding revealed that concept mapping strategy was more effective in enhancing achievement score of pupils as compared to the lecture method. Pupils taught using concept mapping recorded a mean achievement score of 63.0 %, as compared to those taught using the lecture method strategy with a mean achievement score of 49.9 %. Though, the mean achievement scores of pupils taught using the two different teaching techniques showed significant difference, however, the mean retention score of pupils was not significantly (P<0.05) affected, hence hypothesis was upheld. The implication of study showed that social studies teachers should adopt concept mapping strategy as an effective teaching-learning technique in improving pupils academic performance in school.

scholarly journals Effect of Dialogic Teaching on Pedagogy at Intermediate Level in District Bannu

sjesr ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 210-216
Author(s):  
Ihsan Ullah Khan ◽  
Dr. Abdul Hamid Khan
Keyword(s):  
Experimental Study ◽  
Public Sector ◽  
Teaching Method ◽  
Study Data ◽  
Target Language ◽  
Language Pedagogy ◽  
Dialogic Teaching ◽  
Philosophical Dialogue ◽  
12Th Grade ◽  
Self Study

This study aims at finding the effect of dialogic teaching on pedagogy. Dialogic teaching is based on Bakhtin’s concept of ‘Dialogism’. Data were obtained from an experimental study that was conducted on 12th- grade students of a public sector college in District Bannu. The researcher reflected back on the interaction with the students, whose philosophies brought major changes in language pedagogy, that is why Coia and Taylor’s (2009) “Self-study method of Co/autoethnography” was referred to as the reference in the study. Data revealed that valuable addition was made to the researcher’s language pedagogy by engaging in a philosophical dialogue with the students. Being dialogic, the teaching method not only can improve learners’ efficiency to communicate effectively in the target language, but also prove that the learners are co-creators of knowledge in the classroom; in the light of which teachers may re-shape their language pedagogy.

scholarly journals The Effect of Teaching Method and Lecture Program on Students’ Satisfaction Rates and Academic Achievement

2018 ◽  
Vol 3 (1) ◽  
pp. 121
Author(s):  
Tomo Djudin
Keyword(s):  
Academic Achievement ◽  
Student Satisfaction ◽  
Direct Instruction ◽  
Physics Education ◽  
Teaching Method ◽  
Sampling Technique ◽  
Significant Interaction Effect ◽  
Satisfaction Rate ◽  
Lecture Method ◽  
Significant Difference

<p>This research examined the effect of teaching method and lecture program on student satisfaction rate and academic achievement of physics education department of Education and Teacher Training (FKIP) of Tanjungpura University, Pontianak. The descriptive method with the causal-comparative study was employed in this research. The sample was (232) respondents of fifth semester in academic year 2016/2017 which drawn by using unproportioned stratified random sampling technique. A questionnaire of lecturer academic service satisfaction was administered. Based on data analysis, the findings of this research are: (1) There is a significant difference of student's satisfaction rate with lecturers’ academic service (t = 5.455, p ‹ 0.05) and academic achievement (t = 4.149, p ‹ 0.05)  in terms of lecture method and direct instruction model. The students who having received direct instruction show higher on statisfaction rate and academic achevement than who having received lecture method; (2) There is a significant main effect of the lecture program on the rate of student satisfaction (F= 30.346, p ‹ 0.05) and on  students academic achievement (F= 15.646, p ‹ 0.05); (3) There is no significant interaction effect of the teaching method and lecture program on student satisfaction rate (F= 0.753, p › 0.05) and academic achievement (F= 0.326, p › 0.05). It recommends that an institution should undertake internal survey to explore student satisfaction with academic services periodically.</p><em></em>

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