scholarly journals The Effect of Arabic-Supported Educational Game on the Success of 9th-Grade Syrian Students in the Symbolic Language of Chemistry: Example of Turkey

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Nuray Zan ◽  
◽  
Gürkan Dağbası ◽  
Halil İbrahim Şanverdi ◽  
◽  
...  
Keyword(s):  
High School ◽  
Teaching Method ◽  
Educational Game ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Symbolic Language ◽  
Chemistry Achievement ◽  
9Th Grade ◽  
Experimental Group ◽  
Language Of Chemistry

This study was carried out with a total of 75 students attending 9th grade in two high schools affiliated to the Ministry of National Education in Reyhanlı district, which hosted many Syrian refugees in Hatay province in the spring semester of 2018-2019 academic years and lasted for three weeks. A total of 75 students, 43 from two different 9th grade classes taught by the same teacher from the first high school, and 32 from the other high school, participated in the study. Two of these classes were assigned as the control group and one as the experimental group. While the symbolic language of chemistry was taught with the traditional teaching method in the control groups, an educational game with Arabic support was used in the experimental group based on the constructive learning approach. Prior knowledge, attitude-perception towards chemistry, and chemistry achievement tests were applied to all three groups before the implementation in order to control their prior knowledge and attitude and perception towards chemistry; the chemistry success test was applied again after the implementation. ANCOVA analysis was used to evaluate the data obtained from the tests. As a result of the study, it was concluded that High school 9th-grade students studying with the educational game based on constructivist learning approach had significantly higher mean score in the chemistry achievement test on the symbolic language of chemistry than the students studying with traditional teaching method, they relate the concepts more accurately, and performed more meaningful learning.

scholarly journals The Effect of Arabic-Supported Educational Game on the Success of 9th-Grade Syrian Students in the Symbolic Language of Chemistry: Example of Turkey

2021 ◽  
Author(s):  
Nuray Zan ◽  
Gürkan Dağbası ◽  
Halil İbrahim Şanverdi
Keyword(s):  
High School ◽  
Teaching Method ◽  
Educational Game ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Symbolic Language ◽  
Chemistry Achievement ◽  
9Th Grade ◽  
Experimental Group ◽  
Language Of Chemistry

This study was carried out with a total of 75 students attending 9th grade in two high schools affiliated to the Ministry of National Education in Reyhanlı district, which hosted many Syrian refugees in Hatay province in the spring semester of 2018-2019 academic years and lasted for three weeks. A total of 75 students, 43 from two different 9th grade classes taught by the same teacher from the first high school, and 32 from the other high school, participated in the study. Two of these classes were assigned as the control group and one as the experimental group. While the symbolic language of chemistry was taught with the traditional teaching method in the control groups, an educational game with Arabic support was used in the experimental group based on the constructive learning approach. Prior knowledge, attitude-perception towards chemistry, and chemistry achievement tests were applied to all three groups before the implementation in order to control their prior knowledge and attitude and perception towards chemistry; the chemistry success test was applied again after the implementation. ANCOVA analysis was used to evaluate the data obtained from the tests. As a result of the study, it was concluded that High school 9th-grade students studying with the educational game based on constructivist learning approach had significantly higher mean score in the chemistry achievement test on the symbolic language of chemistry than the students studying with traditional teaching method, they relate the concepts more accurately, and performed more meaningful learning.

scholarly journals Research on the Application of PBL Teaching Method in Physics Experiment Teaching

2021 ◽  
pp. 53-56
Author(s):  
Qi Tian ◽  
Zhi-Xin Huang ◽  
Wei Li ◽  
Ming-Hai Wu ◽  
Yu-Jie Chen
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
The Times ◽  
Physics Experiment ◽  
Experimental Group ◽  
Better Than

Discuss the method and effect of problem-based teaching method (PBL) in the teaching of physics experiment in junior high school. Method: A total of 92 students in two junior high school classes were selected, and one of them was randomly set as the experimental group (46 students) and the other one was the control group (456 students). The experimental group added PBL teaching on the basis of traditional teaching methods. Methods, the control group was taught according to the traditional teaching method only, and finally the teaching effect of the two groups was compared. Results: The physics performance of the experimental group was significantly higher than that of the traditional teaching group (P<0.05). The students in the experimental group were better than traditional teaching in subjective evaluations such as learning initiative, learning interest, thinking ability training, practical ability, and innovation ability. Conclusion: The PBL teaching model is more adapted to the development of the times, and the effect is better than traditional teaching. It can combine the learning and practical skills of students, and the comprehensive ability can be greatly improved.

scholarly journals The Impact of Blogs on the Development of Written Composition Skills

2020 ◽  
pp. 1-16
Author(s):  
Ibtehal Aburezeq ◽  
Keyword(s):  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Validity And Reliability ◽  
Written Composition ◽  
9Th Grade ◽  
Group A ◽  
And Gender ◽  
The Impact ◽  
Experimental Group

The current study aimed at investigating the impact of blogs on the development of 9th grade students’ written composition skills. The study sample consisted of (147) male and female students selected by using the convenience sampling method from two schools in Amman, Jordan. Then, the students were distributed randomly into a control group (a male section and a female section) taught by the traditional teaching method and an experimental group (a male section and a female section) taught by the blogs. A written composition test was developed to measure students’ written composition in order to answer the research questions. Its validity and reliability were addressed. The study found that there were statistically significant differences in the performance of written composition skills attributed to the teaching method in favor of the group taught by the blogs. The results also showed that there were no statistically significant differences in the performance of written composition skills attributed to gender or to the interaction between the teaching method and gender.

scholarly journals The Effect of Workshop Training Method and Electronic Teaching Method on Mathematics Learning

2016 ◽  
Vol 3 (1) ◽  
pp. 165
Author(s):  
Azam Safari ◽  
Zahra Hosseini
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Teaching Method ◽  
Mathematics Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Math Learning ◽  
Electronic Content ◽  
Experimental Group

The present study with the aim to investigate the effect of training by using of electronic content and workshop method on math learning of high school students of eighteen region of Tehran has been done. The research method was applied and quasi-experimental with pretest-posttest design and control group. The study population included all girl students studying at second year of high school in public schools of eighteen region of Tehran in the 94-95 school year that by using of sampling method three classes were selected. The first experimental group with electronic content and the second experimental group by using of workshop method were trained that with the control group, who were trained in the traditional way, were compared. To determine the effect of work of education on math learning in the three groups, the analysis of covariance and ANOVA were used. The results showed that math scores in the two experimental groups were higher than the control group. Also, comparing the post test scores of math learning in the two experimental groups showed that the training by using of workshop method more than training with electronic content has effect on math learning.

scholarly journals A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students’ Learning at ‘A’ level

2019 ◽  
Vol IV (I) ◽  
pp. 61-66
Author(s):  
Muhammad Kamran ◽  
Namra Munir ◽  
Rashid Minas Wattoo
Keyword(s):  
Teaching Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Cognitive Domain ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Post Test ◽  
Experimental Group ◽  
Differentiated Teaching

This study explores the effect of differentiated teaching method vs. traditional teaching method on students’ learning at ‘A’ level. It is an experimental research, conducted in Aitchison College. By applying simple random sampling technique, 70 students are selected as a sample from the population. Pre-test and post-test are conducted for data collection. Research investigates, how differentiated method of teaching effects learners’ academic achievement. The retention level of the students who are taught via differentiated teaching and traditional teaching method is. After conducting a posttest, data is analyzed with pair-sample and independent sample t-test by using SPSS. Analysis shows that the students taught via differentiated teaching have more power of retention than the students taught via traditional teaching methods. The control group perform up to application level while experimental group perform up to evaluation level of cognitive domain.

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals The Effect of Using Flipped Classroom Model on Libyan University Students' English Learning

2018 ◽  
pp. 64-84
Author(s):  
Mustafa Braiek ◽  
Abdulhamid Onaiba ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Language Test ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Experimental Group ◽  
Learning English

This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed that applying the strategy of the flipped classroom had a significant effect in increasing the students’ performances in learning English. The questionnaire responses showed positive attitudes regarding the use of flipped teaching.

scholarly journals Effectiveness of Scie-chain Method on Students’ Academic Achievement and Attitude in Managing Large Classes in Science 10

2021 ◽  
pp. 33-41
Author(s):  
Ma. Mheliza S. Valiente ◽  
Rema Bascos-Ocampo
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Weighted Mean ◽  
Large Classes ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

The researchers aimed to find out the effectiveness of Scie-chain method on students’ academic achievement and attitude in managing large classes in Science 10 of Flora National High School.  Specifically, it identified the difference and effect to the academic achievement of students and students’ attitude towards Science of the traditional method and Scie-chain method of teaching. The researchers employed the two-group pretest- posttest quasi-experimental design which made use of the Scie-chain method (Inquiry-based, ICT utilization, and flock system) in the experimental group. The data were analyzed with the use of weighted mean. Results of the study showed thatoriginally the experimental group and the control group are equal in terms ofacademic achievement and attitude towards Science. After the intervention, the experimental group yielded better result in terms of academic achievement and attitude towards Science as Manifested in the difference in their post test. From the findings of the study, the following conclusions were drawn:1. students exposed to the Scie-chain method attained better academic achievement compared to students exposed to traditional teaching method; the intervention (Scie-chain method) enhanced the level of attitude of students towards Science; and the Scie-chain method is an effective strategy to manage large classes.

scholarly journals The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

2021 ◽  
Author(s):  
Tuba Demirci ◽  
Sema Okur
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Teaching Method ◽  
Writing Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Story Writing ◽  
And Control ◽  
Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

scholarly journals The Effectiveness of applying the Jigsaw Model in Learning Indonesian Exposition Texts for Class VIII State Junior High School 4 Sendana, Majene Regency

2021 ◽  
Vol 2 (1) ◽  
pp. 21-28
Author(s):  
Nurani Nurani ◽  
Kembong Daeng ◽  
Sulastriningsih Djumingin
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Model ◽  
Control Group ◽  
Learning Approach ◽  
Type Experiment ◽  
Quasi Experimental ◽  
Experimental Type ◽  
Class Viii ◽  
Experimental Group

This study aims to describe the effectiveness of the application of the jigsaw model in learning to write Indonesian exposition texts for class VIII SMP Negeri 4 Sendana in Majene. The type of research used is a quasi-experimental type experiment with two groups, namely the control group and the experimental group who were given a pretest and posttest. These two groups aim to prove whether the jigsaw learning model is effectively used or not in class VIII of SMP Negeri 4 Sendana. The results of the study suggest that Jigsaw Model is less successful, as shown by the 17 pupils who can only answer the questions that have been presented. As demonstrated by 51 students who were able to answer questions, the outcomes of studying exposition texts using the jigsaw learning approach in class VIII were successful.

Sign in / Sign up

Export Citation Format

Share Document