The Effects of Instructing Teachers About Good Teaching on the Mathematics Achievement of Fourth Grade Students

1979 ◽  
Vol 16 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Howard Ebmeier ◽  
Thomas L. Good
Keyword(s):  
Mathematics Achievement ◽  
Analysis Of Variance ◽  
Mathematics Teachers ◽  
Fourth Grade ◽  
Achievement Test ◽  
Instructional Model ◽  
Good Teaching ◽  
Variance Design ◽  
Fourth Grade Students ◽  
And Control

Experimental teachers were taught an instructional model based upon previous naturalistic research that had been found to characterize the behavior of effective mathematics teachers. Using a standardized mathematics achievement test administered to students at the beginning and end of the year as the dependent variable, the implementation and effect of the model were analyzed in an analysis of variance design involving the model (experimental and control), four teacher types and four student types. Use of the model proved effective and the nature of the interactions between student aptitudes, teacher style and instructional model helps to interpret the influences on students’ mathematics achievement.

Effect of Alcohol on Conflict Behaviors

1968 ◽  
Vol 23 (1) ◽  
pp. 151-159 ◽  
Author(s):  
Earl X. Freed
Keyword(s):  
Body Weight ◽  
Analysis Of Variance ◽  
Food Dish ◽  
Dextrose Solution ◽  
Conflict Behaviors ◽  
Variance Design ◽  
Dependent Variables ◽  
Approach Avoidance ◽  
Discrete Dependent Variables ◽  
And Control

40 Charles River (cd) rats were trained to run down a 15-ft. alley and bar press for food in a 2 × 2 analysis of variance design with alcohol and control treatments and two conflict-producing methodologies. In Exp. 1, conflict was induced by shocking S when it bar pressed; in Exp. II, when S touched the food dish. After approach-avoidance conflict was established, half the Ss in each experiment were injected intraperitoneally with 2.0 cc/100 gm. body weight of 1.0 gm. alcohol/Kg. and half with an equitonic control dextrose solution. When Ss were returned to the alley with shock off, 5 alcohol and 1 control Ss in Exp. I and 4 alcohol and 2 control Ss in Exp. II resolved the conflict to resume running, bar pressing and eating. Analysis of variance revealed that alcohol was significant in determining distance run. Compared with controls, alcohol-treated is ran farther and more frequently touched the dish and the bar. Data support the thesis that alcohol attenuates conflict in rats and suggest that more discrete dependent variables, such as bar pressing, temporally and spatially mote closely associated with the conflictful goal, may be less significantly affected by alcohol than grosser measures of conflict such as running.

scholarly journals The Effectiveness of Educational Pillars Based on Vygotsky's Theory in Achievement and Information Processing Among First Intermediate Class Students

2021 ◽  
Vol 16 (12) ◽  
pp. 246
Author(s):  
Lina Fouad Jawad ◽  
Muayad Kadhim Raheem ◽  
Ban Hassan Majeed
Keyword(s):  
Information Processing ◽  
Mathematics Achievement ◽  
First Grade ◽  
Achievement Test ◽  
Mathematical Achievement ◽  
The Other ◽  
Control Group ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control

The aim of the research is to identify the effectiveness of the educational pillars strategy based on Vygotsky's theory in mathematical achievement and information processing of first-grade intermediate students. In pursuit of the research objectives, the experimental method was used, and the quasi-experimental design was used for two equivalent groups, one control group taught traditionally and the other experi-mental taught according to the educational pillars strategy. The research sample consisted of (66) female students from the first intermediate grade, who were inten-tionally chosen after ensuring their equivalence, taking into account several factors, most notably chronological age and their level of mathematics, and they were dis-tributed equally into two groups, one experimental and the other control. The re-search tools were represented in the teacher's handbook for the application of the educational pillars strategy, the achievement test in mathematics, and the test of information processing skills. The researchers applied the experiment in the first semester of the (2019/2020) academic year. One of the researchers taught the ex-perimental group by applying the educational pillars strategy, while the control group studied according to the usual method. The mathematical achievement test and the data processing skill test were applied to the experimental and control re-search groups, and then the data necessary for statistical analysis and access to results were obtained. The results showed that there were statistically significant differences between the mean scores of the two groups and control groups in the mathematical achievement test. There were also statistically significant differences between the mean scores of the two groups on the test of the skill of information processing, and the size of the effect was calculated by describing a function of the effectiveness of the strategy on the two independent variables (mathematics achievement, information processing), as it became clear that the educational pillars strategy based on Vygotsky's theory has great effectiveness. On mathematics achievement and on developing students' information processing skills

scholarly journals The use of mind maps related to the four operations in primary school fourth-grade students as an evaluation tool

2021 ◽  
Vol 15 (2) ◽  
pp. 257-266
Author(s):  
Alper Yorulmaz ◽  
Hümeyra Uysal ◽  
Sabri Sidekli
Keyword(s):  
Data Collection ◽  
Primary School ◽  
Qualitative Data ◽  
Fourth Grade ◽  
Achievement Test ◽  
Evaluation Tool ◽  
Spring Semester ◽  
Fourth Grade Students ◽  
Mind Maps ◽  
The Mind

The aim of the study was to determine the concepts that primary school fourth-grade students reveal with their mind maps related to four operations (addition, subtraction, multiplication, division) and to compare the mind map and achievement test scores. In the study, a mixed method was used in which quantitative and qualitative data were collected and presented together. The study was carried out with a total of 14 students. There were eight girls and six boys, who studying in the fourth-grade of a primary school in Menteşe district of Muğla, in the spring semester of the 2019-2020 academic year. In the research, mind maps created for four operations and success test were used as data collection tools. The data collection process was carried out simultaneously. In the analysis of the data, qualitative data were transformed into the quantitative analysis, and quantitative analyzes were made. Concepts in mind maps created for four operations were subjected to qualitative analysis and photos were added as evidence. As a result of the research, it was determined that the majority of the students adopted the concepts of addition, subtraction, multiplication, and division. Besides, it was revealed that there was a high-level positive relationship between the scores of the students obtained from the achievement test and the scores from the mind maps they created. The evaluation made using the mind map for primary school fourth-grade students is more advantageous than the achievement test in terms of determining the conceptual understanding.

scholarly journals THE EFFECT OF CREATIVITY LEARNING MODEL TOWARD LEARNING MOTIVATION AND SCIENCE PROCESSING SKILL OF FOURTH GRADE STUDENTS IN SCIENCE COURSE

2020 ◽  
Vol 4 (4) ◽  
pp. 724
Author(s):  
Kadek Suardani ◽  
I Gusti Ayu Tri Agustiana ◽  
Ignatius I Wayan Suwatra
Keyword(s):  
Sample Selection ◽  
Fourth Grade ◽  
Learning Model ◽  
Learning Motivation ◽  
Control Group ◽  
Fourth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Essay Test

Growing learning motivation and science processing skill are very difficult because of limited learning time at school which result in the application of learning motivation and science processing skill less than optimal. Through application creativity learning model, it is expected to be able to achieve the objectives of this research which is to analyze creativity learning model toward learning motivation and science processing skill. This research classified into quasi-experimental and the design was non-equivalent post-test only control group. All fourth-grade students belonged to the  population, contained 8 classes with 184 students. Technique for sample selection was random sampling and got experimental class with 31 students and control class with 30 students. Research instrument consist of questionnaire and essay test. Manova test was used to analyze the data and continue with LSD test. From the reseach, the result showed the significant effect toward learning motivation and science processing skill that proven by significance score 0.000 that means less than 0.05 then Ho is rejected and based on LSD test, ∆µ was less than LSD.. The findings portrayed learning motivation and science processing skill positively influenced by creativity learning model. Creativity learning model is suitable for dealing with low learning motivation and science processing skills and would be problem solving about learning especially in the use of learning model.

scholarly journals Benefiting from Listening in Vocabulary Development

2017 ◽  
Vol 5 (12) ◽  
pp. 99
Author(s):  
Berker Bulut ◽  
Nuri Karasakaloğlu
Keyword(s):  
Vocabulary Development ◽  
Fourth Grade ◽  
Control Group ◽  
Active Listening ◽  
New Words ◽  
Fourth Grade Students ◽  
Post Test ◽  
Development Levels ◽  
And Control ◽  
Group Trial

In this research, the effect of active listening training given to fourth grade students on their vocabulary was examined. Pre-test – post-test control group trial model, which is one of the semi-experimental trial models, was used. Besides, “Vocabulary Test” developed by the researcher was applied to experimental and control groups before the experimental implementations. The students in the experimental group were given a weekly two-hour-course of active listening training for eight weeks. The students in the control group were provided the materials forming the content of active listening training but they were made to study these materials with a weekly two-hour-course by traditional listening practice for eight weeks. At the end of the experiment, the test introduced as pre-test was also used as post-test in order to assess the differences between the groups. As the findings obtained from the research were analyzed, it was seen that active listening training positively contributed to vocabulary development levels of fourth grade students. Together with this, the other conclusion obtained from the research was that the students’ listening comprehension achievement contributed to learning new words.

scholarly journals The Effect of Using Flipped Classroom Strategy on the Academic Achievement of Fourth Grade Students in Jordan

2018 ◽  
Vol 13 (02) ◽  
pp. 110 ◽  
Author(s):  
Shereen Mazen Elian ◽  
Diala Abdul Hadi Hamaidi
Keyword(s):  
Academic Achievement ◽  
Science Teachers ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Fourth Grade ◽  
Achievement Test ◽  
Control Group ◽  
Fourth Grade Students ◽  
Study Population ◽  
Experimental Group

This study aimed at investigating the effect of flipped classroom strategy on the academic achievement in the subject of science among fourth grade students in Jordan. The study population consists of all fourth grade students in the Directorate of Private Education in Amman area, totaling 2134 students during the second semester of the academic year 2015-2016. The study sample consists of 44 male and female students who were chosen purposely from the study population. The study sample was distributed into two groups: the experimental group that consisted of 22 students, who has studied according to flipped classroom strategy, and the control group that consisted of 22 students, who has studied in the ordinary method. To achieve the objectives of the study, an achievement test was prepared and its validity and reliability were checked. ANCOVA, Means, and Standard Deviations were used to analyze the collected research data. The study deduced the following results: 1) There are statistically significant differences in the Means on the educational achievement test attributed to the teaching strategy, in favor of the members of the experimental group, and 2) there are no statistically significant differences in the Means on the academic achievement test attributed to gender. In light of the findings, the study recommended encouraging science teachers to teach students using teaching strategies emanated from the use of modern technologies, particularly the flipped classroom strategy. In addition, the study suggested that colleges of education should train prospective teachers on the use of teaching strategies stemming from modern educational theories and strategies such as the flipped classroom strategy during the period of preparing them to teach. Furthermore, the study recommended re-applying this experience and identifying its effectiveness at other schools stages and other subjects in other content areas.

scholarly journals PENGEMBANGAN LECTORA DALAM PEMBELAJARAN TEMATIK - INTEGRATIF UNTUK PENINGKATAN PRESTASI BELAJAR KOGNITIF DAN KARAKTER SISWA SEKOLAH DASAR

2019 ◽  
Author(s):  
Denty Windarny ◽  
Ali Mustadi
Keyword(s):  
Fourth Grade ◽  
Field Testing ◽  
T Test ◽  
Cognitive Achievement ◽  
Integrative Learning ◽  
Product Testing ◽  
Significance Level ◽  
Fourth Grade Students ◽  
Before And After ◽  
And Control

Abstrak. Penelitian ini bertujuan untuk menghasilkan multimedia lectora pada pembelajaran tematik-integratif untuk meningkatkan prestasi belajar kognitif siswa serta membangun karakter tanggung jawab dan disiplin bagi siswa kelas IV SD Grogol, Bantul. Penelitian pengembangan ini mengacu langkah yang dikembangkan oleh Borg and Gall. Desain pengembangan dikelompokkan atas empat prosedur pengembangan, yaitu: (a) eksplorasi, (b) pengembangan produk, (c) uji coba dan revisi, dan (d) validasi akhir. Subjek uji coba terbatas adalah 6 siswa kelas IV dan 1 guru kelas SD N Grogol. Subjek uji coba lapangan adalah 12 siswa dan 1 guru kelas IV SD N Grogol. Subjek uji coba operasional adalah 46 siswa yaitu 22 siswa dari kelas IVA sebagai kelas eksperimen dan 24 siswa dari kelas IVB sebagai kelas kontrol serta 2 guru kelas IVA dan IVB. Teknik analisis data menggunakan pengujian t-test dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa multimedia lectora menurut ahli media terkategori “sangat baik”, sedangkan menurut ahli materi terkategori “sangat baik”. Respons guru dan respons siswa terhadap penggunaan multimedia lectora terkategori “baik”. Rata-rata skor ketercapaian prestasi belajar secara kognitif dan afektif juga mengalami perbedaan antara kelas eksperimen yang memiliki nilai yang lebih baik dan kelas control. Hal ini dapat dilihat dari perbedaan yang signifikan pada efektivitas pembelajaran sebelum dan sesudah menggunakan multimedia lectora.Kata kunci: multimedia pembelajaran lectora, tematik-integratif, prestasi belajar, tanggung jawab, disiplin.DEVELOPING LECTORA ON THEMATIC – INTEGRATIVE LEARNING TO INCREASE COGNITIVE ACHIEVEMENT AND CHARACTER  FOR STUDENT OF PRIMARY SCHOOLAbstract. This study aims toproduce lectora multimedia on thematic-integrative learning to increase cognitive achievement and responssibility and discipline character which is eligible and find out the efectiviness at fourth grade students of SD N Grogol. This development research study refers to the model suggested by Borg and Gall. The developmental design was gropes into four developmental procedures, consisting of: (a) explanation, (b) the development of the product, (c) product testing and revisions, and (d) the final validation. The limited try out subjects are 6 students of fourth grade of SD N Grogol and the teacher. The field testing subjects consisted of 12 fourth grade students and the teacher class of fourth grade of SD N Grogol. The subjects of operational product testing are are 46 students consist of 22 students of class IVA and 24 students of class IVB of SD N Grogol and two teachers of grade four. The data were analyzed using t-test with a significance level of 0.05. The result shows that lectora multimedia in offerings according to media expert is categorized “very good”, and result of material expert is categorized “very good”. The responses of teacher and students are categorized “good”. The average of learning cognitive achievement and affective achievement was significant differences betweenthe experimental class which have value better and control class. It can be seen from the effectiveness of learning before and after using lectora multimedia.Keywords: lectora multimedia learning, thematic-integrative, academic achievement, responssibility, discipline.

scholarly journals The impact of using the Open Class model in developing the communication skills and imagination of the fourth grade students in the social and national education curriculum in Jordan: أثر استخدام نموذج الصف المفتوح في تنمية مهارات التواصل والتخيّل لدى طالبات الصف الرابع الأساسي في مقرر التربية الاجتماعية والوطنية في الأردن

2020 ◽  
Vol 2 (13) ◽  
Author(s):  
Dania Ali Mahmoud Al-Tous, Odeh Abdel-Gawad Abu Sneineh
Keyword(s):  
Communication Skills ◽  
Fourth Grade ◽  
Female Students ◽  
Class Model ◽  
National Education ◽  
The Social ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
Open Class ◽  
And Control

The aim of this study was to measure the effect of the use of the open class model in the development of communication skills and imagination among the fourth grade students in the social and national education curriculum in Jordan. The semi-experimental approach of the two groups was used with two pre-test and two tests. The first two tools were developed to measure the development of communication skills and the second to measure the development of visualization skills. Was applied to the sample of the study, which consisted of two randomly selected sections of the fourth grade students at Atekha bint Abd al-Muttalib school in the 2018/2017 academic year. The number of female students in Division (A) included (45) (B) and the number of female students (45) control group. The study found a statistically significant difference between the arithmetical averages of the female students in both groups (experimental and control) on the communication skills development test. Experimental. There was a statistically significant difference between the mean scores of the female students in both groups (experimental and control) on the test of the development of imagination skills, where the experiment obtained a general average (21.78), while the control obtained an average of 21.53). In light of these results, several recommendations have been formulated, the most important of which are the holding of training workshops by educational supervisors to increase attention to teaching models, which contribute to the positive impact in making students the center of the educational process through their active participation in discussion and inquiry and propose solutions and work on using the open class model in teaching education Social, national and other approaches.

Sign in / Sign up

Export Citation Format

Share Document