scholarly journals The effects of School location on students’ academic achievement in senior secondary physics based on the 5E learning cycle in Delta State, Nigeria

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Ikechuku Abamba
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Rural Students ◽  
Analysis Of Covariance ◽  
Learning Cycle ◽  
Control Group ◽  
School Students ◽  
School Location ◽  
Rural And Urban ◽  
Significant Difference

This study examined the effects of school location on secondary school students’ academic achievement in Physics based on the 5E learning cycle. The design of the study was a non – randomized prêt-test, post-test control group quasi-experimental design. The population of the study was 66,345. Two hundred and forty-three students were sampled from six schools.  Four hypotheses were tested at 0.05 level of significance. The hypotheses state that there is no significant difference in mean achievement scores in Physics between urban and rural students taught using 5E leaning cycle among others. The statistical tools used were mean, standard deviation and Analysis of Covariance (ANCOVA) were used in testing the hypotheses formulated. The result amongst others showed there is no significant difference between rural and urban students’ achievement taught using 5E learning circle (Fcal. (113) = F crit (0.005), p>0.05). Based on the findings, it was recommended among others, that 5E learning cycle be adopted in Nigeria secondary schools as a teaching method and that faculties of education in various schools of higher learning should ensure that 5E learning cycle is included as a method of teaching Physics

scholarly journals Effect of Differentiated Instruction and 5E Learning Cycle on Academic Achievement and Self-efficacy of Students in Physics Lesson

2021 ◽  
Vol 32 (1) ◽  
pp. 4-13
Author(s):  
Riza Salar ◽  
◽  
Umit Turgut ◽  
Keyword(s):  
Academic Achievement ◽  
Differentiated Instruction ◽  
Prior Knowledge ◽  
Self Efficacy ◽  
Analysis Of Covariance ◽  
Learning Cycle ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The learning characteristics of each student are different. Differentiated instruction considers individual differences, as such guides the learning journey rather than seeing these differences as a challenge. The purpose of this research was to compare the effects of differentiated instruction and 5E learning cycle in physics classes on the students' academic achievement and self-efficacy. We used the matching - pre-test/post-test - control group design to address the research questions. We conducted the study in three different schools, performed three experiments, and had three control groups. 162 10th grade students participated in the study. We used the ‘Electricity Prior Knowledge Test’, ‘Electricity Achievement Test’, and the ‘Physics Self-Efficacy Scale’ to collect data. SPSS version 20 software was used to analyse the obtained quantitative data. Independent samples t-test was used to determine whether there was a significant difference between the control and experimental group students’ level of prior knowledge regarding the subject of electricity. The analysis of covariance was used to determine whether there was a significant difference between the control and experimental group students’ course achievements after the implementation. Two-factor mixed-measures ANOVA was used to determine whether the experimental and control group students’ pre-test and post-test scores on self-efficacy differed. Based on the results, it can be concluded that differentiated instruction improved the academic achievement of the low- and mid-achieving students. When the self-efficacy scores of the students were analysed, no significant difference was found between the groups. Based on the results of the research, researchers or teachers who want to use differentiated teaching in their classrooms may be recommended to create level groups in the classroom.

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

scholarly journals The Effects of Learning Stations on Socioeconomically Disadvantaged Students’ Achievement and Self-Regulated Learning

2021 ◽  
Vol 9 (6) ◽  
pp. 51-69
Author(s):  
Reem Alsaadi ◽  
Adam Al Sultan
Keyword(s):  
Academic Achievement ◽  
Low Socioeconomic Status ◽  
Control Group ◽  
School Students ◽  
Saudi Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Experimental Group

The aim of this study was to investigate the effects of learning station strategies on developing academic achievement and self-regulated learning among middle school students of low socioeconomic status. The sample group consisted of 68 female Saudi students. We applied a quasi-experimental design with an experimental and control group and a pretest and posttest. We examined the correlation between academic achievement and self-regulated learning. The data collection instruments included an academic achievement test and self-regulated learning questionnaire. The results revealed a statistically significant difference between the mean scores of both instruments in favor of the experimental group. Additionally, there was a positive relationship between development of academic achievement and self-regulated learning among the students for the experimental group. The study’s findings suggest that the learning stations created a dynamic classroom, which prompted students to engage in self-regulatory behaviors and develop their knowledge and understanding.

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 Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Christian Basil Omeh ◽  
Chijioke Jonathan Olelewe
Keyword(s):  
Academic Achievement ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Analysis Of Covariance ◽  
Repeated Measure ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Innovative Pedagogy ◽  
And Control

Education prepares one for the world of work; hence, the adoption of the innovative instructional approach employed in the process of teaching and learning is key to the attainment of this goal. To mitigate students’ poor achievement in computer programming (CP), innovative pedagogy (IP) was adopted to make students become active learners in classroom learning. In this study, a quasi-experimental design was used and nonrandomized the subject with pretest and posttest. Students (N = 145) were nonrandomized to the treatment and control groups. The researchers conducted a repeated measure of analysis of variance to determine the change between the experimental and control groups. Students’ attributes were tested for differences by comparing categorical data with chi-square statistics. The interaction effect was determined using an analysis of covariance. The results revealed that the experimental group’s CP achievement test results outperformed those of the control group at posttest and retention tests. Furthermore, the findings of the study show that there is no significant difference in students’ academic achievement across ability levels and gender. Also, there is no interaction between the pretest and the IP. The study, therefore, recommends that computer educators should adopt innovative teaching practices in their day-to-day teaching since it is more creative, learner-centered, and improved student engagement.

scholarly journals Effect of Student Teams Achievement Division and Think-Pair-Share on Students' Achievement in Reading Comprehension

2019 ◽  
Vol 8 ◽  
pp. 218-237
Author(s):  
Eucharia Okwudilichukwu Ugwu
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
English Language ◽  
Teaching Method ◽  
Language Teachers ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Student Teams

AbstractThe study investigated the effect of two cooperative learning strategies, Student Teams-Achievement Divisions (STAD) and Think-Pair-Share (TPS) on senior secondary school students’ achievement in reading comprehension in Vandeikya Local Government Area, Benue State, Nigeria. A total of 78 students (43 males and 35 females), drawn from three secondary schools participated in the study. Experimental and control conditions were randomly assigned to the three intact classes: EG1 (STAD), EG2 (TPS) and CG (Control Group). The instrument used was Reading Comprehension Achievement Test (r=0.784). Data were analyzed using Mean, Standard Deviation and Analysis of Covariance (ANCOVA). The results show higher achievement gains for students in the EG1 and EG2 over those of the CG, but not across gender. The findings support the existing evidence on the efficacy of cooperative learning over the traditional teaching method. English language teachers will therefore find the two techniques useful in teaching reading comprehension.   Keywords: cooperative learning, Student Teams-Achievement Divisions, Think-Pair-Share, academic achievement, reading comprehension      

scholarly journals The Effectiveness of Aesthetic Teaching on the Attitude of Elementary School Students

2020 ◽  
Vol 1 (3) ◽  
pp. 423-431
Author(s):  
Ahmad Ahmadi ◽  
Roohallah Fathabadi ◽  
Morteza Bakhtiarvand
Keyword(s):  
Teaching Method ◽  
Sixth Grade ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Experimental Science ◽  
School Students ◽  
Statistical Population ◽  
Students Attitudes ◽  
The Aesthetic ◽  
School Attitude

The aim of this study was to investigate the effect of aesthetics based teaching on students' attitudes toward school. This is an all-experimental study of pre-test-post-test design with a control group. The statistical population of sixth grade students in schools Fardis in the academic year of 1997-98 was. The sampling method was simple random and the selected students were divided into experimental and control groups. The sample size was determined using Morgan table and the number of sample people in each group was 16. Experimental science course was taught in the experimental group by aesthetic teaching method and in the control group by traditional teaching method. To assess the attitude towards school, McCoach (2003) school attitude questionnaire (SAAS-R) was used with a reliability of 0.96. The obtained data were analyzed by multivariate analysis of covariance. The results showed that the level of attitude towards school in students who took the sixth grade experimental sciences course with aesthetic methods was different from the students who learned this course with the usual teaching methods in schools. Therefore, the aesthetic method can play a role as an active and effective method in students' academic achievement in science.

Improving Secondary School Students’ Achievement in Bearing through Polya’s Problem Solving Strategy.

2019 ◽  
pp. 288-294
Author(s):  
Eneze, Blessing Nkeiruka ◽  
Alio B.C.
Keyword(s):  
Problem Solving ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Research Questions ◽  
Problem Solving Strategy ◽  
Solving Strategy

Quasi-experimental design was adopted in this study. Pretest-posttest, non- equivalent control group was used. Six intact classes, three of which were randomly assigned to experimental and the other three to control groups are used for the study. Sample of the study consisted of 284 SSII students from Enugu Education Zone. Two research questions and two hypotheses guided the study. Bearing Achievement Test (BAT) was used for data collection. BAT was constructed by the researcher and validated by three research experts. Mean and standard deviation were used to answer the research questions while the hypotheses were tested at .05 level of significance using Analysis of Covariance (ANCOVA). Experimental groups were taught using Polya‟s Problem Solving Strategy (PPSS) while control groups were taught the same topic using expository method. Major findings of the study revealed that students taught bearing with PPSS achieved higher than those taught with expository method. There was no significant difference between the mean achievement scores of male and female students in the study. It was recommended that Mathematics teachers should adopt PPSS for teaching Bearing and distances in senior secondary schools.

Aggression and Frustration among Rural and Urban Secondary School Students

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Muddanagouda Patil
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Urban Students ◽  
Rural Students ◽  
Equal Size ◽  
School Students ◽  
Rural And Urban ◽  
Significant Difference ◽  
Frustration Level ◽  
Urban Secondary School

The present study aimed to assess the aggression and frustration level among rural and urban secondary school students. It was hypothesized that rural and urban secondary school students differ significantly on aggression and frustration. In order to verify the above hypotheses a sample of 120 students were selected from secondary schools. The sample includes equal size of rural (N=60) and urban (N=60) students. To aggression scale developed by Pal and Naqvi (1986) and the Frustration Scale developed by Chauhan & Tiwari (1999) was used. This scale was administered individually to the subjects. The data were subjected to ‘t’ analyses and the major findings of the study revealed that: rural students (mean=52.10) have more aggression then urban students (mean=47.89) of secondary school. There is 0.05 level significant differences between rural and urban students of secondary school on aggression. On frustration variable rural students (mean=50.05) have more frustration then urban students (mean=49.94) of secondary school, but they is no significant difference between both the group.

scholarly journals Effects of think-pair-share on senior school students’ performance in mathematics in Ilorin, Nigeria

2019 ◽  
Vol 15 (2) ◽  
pp. 107-116
Author(s):  
Morenikeji Alex Akanmu
Keyword(s):  
Set Theory ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Performance Test ◽  
Analysis Of Covariance ◽  
Venn Diagram ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental

The performance of Nigerian students in the Senior School Certificate Mathematics Examinations over the years has not been encouraging. Studies have indicated that this is partly due to students’ lack of in-depth knowledge of some selected topics in mathematics. Pieces of evidence abound in literature and WAEC Chief examiner’s reports indicating that students performed poorly in set theory with Venn diagram. Therefore, this study examined the effects of think-pair-share on senior school students’ performance in mathematics in Ilorin, Nigeria. The objectives of this study were to examine: (i) the performance of students’ taught set theory using think-pair-share cooperative instructional strategy; (ii) the difference in the performance of students taught using think-pair-share instructional strategy based on gender and score level; (iii) the influence of think-pair-share instructional strategy on students’ retention in set theory. The researcher employed a quasi-experimental design for the study. The sample consisted of 118 SS II students. The instruments used for the study was Mathematics Performance Test (MPT). The instruments yielded reliability values of 0.78 using Pearson Product Moment Correlation procedure. The data collected were analyzed using independent sample t-test, and Analysis of Covariance (ANCOVA). Findings of the study showed: (i)  a statistically significant difference in the performance of students taught set theory using think-pair-share compared with their counterparts in the control group in favour of think-pair-share group, (ii) no statistically significant difference in the performance of male and female students taught set theory in Mathematics using think-pair-share; (iii) no statistically significant difference in the performance of students taught set theory in Mathematics using think-pair-share based on scoring levels; and (iv) a statistically significant difference in the knowledge retained by students taught set theory in Mathematics using think-pair-share compared with their counterparts in the control group in favour of think-pair-share group. The study concluded that the use of think-pair-share improved students’ performance in Mathematics, gender of a student does not affect his or her performance in Mathematics, and the use of think-pair-share improved the retention ability of the students. It was recommended among others that the use of think-pair-share be encouraged for teaching and learning of Mathematics at all levels of education.

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