scholarly journals Effect of collaborative concept mapping teaching strategy on students’ achievement in chemistry in selected secondary schools in Kenya

2020 ◽  
Author(s):  
Fetnani Cecilia
Keyword(s):  
Secondary Schools ◽  
Concept Mapping ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Chemistry Teaching ◽  
Significance Level ◽  
Academic Abilities ◽  
Quasi Experimental ◽  
Research Findings ◽  
Collaborative Concept Mapping

In Kenya, the fundamental challenge facing chemistry teaching in secondary schools is how to enhance students’ conceptual understanding; a need for meaningful learning. The challenge has led to students’ underachievement in chemistry in national examinations. Research findings indicate that teaching method is a crucial factor affecting students’ learning and achievement. The present study investigated the effect of Collaborative Concept Mapping (CCM) teaching strategy on students’ achievement in Chemistry. Solomon Four Group quasi-experimental research design was used in the study. Four co-educational secondary schools were randomly selected for the study from secondary schools in Bomet District, Kenya. Students in experimental groups were taught using CCM teaching strategy for 8 weeks while the rest were taught using conventional teaching methods. Mole Concept Achievement Test (MCAT) was administered to determine students’ achievement on the topic of “mole concept”. Results of the study showed that CCM as a teaching strategy had no significant effect on the achievement among students of low and average academic abilities as well as those of higher academic abilities at 0.05 α significance level.

scholarly journals Pendekatan Kontekstual Dalam Meningkatkan Pemahaman Konsep Aqidah di MAN Kelas X MAN Model Banda Aceh

2019 ◽  
Vol 2 (1) ◽  
pp. 71
Author(s):  
Miskul Makhtum
Keyword(s):  
Teaching And Learning ◽  
Group Learning ◽  
Real Life ◽  
Contextual Approach ◽  
Significance Level ◽  
Teachers And Students ◽  
Quasi Experimental ◽  
Research Findings ◽  
Quantitative Descriptive ◽  
Banda Aceh

The background of this study was more specifically related to the contextual approach: linking science with daily life, which could help improve students’ understanding on aqidah/creed materials, their ability to think, and their learning experiences. Thus, the students could implement them in real life. The study conducted in Class X of MAN Model Banda Aceh, aimed at investigating the implementation of the contextual approach, the application of the contextual approach which could increase the understanding of the Aqidah concept, and the understanding of Aqidah concept of the students taught using the contextual approach and the conventional approach. The research employed quantitative descriptive with quasi experimental method. Data were collected by essay pretest and essay posttest, teachers’ and students’ observation, and documentation. The research findings showed that the implementation of the contextual approach on aqidah learning covered the scope of Aqidah Islam and sub-materials such as the definitions, and the principles of aqidah. The learning method of aqidah included using seven components of the contextual approach: constructivism, inquiry, modeling, frequently asked questions, group learning, modeling, and real judgment. The teaching and learning activities were carried out through discussions in accordance with the lesson plans. Further, the observation analysis of the teachers’ ability level (TKG) showed that the descriptive statistics of the teaching activity was 4.51≤TKG t1-α or 15.38> 1.6923, making Ho rejected and Ha accepted. It can be meant that the students’ posttest was better that the pretest. Moreover, the learning outcomes of the aqidah learning of the students of Class X IPA 2 and Class X IPA 5 reflected that those taught with the contextual outperformed those with the conventional learning, as shown here based on the significance level α = 0.05 and degree of freedom (df) = 66. The ttable obtained was t_(0,975)(66) = 1.997 so that tcount < ttable (0.59 µ2 was accepted.

scholarly journals IMPLEMENTING A CELIK STEM MODULE IN EMPOWERING EIGHTH-GRADERS’ CREATIVE THINKING

2019 ◽  
Vol 4 (32) ◽  
pp. 219-237
Author(s):  
Ahmad Adnan Mohd Shukri ◽  
Che Nidzam Che Ahmad ◽  
Norhayati Daud
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Eighth Graders ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Eta Squared ◽  
Quasi Experimental

The purpose of this study is to examine the contributions of the Celik STEM Module developed on pupils’ creative thinking in the science classrooms. A quasi-experimental study involved a non-equivalent control group with a sample of 60 eighth-graders aged 13 years old from a boarding school in Baling, Kedah. The sample was divided into two groups; 30 pupils of the treatment group and 30 pupils of the control group. Data were collected from pre-post-creative thinking test (CTT) scores. One-way analysis of covariance at a significance level p < .05 was performed in analyzing the data. After adjusting for pretest scores, there was a significant difference between the two sample groups on posttest scores on the CTT, F (1,57) = 16.639, p = .000, partial eta squared = .226. Besides, there was a significant and moderate relationship between the pretest and posttest scores on the CTT, as indicated by partial eta squared = .082. In conclusion, teaching and learning of the Reproduction topic through STEM integration applied in the module is better than regular instruction. The results of the present study showed that this alternative teaching method has been proven effective in developing and empowering pupils’ creative thinking.

scholarly journals Concept Mapping as an Innovative Teaching Strategy to Enhance Cognitive Learning in Nursing Administration Course

2014 ◽  
Vol 2 (7) ◽  
pp. 11-25
Author(s):  
Eman Salman Taie
Keyword(s):  
Concept Mapping ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Concept Map ◽  
Cognitive Learning ◽  
Nursing Administration ◽  
Innovative Teaching ◽  
Significant Difference ◽  
Quasi Experimental

Background Concept mapping is a teaching and learning strategy that establishes a bridge between howpeople learn knowledge and sensible learning.Aim The present study aims to explore the effect of concept mapping based learning on students' cognitivelearning levels in nursing administration course.Methods It is a quasi- experimental study. The study was conducted in faculty of nursing –Helwan University.Subjects were composed of all 4th year students (102) in faculty of nursing –Helwan University, for the academicyear 2012-2013, . Two types of Questionnaire formats were used (Students’ knowledge about conceptmapping questionnaire format and satisfaction questionnaire format) plus concept map assessment Rubricand students’ achievement test in collecting data for this study.Findings The majority of the experimental students before awareness sessions were lack knowledge aboutconcept mapping. Also, regarding applications concept map scoring rubric assignments the majority of theexperimental students had moderate score in the 1st assignment and high score in 2nd assignment. As evident,the majority of the studied students either control or experimental had low score in pre-test. While, in the posttestthe majority of experimental had high score. Most of them perceived concept mapping positively as alearning tool.Conclusion There was a high significant difference between experimental students' knowledge about conceptmapping before and after awareness sessions, concept mapping improved students’ meaningful learninglevels. Finally, most of experimental students perceived concept mapping positively.

scholarly journals Using Procedural And Conceptual Colour Stimulation-Game As an Instructional Gizmo For Nigerian Students

2021 ◽  
Vol 3 (2) ◽  
pp. 37-42
Author(s):  
Odewumi Michael Olubunmi
Keyword(s):  
Secondary Schools ◽  
Teaching Method ◽  
Research Question ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Creative Arts ◽  
Junior Secondary Schools ◽  
Conventional Teaching ◽  
Junior Secondary ◽  
Quasi Experimental

This research study focused on investigating on the effect of colour stimulation-game on Nigerian Junior secondary school creative arts by adopting quasi-experimental research design with 60  junior secondary schools of  three  co-educational, from Private, Public and Federal Secondary Schools using simple random sampling technique to randomly select The three secondary schools assigned to both experimental and control groups. With the aid of two instruments which were The Colour Stimulation-game and Colour Stimulation-Game Achievement Test (CSGAT), the data was collected.  Frequency counts and percentage distribution, mean,  standard deviation, independent t-test, ANOVA and ANCOVA were used to analyse the data demographic information, the research question and the hypothesis generated respectively. The researcher found out that the students taught with Stimulus perform better after treatment than the student taught with conventional teaching method, students taught with Colour Stimulus game performed better when exposed to treatment than their  students taught with conventional teaching method and female students taught with Colour Stimulus game performed better than their male students.  It was recommended that that creative arts instructors should utilizes, colour stimuli game and reducing conventional method do as to impact the appropriates knowledge for studentsKeywords:  Colour Stimulation-Game, Colour, Game and instruction, Game, Significant in games

scholarly journals THE IMPACT OF CONCEPT MAPPING AS A TEACHING STRATEGY ON THE STUDENTS’ ACHIEVEMENT AND INTEREST IN ENGLISH

2021 ◽  
pp. 227-232
Author(s):  
Mr. Rommel P. Manzon
Keyword(s):  
Concept Mapping ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
The Philippines ◽  
Control Group ◽  
Test Analysis ◽  
Mapping Strategy ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact

The purpose of this study is to determine the impact of concept mapping as a teaching strategy on the students’ achievement and interest in English. It is a quasi-experimental design of non- equivalent pre-test post-test control group is used. Stratified random sampling technique is adapted in selecting the 250 students from the different schools in the Philippines. Two research instruments is developed by the researchers and used for data collection are: Students’ English Achievement Test (STAT) and Students’ Interest Inventory (SII). Mean and Standard Deviation are used to answer the three research questions, while three hypotheses are tested at 0.05 error margins using the t-test analysis. The result of the findings showed that there is significant difference in the mean achievement scores and interest rating of students are exposed to concept mapping strategy in English. There is a significant impact on the gender of the respondents on achievement of students that are exposed to concept mapping strategy. The researchers recommended among other things: the integration of concept mapping strategy in the curriculum, adequate training of English teachers on the use of concept mapping strategy. KEYWORDS: concept mapping; achievement; interest; gender; teaching strategy; and interest in English

The Effect of Concept Mapping on Critical Thinking of Jordanian Nursing Students

2020 ◽  
Vol 26 (1) ◽  
pp. e19-e24
Author(s):  
Huthaifah Khrais ◽  
Ali M. Saleh
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Concept Maps ◽  
Assessment Tool ◽  
Teaching Strategy ◽  
Traditional Lecture ◽  
Before And After ◽  
Quasi Experimental ◽  
The Mean

AimThe aim of this study was to explore the effectiveness of concept maps in improving the critical thinking of nursing students.MethodThis quasi-experimental study was conducted using a pretest–posttest design among two groups of a total of 115 nursing students. Participants were either exposed to concept mapping sessions or taught with traditional lecturing; the assessment tool was a test of critical thinking completed before and after the intervention.ResultsThe mean scores for critical thinking were higher in the group that engaged in mapping sessions compared to the traditional lecture group.ConclusionThis study supports the usefulness of concept maps as a teaching strategy to promote development of nursing students' critical thinking abilities. These findings could provide valuable evidence for establishing concept mapping as a promising teaching strategy for nursing students.

scholarly journals Permanent education for good practices in the prevention of pressure injury: almost-experiment

2019 ◽  
Vol 72 (6) ◽  
pp. 1646-1652
Author(s):  
Ana Laura Mendes Campoi ◽  
Rosana Huppes Engel ◽  
Thaís Santos Guerra Stacciarini ◽  
Aldenora Laísa Paiva de Carvalho Cordeiro ◽  
Adriana Feliciana Melo ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Teaching Strategy ◽  
Significance Level ◽  
Hybrid Teaching ◽  
Post Test ◽  
Pressure Injury ◽  
Quasi Experimental ◽  
The Difference ◽  
Student’S T ◽  
Nurses Knowledge

ABSTRACT Objective: To verify the effectiveness of the educational intervention through the evaluation of nurses’ knowledge about prevention of pressure injury. Method: A quasi-experimental study with a single group, carried out with 95 nurses from a teaching hospital in the interior of Minas Gerais, in August and September 2017. As a teaching strategy, the active methodology and hybrid teaching were used, based on the reference of the Method of the Arch of Charles Maguerez. Data were collected from a validated instrument, called the Pieper Knowledge Test, and analyzed by descriptive statistics and Student’s t-test with significance level of p <0.001. Results: The mean number of correct answers obtained by the nurses was 78.8% in the pre-test and 88.8% in the post-test, and the difference was statistically significant (p <0.001). Conclusion: The educational intervention developed was effective, since it contributed to the improvement of nurses’ knowledge.

scholarly journals MODELING TEACHING IN STUDY OF GALVANIC CELLS: UPPER-SECONDARY SCHOOL CONTEXT

2020 ◽  
Vol 19 (6) ◽  
pp. 972-988
Author(s):  
Huanhuan Lu ◽  
Yanxia Jiang ◽  
Hualin Bi
Keyword(s):  
Assessment Tool ◽  
Teaching Method ◽  
School Context ◽  
Galvanic Cell ◽  
Chemistry Teaching ◽  
Galvanic Cells ◽  
Proficiency Level ◽  
Quasi Experimental ◽  
Proficiency Assessment ◽  
Teaching Problem

Besides improving students' understanding of scientific concepts, chemistry teaching should also improve students' ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students’ proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student's ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching. Keywords: galvanic cells, modeling teaching, problem solving, proficiency level

scholarly journals Composite Effect of Concept Mapping and ICT on Students’ Performance in Organic Chemistry

2018 ◽  
Vol 5 (3) ◽  
pp. 301
Author(s):  
Indra Sen Singh ◽  
Mary Mambwe
Keyword(s):  
Organic Chemistry ◽  
Concept Mapping ◽  
Performance Test ◽  
Teaching Strategy ◽  
Control Group ◽  
Composite Effect ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

<p><em>Generally, the performance of students in organic chemistry in Zambia is not encouraging. This can be attributed to the nature of the subject in addition to other factors. This study explored the composite effect of concept mapping and ICT on students’ performance in selected topics in organic chemistry. One hundred and thirty-four grade 12 students were involved. Data was collected using an organic chemistry performance test. A pre-test, the post-test quasi-experimental design was adopted. The study comprised of three</em><em> </em><em>groups randomly assigned to experimental group one, experimental group two and a control group. Experimental group one was taught using concept mapping, experimental group two was taught using a combination of concept mapping and ICT and the control group was taught using conventional methods (discussion). ANOVA results for the three groups were F (2,131) = 2.237 and p = 0.111. This indicates that there was no significant difference amongst the three groups at the beginning of the study. After treatment the results revealed that experimental group two outperformed the other two groups with a p valuep-value</em><em> </em><em>0 at F (2,131) = 2.237 at ? = 0.05. Post hoc analysis using Fisher’s </em><em>L</em><em>east </em><em>S</em><em>ignificant </em><em>D</em><em>ifference (LSD) test showed that the mean scores were statistically significant amongst the three groups. A very large effect was seen between experimental group one and control and between experimental group two and control. A sizable effect was seen between experimental group one and two. The conclusion is that using concept mapping with ICT has a positive effect on the performance of students in organic chemistry. The results corroborate the findings of studies that the use of concept mapping and ICT teaching strategy improves the performance of students. Consequently, this study seems to offer a positive solution towards the enhancement of students’ performance in organic chemistry in secondary schools.</em></p>

scholarly journals Integrated STEM-based module: Relationship between students’ creative thinking and science achievement

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Ahmad Adnan Mohd Shukri ◽  
Che Nidzam Che Ahmad ◽  
Norhayati Daud
Keyword(s):  
Treatment Group ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Science Achievement ◽  
Teaching Strategy ◽  
Pearson Correlation ◽  
Control Group ◽  
Significance Level ◽  
Integrated Stem ◽  
Quasi Experimental

STEM-based learning innovations have been massively developed especially related to 21st Century skills. This study was done to explore a relationship between creative thinking and science achievement through the implementation of integrated STEM-based module on Reproduction topic. A quasi-experimental study involved pretest-posttest non-equivalent group design with sample of 60 eighth graders from a boarding school in Baling, Kedah, Malaysia. The samples was divided into two groups - 30 students of treatment group and 30 students of control group. The data were collected from pre-post-Reproduction Test Questions (RTQ) scores and pre-post-Creative Thinking Test Questions (CTTQ) scores. Pearson Correlation and one-way ANOVA at a significance level p < .05 were performed in analysing data. Findings reveal no statistically significant relationship between creative thinking and science achievement for both treatment group (r = .220, p = .243) and control group (r = .308, p = .098). Besides, there is a statistically significant and moderate and positive relationship between creative thinking indicator of fluency and science achievement (r = .463, p = .010) of the treatment group. In conclusion, general finding is an evidence that between creative thinking and science achievement shows a consistency in whatever teaching strategy implemented. In which, educators need to realize that academic achievement does not necessarily be a necessity in shaping one’s creativity. Therefore, further study is needed to investigate the relationship between these variables in the execution of STEM teaching and learning so that the findings can be generalized to a larger population.

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