scholarly journals The Effect of an Integration-Based Instructional Strategy on Developing EFL Students' Listening Skills at Al-Al Bayt University

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Hana' Abu-Mwais ◽  
Oqlah Mahmoud Smadi
Keyword(s):  
Instructional Strategy ◽  
Language Skills ◽  
Instructional Program ◽  
Listening Skills ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
Experimental Group

Listening is a language skill that people in general and students in specific may need it more than some of the other language skills such as reading and writing in their everyday life and communication. Yet, the integration of the four language skills should be always emphasized when learning any foreign language since this reinforces each other and represents the natural acquisition of the language. The current study aims to examine the effect of an instructional program based on integrating the four language skills on Jordanian undergraduate EFL students' listening comprehension skills and to find out their attitudes regarding the effectiveness of this program on improving their listening skills. In order to collect the data , the researchers used two instruments: pre-post test and an interview. The study is a quasi-experimental one, and the subjects of the study were 61 students from Al Al Bayt University in Jordan. The subjects were divided into two groups: the control one had 24 students while the experimental one had 37. The findings of the study reveal that there is a significant difference at ( α= 0.05) between the means of the two groups at the listening post-test due to the program. In addition, the instructional program proves to be effective for the students of the experimental group who believe that the program improved their listening skills.

scholarly journals EFFECT OF ACTIVITY-BASED INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ RETENTION IN CIRCLE GEOMETRY IN ABUJA, NIGERIA

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
David Sunday Durojaiye ◽  
Olatunji James Jekayinfa ◽  
Festus Sunday Smart Oloda
Keyword(s):  
Mathematics Teachers ◽  
Instructional Strategy ◽  
School Students ◽  
Circle Geometry ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Experimental Group

<p>This study investigated the effects of activity-based instructional strategy on senior secondary schools students’ retention in circle geometry. The study employed a quasi-experimental design of the type pre-test, post-test groups design. The sample for the study comprised of 162 senior secondary 2 students drawn from two randomly selected co-educational schools in Federal Capital Territory, Nigeria. The research instrument was Mathematics Retention Test (MRT) containing items adapted from standardized WAEC questions. The test –retest method was employed for the reliability of the test instrument. The Pearson Product Moment Correlation Coefficient (r)=0.86 was obtained. Data collected were analyzed using t-test. The finding of this study revealed that there was a significant difference in the retention of students taught circle geometry using activity-based instructional strategy (ABIS) and the students taught circle geometry using conventional methods in favour of the students taught using ABIS. The study also indicated that there was no significant difference between the retention of male and female students in the experimental group who were taught circle geometry using ABIS. It was therefore recommended that mathematics teachers should use strategies that will encourage the active participation of students in mathematics classes such as ABIS which in turn would enhance retention. Also, governments at all levels should organize trainings and/or workshops for mathematics teachers on the use of ABIS in teaching mathematics.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0873/a.php" alt="Hit counter" /></p>

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

scholarly journals GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

scholarly journals Manipulative Approach In Teaching Fractions

2021 ◽  
Vol 2 (5) ◽  
pp. 435-447
Author(s):  
Rea C. Parungao
Keyword(s):  
Test Scores ◽  
Traditional Method ◽  
Number Line ◽  
Virtual Manipulatives ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Fractions ◽  
Experimental Group

This study aimed to determine the effects of using manipulatives in teaching fractions.   Quasi- experimental method of research was used in this study. It was conducted during the first quarter of S.Y. 2019-2020 among the respondents were randomly selected. Two sections of Arayat National High School were the respondents of the study. The control group was the 7-Rosal while the 7-Sampaguita was the experimental group. Both groups were given a pretest prior to the discussion about fractions and a posttest after instruction using the traditional method (control group) and the use of manipulatives (experimental group). The results were then evaluated, analysed through SPSS, and interpreted. Mean, t-test and ANCOVA were utilized to analyze and interpret the data. This study found out that the post-test scores of the respondents from the two groups improved in comparison to their pre-test scores.  The mean pretest and mean posttest scores of both groups showed significant difference. The results showed that the use of virtual manipulatives in converting fractions to decimals had significant difference compared the use of the traditional method. On the contrary, teaching fractions on a number line did not have significant difference. Out of the four operations on fractions, three showed that the use of concrete manipulatives was highly effective. This study recommends that teachers must test the prior knowledge of their students before discussing about fractions to determine the students’ strengths and weaknesses. Although both traditional method and the manipulative approach showed improvement on the post-test results in teaching fractions, still, teachers are encouraged to use manipulatives in teaching fractions to improve students’ performance. It is important for teachers to provide their students opportunities for hands-on manipulation of objects in order to grasp the concepts of fractions more easily. Lastly, teachers must develop the use of concrete and virtual manipulatives in teaching fractions to promote active learning that can enhance students’ mathematics performance and can help them to realize that mathematics is an enjoyable subject.

Effectiveness of Cyber Bullying Sensitization Program (CBSP) to Reduce Cyber Bullying Behavior Among Middle School Children

2021 ◽  
pp. 504-513
Author(s):  
Surabhi Negi ◽  
Sunita Magre
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cyber Bullying ◽  
Control Group ◽  
School Students ◽  
Use Of Technology ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Cyber bullying is the unwise use of technology to harm and humiliate an individual or group over the Internet. The purpose of this article is to test the effectiveness of the cyber bullying sensitisation program (CBSP) to reduce the level of cyber bullying behaviour among middle school students. The sample was restricted to adolescents as they are the ones who are most exposed and vulnerable in the cyber space. A quasi-experimental pre-post design with intervention was adopted for the study. The participants of the study were comprised of 186 middle school students from two private schools in India. The experimental group had 94 participants while control groups had 92 participants. Statistical analysis indicated that there was a significant difference between pre- and post-test scores in the experimental group. No significant difference was found between the experiment and control group before the program, suggesting that the program was effective in helping students in reducing cyber bullying behaviour. The implications for prevention and intervention programs were discussed.

scholarly journals Using Google Docs in Omani EFL College Classes: Students’ Writing Performance and Perceptions towards Use

2019 ◽  
Vol 8 (1) ◽  
pp. 53
Author(s):  
Noura Al Burtamani ◽  
Fawzia Al Seyabi ◽  
Abdo Al Mekhlafi
Keyword(s):  
Performance Test ◽  
Control Group ◽  
Writing Performance ◽  
Google Docs ◽  
Significant Difference ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
College Classes ◽  
Experimental Group

This quasi experimental study aimed at investigating the effect of using Google Docs on EFL Omani college students’ writing performance and students’ perceptions of its use. The sample of the study included 81 Level 3 Foundation Program students in Nizwa College of Technology, Oman. The experimental group consisted of 39 students while the control group consisted of 42 students. The research instruments included a writing performance test that was administered as pre and post- test and a students’ perceptions questionnaire. Data analysis revealed that there was a statistically significant difference between the writing performance of the experimental and control groups in favour of the experimental group. The experimental group outperformed the control group in task achievement, task organization, grammar and vocabulary. Also, the students perceived using Google Docs in EFL writing as a very beneficial tool in improving their writing and collaboration skills. In light of these findings, a number of recommendations for practice are presented.

The effects of problem-based learning (PBL) on the academic achievement of students studying ‘Electrochemistry’

2017 ◽  
Vol 18 (1) ◽  
pp. 78-98 ◽  
Author(s):  
Tuğçe Günter ◽  
Sibel Kılınç Alpat
Keyword(s):  
Problem Based Learning ◽  
Correlation Coefficients ◽  
Control Group ◽  
Structured Interviews ◽  
Chemistry Teaching ◽  
Academic Achievements ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying ‘Electrochemistry’ within a course on Analytical Chemistry. The research was of a pretest–posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at the Faculty of Education at Dokuz Eylul University. The topic was taught with PBL in the experimental group and with expository teaching strategies in the control group. The ‘Chemistry achievement test (CAT)’ was applied as the pre-test and post-test in both groups. Post-test scores from the CAT demonstrated that there was a significant difference between the academic achievements of the two groups in favour of the experimental group (U= 8.500,p< 0.05). After using PBL for a period, eleven open-ended questions related to the topic were asked to both groups. The results of these questions were categorized and the scores obtained from the categories were evaluated using content analysis. The results of the scores obtained from the open-ended questions showed that the students in the experimental group were able to make statements containing fewer misconceptions and also had a better understanding of this topic when compared to the students in the control group (U= 2.500,p< 0.05). The correlation between the scores in the CAT post-test and the scores obtained from the open-ended questions of the experimental and control groups was also examined. The Spearman correlation coefficients were found to be 0.907 and 0.595 for the experimental and the control group, respectively. This finding indicated that there was a positive and very high level of statistically significant correlation between the scores in the CAT post-test and the scores obtained from the open-ended questions of the students in the experimental group. Therefore this finding also supports the conclusion that the students in the experimental group were better able to understand the topic and its structure compared to the students in the control group. At the end of the application, the results of semi-structured interviews carried out showed that students in the experimental group had positive opinions regarding PBL.

scholarly journals The Effect of E-mail and WhatsApp on Jordanian EFL Students' Reading Skill

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Kafa Mohammad Bani Khalaf
Keyword(s):  
Potential Effect ◽  
Instructional Program ◽  
Combination Group ◽  
Future Research ◽  
Control Group ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
E Mail

This study aims to examine the potential effect of an e-mail and WhatsApp based instructional program on Jordanian EFL tenth-grade students' skimming and scanning skills of reading. To collect the data, two instrument were utilized: a pre-test and a post-test. The study used a quasi-experimental design. The participants of the study were 60 Jordanian tenth-grade female students from four sections who were purposefully chosen from Bahraini Basic School for Girls in Jordan. 15 students comprised the control group and 45 comprised three experimental groups of 15 students each. The findings reveal significant differences (at 0.05) in the students' mean scores on the post-test, in favour of the students in the WhatsApp group, the e-mail and WhatsApp combination group and the e-mail group respectively. The findings also reveal a significantly high effect of the instructional program on scanning than on skimming. A number of implications and recommendations for future research are put forth.

scholarly journals The Influence Of English Song As Learning Materials Towards The Students’ Pronunciation

2019 ◽  
Vol 5 (02) ◽  
pp. 131-135
Author(s):  
Dewi Yulyanti ◽  
Slamet Wahyudi Yulianto ◽  
Muhammad Anjar Nugraha
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Research Result ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This research investigated whether or not there is the influence of English song towards the student’s pronunciation. This research used a quantitative method. Research design is an experimental class and control class, two classes were selected from eleventh-grade students at SMAN 1 Ciasem Subang. The Quasi-Experimental Research was conducted in four meetings. The data were obtained by observing the teaching and learning process, test, questionnaire, and interviewing the students. The research result of the analysis quantitative and qualitative data were as follows. The analysis of quantitative data, mean score of pre-test in the experimental class was 14.44. While the mean score in the control class was 14.58. Furthermore, the mean score of the post-test in the experimental class was 82.98. While the mean score post-test in the control class was 60.56. Based on the result, the experimental class students’ score on post-test were better in which the mean = 82.89 than their scores on pre-test the mean = 60.56 . in addition, the two-tailed value of p was 0.000 which was lower than 0.05 . in conclusion, the calculation of paired t-test showed that there was a significant difference between the pre-test and post-test scores of experimental group. The analysis of qualitative data show that used English song influence through students’ pronunciation by observing the teaching and learning process, test, questionnaire, and interviewing the students. The students were more confident and were not afraid of making mistakes when pronunciation.

scholarly journals A Comparison Between Save The Last Word For Me And Listen-Read-Discuss (Lrd) Strategies On Students’ Reading Comprehension At Smpn 1 Teluk Pinang

2018 ◽  
Vol 1 (1) ◽  
pp. 70-75
Author(s):  
Martina Napratilora
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Test Group ◽  
Significant Difference ◽  
Post Test ◽  
Comprehension Score ◽  
Quasi Experimental ◽  
Group 2 ◽  
Experimental Group ◽  
Group 1

Abstract: The aim of the study wasto find out whether there is any significant difference between students’ reading comprehension using Save the Last Word for Me strategy and students’ reading comprehension using Listen-Read-Discuss (LRD) strategy through assessment of their reading comprehension. The study utilized Quasi Experimental Design Non-equivalent Pre-test and Post-test Group Design. The participants of the study comprised 76, year two students of Junior High School 1 Teluk Pinang. Save the Last Word for Me and Listen-Read-Discuss (LRD) strategies were used on two experimental groups which experimental group 1 (n= 38) using Save the Last Word for Me strategy and experimental group 2 (n= 38) using Listen-Read-Discuss (LRD) strategy. Data were collected using pre-test and posttest of students’ reading comprehension test. Quantitative data were analyzed using descriptive and inferential statistics. The finding showed significant difference in reading comprehension score between the experimental group 1 and experimental group 2 through Save the Last Word for Me and Listen-Read-Discuss (LRD) strategies.   Key Words: Save the Last Word for Me strategy, Listen-Read-Discuss (LRD) strategy, Students’ Reading Comprehension,   Abstrak: Tujuan dari penulisan ini adalah untuk mengetahui pemahaman membaca siswa menggunakan strategi Save the Last Word for Me dan Listen-Read-Discuss (LRD). Jenis penelitian ini adalah penelitian Kuasi-eksperiment atau perbandingan eksperimen dengan menggunakan pre-test-posttest design. Penelitian ini melibatkan 76 peserta yang terdiri dari kelompok eksperimen 1 dan kelompok eksperimen 2 dari siswa SMPN 1 Teluk Pinang. StrategiSave the Last Word for MedanListen-Read-Discuss (LRD)digunakanpadaduakelasexperimen yang manakelasexperimen 1 dengan sample 38 siswamenggunakan strategy Save the Last Word for Me dankelasexperimen 2 dengan sample 38 siswamenggunakanstrategiListen_Read-Discuss (LRD). Pengumpulan data melalui test pemahamankemampuanmembacasiswamelalui pre-test dan post-test. Data kuantitativedianalisamenggunakan descriptive dan inferential statistic.Hasil penelitian menunjukan bahwa adanya pengaruh yang signifikan dari nilaipemahamanmembacasiswaantarakelasexperimen 1 dan experiment 2 melaluistrategi Save the Last Word for Me and Listen-Read-Discuss (LRD).   Kata kunci: starategi Save the Last Word for Me, strategi Listen-Read-Discuss (LRD) dan pemahaman membaca siswa.

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