scholarly journals High dosage tutoring in pre-vocational secondary education: Experimental evidence from Amsterdam

2021 ◽  
Author(s):  
Joppe de Ree ◽  
Mario A. Maggioni ◽  
Bowen Paulle ◽  
Domenico Rossignoli ◽  
Dawid Walentek
Keyword(s):  
Secondary School ◽  
Low Income ◽  
Control Group ◽  
First Year ◽  
First Semester ◽  
School Year ◽  
Tutoring Program ◽  
First Results ◽  
Math Test ◽  
Math Tutoring

We present first results from an experimental evaluation of a high dosage math tutoring program implemented in a secondary school for pre-vocational education located in a low-income neighborhood in Amsterdam, the Netherlands. From a pool of 98 students in their first year of secondary school (aged 12-13) 49 were randomly assigned to receive 2-on-1 tutoring. Treated students received one class period of personalized tutoring daily in the first 16 weeks of the school year. Outcome test scores were observed at the end of the first semester and at the end of the school year. We find treatment effects of 0.44 (p<0.01) and 0.72 (p<0.01) control group standard deviations after one semester on a verbal math test (with math word problems) and a nonverbal math test (math without textual context) respectively. The results indicate substantial learning gains. On the nonverbal math test, treated students gained statistically significantly more in one semester than control students gained in the entire school year.

scholarly journals The impact of employing technology in the achievement of the tenth grade students in the national and civil education curriculum developed in the capital city of Amman:  أثر توظيف التكنولوجيا في تحصيل طلاب الصف العاشر الأساسي في مبحث التربية الوطنية والمدنية المطوّر في محافظة العاصمة عمّان

2019 ◽  
Vol 3 (31) ◽  
Author(s):  
Ahmad Yahya Kokash
Keyword(s):  
Educational Software ◽  
Teaching Method ◽  
Capital City ◽  
Control Group ◽  
First Semester ◽  
School Year ◽  
Tenth Grade ◽  
Impact Of Technology ◽  
The Impact ◽  
Experimental Group

  This study aimed to identify the impact of technology utilization on the achievement of the tenth grade students in the field of national and civil education. The study sample consisted of (140) students from two main schools in the university's university. The control and experimental groups were selected randomly, And the study used the experimental method, where the first group was taught using technology as experimental, and the second group of the same material was taught in the traditional way as the control during the first semester of the school year 2018/2019, To achieve the objectives of the study, the achievement test was constructed. The results of the study showed that there were statistically significant differences between the experimental group and the control group and for the benefit of the experimental group. The results also showed no statistically significant differences due to sex. Therefore, the researcher recommends the need to generalize the experience of employing technology in schools and diversify in the use of teaching strategies, and emphasizes the need to train teachers in the design and use of educational software and modern techniques in the teaching method to achieve the maximum amount of learning and effective education.    

Introducing students to experimental design skills

2020 ◽  
Vol 21 (1) ◽  
pp. 331-356 ◽  
Author(s):  
L. Szalay ◽  
Z. Tóth ◽  
E. Kiss
Keyword(s):  
Longitudinal Study ◽  
Experimental Design ◽  
Content Knowledge ◽  
Control Group ◽  
First Year ◽  
School Year ◽  
Knowledge And Attitude ◽  
Group 2 ◽  
Design Skills ◽  
The Impact

The results of an earlier empirical research study on modifying ‘step-by-step’ instructions to practical activities requiring one or more steps of the experiments to be designed by students initiated a longitudinal study to investigate the effectiveness of the approach for younger students and over a period of time. The longitudinal study that followed took the form of a four year research project that began in September 2016. Over 900 students have been involved. All were 12–13 years old in the beginning of the study. Each year they spend six lessons carrying out practical activities using worksheets we provide. This paper reports the findings of the first year, when the participating classes were allocated to one of three groups. Group 1 was the control group. Students simply followed the step-by-step instructions. Groups 2 and 3 were experimental groups. Group 2 students not only followed the same instructions, but also had to complete experimental design tasks on paper. Group 3 students followed the same instructions, but one or more steps were incomplete and students were required to design these steps. The impact of the intervention on the students’ experimental design skills, disciplinary content knowledge and attitude toward chemistry is measured by structured tests. After the first school year of the project it was clear that the type of instruction only had a weak significant positive effect on the results of the Group 2 students’ disciplinary content knowledge. No significant effect of the intervention could be detected on the changes in the students’ grades and attitudes toward the subject, which only seemed to depend on the ranking of their schools. This paper provides the interesting details of the results of the first year (pilot) of the research and discusses changes to the approach that have been made for the remaining three years of the project.

scholarly journals Effects of Functional Instruction on Types of Achievement in Reading Narrative Texts

2018 ◽  
Vol 10 (3) ◽  
pp. 80
Author(s):  
Aldo Bazan ◽  
Dorle Ramos ◽  
Monica Davila ◽  
Nestor Velarde ◽  
Maricel Rivera
Keyword(s):  
Secondary School ◽  
Group Intervention ◽  
Present Situation ◽  
Control Group ◽  
First Year ◽  
Narrative Texts ◽  
School Students ◽  
Post Evaluation ◽  
Low Levels ◽  
Teaching Learning

Seventeen first-year Secondary School students with low levels of reading comprehension of mystery and horror stories, received training during two weeks in 50-minutes daily sessions. The structural planning was sequentially organized, in four types of teaching - learning situations going from lower to higher level of complexity. The instruction was implemented in accordance with four types of achievement levels: linked to the object, linked to the situation, non-linked to the operation, and non-linked to present situation.  The results throughout the intervention revealed that in the two first levels (object-linked and operation-linked), average scores above 90% of achievement were obtained. In the two operation – non-linked levels (particular and present situation non-linked), averages scores between 73 and 76% of achievement were reached. Likewise, a significant change (p = 0.005) was found in a previous and post-evaluation of a school curricular unit for the group intervention, with no significant differences for the control group.

Een Onderzoek Naar De Effecten Van Luistervaardigheidstraining

1985 ◽  
Vol 23 ◽  
pp. 7-14
Author(s):  
Heiko Anceaux
Keyword(s):  
Reading Ability ◽  
Vocabulary Knowledge ◽  
First Year ◽  
Light Weight ◽  
Grammatical Knowledge ◽  
Research Project ◽  
Whole School ◽  
School Year ◽  
First Results ◽  
Positive Results

This article discusses the first results of a research project carried out in a number of first-year forms in Dutch schools for secondary education. By the side of the regular programme for French, this research project offered a light-weight extra listening programme, while for the sake of comparison other classes were offered a light-weight extra reading programme. After a few months in an interim test the pupils' reading ability, grammatical knowledge and vocabulary knowledge were evaluated. As a rough conclusion of this interim test it can be stated that the reading programme has yielded the most positive results at this level of teaching. The results of the listening-programme on the other hand are as yet hardly spectacular. At the end of the research project, which will be carried out during one whole school year, a final test will be given.

Secondary School Calculus: Preparation or Pitfall in the Study of College Calculus?

1992 ◽  
Vol 23 (1) ◽  
pp. 56-71
Author(s):  
Joan Ferrini-Mundy ◽  
Marie Gaudard
Keyword(s):  
Secondary School ◽  
Advanced Placement ◽  
Student Performance ◽  
Analysis Of Covariance ◽  
First Year ◽  
Final Exam ◽  
First Semester ◽  
First Year College ◽  
College Course ◽  
College Calculus

This study investigated the effects of various levels of secondary school calculus experience on performance in first-year college calculus, with focus on student performance on conceptual and procedural exam items. Analysis of covariance, with mathematics SAT score as a covariate, was employed to explore differences among four groups of students. Students who had a year of secondary school calculus, advanced placement or otherwise, differed significantly in performance from students who had either no calculus or a brief introduction to calculus prior to college. A brief secondary school introduction to calculus, in comparison with no secondary school calculus, provided an initial advantage in the college course. This slight advantage reappeared on the final exam and on the procedural subscale of the final exam. Students who had studied a full year of secondary school calculus performed significantly better than other groups throughout the first-semester course. The advantage was revealed more strongly in procedural than in conceptual items. There were no significant differences among the four groups of students on outcome measures in the second-semester course. Students with more secondary school calculus background were more likely to continue into the second semester of college calculus.

Coping with transition: a case for providing resources to first year university students

2000 ◽  
Vol 10 (1) ◽  
pp. 81-94 ◽  
Author(s):  
Barbara Jones ◽  
Erica Frydenberg
Keyword(s):  
Secondary School ◽  
University Students ◽  
Coping Strategies ◽  
Positive Relationship ◽  
Transition Period ◽  
Academic Stress ◽  
First Year ◽  
Positive Experience ◽  
First Semester ◽  
First Year University

During the transition from secondary school to university many students experience stress associated with academic concerns and difficulties in coping with new academic and social demands. The present study investigated first year university students' level of academic stress across first semester and evaluated the coping strategies employed by students to deal with academic concerns. Students' level of academic stress was greater at the beginning of semester, during the transition period than at the end of semester, prior to the examination period. A positive relationship between academic stress and non-productive coping was also revealed. It was concluded that effective and timely assistance needs to be provided to students prior to, or during the transition period to make the commencement of university a positive experience.

scholarly journals Exploring the Effects of a Mindfulness Program for Students of Secondary School

2011 ◽  
Vol 2 (1) ◽  
pp. 14-28 ◽  
Author(s):  
Clemente Franco ◽  
Israel Mañas ◽  
Adolfo J. Cangas ◽  
José Gallego
Keyword(s):  
Randomized Controlled Trial ◽  
Academic Performance ◽  
Public Schools ◽  
Secondary School ◽  
Controlled Trial ◽  
Self Concept ◽  
Control Group ◽  
First Year ◽  
Group Comparison ◽  
Randomized Controlled

This study analyzes the effects of a mindfulness program on a group of students in the first year of Compulsory Secondary Education from three public schools. A total of 61 students participated. A group comparison design (randomized controlled trial) with pretest-posttest measurement was used on an experimental and a control group. The statistical analyses show a significant improvement of academic performance, as well as an increase in all self-concept dimensions and a significant decrease in anxiety states and traits. These results are in agreement with other studies that have found mindfulness programmes to be effective in the educative system. The importance of mindfulness techniques in the educative system is also discussed.

scholarly journals The Oregon Health Insurance Experiment: Evidence from the First Year*

2012 ◽  
Vol 127 (3) ◽  
pp. 1057-1106 ◽  
Author(s):  
Amy Finkelstein ◽  
Sarah Taubman ◽  
Bill Wright ◽  
Mira Bernstein ◽  
Jonathan Gruber ◽  
...  
Keyword(s):  
Health Care ◽  
Health Insurance ◽  
Treatment Group ◽  
Low Income ◽  
Health Care Use ◽  
Financial Strain ◽  
Care Utilization ◽  
Control Group ◽  
First Year ◽  
Physical And Mental Health

Abstract In 2008, a group of uninsured low-income adults in Oregon was selected by lottery to be given the chance to apply for Medicaid. This lottery provides an opportunity to gauge the effects of expanding access to public health insurance on the health care use, financial strain, and health of low-income adults using a randomized controlled design. In the year after random assignment, the treatment group selected by the lottery was about 25 percentage points more likely to have insurance than the control group that was not selected. We find that in this first year, the treatment group had substantively and statistically significantly higher health care utilization (including primary and preventive care as well as hospitalizations), lower out-of-pocket medical expenditures and medical debt (including fewer bills sent to collection), and better self-reported physical and mental health than the control group.

scholarly journals Efekti različitih metoda poučavanja na usvajanje gradiva iz matematike kod učenika četvrtih razreda osnovne škole

2018 ◽  
Vol 38 (15) ◽  
Author(s):  
Ljiljana Zekanović-Korona ◽  
Anita Pedisić
Keyword(s):  
Control Group ◽  
Traditional Teaching ◽  
Test Results ◽  
First Semester ◽  
Significant Difference ◽  
Teaching Of Mathematics ◽  
Math Test ◽  
And Control ◽  
Criterion Variables ◽  
Raven’S Matrices

Proceeding from the principle of the rational organisation of learning, the investigation attempted to establish the effect of programmed teaching of mathematics with the help of computers. The investigation was carried out in March 1999 amongst 87 pupils attending the fourth grade in the “Šime Budinić” elementary school in Zadar. A test (1) which examined the level of acquired knowledge from math was applied. The pupils were also tested with Raven’s progressive coloured matrices which examine the children’s ability to draw logical conclusions. General grades and grades from math at the end of the first semester were also collected. Using a model of regressive analysis where the test results from mathematics and the results of Raven’s matrices were treated as predictor variables and general grades and the semestar grade from mathematics as criterion variables it was established dial only the result of the math test was a significant predictor of criterion variables. This is why according to the results of the math test the pupils in the classroom were assigned to the experimental (E) and the control (C) group (four E and and four C groups)respectively. The experimental groups was taught a lesson from mathematics (during four school classes) with the help of programmed material on the computer (N=43) while the control pupils were taught in the traditional manner “by their teacher using chalk and a blackboard". The level of acquired knowledge from the assigned lesson amongst pupils in group E and C was examined by another math test. The results show that there is no statistical significant difference in the quantity of acquired knowledge between the experimental and control group of pupils. The investigation showed that both programmed and traditional teaching are equally effective.

scholarly journals PENERAPAN GENERATED LESSON DALAM KEGIATAN LABORATORIUM BERBASIS INKUIRI UNTUK MENGUKUR KEMAMPUAN MERANCANG PERCOBAAN PADA MATERI RESPIRASI

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Reni Marlina
Keyword(s):  
Experimental Design ◽  
Control Group ◽  
Control Group Design ◽  
General Biology ◽  
First Semester ◽  
Average Percentage ◽  
School Year ◽  
Laboratory Activities ◽  
Key Word ◽  
Design Students

The aim of this study is to measure the ability of the experimental design students PGMIPAU in the practicum General Biology.The title practicum General Biology is respiration with the implementation of inquiry based laboratory activities are generated lesson.The method used in this study was a pretest - posttest control group design. The sample in this study is a first semester student PGMIPAU the 2013/2014 school year in the practicum General Biology. The instruments used is guidance practicum, worksheet, and inquiry test by multiple choice. The results show the ability of the experimental design students PGMIPAU in the practicum General Biology with inquiry -based laboratory activities are generated lesson in the very good category is determine the type of problem have average 96%. Beside that, the ability determining purpose of the experiment in the good category with average percentage 85%. Key word: inquiry based laboratory, respiration.

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