scholarly journals Effect of Activity Based Teaching on Public Sector College Students' Academic Achievement in the Subject of English

2021 ◽  
Vol VI (III) ◽  
pp. 53-59
Author(s):  
Sadia Khan ◽  
Muhammad Saeed
Keyword(s):  
Academic Achievement ◽  
Public Sector ◽  
Control Group ◽  
Test Design ◽  
Instructional Activities ◽  
Lecture Method ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Experimental Group

The study was aimed to find out the effect of activity-based teaching on students' academic achievement in the subject of English at grade XII. It carried a quasi-experimental Pre-test Post-test design. A public sector girls' college of district Lahore was selected as a cluster. Two intact groups were selected randomly. The experimental group was taught with the help of self-designed activities, and the control group was taught the same subject through the lecture method. Data was collected through an achievement test of English. Data were collected on a pre-test and post-test basis. Data were analyzed by using descriptive statistics and an independent sample t-test. The effect size was calculated through Cohen's d value of significance. It revealed that instructional activities had a significant effect on students' academic achievement in the subject of English at grade XII. English teachers are recommended to teach the subject of English with the help of activities to improve students' academic achievement.

scholarly journals Learning the parabola through semiotic records in university students

2020 ◽  
pp. 16-25
Author(s):  
Francisco Javier Encinas-Pablos ◽  
Julia Xochilt Peralta-García ◽  
Omar Cuevas-Salazar ◽  
Mucio Osorio-Sánchez
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Control Group ◽  
Test Design ◽  
Basic Sciences ◽  
Semiotic Representations ◽  
Post Test ◽  
The Subject ◽  
The University ◽  
Experimental Group

Learning achieved by students in their first course of mathematics at the university reflects a low achievement, which is especially observed in the topic of the parabola. Due to this problem, the objective of improving the academic achievement of students in that topic, through a didactic strategy based on semiotic representations, was proposed. To this end, a quantitative inquiry was carried out, with a pre-test post-test design, on both a control group and an experimental group. There, a total of 44 students, of an average age of 19 years who were taking the subject of Mathematics Foundations, participated. It was found that the gain between the post-test and pre-test measurement was significantly higher (p<0.01) in the experimental group with respect to the control group, where the conventional strategy for the course was being used. It is concluded that it is possible to improve the learning of the parabola in students through the strategy based on semiotic representations, and that it is highly recommended to apply it for the learning of other mathematical objects in the basic sciences courses of the engineering division.

scholarly journals Effectiveness of Scie-chain Method on Students’ Academic Achievement and Attitude in Managing Large Classes in Science 10

2021 ◽  
pp. 33-41
Author(s):  
Ma. Mheliza S. Valiente ◽  
Rema Bascos-Ocampo
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Weighted Mean ◽  
Large Classes ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

The researchers aimed to find out the effectiveness of Scie-chain method on students’ academic achievement and attitude in managing large classes in Science 10 of Flora National High School.  Specifically, it identified the difference and effect to the academic achievement of students and students’ attitude towards Science of the traditional method and Scie-chain method of teaching. The researchers employed the two-group pretest- posttest quasi-experimental design which made use of the Scie-chain method (Inquiry-based, ICT utilization, and flock system) in the experimental group. The data were analyzed with the use of weighted mean. Results of the study showed thatoriginally the experimental group and the control group are equal in terms ofacademic achievement and attitude towards Science. After the intervention, the experimental group yielded better result in terms of academic achievement and attitude towards Science as Manifested in the difference in their post test. From the findings of the study, the following conclusions were drawn:1. students exposed to the Scie-chain method attained better academic achievement compared to students exposed to traditional teaching method; the intervention (Scie-chain method) enhanced the level of attitude of students towards Science; and the Scie-chain method is an effective strategy to manage large classes.

USING ‘BECAUSE YOU LOVED ME’ SONG TO TEACH PAST SIMPLE IN EFL CLASSROOMS

2019 ◽  
Vol 2 (2) ◽  
pp. 135-146
Author(s):  
Asfi Aniuranti ◽  
Putri Amalia Rizkina
Keyword(s):  
Data Analysis ◽  
First Grade ◽  
T Test ◽  
The Other ◽  
Control Group ◽  
Test Design ◽  
Treatment Implementation ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study was aimed at investigating the effectiveness of an English song entitled ‘Because You Loved Me’ to teach past simple. Past simple itself is oneof the necessary yet problematic tenses for learners. The research employed was quasi-experimental pretest-post-test design was employed in this research. Thepopulation of this study was five classes of the first grade students of senior highschool. Due to the high number of the population, this research only used twoclasses as the sampling - one class as the experimental group and the other oneas the control group. This research was carried out through four stages namelypretest, treatment implementation, post-test and data analysis. The result of thedata analysis showed that ‘Because You Loved Me’ song is effective for teachingpast simple. The value of t-test was higher than the t-table. The result of t-test formula was 1.91, and the t-table was 1.67. Overall, English song entitled ‘Because You Loved Me’ is effective to teach past simple and using songs in EFLclassrooms may also provide comfortable and interesting teaching and learningprocess.

The Effect of Using EDRAAK Educational Platform on the Academic Achievement among Tenth Grade Students and Their Attitudes Towards it: أثر استخدام منصة إدراك التعليمية على التحصيل الدراسي في مادة الرياضيات لدى طلبة الصف العاشر الأساسي واتجاهاتهم نحوها

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Mohammad Falah Al-Shugairat, Mohammad Salameh Al-Rsaaie
Keyword(s):  
Academic Achievement ◽  
Study Groups ◽  
Choice Test ◽  
Control Group ◽  
Significance Level ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

This study aimed to identify the Effect of Using EDRAAK Educational Platform on the Academic Achievement among the Tenth Graders and Their Attitudes towards It, the sample of the study consisted of (50) students from the tenth grade in the Petra District Education Directorate, who were randomly divided into two groups (experimental and control). The researchers used the quasi-experimental approach, and the study tools consisted of a multiple-choice test of (20) items to measure student achievement, and an attitudes scale consisting of (24) items, and the results of the study showed There were statistically significant differences at the level of significance (α≤0.05) for teaching using EDRAAK platform on the achievement of tenth grade students in basic mathematics, where the value of t = 3.616 and by looking at the average achievement of the members of the two study groups (experimental and control) on the post-test we find that the difference is due to the average achievement of the experimental group students, which reached (10.64), while the average achievement of the control group on the post-test was (7.24). The results also showed that there are statistically significant differences at the significance level (α≤0.05) for teaching using EDRAAK educational platform on the attitudes of the tenth grade basic students towards mathematics, where the value of t = 2.42, and by looking at the average trends of the members of the two study groups (experimental and control) on the post-test (attitudes), we find that the differences between the averages of students attitudes on the post-test are in the interest of the group’s students the experimental group reached (2.89), while the average attitudes of the control group students reached (2.68). The researchers recommend the necessity of adopting educational platforms as an integral part of the education process in the schools of the Hashemite Kingdom of Jordan.

scholarly journals Effectiveness of a Rational Behavioral Emotive Program in Reducing Test Anxiety among University Students with High Academic Achievement

2020 ◽  
Vol 10 (3) ◽  
pp. 168
Author(s):  
Najla Y. AlAmry
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Test Anxiety ◽  
Experimental Approach ◽  
Anxiety Scale ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
High Academic Achievement ◽  
Experimental Group

The present study aims to identify the effectiveness of a rational behavioral emotive program in reducing test anxiety among university students with high academic achievement in Riyadh. The author adopted the quasi-experimental approach. The sample comprised (26) students with high academic achievement who were encountering test anxiety at Princess Nourah bint Abdulrahman University (PNU) in Riyadh. The participants were divided into two groups: An experimental group of (13) students and a control group of (13) students. The author also used the test anxiety scale (Spielberger, 1972) and designed the rational behavioral emotive program using new electronic applications. The results showed statistically significant differences between the average scores of the experimental group students in the pre and posttests in favor of the post-test. There were statistically significant differences between the average scores of the two groups in the post-test of the scale in favor of the experimental group. Furthermore, there were no statistically significant differences between the average scores of the experimental group in the post and successive tests of the scale.

scholarly journals Effects of Collaborative Learning on Chemistry Students’ Academic Achievement and Anxiety Level in Balancing Chemical Equations in Secondary School in Katsina Metropolis, Nigeria

2014 ◽  
Vol 5 (2) ◽  
pp. 43-48 ◽  
Author(s):  
Sabiru Dahiru Yusuf
Keyword(s):  
Academic Achievement ◽  
Collaborative Learning ◽  
Secondary Schools ◽  
Anxiety Level ◽  
Control Group ◽  
Lecture Method ◽  
Chemical Equations ◽  
Post Test ◽  
Quasi Experimental ◽  
Senior Secondary Schools

The study investigated effects of Collaborative learning on Chemistry students’ academic achievement and Anxiety level in Balancing Chemical Equations in Secondary Schools in Katsina metropolis, Nigeria. The study sampled 80 SSII students, randomly selected from two senior secondary schools in katsina metropolis. The two schools were randomly placed as experimental and control groups each with 40 students. A quasi-experimental pretest-posttest research design was used for the study. The study subjects in the experimental group was taught/ allowed to learn using Collaborative learning concept of Balancing Chemical Equation, while the control group also was taught the same concept using traditional method for the period of six weeks. A chemistry Achievement test and Students Anxiety scale Questionnaire were used as the instruments for data collection. Performance of the two groups were compared using post-test mean scores, and t-test unrelated sample, at a significant level (P) =0.05. The findings from the study shows those students taught using Collaborative learning tent to achieve significantly higher and their anxiety was found to be low when compared with those taught using lecture method. Based on the findings, the recommendations were made among which; Chemistry teachers should always use Collaborative learning in teaching chemistry concepts, as this method enhance students achievement and reduce students anxiety.

scholarly journals Using Peer Tutoring to Improve Students’ Academic Achievement in Financial Accounting Concepts

2020 ◽  
Vol 2020 ◽  
pp. 1-10 ◽  
Author(s):  
Taiwo Grace Olulowo ◽  
Olugbenga A. Ige ◽  
Ernest O. Ugwoke
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Peer Tutoring ◽  
Instructional Strategy ◽  
Financial Accounting ◽  
Control Group ◽  
Lecture Method ◽  
Study Results ◽  
Quasi Experimental ◽  
The Subject

This study investigated the effectiveness of the peer tutoring instructional strategy in improving students’ academic achievement in financial accounting concepts. A nonrandomized pretest-posttest control group quasi-experimental design with a 2 × 2 × 3 factorial matrix was adopted. The research sample comprised 137 purposively selected students from eight intact classes in secondary schools in Southern Nigeria. The experimental group adopted a peer tutoring instructional strategy, while the control group was exposed to the conventional lecture method. Teachers’ Instructional Guides on peer tutoring and conventional method and Financial Accounting Achievement Test were used to collect data for this study. Results affirmed that the peer tutoring instructional strategy is more effective in improving students’ academic achievement in financial accounting concepts than the conventional lecture method. The outcome of this study also shows that the experimental strategy was not sensitive to gender but sensitive to socioeconomic status. Sequel to this finding, the study recommends that post-basic school teachers should make use of the peer tutoring instructional strategy to present financial accounting lessons in secondary schools to advance students’ attainment in the subject.

scholarly journals Word-Wall Technique in Improving Students’ Vocabulary Mastery at the first Grade of SMPN 4 Kajuara Kabupaten Bone

2020 ◽  
Vol 3 (1) ◽  
pp. 50
Author(s):  
Misrawati Misrawati ◽  
Sitti Nurjannah ◽  
Muthmainnah Mursidin
Keyword(s):  
Alternative Hypothesis ◽  
First Grade ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Word Wall ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This research aims to know (1) whether the use of word wall technique is able to improve students’ vocabulary mastery, (2) the students’ interest to learn vocabulary by using word wall technique. This research was conducted at SMPN 4 Kajuara Kabupaten Bone academic year 2017-2018. The subject of this research consisted of 52 students of first grade. The design of the research was quasi-experimental design where the research used two group, they were experimental group and control group. There were 2 classes as a sample namely VII-A as experimental group (taught by word wall) with the total number of 26 students and VII-B as control group (without word wall) with the total number of 26 students. The researcher administered pre-test and post-test to both groups. The result of data shows that there an improvement and interest of using word wall technique toward the students’ vocabulary mastery. Thre percentage of students’ pre-test of experimental group was 19.34 and the score of post-test was 41.74. Therefore, the alternative hypothesis (Ha) of this research is accepted. It means that the use of ward wall technique improves students’ vocabulary mastery at the first grade of SMPN 4 Kajuara Kabupaten Bone.Penelitian ini bertujuan untuk mengetahui (1) apakah penggunaan teknik dinding kata mampu meningktkan penguasaan kosakata siswa, (2) ketertarikan siswa untuk belajar kosakata dengan dinding kata. Penelitian ini telah diadakan di SMPN 4 Kajuara Kabupaten Bone tahun pelajaran 2017/2018. Pokok persoalan pada penelitian ini terdiri dari 52 siswa kelas satu. Bentuk penelitian adalah berbentuk quasi-experimental dimana penelitian menggunakan dua kelompok, yaitu kelompok experimen dan kelompok control. Ada dua kelas sebagai sampel yakni, VII A sebagai kelompok ekperimen (mengajar dengan dinding kata) dengan jumlah 26 siswa dan VII B sebagai kelompok kontrol (tanpa dinding kata) dengan jumlah 26 siswa. Peneliti memberikan pre-test and post-test untuk kedua kelompok. Hasil dari data menujukkan ada peningkatan dan ketertarikan dengan menggunakan teknik didnding kata terhadap peningkatan kosakata siswa. Persentasi skor siswa sebeum diajarkan dengan menggunakan teknik dnding kata adalah 19.34% dan setelah mengajar dengan teknik dinding kata adalah 41.76%. Oleh karena itu, hipotesis altenatif (Ha) untuk penelitian ini diterima. Itu berarti bahwa penggunaan teknik dinding kata meningkatkan penguasaan kosakata siswa di kelas satu SMPN 4 Kajauara Kabupaten Bone.

scholarly journals Using Guessing Game to Improve Speaking Ability of the Seventh Grade Students of SMP Negeri 3 Balusu

2019 ◽  
Author(s):  
Nurmiati Amin ◽  
Rafi'ah Nur
Keyword(s):  
Data Analysis ◽  
Experimental Method ◽  
Control Group ◽  
Cluster Sampling ◽  
Test Design ◽  
Seventh Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Experimental Group

The major problems of this study are how to develop the students’ speaking skill dealing with accuracy, fluency and comprehensibility, and how to motivate the students to speak English so this research is conducted to find out weather of guessing game technique effective to improve the speaking skill of the seventh grade students of SMPN 3 Balusu. In this research the researcher apply quasi experimental method that apply a pre-test and post-test design. It involves two groups; the experimental group guessing game technique, as the control group Q&amp;A technique, lecturing way. Both of group are given pretest and posttest. The population is the seventh grade students of SMP Negeri 3 Balusu. It consists of three classes. The researcher uses cluster sampling in both class in this research. They consist 20 (twenty) students for experiment and 21 (twenty one) control group. The result of the data analysis showed that the students’ spreaking ability improved, it shows that the speaking ability of the seventh grade students of SMPN 3 Balusu improve through guessing game technique. Moreover, the response to questionnaire also shows that most of the students’ interest to the teaching guessing game uses in the classroom. In short, using guessing game in speaking is effective to improve the speaking ability of the seventh grade students of SMPN 3 Balusu.

scholarly journals EFFECT OF STUDY SKILLS TRAINING ON ACADEMIC ACHIEVEMENT AND RETENTION OF SECONDARY SCHOOLS GEOGRAPHY STUDENTS IN JALINGO METROPOLIS

2015 ◽  
pp. 29-40
Author(s):  
Happy MICHAEL ◽  
Joshua JOSEPH ◽  
Peter IORNYAGH
Keyword(s):  
Academic Achievement ◽  
Study Skills ◽  
Skills Training ◽  
Significance Test ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study was undertaken to investigate the effect of study skills training on academic achievement and retention of geography students in Jalingo metropolis of Taraba State. A pre-test, post-test control group, quasi experimental design was adopted for this study. Geography students were purposively selected from two private schools in Jalingo metropolis of Taraba State. Three validated and standardized instrument were used for data collection. These instruments were pre-test geography achievement, post-test geography achievement and retention geography test. Four research questions were stated for the lesson and four hypotheses tested at 0.05 level of significance. Test- retest method of reliability estimate was determined by using Pearson product moment correlation coefficient. The reliability coefficient of 0.86 was obtained. Data were analyzed using mean, standard deviation, t-test and analysis of covariance. The result of the study revealed that the experimentalgroup thatwas given study skills training performed higher (mean=52.87, SD=12.5) than that of the control group (mean=41.0, SD=8.1). Also the retention score of the experimental group is higher (mean=49.60, SD=14.38) than the control group (mean= 36.20, SD=8.01). There was also a significant difference in the academic achievement and retention scores of experimental group and control group. Based on these findings, school teachers, curriculum planners are encouraged to include study skills training in the instructional processes in classrooms to enhance retention and achievement of students.

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