scholarly journals Effect of assessment for learning method on students’ academic achievement in carpentry and joinery in technical colleges

2021 ◽  
Vol 52 (4) ◽  
pp. 121-131
Author(s):  
Jane I. Oviawe ◽  
◽  
Mohamed Nor Azhari Azman ◽  
Tee Tze Kiong ◽  
Endah Retnowati ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Traditional Method ◽  
Technical Colleges ◽  
Assessment For Learning ◽  
Female Students ◽  
Achievement Scores ◽  
Learning Method ◽  
Significant Difference ◽  
The Mean ◽  
Method Of Assessment

The problem of the study. The conventional assessment methods used in evaluating the academic achievement of students have been saddled with deficiencies. Research methods. This study examined the effect of assessment for learning method on students’ academic achievement in carpentry and joinery works in technical colleges in Edo and Delta States, Nigeria using quasi-experimental research design. The population for this study comprised of 430 students and the sample size was 68 vocational II carpentry and joinery students from two intact classes randomly drawn from the 12 technical colleges in Edo and Delta States. The instrument used for data collection was Carpentry and Joinery Works Achievement Test (CJWAT) developed by the researcher from NBTE curriculum. The instrument was tested by three experts. The reliability of CJWAT was calculated using Kuder Richardson formulae 21 (KR-21) and a reliability coefficient of .78 was achieved. Mean and standard deviation were used to address study questions whereas one-way and two-way Covariance Analysis (ANCOVA) were used to evaluate hypotheses at a .05 level of significance. Results. The study's findings revealed that the learning method assessment (9.43) had a higher achievement score than the traditional method of assessment (5.25), indicating that the learning method assessment had a greater impact on student achievement in carpentry and carpentry than the traditional method of assessment. One-way ANCOVA result, F(1,77) = 56.75, p = .000 indicates a significant difference between the two assessment methods with regards to students’ achievement in carpentry and joinery trade. Female students (9.34) find the Assessment for Learning Method to be marginally more effective than male students (9.30). On the other hand, the Two-way ANCOVA result, F(1,75) = 1.83, p = .180 shows no significant difference between the academic achievement scores in carpentry and joinery trade of the students’ based on gender. It is therefore concluded that there is a significant difference between the mean achievement scores of students assessed with Assessment for Learning method and those assesses with the conventional assessment method in favour of assessment for learning method and no significant difference between the mean achievement scores of male and female students assessed with assessment for learning method at post-test. Conclusion. It was proposed, among other items, that the government and all stakeholders organize and fund seminars, conferences and workshops for technical teachers on a regular basis to attend and learn how to adopt assessment for learning method in educational institutions through the application of rubrics and portfolios.

Using the laboratory to engage all students in science practices

2016 ◽  
Vol 17 (4) ◽  
pp. 1098-1113 ◽  
Author(s):  
J. P. Walker ◽  
V. Sampson ◽  
S. Southerland ◽  
P. J. Enderle
Keyword(s):  
Academic Achievement ◽  
Female Students ◽  
Chemistry Laboratory ◽  
Scientific Practices ◽  
Science Practices ◽  
General Chemistry Laboratory ◽  
Representational Practices ◽  
Significant Difference ◽  
The Mean ◽  
Practical Exam

This study examines the extent to which the type of instruction used during a general chemistry laboratory course affects students’ ability to use core ideas to engage in science practices. We use Ford’s (2008) description of the nature of scientific practices to categorize what student do in the laboratory as either empirical or representational. One approach to lab instruction, engages students in the empirical practices of science but in a traditional prescriptive manner designed to demonstrate and verify content. The second approach, Argument-Driven Inquiry (ADI), engages students in both the empirical and representational practices of science. A practical exam was used to compare student learning in each condition. The assessment targeted student ability to participate in specific scientific practices, including planning and conducting investigations, analyzing and interpreting data and arguing from evidence. Students who were taught with either ADI (N= 81) or Traditional (N= 76) had equivalent understanding of content based on the ACS-GCST exam, however the mean score on the practical exam was significantly higher for students in the ADI sections. Results also indicate that the mean scores on the practical exam were significantly higher in the ADI sections for all students including female students, under-represented minority (URM) students, and students with lower past academic achievement. In the traditional laboratory sections there was a significant difference in the mean scores on the practical exam for the URM student relative to the majority, which was not present in the ADI sections. However, the opposite was found for students with low past academic achievement; the mean score on the practical exam was significantly lower for the students in the ADI sections in comparison to the traditional sections.

scholarly journals Academic Achievement Test in English and Mathematics of Secondary School Students in relation to Gender Differences

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Mohd Hasan ◽  
Salahuddin Khan
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Female Students ◽  
Male Students ◽  
Achievement Scores ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
And Mathematics

The present research study aims to examine the academic achievement of secondary school students in relation to gender differences. The study was carried out on a sample of 100 male and female students studying in class IXth of Aligarh District, U.P. India. Two self developed tools were applied which finally analysed by applying Mean, SD, t-Test and Pearson‟s Coefficient Correlation (r). Results revealed a significant difference between male and female students in English achievement scores and also no significant difference was found between English and Mathematics achievement scores of IXth grade male students. Results also revealed low positive correlation between English and Mathematics achievement of male students of IXth grade and moderate positive correlation between English and Mathematics achievement of female students of IXth grade. The results suggested to the need of motivation and encouragement for enhancing academic achievement scores of male and female students.

scholarly journals Outdoor School Activities Strategy for Enhancing Student’s Academic Achievement and Retention in Science in Delta South Senatorial District

2020 ◽  
Vol 10 (1) ◽  
pp. 98
Author(s):  
Edarho Oghenevwede Oyovwi
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Science Achievement ◽  
Female Students ◽  
Science Students ◽  
Male And Female ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Science Activities

The study examined the effects of outdoor science activities on student’s academic achievement and retention in science in Delta South Senatorial District. The quasi-experimental design was used specifically, the non-equivalent pre-test, post-test control group design. Four research questions and hypotheses were raised and formulated to guide the study. The population consists of all senior secondary school two (SSII) science students in all the Government-owned public schools in the Senatorial District with an estimation of fifteen thousand, two hundred and seventy-five students (15,275). A sample of two hundred and fifty (250) SSII science student’s randomly selected from four (4) public mixed secondary schools in the Senatorial District was used for the study. The instrument used for data collection was the Science Achievement Test (SAT) which was validated by experts in the field of Science, Measurement and Evaluation. The reliability of the instrument was established using Kuder-Richardson formula 21 which yielded coefficient of internal consistency of 0.82. Data were collected by administering the Science Achievement Test (SAT) as a pre-test. Post-test and post-post-test (follow up test). The data obtained were analysed using mean, standard deviation, Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA). The results showed that there was a significant difference in the mean achievement and retention scores between students taught using outdoor science activities and those taught without outdoor science activities. There was no significant difference in the mean achievement scores between male and female students taught science with outdoor science activities and there was a significant difference in the mean retention scores between male and female students taught science with outdoor science activities in favour of male students. Based on the findings, it was concluded that outdoor science activities may be an option in promoting students’ academic achievement and retention in science students. Based on this, it was recommended that science teachers should adopt outdoor science activities in teaching science at the secondary school levels and that Government should provide an essential outdoor learning environment in schools to facilitate outdoor science activities.

Microcephaly in a Normal School Population

PEDIATRICS ◽  
1977 ◽  
Vol 59 (2) ◽  
pp. 262-265
Author(s):  
Clifford J. Sells
Keyword(s):  
Academic Achievement ◽  
School District ◽  
Head Circumference ◽  
Achievement Scores ◽  
School Population ◽  
Significant Difference ◽  
The Mean ◽  
Regular Classes ◽  
Normal Controls ◽  
Age And Sex

Heights, weights, and head circumferences were obtained on 1,006 students, ages 5 to 18 years, attending regular classes in four schools in a suburban Seattle school district. From the 1,006 students initially examined, 19 (1.9%) had a head circumference two or more standard deviations below the mean for age and sex. Intelligence quotients and academic achievement scores were obtained on these children and compared with normal controls. No significant difference was found between mean IQs of the study subjects and the controls (99.5 vs. 105), but mean academic achievement scores were significantly lower in the study subjects (49 vs. 70; P < .001). In addition, although mean IQs were not significantly different between those subjects whose head circumference was proportional and those whose head circumference was relatively small, mean academic achievement scores were significantly higher (60 vs. 39; P < .02) in those subjects whose head size was proportional.

Gender and Achievement in Mathematics by Indigenous African Students Majoring in Mathematics

1996 ◽  
Vol 78 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Varghese I. Cherian ◽  
James Siweya
Keyword(s):  
Mathematics Achievement ◽  
Female Students ◽  
First Year ◽  
Achievement Scores ◽  
Criterion Measure ◽  
African Students ◽  
The North ◽  
Significant Difference ◽  
The Mean ◽  
The University

This study investigated gender differences in mathematics achievement of first-year B.Sc. Degree (mathematics major) students at the University of the North in South Africa. They were 214 male and female students. The ages of students ranged from 17 to 66 for 178 men ( M = 22.3) and 17 to 35 years for 36 women ( M = 21.5). With their marks in mathematics as the criterion measure, no significant difference in the mean achievement scores of the two groups was noted; however, a qualitative examination of the category-wise achievement scores of the two groups suggests further study of the bases for some women's achievement to be higher than the men's.

scholarly journals Effect of Gender on Senior Secondary Chemistry Students' Achievement in Stoichiometry using Hands-on Activities

2017 ◽  
Author(s):  
Victor Oluwatosin Ajayi
Keyword(s):  
Pearson Correlation ◽  
Female Students ◽  
Analysis Of Covariance ◽  
Achievement Scores ◽  
Secondary Chemistry ◽  
Male And Female ◽  
Significant Difference ◽  
Hands On ◽  
The Mean ◽  
Research Questions

The study examined the effect of gender on students’ achievement in stoichiometry using hands-on activities. A sample of 292 students from eight purposively selected secondary schools out of a population of 8,381 SS II students from zone C of Benue State, Nigeria was used for the study. The study adopted a quasi-experimental research design. Stoichiometry Achievement Test (SAT) was used for data collection. Reliability coefficient of 0.92 was established using Pearson correlation moment coefficient. Two research questions and two hypotheses guided the study. The research questions were answered using mean and standard deviation while the hypotheses were tested at 0.05 level of significance using Analysis of covariance (ANCOVA). The study revealed that there is no significant difference in the mean achievement scores between male and female students taught stoichiometry using hands-on activities; (F(1, 145) = 4.160, p>0.05). It also found no significant interaction effect between methods and gender on the mean achievement scores of students in stoichiometry; (F(1, 291) = 0.11, p>0.05). It was recommended among others that since hands-on activities method is not gender sensitive therefore both male and female students should be involved in hands-on activities to enhance their achievement in stoichiometry.

scholarly journals Effect of Differentiated Instruction on Students’ Achievement in Geometry

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Anakpua Blessing C ◽  
Nzeakor Emmanuel C ◽  
Emefo Chinyere N
Keyword(s):  
Differentiated Instruction ◽  
Conventional Method ◽  
Mathematics Curriculum ◽  
Female Students ◽  
Achievement Scores ◽  
Male And Female ◽  
Reliability Method ◽  
Significant Difference ◽  
The Mean ◽  
Research Questions

This study determined the effect of differentiated instruction on students’ achievement in geometry. Two research questions and two hypotheses tested at 0.05 alpha levels guided the study. The study employed pre-test post-test quasi-experimental research design. The population of the study consisted of 1603 Senior Secondary two (SSII) students in Onitsha North Local Government of Anambra State and a sample of 224 SSII students were randomly selected from two co-education secondary schools from the population. Geometry Achievement Test (GAT) which contained 30 items was face and content validated by three experts. Reliability of the instrument was estimated at 0.78 using split-half reliability method. Research questions were answered using mean and standard deviation, while the hypotheses were tested using z-test and t -test at 5% level of significance. The findings of the study showed that students that were taught geometry with differentiated instruction achieved better than those taught with conventional method. Both male and female students achieved high in geometry with the use of differentiated instruction. There is a statistically significant difference between the mean achievement scores of students taught geometry with differentiated instruction and those taught with conventional method. Again, there is no statistically significant difference between the mean achievement scores of male and female students taught geometry with differentiated instruction. It was recommended among others that Mathematics teachers and educators should adopt the use of differentiated instruction while teaching and learning mathematics. Also curriculum developers should incorporate the use of differentiated instruction in the mathematics curriculum.

scholarly journals The effect of nutrition education based on PRECEDE model on iron deficiency anemia among female students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ali Khani Jeihooni ◽  
Sanaz Hoshyar ◽  
Pooyan Afzali Harsini ◽  
Tayebeh Rakhshani
Keyword(s):  
Iron Deficiency ◽  
Nutrition Education ◽  
Blood Level ◽  
Iron Deficiency Anemia ◽  
Female Students ◽  
Deficiency Anemia ◽  
Fars Province ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

Abstract Background Iron deficiency anemia disrupts the concentration of adolescent girls; reduces their academic achievement, productivity, and physical strength, and increases the risk of infection. This research aim was to evaluate the effectiveness of the PRECEDE model nutrition education on iron deficiency anemia among female students of Fasa City, Fars Province, Iran. Methods This quasi-experimental study was done on 160 students (80 experimental and 80 control groups) who were selected using a random sampling method in Fasa City, Fars Province, Iran, in 2018–2019. The educational intervention included six sessions based PRECEDE model for 45 or 50 min. A scale of this study consisted of two parts; demographic information, and PRECEDE constructs were used to determine the nutritional behaviors status concluding preventing iron deficiency anemia and hemoglobin, hematocrit, and ferritin blood level in two (before and 4 months after intervention) times. Results In the experimental group of the students the mean age was 13.85 + 1.72 years and in the controlled group was 13.60 + 1.81 years. Moreover, there was no significant difference in the PRECEDE constructs, and nutritional behaviors preventing iron deficiency anemia before the intervention in two groups of study. However, the experimental group showed a significant increase 4 months after the intervention. Also, there was no significant difference in the mean score of hemoglobin, hematocrit, and ferritin blood level between the two groups before the intervention. However, in ferritin level, a significant increase was shown in 4 months after the intervention in the experiential group. Conclusions Based on results, the nutrition intervention education base on PRECEDE model has a positive effect to improve iron deficiency anemia preventive behaviors in female students.

scholarly journals Flipping the “Learning Skills” Course during COVID-19: A Mixed-Modality Study

2021 ◽  
Vol 13 (3) ◽  
pp. 31-41
Author(s):  
Ashfaq Akram ◽  
Kamran Sattar ◽  
Tauseef Ahmad ◽  
Hamza M. Abdulghani ◽  
Jennesse John ◽  
...  
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Female Students ◽  
Learning Material ◽  
Learning Skills ◽  
Male And Female ◽  
Class Time ◽  
Significant Difference ◽  
The Mean

The purpose of this study was to compare the male and female medical students’ perceptions of the flipped classroom (FC) using the Zoom online platform during the COVID-19 pandemic. A mixedmodality study proceeded for first-year undergraduate medical students (n = 149). Three topics (learning how to learn, stress management and doctor-patient communication) were flipped using the Zoom platform. Following the flipping, relevant videos and PowerPoint slides were sent to the students. Home assignments were done through the online classroom. The students were then made to answer a questionnaire on their perceptions of FC consisting of 5-point Likert items. In addition, a focus group discussion (FGD) was carried out with voluntary participation (n = 13) for an in-depth discussion of flipped teaching. The quantitative data were analysed using the independent t-test, and Atlas.ti was used to analyse the qualitative data. For most of the Likert statements, there was no significant difference (p > 0.05) between the mean results obtained by the male and female students. For example, for the item “The learning material was available before class time”, both the male (mean [SD] = 1.857 [0.443]) and female (mean [SD] = 1.966 [0.365]) respondents confirmed the learning material’s availability before class time (p = 0.121). However, the mean result obtained by the male respondents for the variable “I understood the topics in lesser time compared to the traditional lecture method” was higher than the mean result obtained by the female participants by 0.236, which was statistically significant (95% CI [0.373, –0.100], p = 0.001). Modified FC teaching for the “learning skills” course is thus an effective teaching method. The male students took significantly lesser time understanding the three included topics compared to the female students.

scholarly journals The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates

2021 ◽  
Vol 5 (2) ◽  
pp. 82
Author(s):  
Thouqan Saleem Masadeh
Keyword(s):  
Academic Achievement ◽  
Flipped Classroom ◽  
Learning Method ◽  
Course Content ◽  
Significant Difference ◽  
New Learning ◽  
Quasi Experimental ◽  
University Undergraduates ◽  
Classroom Use ◽  
Experimental Group

<p>The present study aimed to investigate the effectiveness of Flipped Classroom in developing the achievement of university undergraduates. The quasi-experimental approach was used and three achievement posttests were carried out. Participants were (32) students who were in advance distributed to two groups, control and experimental. Analysis of Students' achievement grades revealed that the effectiveness of Flipped Classroom use, as a learning method needs time to take place in students' academic achievement and understanding of the learning materials because of  the nature of the Flipped Classroom that flipped the whole learning process. Thus, students needed time to be familiar with this new learning method for them. Results showed that there was no significant difference between participants' achievement mean scores in the first posttest at the end of the fifth week due to the use of the Flipped Classroom or the ordinary methods. However, there was a significant difference between students' achievement mean scores in the second posttest in favor of the experimental group students who learnt the course content through the use of  Flipped Classroom. In addition, there was a significant difference in student participants' mean scores in the third posttest in favor of  the experimental group students, too. In light of these findings, it was concluded that the instructor and his students should be patient for some time for the effectiveness of using the Flipped Classroom learning method to be noticed. Moreover, considerable time should be spent on familiarizing students with this new learning method.  </p>

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