scholarly journals Experts and designated users evaluations on visual tools screencast SketchUp Make (ViToS-SUM)

2021 ◽  
Vol 54 (6) ◽  
pp. 460-472
Author(s):  
Faridah Hanim Yahya ◽  
◽  
Gulzhaina K. Kassymova ◽  
Wasilatul Murtafiah ◽  
Suparman Suparman ◽  
...  
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Spatial Skills ◽  
Van Hiele ◽  
Whole Process ◽  
Visual Spatial ◽  
Significant Difference ◽  
Before And After ◽  
Teachers And Students

The problem and the aim of the study. Students at secondary school are facing problems in learning Mathematics for topic Geometry. The purpose of this study is to examine the validity of a learning strategy for 3-dimensional Geometry, using Visual Tools Screencast SketchUp Make, called ViToS-SUM. Research methods. ViToS-SUM consists of four components: level of van Hiele geometrical thinking, visual spatial skills, visual tools and video tutorial screencast SketchUp Make. A topic in form 3 mathematics, Plans and Elevations was chosen for this study. The whole process of design and development of ViToS-SUM adopted the five cyclic stages of ADDIE instructional design model. This article addresses the details of the final two stages specifically, implementation and evaluation prior to pilot test. Twelve students from a secondary school and three experts involved in this study. Quantitative approaches were used to collect data as well as to analyse the experts’ and students’ views on the appropriateness of ViToS-SUM. Results. The experts agreed that both visual spatial skills (mean = 5.00) and level of van Hiele geometrical thinking (mean = 4.61) should be embedded in ViToS-SUM. Moreover, the experts also agreed that the content of ViToS-SUM is suitable (mean = 4.51) with the mathematics content for topic Plans and Elevations. The pre and post test showed that there were significant differences in mean scores of visual spatial skills, before and after learning via ViToS-SUM (t=12.21; p<0.05). Furthermore, the pre and posttest also revealed that there is a significant difference in students’ level of van Hiele geometrical thinking before and after intervention (Z =-3.18; p < 0.05). Thus, ViToS-SUM had supported most of students in constructing concepts of Geometry. Meanwhile, the findings revealed that all experts agreed that ViToS-SUM served as pedagogical learning strategy for Geometry. Conclusion. This learning strategy should be integrated in the mathematics curricular for secondary schools to increase students’ performance in Geometry. Training is needed for teachers in order to deliver the concepts of Geometry effectively using this mode of teaching. More computer facilities should be equipped to schools in order to encourage teachers and students to utilize technology in teaching and learning.

scholarly journals Evaluation by Experts and Designated Users on the Learning Strategy using SketchUp Make for Elevating Visual Spatial Skills and Geometry Thinking

2017 ◽  
Vol 31 (58) ◽  
pp. 819-840 ◽  
Author(s):  
Rohani Abd Wahab ◽  
Abdul Halim Abdullah ◽  
Mahani Mokhtar ◽  
Noor Azean Atan ◽  
Mohd Salleh Abu
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Spatial Skills ◽  
Dynamic Features ◽  
Van Hiele ◽  
Whole Process ◽  
Visual Spatial ◽  
Qualitative Approaches ◽  
Geometric Thinking ◽  
Van Hiele Model

Abstract The teaching and learning of Geometry should be meaningful and not merely reacting to the teacher's stimuli. Hence, students should be given opportunities to experiment when learning mathematics through exploration and investigation of geometric shapes by themselves. For that reason, a Learning Strategy for 3-dimensional Geometry using the SketchUp Make dynamic software, called LSPE-SUM was designed through a step-by-step instruction to help students to improve their visual spatial skills and geometric thinking. Visual spatial skills were carefully integrated onto each van Hiele levels of Geometry thinking through specific arrangement of specially crafted learning activities. Such arrangement was vital to ensure that students could achieve better cognitive enhancement in visual spatial skills by communicating and interacting physically and socially according to the hierarchical van Hiele model of Geometry thinking. LSPE-SUM capitalized the dynamic features of SketchUp Make to facilitate the elevation of visual spatial skills and Geometry thinking during the learning processes. The whole process of designing and developing the LSPE-SUM adopted the five cyclic stages of ADDIE instructional design model. The purpose of this article was to report the details of the final two stages, more specifically, implementation and evaluation of LSPE-SUM. This learning strategy was tried out twice upon twelve different students in a classroom setting over a period of 3 weeks each. Besides that, LSPE-SUM was also given to experts to obtain their views and evaluation on its functionality. Quantitative and qualitative approaches were used to collect data as well as to analyze the experts and students’ views on the suitability of LSPE-SUM. Analysis of students’ views suggested that LSPE-SUM has assisted most of them in elevating both their visual spatial skills and Geometry thinking; while, all experts claimed that LSPE-SUM was pedagogically functional and served its purposes well.

scholarly journals Learning The Strategy of Reasoning Through Marzano Dimensional Mastery Learning Model Among Form Four Students for The Topic Of Differentiation

2017 ◽  
Vol 9 (1-4) ◽  
Author(s):  
Mohamad Nizam Arshad ◽  
Noor Azean Atan ◽  
Abdul Halim Abdullah ◽  
Mahani Mokhtar ◽  
Mohd Salleh Abu
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Implementation Process ◽  
T Test ◽  
Education Development ◽  
Paired Samples ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Reasoning Skills

Reasoning skills are very important in encouraging students to think more critically and logically, as depicted in the Malaysian Education Development Plan (2013-2025). Therefore, this study looked into improving the Differentiation Reasoning Level (DRL) of reasoning skills among students for a topic in the Additional Mathematics subject,  known as Differentiation, through reasoning learning strategy. The study participants consisted of a total of 31 students from a secondary boarding school in Johor, selected through a purposive sampling method. A pre-test was carried out for the participants, from the advanced level, followed by a number of repetition tests, before the post-test assessment was conducted. The data collection for this study employed a set of Reasoning Test on Differentiation (RTD) and 10 sets of learning activities on Differentiation based on modified Marzano Rubric for Specific Task of Situations (1992). This dimension involved four types of reasoning skills, namely,  comparison, classification, inductive, and deductive. The survey data, through paired samples t-test, revealed a significant difference between the mean scores in pre-test and post-test (p <0.05). In addition, the paired sample t-test showed a significant difference on the level of reasoning among students from each construct in the reasoning skills before and after using this module. In conclusion, the Marzano Model of Dimensional Learning (1992) is a thinking skill model that can help improve students' reasoning skills. The model covers analysis aspects of what has been learned by implementing the process of identifying reasons, which will help students to add and expand their knowledge. The findings also implied that, the processes of teaching and learning play an important role in ensuring students’ capability to emphasize on the implementation process of reasoning skills

scholarly journals VAN Hiele Level of Geometric Thinking among Secondary School Students

2020 ◽  
Vol 8 (6) ◽  
pp. 478-481
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Learning Strategy ◽  
Thinking Skills ◽  
School Students ◽  
Van Hiele ◽  
Van Hiele Levels ◽  
Geometric Thinking ◽  
Level 1

Geometric thinking plays an important role in geometric achievement. It is also important in other fields, such as architecture, engineering, film, science, graphics, and arts. However, in Indonesian education curriculum, teaching and learning geometry does not emphasise the geometric thinking skills. Several studies revealed that Indonesian students could not come out from the lowered zone of the International exam, such as Trends in International Mathematics and Science Study (TIMSS), which caused by van Hiele levels of geometric thinking. Therefore, the purpose of this study was to investigate the van Hiele levels of geometric thinking among secondary school students in Makassar, Indonesia. A total of 298 respondents randomly took part in this study. The van Hiele geometric thinking test was used to assess the student's level of geometric thinking. Data were in ordinal form analysed according to the weighted van Hiele geometric thinking test scores presented in the table. The findings showed that most of the students were at the lowest level of geometric thinking. Several 123 and 93 respondents were at Level 0 (Visualisation) and Level 1 (Analysis), respectively. Meanwhile, 70 respondents were lower Level 0 and only a few respondents were in the upper Level 1. The result might be used as a fundamental source to produce a learning strategy in elevating van Hiele levels of geometric thinking.

scholarly journals The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

2017 ◽  
Vol 7 (2) ◽  
pp. 67 ◽  
Author(s):  
Mehmet Fatih Ocal
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Dynamic Geometry ◽  
The Other ◽  
Control Group ◽  
Other Hand ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students’ achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students’ responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students’ scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students’ scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students’ learning these subjects meaningfully and conceptually.

scholarly journals Learning Strategies at SMP Muhammadiyah 3 Pandaan During Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Muhlasin Amrullah ◽  
Devi Wulandari
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Process ◽  
Learning Activities ◽  
Learning Challenges ◽  
Teachers And Students ◽  
History Of ◽  
Using Data

The purpose of this study is to examine several aspects, including: the history of the establishment of SMP Muhammadiyah 3 Pandaan, learning strategies carried out in the midst of the covid 19 pandemic, learning methods, learning challenges, and effectiveness in learning at SMP Muhammadiyah 3 Pandaan. The research process uses descriptive qualitative methods. in the research process using data collection techniques by means of observation, interviews, and photos when the research was conducted. This study aims to determine the learning strategy in SMP Muhammadiyah 3 Pandaan. The strategy used at SMP Muhammadiyah 3 Pandaan in the midst of a pandemic is to use online learning strategies. Learning is carried out using zoom, google meet, wa, and youtube media, this is as an intermediary for learning in the midst of a pandemic, using these strategies can facilitate teaching and learning activities carried out by teachers and students online. SMP Muhammadiyah 3 Pandaan also experienced several challenges in carrying out learning in the midst of the covid-19 pandemic, one of which was that many students did not have the tools to do online learning such as cellphones, laptops, or computers, and some had problems such as having cellphones but many did not. have a quota or it is difficult to reach a signal when online learning is done. Although there are many challenges in carrying out learning activities in the midst of a pandemic like this, it does not eliminate the enthusiasm to keep learning even though you have to be at home online

scholarly journals Project-based Learning Activities and EFL Students’ Productive Skills in English

2017 ◽  
Vol 8 (6) ◽  
pp. 1147
Author(s):  
Ni Luh Putu Ning Septyarini Putri Astawa ◽  
Luh Putu Artini ◽  
Putu Kerti Nitiasih
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Self Directed Learning ◽  
Teaching Motivation ◽  
Field Note ◽  
Significant Difference ◽  
Before And After ◽  
Writing Tests

This article presents the results of a study on the effect of Project-Based Learning on students’ English Productive Skills and how the activities influence teaching and learning process in a public junior high school in Bali-Indonesia. This research applied an embedded mixed-method design in which the quantitative data were collected using speaking and writing tests, and the qualitative data were collected using interview guide, observation checklist, open-ended questionnaire, and field note. Paired-sample t-test was used to analyze whether or not there is a significant difference in students’ English productive skills before and after being taught using PBL; while the qualitative data were analyzed descriptively. The results of the analysis showed a significant effect of PBL on students’ English productive skills. From the part of the students, PBL was found to improve enthusiasm, confidence, creativity, self-directed learning and collaborative learning skills. On the part of the teacher, PBL promotes teaching motivation and satisfaction. This study recommends the implementation of PBL in EFL context, especially in an attempt to improve students’ ability to speak and write in English as a foreign language.

scholarly journals Effect of Diagnostic Testing on Students’ Achievement in Secondary School Quantitative Economics

2020 ◽  
Vol 10 (3) ◽  
pp. 178
Author(s):  
Nkechi Patricia-Mary Esomonu ◽  
Lydia Ijeoma Eleje
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Diagnostic Testing ◽  
Control Group ◽  
Anambra State ◽  
Skill Test ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Quantitative Economics ◽  
Senior Secondary

This study aimed at investigating the effect of diagnostic testing on students’ academic achievement in secondary school quantitative economics. In conducting the study, 3 research questions and 3 stated hypotheses were answered. The study is quasi-experimental employing 2x4 factorial pretest-posttest design. The sample consisted of 210 Senior Secondary 3 (SS3) economics students in the four co-educational schools purposely selected from Nnewi Education Zone of Anambra State in Nigeria. They were allocated to 3 experimental groups and 1 control group. Students’ responses to two instruments titled Diagnostic Quantitative Economics Skill Test (DQEST) and Test of Achievement in Quantitative Economics (TAQE) constituted relevant data for the study. Instruments for data analysis were t-test and ANCOVA. Results of the analysis indicate a significant effect of treatment on students’ achievement in favor of DQEST with feedback and remediation group only (F (3, 209) = 22.3114, p > 0.05). Gender made no significant difference on students’ achievement in TAQE. Thus, diagnostic tests are effective when used with feedback and remediation. The use of DQEST with feedback and remediation in teaching and learning of quantitative economics is therefore recommended.

scholarly journals Effect of Brain-Based Learning Strategies on Secondary School Students’ Academic Achievement in Federal Capital Territory, Abuja, Nigeria

2020 ◽  
Vol 1 (3) ◽  
pp. 145-156
Author(s):  
Angela Orengwu Okatahi ◽  
Hosea Abalaka Apeh ◽  
Omolara Ayoka Iyiegbuniwe
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Learning Strategy ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Good Nutrition ◽  
Brain Based Learning

The study was on the effect Brain-Based Learning Strategies on the academic achievement of secondary school students in Abuja, Nigeria. The pretest post-test Quasi Experimental Research design was used with a sample of 142 Senior Secondary School Students drawn from two schools. Two intact classes were randomly selected from each school. Data for the study was sourced using the Economics Achievement Test (EAT). The hypothesis was tested at a significant level of 0.05 using ANCOVA. The findings revealed a significant difference in the academic achievement with mean difference of 15.82 in favor of the Experimental Group. The study concluded that Brain-based learning strategies have significant effect on students’ academic achievement as the result indicated that the effect of the treatment, (brain-based learning strategy) was significantly positive on students’ academic achievement in Economics. The study recommended that teachers should adopt the Brain-based learning strategies in teaching Economics by providing a relaxed environment with low threat, good nutrition, physical exercise, movement, drama, drinking of water before and during lessons.

scholarly journals Improvement of the Concept of Mitosis Instruction to Improve Biological Achievement Among Secondary School Students

2020 ◽  
Vol 3 (3) ◽  
pp. 164-169
Author(s):  
Akawo Angwal Yaki ◽  
Koroka Mohammed Sanda ◽  
Rabiu Mohammad Bello
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Instructional Materials ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Senior Secondary

The study examined the effects of Improvised Instructional Material Enhanced Biology Achievement among Secondary School Students in Lapai, Niger State. Quasi-experimental design which involved pretest, posttest, experimental and control group. A total of eight five (85) Senior Secondary two (SSII) students randomly selected from two sampled schools formed the sample size of the study. The instrument used for data collection was a researchers’ designed Biology Achievement Test (BAT). The instrument was validated, and pilot tested and yielded a reliability coefficient of 0.75. Two research questions were raised, and two corresponding null hypotheses were formulated to guide the study, the null hypotheses were tested at 0.05 level of significant. The result of the study showed among others a significant difference in achievement score of the experimental and control groups in favor of the experimental group. The finding also showed that both male and female students’ achievements were enhanced equally. It was recommended among others that Biology teachers should be encouraged to improvise instructional materials for effective teaching and learning of Biology.    

scholarly journals Remedial Teaching Practices in Secondary Schools of Northern Samar

2014 ◽  
Vol 1 ◽  
pp. 78-83
Author(s):  
Jeselle S. Aquino
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching Practices ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Remedial Teaching ◽  
Significant Difference ◽  
Teachers And Students ◽  
The Difference

The problem of poor quality in education has been traced to a number of causes, which include socio-economic factors, teacher-related factors, inadequate learning materials, and the short and congested school curriculum, among others. With this result, it is therefore imperative to organize remediation programs in low performing schools to address the needs of the learners to achieve desired learning outcomes and to enhance faculty’s teaching competence. The study determined the remedial teaching practices employed by secondary school teachers in both public and private schools in Northern Samar. It also found out the difference between the extent of remedial teaching practices as perceived by the teachers and students and if there was a significant difference between the extent of practices of public and private secondary schools in Northern Samar. The descriptive-comparative method was utilized in the study using a researcher-made survey questionnaire as the primary instrument. The study was conducted in twenty (20) public and private secondary schools in Northern Samar selected based on the results of the National Achievement Test (NAT) from 2010 to 2011. Frequency counts, percentages, and weighted mean computations were used to analyze the data obtained. The t-test was used to test the difference between the extent of remedial teaching practices as perceived by the secondary teachers and students and the difference in the extent of remedial teaching practices among public and private secondary schools in Northern Samar. The remedial teaching practices of the secondary school teachers were rated “extensive” by both teachers and students. There was a significant difference between the perceptions of the secondary school teachers and the students on the extent of remedial teaching practices but there was no significant difference between the extent of remedial teaching practices of the public and the private secondary schools in Northern Samar.

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