scholarly journals Shadow-Reading Strategy Effect on EFL Listening Comprehension Skills and Motivation

2020 ◽  
Vol 3 (10) ◽  
pp. 18-29
Author(s):  
Faten A. Zahran ◽  
Edward Owusu
Keyword(s):  
Secondary School ◽  
Listening Comprehension ◽  
Secondary School Students ◽  
Human Subjects ◽  
Reading Strategy ◽  
Control Group ◽  
School Students ◽  
Comprehension Skills ◽  
Motivation Scale ◽  
And Control

This paper examines the effect of shadow reading strategy on secondary school students’ listening comprehension skills and motivation. These participants, who constituted the human subjects for the study, were ninth-year students pursuing other subjects in Arabic and learning English as a Foreign Language (EFL) as well. The research questions asked to accomplish the purpose of the study focused on: (1) Determining listening comprehension skills suitable for the EFL secondary school students; (2) Finding out differences in listening comprehension test regarding the experimental and control group; and (3) Finding out differences in listening motivation scale scores regarding experimental and control group. Three instruments – designed by the researchers – that include: (listening comprehension skills checklist, listening comprehension skills test and listening motivation scale) were used. Results showed that the regular method used to teach listening is not as significant as the shadow reading strategy that developed listening comprehension skills and motivation. Consequently, the experimental group students outperformed their counterparts (the control group) in listening comprehension skills and motivation scores.

scholarly journals Effectiveness of Cognitive Restructuring in the Management of Mathophobia Among Secondary School Students in Khana L.G.A of Rivers State, Nigeria

2017 ◽  
Vol 13 (32) ◽  
pp. 260
Author(s):  
Ernest-Ehibudu Ijeoma Regina ◽  
Wayii Augustine Lezorgia
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Cognitive Restructuring ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Rivers State ◽  
And Control

This study was developed and conducted to test the effect of cognitive restructuring in the management of mathophobia (that is, Mathematics anxiety) among secondary school students in Khana Local Government Area of Rivers State, Nigeria. To guide the study, two research questions and two null hypotheses were formulated for testing at 0.05 level of significance. In executing the study, the pre-test, post-test, and control group experimental research design was adopted using a randomized sample of 120 SS2 students drawn from three public secondary schools only. The researchers developed an instrument titled “Mathematics Diagnostic Questionnaire” (MDQ) which was adequately assessed for validity and reliability and was used in collecting pre-test and post-test data for the cognitive restructuring and control groups. Data analysis was done using mean, and standard deviation for the research questions, while independent sample and paired sample t-test were used for the hypotheses. The result obtained showed that the cognitive restructuring was significantly effective in the management of mathophobia among secondary school students. There is a slight reduction in the effect of cognitive restructuring during follow-up; there is a statistical significant difference in the mathophobic level of students treated with cognitive restructuring and those in the control group. Based on the major findings, recommendations were made among which is that functional guidance and counselling centers be established at all educational levels and be manned by professional counsellors who are competent in cognitive restructuring techniques to assist those who have mathophobia and other maladaptive behaviours. Suggestions for further study were made.

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 Effects Of Problem-Solving Method On Secondary School Students Achievement And Retention In Social Studies, In Ekiti State, Nigeria

2011 ◽  
Vol 8 (1) ◽  
pp. 19-26
Author(s):  
B.O. Abdu-Raheem
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
And Control

This study investigated the effects of problem-solving method of teaching on secondary school students achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six secondary schools in Ekiti State, Nigeria. The instrument used for the study is the Social Studies Achievement Test (SSAT) designed and validated by the researcher. Section A of the instrument consisted of the bio-data of the respondents while section B was made up of 40 multiple-choice items designed to measure the students achievement and retention in Social Studies. Four hypotheses were raised and tested at 0.05 level of significance. The data were analyzed using t-test and ANCOVA statistical tools. The results showed that there is a significant difference between the achievement mean scores of students in the experimental and control groups. There is a significant difference between the pre-test mean scores and achievement mean scores of students in the experimental and control groups. There is a significant difference between the retention mean scores of students in the experimental and control groups. There is a significant difference between the achievement mean scores and the retention mean scores of students in the experimental and control groups. It was discovered in the study that problem-solving method is more effective than conventional lecture method in improving students achievement in Social Studies. It was therefore recommended that teachers should be innovative in handling their lessons by relating them to the day-to-day life of students in such a way that the students will be challenged to put the lessons to practice as much as possible. Government should also emphasize the use of problem-solving method to teach Social Studies in secondary schools.

Tahap Kemahiran Kefahaman Mendengar Bahasa Arab di Kalangan Pelajar Sekolah Menengah Agama Negeri

2012 ◽  
Author(s):  
Nik Mohd. Rahimi Nik Yusoff ◽  
Kamarulzaman Abd. Ghani ◽  
Zawawi Ismail
Keyword(s):  
Secondary School ◽  
Listening Comprehension ◽  
Secondary School Students ◽  
Word Meaning ◽  
Arabic Language ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Comprehension Skills ◽  
High Level

Kajian ini bertujuan untuk menilai tahap kemahiran kefahaman mendengar bahasa Arab di kalangan pelajar sekolah menengah agama negeri. Reka bentuk kajian yang digunakan dalam kajian ini ialah kaedah tinjauan semasa. Sebanyak lima aspek kefahaman mendengar bahasa Arab yang dinilai dalam kajian ini. Lima aspek kefahaman mendengar tersebut ialah; (i) kefahaman mendengar bunyi bahasa Arab; (ii) kefahaman mendengar makna perkataan secara leksikal; (iii) kefahaman mendengar makna perkataan secara kontekstual; (iv) kefahaman mendengar teks secara literal; dan (v) kemahiran mendengar teks secara inferential. Kajian ini dijalankan di sekolah–sekolah menengah agama negeri di Kelantan. Keputusan menunjukkan subkemahiran pertama berada pada tahap tinggi; subkemahiran kedua dan ketiga berada pada tahap sederhana; dan subkemahiran keempat dan kelima berada pada tahap lemah. Kata kunci: kemahiran kefahaman mendengar, sub–sub kemahiran kefahaman mendengar, bahasa Arab The aim of this study was to evaluate the level of Arabic listening comprehension among state religious secondary school students. There were five aspects of Arabic listening comprehension, which were evaluated in this study. The research design which was used in this study was cross sectional survey. The five aspects of Arabic listening comprehension were; (i) Arabic sound; (ii) word meaning lexically; (iii) word meaning contextually; (iv) texts meaning literally; and (v) texts meaning inferentially. This study was carried out at state religious secondary schools in Kelantan. The results showed the first sub skills was at a high level, the second and third sub skills was at a moderate level, and the fourth and fifth sub skills was at a weak level. Key words: listening comprehension skills, listening comprehension sub skills, Arabic language

EFFECTIVENESS OF USING MATHEMATICS LABORATORY IN TEACHING CHEMISTRY ON ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS

2021 ◽  
pp. 1-4
Author(s):  
Vineetha N, R ◽  
Geetha. C
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning By Doing ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Teaching Chemistry ◽  
Group Design ◽  
And Control ◽  
Experimental Group

The present study investigated the Effectiveness of Using Mathematics Laboratory in Teaching Chemistry on Achievement of Secondary School Students. Using Laboratory is a procedure for stimulating the activities of the Students and to encourage them to make discoveries and it is also based on the principle of learning by doing. Researcher adopted 'Pre-test'- 'Posttest' Experimental and control group design under True Experimental Research. The sample consisted of 80 students of standard X from National Public School, Shivamogga, Karnataka. 40 students were assigned to the experimental group and 40 students in the control group equate through academic performance of previous year. The experimental group was taught using Mathematics Laboratory and the Control Group was taught through the Conventional method. The data were analyzed using t-test. From the ndings, it was observed that the use of mathematics laboratory in teaching chemistry Enhanced Achievement in Chemistry.This method is suitable for teaching chemistry to the lower classes and higher classes as at this stage teaching is done with the help of concrete things and examples.

scholarly journals The Effects of Morphological Awareness on EFL Secondary School Students’ Reading Comprehension Skills

2020 ◽  
Vol 8 (3) ◽  
pp. 48
Author(s):  
Dalal Yahya Ali Al-Haydan
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary School Students ◽  
Morphological Awareness ◽  
Control Group ◽  
Strong Positive Correlation ◽  
School Students ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Experimental Group

This exploratory study examines the impacts of morphological awareness on Saudi female secondary school students’ reading comprehension skills. In particular, it examines the effects of increasing students’ morphological awareness on their reading comprehension skills. Participants included 58 Saudi female secondary school students, who were divided into an experimental group and a control group. The experimental group was taught using a morphemic analysis strategy during their reading classes, whereas the control group attended their usual reading comprehension classes. Pretests and post-tests were prepared to determine the effect of raising students’ awareness of morphological knowledge on their reading comprehension skills. The results indicated a strong positive correlation between the students’ morphological awareness and the improvement of their reading comprehension skills in the post-test. The study, therefore, confirms that the direct instruction of prefixes, suffixes and base words is useful and should be emphasised when teaching because it significantly increases students’ morphological awareness.

scholarly journals EFFECT OF CONCEPT ATTAINMENT MODEL ON ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN PHYSICS

2017 ◽  
Vol 4 (37) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Secondary School ◽  
Traditional Method ◽  
Secondary School Students ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Control Group ◽  
School Students ◽  
Concept Attainment ◽  
Lecture Method ◽  
And Control

Concept Attainment Model as a teaching strategy to teaching is concerned with the concept formation and concept attainment. Concept attainment is a process of finding out defining attributes of a given category. Concept Attainment Model helps to clarify ideas. This study was conducted to determine the effect of Concept Attainment Model on academic achievement of Secondary School Students in Physics by using experimental method. The sample of the study included 60 Class IX students. Purposive sampling technique was used to collect data. The students were divided into two groups (30 students in each group) i.e. experimental and control group on the basis of scores on intelligence test. The experimental group was taught through concept attainment model and the control group was taught by using traditional method (lecture method). After completion of teaching, a self-developed achievement test was administered on both the groups. For drawing out the result, t-test was used. The result showed that students exposed to concept attainment model possessed higher score than the students taught through traditional method.

TO STUDY THE EFFECTIVENESS OF CONCEPT ATTAINMENT MODEL OF TEACHING ON ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN CHEMISTRY

2018 ◽  
Vol 5 (25) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Secondary School ◽  
Traditional Method ◽  
Secondary School Students ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Control Group ◽  
School Students ◽  
Concept Attainment ◽  
And Control ◽  
Classroom Use

Concept Attainment Model as teaching strategy to teaching is concerned with the concept formation and concept attainment. Concept attainment is a process of finding out defining attributes of a given category. Concept Attainment Model helps to clarify ideas. It engages students in formulating a concept through the use of illustrations, word cards or specimens called examples. Concept Attainment Model is well suited to classroom use. This study was conducted to determine the effect of Concept Attainment Model on academic achievement of Secondary School Students in Chemistry by using experimental method. The sample of the study included 60 Class IX students. Purposive sampling technique was used to collect data. The students were divided into two groups (30 students in each group) i.e. experimental and control group on the basis of scores on intelligence test. The experimental group was taught through concept attainment model and the control group was taught by using traditional method. After completion of teaching, a self-developed achievement test was administered on both the groups. For drawing out the result, t-test was used. The result showed that students exposed to concept attainment model possessed higher score than the students taught through traditional method.

scholarly journals The Effect of Concept-Mapping on Secondary School Students’ Performance in Islamic Studies

2016 ◽  
Vol 4 (1) ◽  
pp. 120-132
Author(s):  
U.A. Ajidagba ◽  
Jamiu Abdur-Rafiu ◽  
Y.A. Fasasi
Keyword(s):  
Secondary School ◽  
Concept Mapping ◽  
Secondary School Students ◽  
Instructional Method ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Islamic Studies ◽  
Significant Difference ◽  
And Control

This study examined the effect of concept-mapping instructional method on secondary school students’ performance in Islamic Studies in Oyo State, Nigeria. The study employed a pre-test, post-test control group, quasi-experimental design. The sample comprised Senior Secondary School class 2 (SSS 2) students purposively drawn from three secondary schools in Oyo State. The students in experimental and control groups were in their normal classroom setting (intact classes) and were not reorganized. Experimental group consisted of 45 students exposed to concept-mapping while the control group consisted of 48 students who received no treatment. Data were analysed using t-test, standard deviation and Analysis of Covariance (ANCOVA). Findings of the study showed that there was a significant difference in the performance of experimental and control groups after the treatment. Concept-mapping had significant effect on students’ performance with mean score of x=53.92. Effect of Conventional method was x=22.62. No significant difference existed in the performance in Islamic Studies of students exposed to concept-mapping based on gender, t-cal.( 0.1469 < 2.021) at 0.05 alpha level of significance. The study concluded that concept-mapping instructional method positively improved students’ understanding of Islamic Studies and invariably their performance. The study recommended that concept-mapping should be adopted as a teaching method of Islamic Studies, and that teachers of the subject should improve their pedagogical skills through seminars and workshops.

scholarly journals The Effect of Manipulatives on Mathematics Achievement and Attitudes of Secondary School Students

2016 ◽  
Vol 5 (3) ◽  
pp. 10 ◽  
Author(s):  
Hakki Kontas
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Quasi Experimental ◽  
And Control

The purpose of this study is to investigate the effect of manipulatives (concrete learning materials) both on the academic achievement of secondary school students in mathematics and on their attitudes towards mathematics. Pretest-posttest control group experimental model, which is one of the quasi-experimental research designs, was used in the study. The study group consisted of 48 seventh grade students (24 in experiment group and 24 in control group) studying in a state school in the Southeastern Region of Turkey in 2014-2015 school year. The ages of students range between 13 and 14. Mathematics achievement test and mathematics attitude scale were applied in order to collect the research data. As a result of the research, posttest mathematics academic achievement scores of experiment and control groups were found to differ significantly in favor of posttests in both groups. The scores of attitude towards mathematics for experiment and control groups were significantly different in posttests in favor of the experiment group.

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