scholarly journals EFFECT OF A STEM-ORIENTED COURSE ON STUDENTS’ MARINE SCIENCE MOTIVATION, INTEREST, AND ACHIEVEMENTS

2021 ◽  
Vol 20 (1) ◽  
pp. 134-145
Author(s):  
Liang-Ting Tsai ◽  
Cheng-Chieh Chang ◽  
Hao-Ti Cheng
Keyword(s):  
Science Achievement ◽  
Learning Motivation ◽  
Three Dimensions ◽  
Control Group ◽  
Marine Science ◽  
Four Dimensions ◽  
9Th Grade ◽  
Significant Difference ◽  
The Subject ◽  
Experimental Group

In recent years, marine science education has received increasing attention around the world, but the integration of STEM education into the marine curriculum is rarely applied to lower-secondary schools. The purpose of this research was to determine the effect of a teaching module on the topic of marine science, developed using a STEM approach, on the motivation, interest, and marine science achievements. The 9th-grade students from two classes in a Taiwanese public school were recruited in this study. Students in the experimental group were taught using the STEM course. Students in the control group were taught in a traditional didactic teaching course. Pre- and post-tests were used to determine marine science achievement, interest, and learning motivation. The experimental group gained significantly superior scores in three out of four dimensions towards motivation and two out of three dimensions interest. A significant difference was found between the experimental group and the control group, with the former showing increased marine science achievement over the latter in higher-order thinking; however, no significant differences were with respect to cognition. It is concluded that involving STEM-based implementations in teaching, the subject “Marine Science” increases the success rate and attitude towards the subject of students. Keywords: learning interest, learning motivation, marine science achievement, STEM

The effect of Bayer’s strategy on developing divergent thinking among students Second intermediate grade in the subject of Arab Islamic history

2021 ◽  
Vol 26 ◽  
pp. 273-304
Keyword(s):  
Divergent Thinking ◽  
Second Grade ◽  
Control Group ◽  
Intermediate School ◽  
Islamic History ◽  
Intermediate Students ◽  
Significant Difference ◽  
The Subject ◽  
Level Of Significance ◽  
Experimental Group

The current research aims to know (the effect of Bayer's strategy on developing divergent thinking among second-grade intermediate students in the subject of Arab-Islamic history) . In order to achieve the goal of the research, the researcher puts the following null hypothesis : 1.There is no statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group students who study according to the Bayer strategy and the average scores of the control group students who study in the traditional way in the dimensional divergent thinking test . The researcher chose an experimental design with two groups, one experimental and the other a control, and the two research groups (experimental - control) were rewarded with the following variables : (Chronological age in months, grades of the previous year, IQ test, pre-branched thinking test ) . The current research was limited to second-grade intermediate students in (Al-Furat Intermediate School for Boys), which is one of the schools affiliated to the city of Baghdad / Directorate of Education Al-Karkh First. (32) students, and the second represented the control group who were studying the same subject in the traditional way, and they numbered (31) students. Thus, the number of the research sample reached (63) students. 2017-2018 . The researcher prepared the divergent thinking test in light of the steps and main questions of the Sheikhly test (2001) in measuring the ability of divergent thinking of the students of the research sample . : The search results showed .The experimental group students who study history according to the Bayer strategy outperformed the control group students who study history using the traditional method in the dimensional branched thinking test . Keyword: Divergent thinking Bayer Stratagy

scholarly journals The Influence of Teaching Vocabulary by Using Picture

2016 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Hanik Nuzulimah
Keyword(s):  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
And Control ◽  
Data Analysis Result ◽  
Experimental Group ◽  
Better Than

This paper attempts to explore whether there is significant difference of achievement in vocabulary between students taught by using pictures and those are not. The subject of this study is the first year students of SLTP Muhammadiyah Simo Susukan, Semarang where the sample contains 50 students that is divided into experimental group (with treatment) and control group (without treatment). The data is gathered from participants’ score obtained from pre test and post test. Using t test as technique of data analysis, result shows that students taught by using pictures perform better than those are not. It means that there is significant difference between the two groups. Keywords: Vocabulary Teaching; Picture

scholarly journals The Effect of Creative Thinking Education in Enhancing Creative Self-Efficacy and Cognitive Motivation

2016 ◽  
Vol 6 (1) ◽  
pp. 117 ◽  
Author(s):  
Ahmad M Alzoubi ◽  
Mohammad F Al Qudah ◽  
Ismael Salameh Albursan ◽  
Salaheldin F Bakhiet ◽  
Adel S Abduljabbar
Keyword(s):  
Self Efficacy ◽  
Creative Thinking ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Control Group ◽  
Significant Difference ◽  
Cognitive Motivation ◽  
Creative Self ◽  
And Control ◽  
Experimental Group

<p>This study aimed to explore the effectiveness of creative thinking education on enhancing creative self-efficacy and cognitive motivation. The sample consisted of 44 female students studying childhood education in the Princess Alia University College divided into two groups (experimental and control). The experimental group was taught a unit in creative thinking whereas the control group was not. Data were collected using two tools; first, a creative self-efficacy scale that included two dimensions (self-efficacy in creative thinking and creative performance) and second, a cognitive motivation scale that included three dimensions (curiosity, discovery, and questioning). Data showed significant differences between experimental and control groups in creative self-efficacy and its dimensions, and also in cognitive motivation and two of its dimensions (curiosity and discovery) in favor of the experimental group. No significant difference was found between the two groups in questioning. We recommend embedding creative thinking education in study courses.</p>

scholarly journals Pengaruh Model SFAE Berorientasi Tri Hita Karana Terhadap Hasil Belajar IPA

2019 ◽  
Vol 3 (2) ◽  
pp. 202
Author(s):  
I G. N. Pt. Adi Laksana Putra
Keyword(s):  
Primary Schools ◽  
Science Achievement ◽  
Fifth Graders ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

This study aimed at investigating the effect of Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana towards students’ science achievement in fifth grade of Buleleng district primary schools cluster XV academic year 2017/2018. This study was an experimental study utilizing non-equivalent post-test only control group design. The population of this study was fifth graders of Buleleng district primary schools cluster XV and the sample of this study was fifth graders of SD Negeri 2 Kalibukbuk as the experimental group and fifth graders of SD Negeri 3 Anturan as the control group. The data collection was utilizing instrument in the form objective test. Then, the obtained data was analysis using both descriptive and inferential (t-test) statistical analysis. The result showed that there was a difference of mean score between both groups. The mean score for experimental group was 23,12 while the mean score for control group was 16,21. Furthermore, hypothesis testing showed that tobs>tcv (tobs=6,821 > tcv=1,99962). Based on the result of the study, it can be concluded that there was a significant difference on students’ science achievement between the students taught using Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana and the students taught without Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana at fifth graders of Buleleng district primary schools cluster XV academic year 2017/2018

The Impact of the Flipped Classroom on Students' Academic Achievements in Secondary Schools

2020 ◽  
pp. 175-192
Author(s):  
Meruyert Koshegulova ◽  
Yerkhan Mindetbay
Keyword(s):  
Flipped Classroom ◽  
Placement Test ◽  
Control Group ◽  
Flipped Learning ◽  
Academic Achievements ◽  
Significant Difference ◽  
Before And After ◽  
The Subject ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to analyze the effects of flipped learning on students' academic achievements in the subject of science at Bilim Innovation Lyceums (BIL) in Kazakhstan. For this purpose, pre and post surveys were conducted on 168 students who were divided into two groups; the experimental group consisting of 84 students who took part in flipped learning classes for seven weeks and the control group consisting of 84 students who experienced the traditional method of classroom instruction at the same period. To achieve the objectives of the study, a final placement test score was used before and after the introduction of the flipped classroom model. The results of the study are summarized as follows. There were a significant difference between the two groups in terms of academic achievement when it measured by test scores before and after the concerned semester. On the basis of these findings, several suggestions were made for the schools to utilize innovative instructional methods including flipped learning for sustainable education in the future.

scholarly journals The False Memory and the Effect of Murottal Al-Qur’an

2021 ◽  
Vol 7 (1) ◽  
pp. 1-9
Author(s):  
Zulmi Ramdani ◽  
Ujam Jaenudin ◽  
Nani Nuranisah Djamal ◽  
Ari Anggara ◽  
Faridah Pertiwi ◽  
...  
Keyword(s):  
False Memory ◽  
Control Group ◽  
Control Group Design ◽  
First Semester ◽  
Group Design ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
Study Participants ◽  
Experimental Group

This study aims to see the effect of giving the Murottal Al-Qur'an to the decrease subject’s level of false memory. Experimental design with post-test only control group design was used in this study. Participants involved in the study were 60 psychology students in the first semester by using random sampling. Participants grouped into an experimental group and a control group, each consisting of 30 participants. The instrument used was a false memory question comprising of 30 questions been validated by expert judgment at the trial stage. The instrument validation was carried out qualitatively by three lecturers with psychological and measurement backgrounds. Validation results show that there are language and content improvements in the instruments used, and then the authors correct them so that all experts agree that the instrument is suitable for use. Meanwhile, the results of the study show that there is a significant difference between the two groups given treatment and not, where from the score obtained, the experimental group obtained a greater score on filling in the false memory test than the control group. These studies inform that giving Murottal Al-Qur'an can reduce the level of false memory in the subject.

scholarly journals Applying Mind’s Eye Strategy to Improve Students' Reading Comprehension at the Second Year Students of SMAN Binaan Khusus Dumai

2017 ◽  
Vol 4 (2) ◽  
pp. 60-75
Author(s):  
Rauf Tetuko Barruansyah
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Subject ◽  
Preliminary Study ◽  
Second Year ◽  
Mind's Eye ◽  
Experimental Group ◽  
Cluster Random Sampling

Based on the writer’s preliminary study, it was found that the students reading comprehension was not reach the standard score. This problem was caused by some factors, for examples; the way of teaching was not suitable with the material, the level of text difficulty was too “high”. Hence, the writer was interested in carrying out the research. It was administered at SMAN Binaan Khusus Dumai. The subject of the research was the second year students, and the object of this research was the Effect of applying Mind’s Eye strategy. The design of this research was Quasi-experimental design. In collecting the data, writer used test. The population of this research was all of the second year students. The writer used cluster random sampling by taking two classes as sample; XI IPS.1 consisted of 32 students as experimental group, and XI IPS.2 consisted of 32 students as control group. To analyze the data, the writer adopted independent sample t-test formula by using SPSS 20 version. Based on the data analysis, consideration Sig (2 tailed) t0= 0,00 is lower than Sig (2 tailed) Ttable= 0.05 It means Ha is accepted and H0 is rejected. So, it can be concluded that there is a significant difference of using mind’s eye strategy to improve students’ reading comprehension at SMAN Binaan Khusus Dumai. Keywords: Minds’ Eye Strategy, Reading Comprehension.

scholarly journals IMPROVING STUDENTS ACHIEVEMENT AND RETENTION OF LEARNING IN ENVIRONMENTAL SCIENCE USING 7ES INSTRUCTIONAL MODEL

2021 ◽  
Vol 9 (03) ◽  
pp. 10-13
Author(s):  
Ephraim M. Villacrusis ◽  
◽  
Maria Teresa R. Beloy ◽  
Keyword(s):  
Science Achievement ◽  
Environmental Science ◽  
Lesson Plan ◽  
Achievement Test ◽  
Control Group ◽  
Instructional Model ◽  
Control Groups ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

This study was undertaken to determine the effects of 7Es Instructional Model in the achievement of students in Environmental Science. It is anchored in the belief that between the two, the Traditional Approach and the use of 7Es Instructional Model in teaching Environmental Science, the latter leads to a positive effect on science achievement and retention of previously gained concepts in the Environmental Science Strand in K to 12 Science Curriculum. This study used the Quasi-Experimental Design, particularly Two – Factor Mixed Design. The experimental group was subjected to the use of 7Es Learning Model for teaching environmental science while the control group was taught with the Traditional Approach.The participants of the study were 38, 7th graders from each group. The experimental and the control groups of participants were given pre-test, underwent different treatments and were given the post-test. Three weeks, later the same post – test was re-administered to assess the retention level of the participants. The instrument used in the study were the Lesson plan, and Teacher-made Achievement Test. The instruments were validated by the pool of experts and were rated very good.Resultsshows that there is no significant difference between the posttest scores of the experimental and control groups. It also revealed that there is a significant difference between the posttest and pretest mean scores of the experimental and control groups while retention of previously gained concept in science was significant in the lag test scores of the experimental group. Analysis of Test Items and Lesson plans (7Es Instructional Model) shows that the category Explore, Explain, Elaborate and Extends promote high scores in the Science Achievement Test. Thus, teachers may use the 7Es instructional Model in making Daily Lesson Plan in teaching science subjects to improve the achievement and enhance retention of previously gained concepts of students.

scholarly journals The Impact of Using Multimedia in Science Achievement and Developing Metacognitive Skills for Ninth- Grade Students in the Sultanate of Oman

2013 ◽  
Vol 7 (1) ◽  
pp. 85
Author(s):  
Mohammad Khair Nawaf Nawafleh ◽  
Alfaisal bin Humaid Al-Hindasi
Keyword(s):  
Science Achievement ◽  
Ninth Grade ◽  
Achievement Test ◽  
Control Group ◽  
Metacognitive Skills ◽  
Sultanate Of Oman ◽  
Significant Difference ◽  
Ninth Grade Students ◽  
The Impact ◽  
Experimental Group

This study aimed at investigating the effect of using multimedia in science achievement and developing metacognitive skills of ninth grade students in the Sultanate of Oman. The sample consisted of 62 students and was divided into two groups; an experimental group and a control group. The experimental group included 31 students and was taught using multimedia, and the control group included 31 students and was taught using the conventional method. To answer the questions of the study, an achievement test and a metacognitive skills test were developed and administered to the study subjects. The results revealed that there was a statistically significant difference (p < 0.05) in both the achievement test and the metacognitive skills test. The difference was in favor of the experimental group. Accordingly, the study recommended further studies to find out the impact of multimedia on the various skills of thinking. 

scholarly journals The Effect Of The Infographic Strategy On The Achievement And Development Of Visual Thinking Among The Second-Year Intermediate Students In The Social Subject

2021 ◽  
Vol 58 (2) ◽  
pp. 1261-1274
Author(s):  
Hanaa Ibrahim Mohamed
Keyword(s):  
Social Studies ◽  
Female Students ◽  
Control Group ◽  
Visual Thinking ◽  
Intermediate Students ◽  
The Social ◽  
Significant Difference ◽  
The Subject ◽  
Level Of Significance ◽  
Experimental Group

The current research aims to find out the impact of the infographic strategy in the achievement and development of visual thinking among second-grade intermediate students in the subject of social science by verifying the validity of the following null hypotheses. There is no statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who study the social subject according to the infographic strategy and the average scores of the students of the control group who study the same subject in the usual way in the post-achievement test.There is no statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who study social studies according to the infographic strategy and the average scores of the students of the control group who study the same subject according to the usual method of the dimensional visual thinking test.There is no statistically significant difference at the level of significance (0.05) between the average grades of the experimental group students who study the social subject according to the infographic strategy in the pre- and post-visual thinking scale.There is no statistically significant difference at the level of significance (0.05) between the average scores of the control group students who study the subject of social studies according to the usual method in the pre- and post-visual thinking scale.To verify this, the researcher used an experimental design with partial control with the experimental and control groups, and the pre- and post-tests. According to the infographic strategy and Division (E), the control group is represented, which is taught in the usual way. The number of female students in the two groups was (56), of which (26) were students in Division (D) and (30) were students in Division (E). The researcher did not find female students who had failed in the same phase year. The researcher used the same conditions for the two groups of research in the following variables: academic achievement of fathers, academic achievement of mothers, chronological age calculated in months, scores for the pre-visual thinking scale, IQ test scores, degrees of social science from the 2016/2017 academic year.

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