scholarly journals Video Instructional Strategy on Biology Student’s Academic Performance in Port Harcourt, Nigeria

2021 ◽  
Vol 3 (3) ◽  
pp. 194-202
Author(s):  
Umunnakwe ◽  
Bernadine Akuoma ◽  
Isa Mohammed Juliana
Keyword(s):  
Academic Performance ◽  
Instructional Strategy ◽  
Performance Test ◽  
Teaching Strategy ◽  
Control Group ◽  
Port Harcourt ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Experimental Group

The study investigated the efficacy of Video Instruction as a teaching strategy on Senior Secondary Schools Biology Students’ academic performance in Port Harcourt, Rivers State. The study adopted pretest, post-test, control group quasi–experimental design. Two Intact classes were taught using video instructional strategy as experimental group and another two classes taught using Instructional Diagrams as control group. Two research questions and two hypotheses were formulated to guide the study. Biology Performance Test on Genetics (BPTG) with 25 Objective items was developed and validated. Pilot test was carried out with reliability coefficient of 0.76 obtained, before using it for data collection. The instrument was administered as pre-test and latter reshuffled and administered as post-test. The data were analyzed using mean and standard deviation to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. The result revealed that the experimental group obtained higher mean performance score and no significant difference existed between location and academic performance. It is therefore, recommended that teachers should use video instructional strategy in the teaching and learning of sciences as it promotes internalization of abstract concepts.

scholarly journals Using Google Docs in Omani EFL College Classes: Students’ Writing Performance and Perceptions towards Use

2019 ◽  
Vol 8 (1) ◽  
pp. 53
Author(s):  
Noura Al Burtamani ◽  
Fawzia Al Seyabi ◽  
Abdo Al Mekhlafi
Keyword(s):  
Performance Test ◽  
Control Group ◽  
Writing Performance ◽  
Google Docs ◽  
Significant Difference ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
College Classes ◽  
Experimental Group

This quasi experimental study aimed at investigating the effect of using Google Docs on EFL Omani college students’ writing performance and students’ perceptions of its use. The sample of the study included 81 Level 3 Foundation Program students in Nizwa College of Technology, Oman. The experimental group consisted of 39 students while the control group consisted of 42 students. The research instruments included a writing performance test that was administered as pre and post- test and a students’ perceptions questionnaire. Data analysis revealed that there was a statistically significant difference between the writing performance of the experimental and control groups in favour of the experimental group. The experimental group outperformed the control group in task achievement, task organization, grammar and vocabulary. Also, the students perceived using Google Docs in EFL writing as a very beneficial tool in improving their writing and collaboration skills. In light of these findings, a number of recommendations for practice are presented.

scholarly journals A Review of Article: The Effect of a Tablet Use on Students EFL in Grammar Classroom

2019 ◽  
Author(s):  
aprilia chasanah ◽  
Jessica Paulima Simanullang ◽  
Indah Karina Sianturi ◽  
Avivah Adinda Putri ◽  
sri wahyuni
Keyword(s):  
Control Group ◽  
Course Materials ◽  
Network Connection ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Basic Course ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This journal aims to find the impact of tablet use on students’ mastery of grammar skills. In order to answer the research questions, the authors held the pre-test and post-test for two groups labelled as the experimental group and control group. The experimental group is the groups that using tablet, while the control group is the group that using textbooks in learning grammar. The results of this study show that there is no significant difference between the grammar achievement scores of the students in both groups. The findings also show that the instructor emphasized the influence of tablet use on learner autonomy, digital distraction, and network connection. Students indicated that tablets can be supplementary yet it shouldn’t replace the basic course materials such as textbooks and workbooks.

scholarly journals Explicit Affective Strategy Instruction to Develop Speaking Performance of Egyptian EFL University Students

2019 ◽  
Vol 12 (4) ◽  
pp. 85 ◽  
Author(s):  
Samah Mohammed Fahim El Sakka
Keyword(s):  
Performance Test ◽  
Strategy Instruction ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Speaking Performance ◽  
The Difference ◽  
Experimental Group

The purpose of the present study is to investigate the effect of explicit affective strategy instruction on the speaking performance of Freshmen English majors at Faculty of Education, Suez University, Egypt. The design of the study is a pre-post quasi experimental one. The instrument is a pre/post speaking performance test (designed by the researcher). Participants were eighty Freshmen English majors, randomly divided into two groups: a control group (N=40) and an experimental one (N=40). During the experiment, the experimental group was explicitly taught some affective strategies (lowering anxiety, encouraging yourself and monitoring emotions) while the control group was taught using the traditional method. All participants were tested using the pre/post speaking performance test before and after the intervention. The difference between the post test’s mean scores of the control and experimental groups were calculated using Independent Samples t-test and the difference in the mean scores between the pre- and post tests of speaking performance was calculated for each group separately using Paired Samples t-test. A significant difference was found between the post test’s mean scores of the control and the experimental groups in favor of the experimental group. Moreover, a significant difference was found between the mean scores of the pre and post test of the experimental group in favor of the post test. It was concluded that participants’ level of speaking performance significantly improved after receiving the explicit affective strategy instruction.

scholarly journals Effect Of Kolawole’s Problem-Solving Teaching Strategy On The Academic Performance Of Secondary School Students In Mathematics In Nigeria

2020 ◽  
Vol 7 (2) ◽  
pp. 68-77
Author(s):  
Olofin S. O. ◽  
E. B. Kolawole
Keyword(s):  
Academic Performance ◽  
Problem Solving ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Teaching Strategy ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test

The study examined the effects of Kolawole’s Problem Solving (KPS) teaching strategy on the academic performance of secondary school students in Mathematics in Nigeria. Specifically, the study was designed to ascertain which of the strategies (KPS or conventional) would be the more effective in the teaching of Mathematics. The study also investigated the difference in the academic performance of students exposed to KPS strategy in three geo-political zones of Nigeria. Quasi – experimental pre-test and post-test two group design (one experimental group and one control group) was used in the study. The sample consisted of 562 S.S.S. 2 students drawn from eighteen public secondary schools in three geo-political zones of Nigeria. The sample was selected using multistage sampling procedure. Performance Test in Mathematics (PTM) was used to collect relevant data for this study. The data were analyzed using descriptive and inferential statistics at 0.05 level of significance. The findings of the study showed that the two groups (KPS and Conventional) were homogeneous at the commencement of the experiment. Also, there was significant difference in the post-test mean score of students exposed to KPS and conventional strategies in favour of students exposed to KPS strategy. Furthermore, there was difference in students’ performance in Mathematics when exposed to KPS based on their geo-political zones. Based on the findings of the study, it was recommended among others that the use of KPS strategy should be encouraged in Mathematics class in secondary schools so as to enhance better academic performance of students in Mathematics.

scholarly journals Influence of FG Vega Technique on students’ academic performance in science 8

2021 ◽  
Vol 2 (2) ◽  
pp. 55-62
Author(s):  
Franco Gil A. Vega ◽  
Merlyn M. Lasaca
Keyword(s):  
Academic Performance ◽  
Experimental Method ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This study was conducted to determine the influence of the FG Vega technique on students' academic performance to address the least learned competency in Science 8. Seventy students from Grade 8 classes served as respondents of the study. The study employed a quasi-experimental method. The mean score of students who took the post-test is 32.03 and 27.57 respectively for the experimental and control group. The results can be gleaned that the score of each student in the experimental group has a little variation of mean with 6.71 as compared to the control group with a variation of 7.52. The results can be observed that the mean score of students in the pre-test under the control group is 8.80 and 11.34 under the experimental group. Thus, the results of the study can be further concluded that the students under the experimental group outperformed the students in the control group. Since the significant level is lesser than the p-value of 0.05, indicates that there is a significant difference between the pre-test and post-test under the experimental group. Hence, there is a significant difference between the post-test of the experimental and control group.

scholarly journals The Effect of Mall Strategy Integrated with Padlet Towards Students’ Reading Comprehension

2019 ◽  
Vol 3 (2) ◽  
pp. 141
Author(s):  
I Gede Yoga Prastya
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Teaching Strategy ◽  
Control Group ◽  
Statistics Analysis ◽  
Mobile Assisted Language Learning ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The research aimed at investigating the significant difference on students’ reading comprehension between students taught using Mobile Assisted Language Learning (MALL) strategy integrated with Padlet and students taught using conventional teaching strategy. This research was quasi-experimental utilizing post-test only control group design. The population of this research was tenth-grade students in SMA Negeri 4 Singaraja. The sample of this research were 73 students consisting of 35 students from X BB 1 as experimental group and 38 students from BB 2 as control group. The sample were chosen using cluster random sampling technique. The data collection in both groups were done through post-test. The obtained data were analyzed using descriptive and inferential statistical analysis. The result of descriptive statistics analysis reveals that the mean score for experimental group is higher than control group (78.03 > 73.39). Furthermore, the result of inferential statistics analysis through t-test shows that the significant value of tobserve is higher than tcritical value, which is 2.270 > 1.666 (df = 71, α = 0.05). Thus, it indicates that there is a significant difference on students’ reading comprehension between students taught using Mobile Assisted Language Learning (MALL) strategy integrated with Padlet and students taught using conventional teaching strategy.

scholarly journals Children's misconceptions and conceptual change in Physics Education: the concept of light

2014 ◽  
Vol 1 (1) ◽  
pp. 34-39
Author(s):  
Alyona Grigorovitch
Keyword(s):  
Conceptual Change ◽  
Light Source ◽  
Physics Education ◽  
Teaching Strategy ◽  
Control Group ◽  
Teaching Intervention ◽  
Significant Difference ◽  
Post Test ◽  
Constructivist Perspective ◽  
Experimental Group

The aim of this research project is to investigate the effect of a constructivist  teaching strategy on 11-12 old children's understanding of light. It explores their understanding of the concept of light as an entity that is transmitted independently if the light source and the final receiver. The study was conducted in three phases: pre-test, teaching intervention, and post-test. The sample consisted of 120 children who were assigned to two groups. The children in the experimental group participated in activities which adopted a constructivist perspective, while the children in the control group participated in activities with the same objectives, but adopting an classical teaching perspective. A statistically significant difference was found, between the pre-test and the post-test, providing evidence for the effect of the constructivist strategy on facilitating children in create model for the concept of light.

scholarly journals Mode of Response Students’ Engagement (MORSE): Basis for Improving Science Performance of Students

2021 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Eleazer T. Arzadon
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Earth Science ◽  
T Test ◽  
Cell Group ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group ◽  
Test Result

In educational system, just like in a classroom setting, there is a degree or sense of uncertainty or ambiguity on how teaching-learning process will take place. It is the duty and responsibility of the teacher to structure the classroom in maximizing students learning by engaging in all modalities such as hearing, visual, olfactory, kinesthetic and gustatory. Moreover, by bringing students together in the classroom to produce group interaction that facilitates learning in different individuals. I, the Researcher, had facilitated an active learning through the use of Mode of Response for Students Engagement (MORSE). Intervention was the use of personalized card, dyad, work cell group and random calling conducted twice a week for the duration of the 1st grading period. The 29 respondents from experimental group were subjected to MORSE and 29 respondents from control group were given traditional classroom engagement. The proponent sought to answer the following research questions: What was the effect on the academic performance of the students who were subjected to MORSE? Was there a significant difference in the pre-test and post-test result using the traditional method and of the MORSE method? Lastly, what was the implication of MORSE method in teaching Earth Science among grade 10 students? The collected data of pre-test and post-test results were gathered and treated using paired sample t-test of difference and mean. Sample paired t-test result showed that the computed t value of 7.45 is greater than the t critical value of 1.701 at level of significance of 0.05. There is significant difference on the post test result between the control group and experimental group. The Experimental group, who were subjected to MORSE techniques achieved higher post-test than the control group. Based from the analysis gathered, MORSE methods is highly effective as means of engaging students to actively participate and improve academic performance in Earth Science. Therefore, I, the proponent recommended the use of MORSE in classroom activities. Likewise, teachers can make use other MORSE techniques or devices to facilitate active learning in the classroom for whole class engagement.

scholarly journals Composite Effect of Concept Mapping and ICT on Students’ Performance in Organic Chemistry

2018 ◽  
Vol 5 (3) ◽  
pp. 301
Author(s):  
Indra Sen Singh ◽  
Mary Mambwe
Keyword(s):  
Organic Chemistry ◽  
Concept Mapping ◽  
Performance Test ◽  
Teaching Strategy ◽  
Control Group ◽  
Composite Effect ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

<p><em>Generally, the performance of students in organic chemistry in Zambia is not encouraging. This can be attributed to the nature of the subject in addition to other factors. This study explored the composite effect of concept mapping and ICT on students’ performance in selected topics in organic chemistry. One hundred and thirty-four grade 12 students were involved. Data was collected using an organic chemistry performance test. A pre-test, the post-test quasi-experimental design was adopted. The study comprised of three</em><em> </em><em>groups randomly assigned to experimental group one, experimental group two and a control group. Experimental group one was taught using concept mapping, experimental group two was taught using a combination of concept mapping and ICT and the control group was taught using conventional methods (discussion). ANOVA results for the three groups were F (2,131) = 2.237 and p = 0.111. This indicates that there was no significant difference amongst the three groups at the beginning of the study. After treatment the results revealed that experimental group two outperformed the other two groups with a p valuep-value</em><em> </em><em>0 at F (2,131) = 2.237 at ? = 0.05. Post hoc analysis using Fisher’s </em><em>L</em><em>east </em><em>S</em><em>ignificant </em><em>D</em><em>ifference (LSD) test showed that the mean scores were statistically significant amongst the three groups. A very large effect was seen between experimental group one and control and between experimental group two and control. A sizable effect was seen between experimental group one and two. The conclusion is that using concept mapping with ICT has a positive effect on the performance of students in organic chemistry. The results corroborate the findings of studies that the use of concept mapping and ICT teaching strategy improves the performance of students. Consequently, this study seems to offer a positive solution towards the enhancement of students’ performance in organic chemistry in secondary schools.</em></p>

scholarly journals THE ROLE OF COOPERATIVE INSTRUCTIONAL STRATEGIES ON INTEGRATED SCIENCE PROCESS SKILLS

2021 ◽  
Vol 9 (5) ◽  
pp. 400-405
Author(s):  
Idachaba Stephen O. ◽  
◽  
Stephen Daikwo ◽  
Keyword(s):  
Instructional Strategies ◽  
Instructional Strategy ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Science ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

Research has shown that integrated science process skills are crucial in the modern-day world. In this study, we used secondary school students enrolled in the science classes to determine the role of cooperative instructional strategy on the students integrated science process skill. Ninety-eight students participated in the study. We adopted a pre-test post-test research design in the study. The participants were grouped into two different groups for the pre-test and post-test studies. The experimental group was exposed to the cooperative instructional teaching method, while the control group was taught conventionally. Test of Integrated Science Process Skills (TISPS) was used to assess the participants integrated science process skills. An independent-samples t-test was run to determine if there were differences between the experimental and the control groups on integrated science process skills in the post-test study. The integrated science process skills increased in the experimental group (4.71 ± 4.91) than the control group (23.01 ± 4.27), a statistically significant difference of 18.68 (95% CI, 16.83 to 20.54), t (96) = 20.026, p = .001 was established. It was concluded that cooperative instructional strategy enhances students performance integrated science process skills. The study recommends that teachers should be regularly trained on the use of cooperative instructional strategies.

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