scholarly journals The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills

2020 ◽  
Vol 31 (4) ◽  
pp. 400-409
Author(s):  
Özlem Koray ◽  
◽  
Sercan Çetinkılıç ◽  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Problem Solving ◽  
Performance Level ◽  
Control Group ◽  
Critical Reading ◽  
Problem Solving Skills ◽  
Academic Level ◽  
Experimental Group ◽  
Science Performance

This study aimed to investigate the effect of critical reading (CR) practices in science courses on academic achievement, science performance level, and problem-solving skills. The experimental method and factorial design were used. The study was conducted with 102 seventh-grade students from a public school in Turkey during the 2014–2015 academic year. Experimental and control groups were formed. CR practices were followed in the experimental group and teaching practices appropriate to the curriculum were used in the control group. Data were collected with the “Multiple-Choice Academic Achievement Test” to determine the students’ academic level in the “Human and Environment Unit: The Science Performance Level Test” to determine their science performance level and the “Logical Thinking Group Test” to determine the level of their problem-solving skills. The variables of academic achievement and science performance levels were labeled “Academic Performance.” Independent samples two-way ANOVA was applied to analyze the data using SPSS 18.0 software. The results revealed that the students in the experimental group, who were taught science using CR practices, were significantly more successful than the students in the control group, whose teaching was appropriate to the current curriculum in terms of academic achievement, science performance level, and problem-solving skills. It is of critical importance to use such innovative practices, which combine various disciplines, to allow students to excel at reading, which is a basic skill, at all educational levels in order to raise contemporary and social individuals.

scholarly journals USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

2019 ◽  
Vol 18 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Burcu Alan ◽  
Fikriye Kirbağ Zengin ◽  
Gonca Keçeci
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Control Group ◽  
Problem Solving Skills ◽  
Teaching Knowledge ◽  
Mixed Method Design ◽  
Post Test ◽  
And Control ◽  
Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

Gamification ◽  
2015 ◽  
pp. 472-487 ◽  
Author(s):  
Hui-Chun Chu ◽  
Chun-Ming Hung
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Learning Motivation ◽  
Control Group ◽  
School Students ◽  
Game Development ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Development Approach ◽  
Experimental Group

In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two classes of the elementary school participated in the experiment. One class of 30 students was selected as the experimental group, and the other class of 29 students was the control group. From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students' problem-solving skills. However, the students' learning achievement and motivations were quite different from our expectations. A discussion of the experimental group interview data is provided and suggestions made.

scholarly journals Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

2019 ◽  
Vol 11 (4) ◽  
pp. 1005 ◽  
Author(s):  
Gülsüm Aşıksoy
Keyword(s):  
Problem Solving ◽  
Concept Mapping ◽  
Concept Learning ◽  
Meaningful Learning ◽  
Control Group ◽  
Technology Enhanced Learning ◽  
Problem Solving Skills ◽  
Computer Based ◽  
Enhanced Learning ◽  
Experimental Group

Technology enhanced learning is a wide area that covers all uses of digital technology to support learning and teaching activities. The computer-based concept mapping has shown potential in enhancing meaningful learning in education. Concept mapping is an important tool that is used in the field of education to help students in understanding the basic concepts and the relationships between them. This research proposes a computer-based concept mapping (CBCM) environment combined with Google classroom to help students reduce their misconceptions and to improve their problem solving skills. Furthermore, it examines the effect of CBCM on the sustainability of concept learning according to student views. The participants were first-year engineering students. The study was conducted in a physics class, and a true-experimental design was used. The experimental group students learned with the Google classroom combined with computer-based concept mapping (CBCM), while the concept group students learned with Google classroom and the traditional method. Data were collected from a physics concept test, problem solving inventory, and semi-structured interviews. The research results indicated that teaching in the CBCM environment combined with Google Classroom provides meaningful learning by correcting the misconceptions of the students. Moreover, there was a significant increase in the problem solving skills of the experimental group as compared to the control group. According to the students’ views, it was determined that CBCM enhances the sustainability of concept learning. The results of this study can help educators and researchers to integrate computer-based concept mapping (CBCM) techniques into Google Classroom.

Jigsaw Approach in Cooperative Learning: Its Effect in Problem Solving Skills for Physics

10.17158/222 ◽  
2012 ◽  
Vol 18 (1) ◽  
Author(s):  
Renan P. Limjuco ◽  
Ma. Teresa M. Gravino
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Group Discussion ◽  
Pharmacy Students ◽  
Control Group ◽  
Problem Solving Skills ◽  
School Year ◽  
Quasi Experimental ◽  
Experimental Group

This study was conducted to determine whether or not the jigsaw approach as a cooperative learning strategy can significantly improve the problem solving skills in physics of the First Year Pharmacy students of the University of the Immaculate Conception for School Year 2011-2012. The researchers used the quasi-experimental design and purposively chose one class with forty students to compose the experimental group and another class of the same size to form the control group. The students from the experimental group were supervised through the jigsaw approach for three weeks as they studied Newton’s 2nd Law of Motion. The test scores from the 50-multiple choice-item Physics Questionnaire (α = 0.90) were the data used in the study. Frequency count, percentage, mean, standard deviation, and t-test were the statistical tools employed in the analyses of the data. Findings of the study revealed that the problem solving skills in physics of the Pharmacy students were significantly improved by the jigsaw approach. The researchers also employed a focus group discussion for the triangulation of the method which validated that students who were subjected to jigsaw approach became more proficient, responsible, facilitative, and approachable as learners. The students felt that they needed to study not only for themselves but also for their group mates.

scholarly journals TACTIC FULFILLMENTS OF THREE CORRELATIONS FOR PROBLEM-SOLVING MAPS AND ANIMATED PRESENTATIONS TO ASSESS STUDENTS’ STOICHIOMETRY PERFORMANCES

2017 ◽  
Vol 16 (5) ◽  
pp. 733-745
Author(s):  
King-Dow Su
Keyword(s):  
Problem Solving ◽  
Experimental Approach ◽  
Achievement Test ◽  
Control Group ◽  
Problem Solving Skills ◽  
Learning Groups ◽  
Test Items ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Case Based

This research focuses on students’ tactic assessments of 3 correlations with illustrated 2-step strategic map and animated presentations in stoichiometry. The participants were divided into 2 learning groups: the experimental and the control group by quasi-experimental approach. Most of all, experimental group participants have been contingent on critical performances of thinking capabilities in accordance with tactic fulfillments of 3 correlations helpfully. In contrast with statistic findings of post-tests, experimental group participants get more formulated goals of individual learning in answering 5 algorithmic and conceptual pairs of achievement test items than those of control group participants. Students’ shift of reasoning from model-based to case-based requires them to explore an effective mental cognition and responses for full-fledged performances of problem-solving skills. After tactic fulfillments for 3 study objectives of visualized developments, experimental group participants have upgraded a distinct learning accumulation and project-based feedback at their best learning performances. Key words: problem-solving, stoichiometry, three correlations, tactic fulfillments.

scholarly journals Jigsaw Technique in Learning Physics and Problem-solving Dimensions of Senior High School Students

2018 ◽  
Vol 32 (1) ◽  
pp. 90
Author(s):  
Giovanni Pelobillo
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Control Group ◽  
P Value ◽  
Problem Solving Skills ◽  
Physics Learning ◽  
Significant Difference ◽  
Jigsaw Technique ◽  
Experimental Group

Physics was perceived as a difficult subject with in dire need for cooperative learning and problem-solving skills rubric modified from Jennifer Docktor, namely, useful description, physics approach, the specific application of physics, mathematical procedures, and logical progression. This study aimed to determine and describe the effectiveness of jigsaw technique in physics learning and problem-solving skills which employed pretest-posttest and quasi-experimental research design with a 95% confidence level. There were two groups included in the study as control and the experimental group which received jigsaw technique and traditional teaching respectively as treatment. Independent samples t-test results showed the use of jigsaw technique as cooperative learning has a statistical difference on the post-test and post-rubric scores against the control group with the large effect size in which the students showed a proficient performance in learning physics and problem-solving skills with the common use of useful description and physics approach. There is no significant difference on the pre-test and pre-rubric scores between the control and experimental group with the p-value of 0.772 and 0.019. Moreover, this study revealed that the experimental group struggled with mathematical procedures and logical progression posting low percentage gain. Overall this study concludes that students’ exposure to jigsaw technique improved physics learning.

scholarly journals Authentic Teaching Tasks for Academic Success, Attitude, Problem Solving, and Creative Thinking Skills

2021 ◽  
Vol 12 (2) ◽  
pp. 108-123
Author(s):  
Emine Kübra Pullu ◽  
Mehmet Nuri Gömleksiz
Keyword(s):  
Academic Success ◽  
Problem Solving ◽  
Creative Thinking ◽  
Teaching Method ◽  
Web Design ◽  
Thinking Skills ◽  
Attitude Scale ◽  
Control Group ◽  
Problem Solving Skills ◽  
Experimental Group

Abstract This research was prepared in order to determine the change in students’ academic achievement, retention levels and attitudes, and problem solving skill and creative thinking skill as a result of programming teaching with authentic task-based applications. The research was prepared using an experimental design with pretest-posttest control group. In the study group of the research, 2nd year Computer Technologies Department students who studied at Erciyes University in the 2017–2018 academic year and took the Web Design Fundamentals course and the Research Methods and Techniques course are included. One of the second-year branches was determined as experimental group (n = 30) and the other one was determined as the control group (n = 33). The teaching of programming to the experimental group students was carried out with authentic tasks. Lessons were conducted with the control group students using the traditional teaching method. Achievement test developed by the researchers as pre-test, post-test, retention test, as well as Attitude Scale Toward Computer Programming developed by Baser (2013), Problem Solving Inventory developed by Heppner and Peterson (1982) and adapted to Turkish by Sahin, Sahin and Heppner (1993), “How Creative Are You?” scale developed by Raudsepp (1977) and adapted to Turkish by Coban (1999) were used. With research, it was concluded that authentic task-oriented practices increased students’ programming academic success and attitudes towards programming, and also positively affected both students’ problem-solving skills and creative thinking skills.

scholarly journals The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs

2020 ◽  
Vol 12 (12) ◽  
pp. 4922
Author(s):  
Irina Kliziene ◽  
Ginas Cizauskas ◽  
Aldona Augustiniene ◽  
Saule Sipaviciene ◽  
Roma Aleksandraviciene
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Problem Solving ◽  
Physical Education ◽  
General Problem ◽  
Education Program ◽  
First Grade ◽  
Problem Solving Skills ◽  
Post Test ◽  
Experimental Group

Currently, there is great interest in the correlation between children’s physical activity and their academic performance. In this study, a pre-test/mid-test/post-test experimental strategy was used to avoid any disruption of educational activities, due to the random selection of children in each group. The experimental group was tested for eight months. We developed a methodology for innovative physical education classes and created a model of educational factors that encourage physical activity for children. The experimental group comprised 45 girls and 44 boys aged 6–7 years. The control group included 43 girls and 46 boys aged 6–7. Methods: Mathematical diagnostic progress tests were divided into two sections: tasks were allocated according to performance levels and the content as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on student performance (unsatisfactory, satisfactory, basic, and advanced). Distribution of mathematical learning achievements by curriculum content: mathematical diagnosis was used to evaluate first-grade children’s mathematical knowledge and skills according to the five areas of the mathematics education curriculum: numbers and calculations; phenomena, equations, and inequalities; geometry, measures, and measurements; statistics and communication; and general problem-solving skills. The differences between the pre-test and mid-test results indicated that the number of children performing at a satisfactory level decreased (p = 0.035). The differences between the pre-test and post-test advanced (p = 0.038) and basic (p = 0.018) levels were found to be increased. Applying an innovative physical education program to first graders demonstrated a higher-level mathematics program in the areas of geometry, measures, and measurements; statistics; and communication and general problem-solving skills. Based on the interface between an innovative primary school physical education program and mathematics learning achievements, a research tool was developed that can be used in a quantitative research strategy.

Effect Of The Problem-Solving Approach On Academic Achievement Of Students In Mathematics At The Secondary Level

2010 ◽  
Vol 3 (3) ◽  
pp. 9 ◽  
Author(s):  
Kousar Perveen
Keyword(s):  
Academic Achievement ◽  
Problem Solving ◽  
Secondary Level ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Treatment

This study sought to determine the effect of the problem-solving approach on academic achievement of students in mathematics at the secondary level. The secondary school students studying mathematics constituted the population of this study. The students of 10th class of Government Pakistan Girls High School Rawalpindi were selected as a sample for the study. Sample size consisted of 48 students who were equally divided into an experimental group and a control group on the basis of pre-test. Treatment of the planned problem-solving approach is the guideline of Sherreen (2006) and Polya’s (1945) heuristic steps of the problem-solving approach. After the treatment, post-test was used to see the effects of the treatment. A two-tailed t-test was used to analyze the data, which revealed that both the experimental and control groups were almost equal in mathematics base at the beginning of the experiment. The experimental group outscored the control group significantly on the post-test.

Context Based Mathematics Problem Solving: Cognitive and Affective Effects on BIT and BS VOC-Tech Students

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Arlene Demaisip Hortillosa
Keyword(s):  
Problem Solving ◽  
Content Knowledge ◽  
Traditional Approach ◽  
Statistical Tests ◽  
Control Group ◽  
Problem Solving Skills ◽  
Mathematics Problem Solving ◽  
Experimental Group ◽  
Mathematics Problem

This context based Mathematics problem solving has been shown to have direct efforts on students’ bearing. This study compares the cognitive and affective effects of the Context-Based and Traditional approach on voc-tech students from the two programs. Quantitative data were collected using a Pretest and Posttest examination in mathematics problem solving to assess the levels of students’ problem solving performance and an attitude, beliefs and confidence (A-B-C) questionnaire to assess the voc-tech students’ attitude, belief and confidence. For qualitative analysis, the students’ journals, interview responses, and the teacher−observers’ and raters’ notes and comments were analyzed. The results showed that the students have a very low analytic level and limited content knowledge in mathematics prior the intervention. However, the context-based approach enhanced the students’ problem solving skills as exhibited by the numerically higher scores and improvement in the quality of the experimental class’ solutions and responses to the problem solving posttest. After the treatment, statistical tests revealed that the contextbased approach had a significant effect on the voc-tech students on certain topics of mathematics in terms of approach, program and ability level. Results also revealed that the experimental group showed a significant improvement in their attitude and beliefs in mathematics problem solving compared to their counterparts in the control group. Comparing the posttest results by program, the BS students are significantly higher than the BIT students in their overall problem solving scores as well as the BIT and BS students in the experimental class.   Keywords - Mathematics, context based, Mathematics problem solving, attitude, belief, confidence, Voc-tech students, Iloilo, Philippines

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