scholarly journals Values Education in Science Lessons with Activities: Responsibility Value

2021 ◽  
Vol 32 (3) ◽  
pp. 237-247
Author(s):  
Havva Yaman ◽  
◽  
Burcu Anilan ◽  
Keyword(s):  
Focus Group ◽  
Research Methods ◽  
Focus Group Interview ◽  
Descriptive Analysis ◽  
Values Education ◽  
Group Interview ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Experimental Group

This research aimed to gain the value of responsibility implicitly through activity-based values education tasks (ABVET) prepared in secondary school science lessons. The research was carried out with the embedded quasi-experimental design, one of the mixed research methods. The study group of the research consisted of 37 middle school students in total. Non-parametric tests were used to analyze the quantitative data obtained within the scope of the research and descriptive analysis was used in the analysis of qualitative data. The Dilemma Situations Form (DSF) developed by the researchers, activity documents, student and researcher diaries, and focus group interview form were used as data collection tools. Lessons were taught in the control group as curriculum in practice. In the experimental group, lessons were taught by the researchers with an enriched content and activity program aimed at gaining responsibility value. It was concluded that there was a significant difference in favor of the experimental group between the post-test scores of the experimental and control groups. It was concluded that ABVET was effective in gaining responsibility value to sixth grade students with the data obtained from the DSF, activity documents, student and researcher diaries and focus group interview form. This research shows which method, technique, and material can be preferred for values education in science courses included in education programs. Given the promising results of the current research, methods or techniques related to the constructivist approach such as the appropriate values education program, ABVET should be used for different science subjects, various courses, and grade levels in future studies.

scholarly journals Investigating the effects of worksheets supported with prediction-observation-explanation method on high school students opinions

2020 ◽  
Vol 7 (3) ◽  
pp. 198-203
Author(s):  
Ali Karadeniz ◽  
Canan Kocak Altundag ◽  
Aysem Seda Yucel
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
Focus Group Interview ◽  
Group Discussion ◽  
Group Interview ◽  
Control Group ◽  
School Students ◽  
Qualitative Part ◽  
Experimental Group

The purpose of this study was to investigate the effect of ‘Predict-Observe-Explain’ (POE) activities which is carried out with the help of the POE method worksheets on ‘States of Matter’ in the ninth-grade chemistry course curriculum, on students’ metacognitive awareness. The focus group interview held in this study was conducted with eight students selected from the experimental group on a voluntary basis. Twelve questions were asked to the students. This research is a mixed-method study. While the quantitative part of the research was carried out using the pretest and posttest model with the control group, the qualitative part was conducted with the focus group interview technique. A focus group discussion was held to obtain the opinions of the experimental group students on the subjects of Gases and States of Matter taught with worksheets prepared with POE support. The findings obtained as a result of these interviews and the study of student worksheets show that students find POE-supported worksheets fun and they increase their interest and curiosity towards the chemistry class.   Keywords: POE, high school students, states of matters, worksheets.

Effect of biography-based values education on the attitudes of 4th grade primary school students towards the value of patriotism

2020 ◽  
Vol 10 (2) ◽  
pp. 555-592
Author(s):  
Muhammet Baki Minaz ◽  
Halil Taş
Keyword(s):  
Parental Education ◽  
Family Income ◽  
Values Education ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Quantitative And Qualitative Research ◽  
Significant Difference ◽  
Students Attitudes ◽  
Experimental Group

The aim of this study is to determine the effect of biography-based values education on the attitudes of 4th grade students towards the value of patriotism. A semi-experimental design with pretest-posttest control group was used to find out differences concerning attitudes towards patriotism value between students in the experimental group in which biography-based values education was implemented and those in the control group where biography-based values education was not used. “Patriotism attitude scale” was used for quantitative data and “interview forms” were used for qualitative data in this study in which quantitative and qualitative research techniques were employed together. In this study, biographies of Halide Edip, Münevver Saime, Kara Fatma, Nene Hatun, Şerife Bacı, Tayyar Rahmiye, Gördesli Makbule, Kılavuz Hatice, Binbaşı Ayşe, Nezahat Onbaşı, Elif Bacı and Halime Çavuş, some women heroes of the Turkish independence, were used. After the implementation of biography-based values education, a significant difference was found between students' attitude scores concerning patriotism value in favor of the experimental group. In addition, there was a significant difference between students' attitude scores and their gender in favor of the experimental group while no significant difference was detected between students' attitudes regarding variables of parental education level and family income level.

Effectiveness of Cyber Bullying Sensitization Program (CBSP) to Reduce Cyber Bullying Behavior Among Middle School Children

2021 ◽  
pp. 504-513
Author(s):  
Surabhi Negi ◽  
Sunita Magre
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cyber Bullying ◽  
Control Group ◽  
School Students ◽  
Use Of Technology ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Cyber bullying is the unwise use of technology to harm and humiliate an individual or group over the Internet. The purpose of this article is to test the effectiveness of the cyber bullying sensitisation program (CBSP) to reduce the level of cyber bullying behaviour among middle school students. The sample was restricted to adolescents as they are the ones who are most exposed and vulnerable in the cyber space. A quasi-experimental pre-post design with intervention was adopted for the study. The participants of the study were comprised of 186 middle school students from two private schools in India. The experimental group had 94 participants while control groups had 92 participants. Statistical analysis indicated that there was a significant difference between pre- and post-test scores in the experimental group. No significant difference was found between the experiment and control group before the program, suggesting that the program was effective in helping students in reducing cyber bullying behaviour. The implications for prevention and intervention programs were discussed.

scholarly journals The Effects of Learning Stations on Socioeconomically Disadvantaged Students’ Achievement and Self-Regulated Learning

2021 ◽  
Vol 9 (6) ◽  
pp. 51-69
Author(s):  
Reem Alsaadi ◽  
Adam Al Sultan
Keyword(s):  
Academic Achievement ◽  
Low Socioeconomic Status ◽  
Control Group ◽  
School Students ◽  
Saudi Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Experimental Group

The aim of this study was to investigate the effects of learning station strategies on developing academic achievement and self-regulated learning among middle school students of low socioeconomic status. The sample group consisted of 68 female Saudi students. We applied a quasi-experimental design with an experimental and control group and a pretest and posttest. We examined the correlation between academic achievement and self-regulated learning. The data collection instruments included an academic achievement test and self-regulated learning questionnaire. The results revealed a statistically significant difference between the mean scores of both instruments in favor of the experimental group. Additionally, there was a positive relationship between development of academic achievement and self-regulated learning among the students for the experimental group. The study’s findings suggest that the learning stations created a dynamic classroom, which prompted students to engage in self-regulatory behaviors and develop their knowledge and understanding.

scholarly journals Comparative Study on Teaching Reading Using Know, Want, Learnt (KWL) and Direct Instruction Method (DIM)

2018 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Gabriela Puspita Nagri ◽  
Ngadiso Ngadiso ◽  
Teguh Sarosa
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Reading Skill ◽  
Reading Test ◽  
Control Group ◽  
Teaching Reading ◽  
School Students ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

<p>The aims of this research are to find out: (1) whether there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM; and (2) whether KWL method is more effective than DIM to teach reading. This experimental study used 22 students for the experimental group and 22 students for the control group. The data were collected by using reading test and then analyzed by using t-test formula. The computation of the data shows that the t-observation (t<sub>o</sub>) is 1.988, which is higher than the t-table <sub>(42,</sub> <sub>0.05)</sub>: 1.960. Therefore, it can be concluded that there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM. The mean of the group of students taught by using KWL method is 75.14, while the mean of the group of students taught  by using DIM is 69.13. Therefore, it can be concluded that KWL method is more effective to teach reading than DIM for junior high school students.</p>

scholarly journals Effect of Using Scientific Stations Strategy in Developing Deductive Thinking of Intermediate School Students in General Sciences

2020 ◽  
Vol 12 (2) ◽  
pp. 35-48
Author(s):  
Heba Mohammed Saleh Al-Hafidh
Keyword(s):  
Statistical Processing ◽  
Mean Difference ◽  
Control Group ◽  
Intermediate School ◽  
School Students ◽  
Statistical Significant Difference ◽  
Significant Difference ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

The study aimed to know the effect of using the Scientific stations strategy in developing Deductive thinking of intermediate school students in the science subject. To achieve the aim of the research, the researcher used experimental design with two equal groups, the research sample consisted of (65) intermediate-grade students in Al Nidhal school for boys represented by (30) students of the experimental group and (35) students for the control group, the researcher equivalence of the two research groups with a set of variables including (Intelligence, parents ’educational level, previous achievement, age calculated by months and pre-test for Deductive thinking), to verify the research aim the researcher put the two hypotheses as following : 1- There is no statistical significant difference at the level of significance (0.05) between the scores mean of the members of the experimental group and the members of the control group in the post test of Deductive thinking. 2- There is no statistical significant difference at the level of significance (0.05) between the mean difference between the (pre and post) tests of both experimental and control groups in the Deductive thinking test. To verify the research hypotheses, the researcher prepared a test for Deductive thinking consisting of (20) items the researcher applied the test of Deductive thinking, collected the data, and tabulated it in tables for statistical processing and the results indicated: 1- There is a statistical significant difference between the scores mean of students in both groups in the Deductive thinking test and in favor of the experimental group. 2- There is a statistical significant difference between the mean difference between the two tests (pre - post) and in favor of the experimental group.

scholarly journals Stimulating Students’ Argumentation using Drawing – based Modeling on The Concept of Ecosystem

2017 ◽  
Vol 2 (1) ◽  
pp. 98
Author(s):  
E N Sumarni ◽  
A Widodo ◽  
R Solihat
Keyword(s):  
High School Students ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Group Data ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Level 2

<p class="Abstract">Drawing – based modeling as learning approach, it allows students to create models based on drawing which help them to run a simulation. Students can use drawing–based modeling to learn a pair of interacting population known as predato–prey system while they usually conducted practicum using diagram of organisms. This study was to explore students’ argumentation and students’ understanding on the concept of the ecosystem. The study was conducted quasi – experimental using the matching – only post-test – only control group design. The participants consist of 60 grade 10 senior high school students in Subang, West Java. They are placed into two groups, 30 students in the experimental group and 30 students in the control group. Data was collected through argumentation test and selected response test for assessing students’ understanding. Students’ argumentation were analyzed using Toulmin’s argumentation pattern and statistical analysis. The result showed there is no significant difference between the experimental group and the control group for students’ argumentation. Most of the students are predominantly at level 2. But the coherency of arguments of the experimental group is more coherent than the control group. It means that the students in experimental group can make logical claim and supported by the correct and relevant grounds (data, warrant, and backing). The result of students’ understanding showed there is a significant mean score between the experimental group and the control group whether 72.33 for the experimental group and 62.13 for the control group</p>

scholarly journals Case Study of the Parents’ Perception of the School Climate of a Rural Primary School in Tangshan, Hebei Province, China

2021 ◽  
Vol 10 (2) ◽  
pp. 61
Author(s):  
Rui Li ◽  
Mogana Dhamotharan
Keyword(s):  
School Climate ◽  
Focus Group ◽  
Primary School ◽  
School Violence ◽  
Focus Group Interview ◽  
Structured Interview ◽  
Rural School ◽  
Hebei Province ◽  
Group Interview ◽  
Significant Difference

The main aim of this study was to find out the perceptions of the parents about the rural school climate. This study was set in a selected rural primary school located in Hebei Province, in China. Data were collected using questionnaires and a semi-structured interview protocol. 103 parents participated in the questionnaire and 10 parents were invited to take part in the focus group interview. The findings in the questionnaires had revealed that parents had positive perceptions of the rural school climate. Inferential statistics further showed that there was no significant difference in parents&rsquo; perceptions based on education level, and the male parents&rsquo; perceptions of school administrators, teachers, and students were higher than the female parents. The focus group interview further revealed that parents felt that the rural schools were unable to establish a complete school curriculum, lacked a sufficient number of teachers, had a shortfall of adequate infrastructure, had school violence, inadequate extracurricular activities, and programs.

scholarly journals Measuring Learnability through Virtual Reality Laboratory Application: A User Study

2021 ◽  
Vol 13 (19) ◽  
pp. 10812
Author(s):  
Ghazala Rasheed ◽  
Muzafar Khan ◽  
Noman Malik ◽  
Adnan Akhunzada
Keyword(s):  
Virtual Reality ◽  
User Study ◽  
Virtual Laboratory ◽  
Control Group ◽  
School Students ◽  
Main Research ◽  
Virtual Laboratories ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

The cutting-edge technology of virtual reality has changed almost every aspect of life in e-commerce, engineering, medicine, and entertainment. This technology has also made its way to the field of education in the form of virtual laboratories. A lack of student engagement and interest towards STEM subjects is reported in the literature. Several studies have been conducted to evaluate virtual reality in education, but these studies are limited in terms of participants and subject coverage. This study aimed to assess the effectiveness of virtual laboratories to develop student’s practical learning skills for secondary school physics. For this purpose, a desktop-based virtual laboratory application was developed based on the guidelines extracted from the literature. A user study was adopted as the main research method, and it was conducted with 184 students of 4 different schools. In each school, students were divided into two groups: experimental (used the virtual laboratory application) and control (used a physical laboratory). The data were collected through an academic quiz conducted at the end of the study. The mean score of the experimental group was 7.16, compared with 5.87 for the control group. The results revealed that the students’ learning using the virtual laboratory application was better compared with the control group. Interestingly, there was no significant difference in the performance of boys and girls in both groups. The usability questionnaire was also completed by 92 students of the experimental group to assess the application interface. The mean score was 73.5 (above average) with an internal consistency of 0.76. The participants found the virtual laboratory application to be user-friendly, easy to use, and supportive in learning.

scholarly journals The ımpact of the techno-organic education model on the mathematical success rates and attitudes of students

2021 ◽  
Vol 14 (33) ◽  
pp. e16854
Author(s):  
Nisanur Can ◽  
Mehmet Turan
Keyword(s):  
Structured Interview ◽  
T Test ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Education Model ◽  
The Impact ◽  
Dependent Samples ◽  
Experimental Group

Techno-organic education is an education model that allows children to gain the knowledge, skills, and values that are necessary for life by establishing a correct balance of natural and technological understanding. This research was conducted to examine the impact of the Techno-Organic Education Model on students' academic achievements and attitudes for math. For this purpose, the explanatory sequential mixed design was used to conduct this study. The study group consisted of 38 primary school students. Mathematics Course Achievement Test, Mathematics Attitude Scale and semi-structured interview form used as data collection tools. This research included a 4-week application within the scope of the Techno-Organic Education Model program which is developed by the researchers. For the analysis of the quantitative data, independent samples t-test; dependent samples t-test; Wilcoxon Signed Ranks Test, Mann Whitney U Test, and content analysis method were used. As a result; a statistically significant difference was revealed between pre-test and post-test scores for the success rate and attitude of the students in the experimental group, and there has also been a statistically significant difference between the post-test success and attitude scores of the experimental group and the control group. According to qualitative findings of the study; students think positively about the use of techno-organic education model in their courses, and they generally liked the applications and thought they weren’t too difficult, and that this particular model increased their interest in the course.

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