scholarly journals Effect of Online Science Course Supported with Web 2.0 Tools on the Academic Achievement of Fifth Grade Students and Student Opinions

2021 ◽  
Vol 32 (4) ◽  
pp. 311-322
Author(s):  
Kevser Arslan ◽  
◽  
Mehtap Yildrim ◽  
Keyword(s):  
Academic Achievement ◽  
Web 2.0 ◽  
Achievement Test ◽  
Fifth Grade ◽  
Control Group ◽  
Web 2.0 Tools ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
Experimental Group ◽  
Online Science Course

This study aimed to investigate the effect of an online science course on the academic achievement of a fifth grade ‘World of Living’ unit, which was carried out by using the materials created with web 2.0 tools, as well as to determine the students' opinions about the application. This study consisted of a total of 120 fifth grade students studying in state schools in Istanbul during the academic year of 2020-2021. In determining the study group, purposeful sampling methods were used. In the experimental group (n = 60), the course was taught with web 2.0 supported materials; in the control group (n = 60), instruction was made by adhering to the activities in the textbook. The research was carried out by making use of mixed method research. A quantitative quasi-experimental model with pretest and posttest control groups was used. In the qualitative dimension, opinions were obtained from the students after the application. In the study, semi-structured interview form and academic achievement test prepared for the unit of the world of living things were used as data collection tools. While the data obtained from the students to the achievement test before and after the application was transferred to a statistical package program and analyzed; the data obtained from the interview form were analyzed using content analysis. When the posttest academic achievement score data obtained from the students were compared as a result of the study, it was found that there was a significant difference in favor of the experimental group. In addition, results from the interviews, revealed that students found science teaching with web-supported materials fun and enjoyable and that they wanted these to be used in science lessons. As a result of this study, it is recommended that web 2.0 tools be used by educators in science education.

scholarly journals The impact of using the strategy of self-questioning in the achievement of students in the fifth grade in mathematics: أثر استخدام استراتيجية التساؤل الذاتي في تحصيل طلاب الصف الخامس الابتدائي في مادة الرياضيات

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Latif Al-Zakri
Keyword(s):  
Achievement Test ◽  
Experimental Methodology ◽  
Fifth Grade ◽  
Control Group ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of the use of self-questioning in the understanding of fifth grade students in mathematics material. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 42 students from the fifth grade students from Khubayb bin Udai School in Riyadh; equally divided into two groups of 21 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in mathematics material

scholarly journals The Effectiveness Of Using The Dunn And Dunn Model In Teaching The Unit Of Regular Fractions For Fifth-Grade Primary Students In Developing Achievement And Mathematical Intuition Skills

2020 ◽  
Vol 9 (1) ◽  
pp. 23-42
Author(s):  
Ali Alshahri
Keyword(s):  
Learning Styles ◽  
Achievement Test ◽  
Primary Students ◽  
Fifth Grade ◽  
Control Group ◽  
First Semester ◽  
Mathematical Intuition ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

The current study aimed to reveal the effectiveness of using the Dunn and Dunn model in teaching the unit of regular fractions for fifth-grade primary students in developing achievement and mathematical intuition skills. The study sample was tested from fifth grade students in the first semester of Mosa ben Nosier school at Tabuk City, and they (30 students) were divided into two district groups; the first half (15 students) were allocated into the experimental group and the other half (15 students)  made up the control group. After preparing and utilizing the instruments, the results of the research revealed  the following: statistic between the mean scores of students of the experimental and control groups in the cognitive achievement test related to the unit of regular fractions in the first semester in favor of the average of the students of the experimental group, as it was found that there was a statistically significant difference at the level (0.01) between the average scores of students of the experimental group in the pre and post applications in the achievement test Cognitive, and in favor of the mean of post-application. The results also demonstrated that there were statistically significant differences between the control group and the experimental group in the mathematical intuition test as a whole, and in its components in the post-application for the benefit of the experimental group. Furthermore, the results indicated that to and statistically significant differences between the pre application and post application of the experimental group in the sport as a whole test intuition, and in its components in favor of the dimensional application, and in light of the results, this current study presents a number of recommendations as Encouraging math teachers to use the Dunn and Dunn model of learning styles to develop students' achievement and mathematical skills.

scholarly journals THE EFFECT OF BIG BOOK AS MEDIA ON STUDENTS’ READING COMPREHENSION AT FIFTH GRADE OF ELEMENTARY SCHOOL

2017 ◽  
Vol 1 (3) ◽  
pp. 142 ◽  
Author(s):  
N. W. S. Mahayanti ◽  
L.P. Artini ◽  
I. A. Nur Jannah
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
T Test ◽  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

This study was aimed at investigating whether or not there was a significant effect of the implementation of Big Book as media on reading comprehension achievement of the fifth grade students. This study was conducted in SD Laboratorium Undiksha Singaraja in the form of an experimental research with post-Test only Control Group Design. The population was the fifth grade in which two classes were selected as the sample of the study. Then, the samples were decided as the experimental group and control group by using lottery. The experimental group was taught by using Big Book as media and the control group was taught by using conventional media. The data were analyzed by using t-test through SPSS 17.0. The result of the data analysis showed that students in experimental group performed better than the students in the control group. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 85.51 while the mean score of the control group was 75.56. The result of the t-test also showed that the value of Sig (2-tailed) 0.000 was less than 0.05. It can be concluded that there was a significant difference of reading comprehension achievement between students treated with big book as media and those treated using conventional media at fifth grade of elementary school in SD Laboratorium Undiksha Singaraja.

scholarly journals The effect of concept mapping on students’ academic achievement and attitude in science educationFen eğitiminde kavram haritaları kullanımının akademik başarı ve tutuma etkisi

2016 ◽  
Vol 13 (1) ◽  
pp. 348 ◽  
Author(s):  
Arif Çömek ◽  
Orhan Akınoğlu ◽  
Ersin Elmacı ◽  
Tuğba Gündoğdu
Keyword(s):  
Academic Achievement ◽  
Concept Mapping ◽  
Attitude Scale ◽  
Achievement Test ◽  
Control Group ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Significant Difference ◽  
Science Classes ◽  
Experimental Group

<p>This study aimed to determine the effect of concept mapping as a learning strategy in science classes on students’ academic achievement and attitude. The research employed a randomized pre-test post-test control group design. Data collected from 60 sixth grade students participated in the study from a randomly selected secondary school in Turkey. During a 5-weeks period, the experimental group students (N=30) used the paper based concept mapping method while the control group students (N=30) were taught with the traditional approach according to the science and technology education curriculum for light and sound subject. Both groups were taught by the same teacher who is experienced using concept mapping in science classes. The data were collected by science achievement test, science attitude scale and personal information form. The reliability coefficient of the achievement test was KR-20=0,76 and Cronbach’s Alpha of the attitude scale was 0,89. SPSS statistical software was used to analyze the data. According to the results, there was a statistically significant difference between the experimental and control group for academic achievement but not for attitude. The experimental group had significantly greater gains from academic achievement test than the control group (t=2,9; p&lt;0,05). On the other hand, experimental group didn’t have significantly better results for attitude scale than the control group (t=0,42, p&gt;0,05).  The findings showed that the paper-and-pencil concept mapping can be used as an effective method for students’ academic achievement in science classes.</p><p> </p><p><strong>Özet</strong></p><p>eğitiminde kavram haritaları oluşturma uygulamasının altıncı sınıf öğrencilerinin akademik başarılarına ve derse yönelik tutumlarına etkisini belirlemeyi amaçlamaktadır. Araştırmada yöntem olarak deneysel desenlerden ön test son test kontrol gruplu desen kullanılmıştır. Veriler devlet okulları arasından tesadüfi olarak seçilen bir devlet ortaokulunun 6.sınıflarında öğrenim görmekte olan toplam 60 öğrenciye uygulanan veri toplama araçları ile toplanmıştır. Uygulama çalışmaları toplam 5 hafta sürmüştür. Deney grubundaki öğrenciler (N=30) ışık ve ses ünitesi hakkında kâğıt-kalem ile hazırlanan kavram haritaları ile desteklenmiş eğitimle ders görürken, kontrol grubunda (N=30) ise dersler mevcut fen öğretim programına göre geleneksel olarak işlenmiştir. Her iki grupta da dersleri, kavram haritalarıyla çalışma tecrübesi olan aynı fen öğretmeni işlemiştir. Veriler fen bilgisi başarı testi, fen bilgisi tutum ölçeği kullanılarak toplanmıştır.  Araştırmada kullanılan başarı testinin güvenirlik katsayısı KR-20= 0,76, fen dersine yönelik tutum ölçeğinin Cronbach’s Alpha güvenirlik katsayısı ise 0,89 olarak hesaplanmıştır. Araştırmadan elde edilen sonuçlara göre deney grubu ile kontrol grubu öğrencilerinin akademik başarıları arasında deney grubu lehine istatiksel olarak anlamlı bir farklılık oluşmuş (t=2,9; p&lt;0,05), tutum testi puan ortalamaları arasında anlamlı bir farklılık oluşmamıştır (t=0,42, p&gt;0,05). Bu bulgulara göre kâğıt-kalem ile kavram haritası oluşturma uygulamasının fen derslerinde öğrencilerin akademik başarılarını artırabilecek etkili bir yöntem olarak kullanılabileceği görülmektedir.</p>

scholarly journals فاعلية استخدام أدوات الجيل الثاني للويب (Web 2.0) في تطوير المهارات اللغوية في اللغة العربية بوصفها لغة أجنبية / Effectiveness of Using Second Generation for Web 2.0 in developing language skills of Arabic as a second language

2018 ◽  
Vol 9 (3) ◽  
pp. 4-32
Author(s):  
Taufīq ʿAbduh Saʿīd Muhammad Al-Kināni
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Skills ◽  
Receptive Language ◽  
Control Group ◽  
Teaching Methodology ◽  
Web 2.0 Tools ◽  
Significant Difference ◽  
Brick And Mortar ◽  
Experimental Group

ملخص البحث:  تهدف الدراسة الحالية إلى معرفة الدور الذي يمكن أن تؤديه التكنولوجيا وأدوات الجيل الثاني للويب، في تطوير المهارات اللغوية الإنتاجية لطلبة اللغة العربية بوصفها لغة أجنبية، وشملت الدراسة ثلاثين طالباً في كلية السلام العالمي بجنوب أفريقيا، وبواقع خمسة عشر طالباً للمجموعة التجريبية، وخمسة عشر طالباً للمجموعة الضابطة، وقد تم جمع البيانات على مدار اثني عشر أسبوعاً خلال الفصل الدراسي الثاني من العام الأكاديمي 2015 -2016م، أثناء تدريس مقرر المهارات اللغوية (نصوص وتطبيق). وقد تم استخدام التعليم التقليدي مع المجموعة الضابطة، والتعليم الممزوج مع المجموعة التجريبية، وخضعت كلا المجموعتين للاختبارات القبلية والبعدية. وتوصلت الدراسة إلى أن استخدام تكنولوجيا التعليم وأدوات الجيل الثاني للويب قد أسهمت إسهاماً فاعلاً في تنمية الكفاءات اللغوية لطلاب المجموعة التجريبية؛ إذ أظهرت النتائج وجود فروق دالة إحصائياً في مستوى تحصيل الطلبة للمهارات الأربع والألفاظ ولصالح المجموعة التجريبية. الكلمات المفتاحية: أدوات الجيل الثاني للويب-المهارات اللغوية – اللغة العربية للناطقين بغيرها-المفردات. Abstract The present study aims to investigate the role web 2.0 tools can play in the enhancement of productive and receptive language skills of students of Arabic as a Foreign Language. The study is part of an ongoing project on the integration of web 2.0 tools in teaching Arabic as a Foreign language and the attitude of the learners towards them. The design of the study is pre-post, experimental-control group.  The sample consisted of (30) level 1 BA students: an experimental group (n=15) and a control group (n=15), studying Arabic as a Foreign Language at the International Peace College South Africa (IPSA). The experiment took place in the Language skills module for 12 weeks.  A technology-enhanced programme that utilizes a myriad of web 2.0 tools used in teaching the experimental group. The control group students, however, taught using a traditional teaching methodology in a brick-and-mortar classroom and they did not receive any technology-enhanced instruction. The study has concluded that the use of web 2.0 tools has contributed to the enhancement of the language skills and vocabulary of the students.  The findings indicated that there was a significant difference between the two groups in the language skills and vocabulary post-test in favor of the experimental group.  Keywords: Web 2.0 tools, language skills, Arabic as a foreign language (AFL), vocabulary.   Abstrak Kajian ini bertujuan untuk melihat peranan peralatan web 2.0 dalam mengembangkan kemahiran mengucap dan menerima bahasa para pelajar Bahasa Arab sebagai satu bahasa asing. Kajian ini adalah sebahagian daripada satu projek yang sedang dijalankan berkenaan dengan penggabungan peralatan web 2.0 dalam mengajar Bahasa Arab sebagai satu bahasa asing dab juga sikap para pelajar terhadapnya. Rekabentuk kajian ialah pra pos, kumpulan terkawal kajian. Sampel mengandungi 30 pelajar tahap satu Sarjana Muda: satu kumpulan kajian (n=15) dan kumpulan kawalan (n=15) yang sedang mempelajari Bahasa Arab sebagai bahasa asing di Kolej Keamanan Antarabangsa Afrika Selatan. Kajian ini diapplikasikan kepada Modul Kemahiran Bahasa untuk 12 minggu. Satu program yang dikembangkan dengan teknologi yang menggunakan gabungan peralatan web 2.0 digunakan dalam pengajaran kumpulan kajian. Kumpulan ini walaubagaimanpun, telah mengajar dengan mengajar menggunakan cara pengajaran tradisional dalam suasana kelas yang asas yang tidak langusng mendapat pendedahan daripada apa-apa cara pengajaran yang berasaskan teknologi. Kajian ini mendapati bahawa penggunaan peralatan web 2.0 telah menyumbang kepada perkembangan kemahiran bahasa dan perbendaharaan kata para pelajar. Dapatan kajian menyatakan terdapat perbezaan yang amat jelas di antara kedua-dua kumpulan tersebut dalam pra ujian kemahiran bahasa dan perbendaharaan kata yang lebih memihak kepada kumpulan kajian. Kata kunci: Peralatan Web 2.0, kemahiran bahasa, Bahasa Arab sebagai bahasa kedua, perbendaharaan kata.

scholarly journals THE EFFECT OF USING POWERPOINT PRESENTATIONS IN ACADEMIC ACHIEVEMENT OF SOCIAL AND NATIONAL STUDIES IN THE FIFTH GRADE STUDENTS AT-RISK FOR LEARNING DISABILITIES

2018 ◽  
Vol 6 (3) ◽  
pp. 191-202
Author(s):  
Ibrahim Rajab Abbas Ibrahim
Keyword(s):  
Academic Achievement ◽  
At Risk ◽  
Learning Disabilities ◽  
Fifth Grade ◽  
Control Group ◽  
Students At Risk ◽  
Fifth Grade Students ◽  
Post Test ◽  
National Studies ◽  
Experimental Group

The purpose of this study was to identify the effect of using PowerPoint presentations in academic achievement of Social and National Studies in the fifth grade students at-risk for learning disabilities at Najran in the Kingdom of Saudi Arabia. The sample of the study consisted of (10) students at-risk for learning disabilities; it was divided randomly into two equal groups: control and experimental. The students in the experimental group have studied the first unit who it consists of five lessons in Social and National Studies by using PowerPoint presentations; however, the students in the control group were received their teaching by using traditional tool (blackboard and chalk). The Social and National Studies Academic Achievement Test: was applied for two groups as pre-test and post-test. Results revealed that the students taught Social and National Studies with PowerPoint presentations performed better than their counterparts taught with traditional tool (blackboard and chalk) in favor of the students in the experimental group.

Developing young learners’ vocabulary retention through adapted Turkish educational games in EFL environment

2019 ◽  
Vol 9 (3) ◽  
pp. 66-73
Author(s):  
Fatih Yavuz ◽  
Funda Kurt
Keyword(s):  
Educational Games ◽  
Target Language ◽  
Fifth Grade ◽  
Control Group ◽  
Vocabulary Retention ◽  
Young Learners ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
Games Teaching ◽  
Experimental Group

Games are significant intervention strategies most of the teachers utilise in their teaching process. As they supply motivating and entertaining atmosphere for students, they create a necessity for them to acquire the components of the target language. This study mainly focused on the significance of using games particularly including the suggestion of the adapted version of Turkish educational games to teaching of vocabulary for young learners in EFL environment and analysing their impact on vocabulary retention capacities of learners. Participants were 44 female intermediate fifth grade students divided into two groups as the experimental and the control groups. In the experimental group, students practiced target vocabulary items through adapted Turkish educational games while the students in the control group exercised them only with activities in their books traditionally. The study indicated that there was a significant difference between two groups in terms of defining and using them for particular contexts. Keywords: Games; teaching vocabulary; traditional Turkish games; young learners

scholarly journals The effect of using the two methods of exploration and Verification (laboratory tests) in the collection of fifth grade students in science

2018 ◽  
Vol 223 (2) ◽  
pp. 379-400
Author(s):  
M. Mohammed Qasim ◽  
M.M.qahtan Adnan
Keyword(s):  
Laboratory Tests ◽  
Laboratory Experiments ◽  
Fifth Grade ◽  
Average Score ◽  
Control Group ◽  
Fifth Grade Students ◽  
Normal Manner ◽  
Significant Difference ◽  
Measurement And Evaluation ◽  
Experimental Group

The current research is aimed to know the effect of the use of two methods emphasize exploration, (laboratory tests) in the collection of Elementary fifth graders in science were verified through objective research to validate hypotheses Elsafreeten following cases: There is no statistically significant difference at the level (0.05) between the average scores of the first experimental group who are studying a way that Scouting (Exploratory laboratory experiments) and the average score of the control group who are studying the normal manner in the test grades. There is no difference statistically significant at the level (0.05) between the average grades Group II pilot who study the way Aaltokid (confirmatory laboratory tests) and the average score of the control group who are studying the normal manner in the test grades. And identifies current research pupils' fifth grade in elementary school eloquence of the Directorate of Education Baghdad Karkh third academic year (2015-2016). The total research community (120) students, evenly divided between the (three) people, was the people's choice Baltaan simple random, and hit the sample (108) pupils, distributors in each division (36), a student, was the Division (a) of the experimental group first studied Scouting manner (Exploratory laboratory experiments) and Division (b) Aalthanih experimental group that studied a way to emphasize (confirmatory laboratory tests), and the Division (c) the control group, who studied in the traditional manner and was rewarded individuals aggregates variables (former intelligence and information).     The achievement of the post test preparation, which included 20 objective paragraph of the multiple-choice type with four alternatives, and formulated in accordance with the first three levels of Bloom's Taxonomy of cognitive (memory, comprehension, application), were verified and virtual content sincerity after a presentation to a group of experts and specialists in teaching methods and measurement and evaluation, and was extracted reliability coefficient of vertebrae test using equation (Kiodr- Richardson -20), as it was (87%), as was extracted Alsekoumtrah characteristics of the paragraphs of the ease and difficulty, strength discriminatory and effective alternatives, applied experience lasted (8) weeks, after the completion of the experiment, the data were treated statistically using the test equation (t.test) for two independent samples of equal number .

scholarly journals The Effectiveness of Electronic Mind Maps in Developing Academic Achievement and the Attitude towards Learning English among Primary School Students

2017 ◽  
Vol 10 (12) ◽  
pp. 80
Author(s):  
Afaf M. Aljaser
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Achievement Test ◽  
Female Students ◽  
Fifth Grade ◽  
Control Group ◽  
The Mean ◽  
Mind Maps ◽  
And Control ◽  
Experimental Group

The present study aimed to identify the effect of using electronic Mind Maps on the academic achievement of the fifth-grade primary female students in the English language curriculum compared to the traditional teaching method adopted in the teacher’s guide. It also aimed to indicate the attitudes of the fifth-grade female students towards the use of electronic Mind Maps in understanding the study unit adopted in this study. The study utilized the quasi-experimental method applied to two groups: experimental and control. The population of the study consisted of the fifth-grade of primary school female students, who studied in Ashbeelya Private School in Riyadh for the academic year 2016/2017, and the participants’ ages ranged from 10 to 12 years. The sample of the study is consisted of 30 fifth-grade female students, divided into experimental group (15 students) and control group (15 students). The study resulted that there were statistically significant differences between the mean scores of the experimental group and the control one in the post achievement test scale in favor of the experimental group. The effect size of using Mind Maps was high. There were statistically significant differences between the mean scores of the experimental and control group scores in the post achievement test of the attitude towards learning English in favor of the experimental group.

scholarly journals The impact of employing the realistic model on the academic achievement of history subject and the development of critical thinking among the literary fifth-grade female students

2021 ◽  
Vol 58 (2) ◽  
pp. 3938-3946
Author(s):  
Lect. Iman Muhammad Khudair, Prof. Dr. Saad Ali Zayer
Keyword(s):  
Academic Achievement ◽  
Critical Thinking ◽  
Realistic Model ◽  
Female Students ◽  
Fifth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The research aims at studying the impact of employing the realistic model in the academic achievement of history subject and the development of critical thinking among fifth-grade literary female students. The research was applied to the research sample adopting the experimental approach with the post-test of achievement, pre and post-test for critical thinking, where the sample was divided into an experimental group (30 female students) using the realistic model and a control group (30 female students) using the standard method. After conducting equivalence between the two groups in (chronological age, intelligence, the criterion of pre-critical thinking, and the grades of students in the history subject for the fourth grade of middle school) the scientific material represented in the first and second semesters of the subject to be taught to fifth-grade literary students at the Ministry of Education was determined.The behavioral purposes were extracted, preparing therequired plans, and students were taught according to their steps.After applying the experiment and applying the two research tools, the following results were reached: 1- There is a statistically significant difference at the level of (0.05) in achievement in favor of the experimental group. 2- There is a difference of statistical significance at the level (0.05) between the mean scores of the two groups in developing critical thinking in favor of the experimental group.

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