Towards Figurative Expression Enhancement: Effects of the SVVR-Supported Worked Example Approach on the Descriptive Writing of Highly Engaged Students

During the past decades, many researchers have attempted to explore effective teaching methods for developing students’ descriptive writing performance. In this study, the worked example was implemented as an effective way of guiding students to provide step-by-step solutions to learning tasks. Moreover, a spherical video-based virtual reality (SVVR) environment was provided to place students in real-world situations which enabled them to experience the learning contexts in depth. A pretest-posttest quasi experimental study was conducted to explore the influence of the SVVR-supported worked example approach and engagement level on students’ Chinese descriptive writing performance. A total of 79 fourth-grade elementary school students participated in this study. The experimental group used SVVR with worked examples to complete Chinese writing assignments, whereas the control group used videos and worked examples. The results showed no significant effects of the SVVR-supported worked example approach compared with the conventional worked example approach regarding organization, sensory details, or creativity dimensions. As for the figurative expression dimension, students in the SVVR-supported worked example approach condition scored significantly higher. Moreover, high engagement students significantly outperformed low engagement students in all four writing performance dimensions. Additionally, a significant interaction effect between learning approach and engagement level on figurative expression was found.

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Pedagogical pattern of running a course on secondary school students’ achievement in waves

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v10i1.20729 ◽

2021 ◽

Vol 10 (1) ◽

pp. 336

Author(s):

Nkwo Inyang Nkwo ◽

Margaret Ndidiamaka Anugwo ◽

J. O. Ugama

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Poor Performance ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Significant Interaction Effect ◽

Quasi Experimental ◽

Research Questions ◽

And Gender

This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.

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Impact of Bilateral Coordinated Movement on Manipulative Skill Competency in Elementary School Students

Children ◽

10.3390/children8060517 ◽

2021 ◽

Vol 8 (6) ◽

pp. 517

Author(s):

Jun Chen ◽

Xiaozan Wang ◽

Weiyun Chen

Keyword(s):

Elementary School ◽

Repeated Measures ◽

Fourth Grade ◽

Control Group ◽

School Students ◽

Significant Interaction Effect ◽

Fourth Grade Students ◽

Main Effect ◽

Quasi Experimental ◽

Sports Skills

Background: Researchers have found that manipulative skill competency in childhood not only helps to improve physical activity participation but also helps adolescents learn specialized sports skills. This study aimed to examine the effects of an eight-week bilateral coordinated movement (BCM) intervention on manipulative skill competency in school-aged children. Methods: The participants were 314 fourth-grade students from two elementary schools in China. This study used a two-arm quasi-experimental research design. For one elementary school, two fourth-grade classes were assigned to the BCM group and another two fourth-grade classes were assigned to the control group. For the other elementary school, one fourth-grade class was assigned to the BCM group and another fourth-grade class to the control group. The students in the BCM group received an eight-week, two 40 min BCM lessons in soccer, and another eight-week, two 40-min BCM lessons in basketball. The control group received an eight-week two regular 40 min PE lessons in soccer and basketball, respectively. The students’ manipulative skill competency in soccer and basketball skills were pre- and post-tested using the two PE metric assessment rubrics. Data were analyzed by means of descriptive statistics, independent sample t-tests, and ANCOVA and ANOVA repeated measures. Results: The results showed a significant main effect of time (pre-test vs. post-test) in soccer skills (F = 273.095, p < 0.001, η2 = 0.468) and in basketball skills (F = 74.619, p < 0.001, η2 = 0.193). Additionally, the results revealed a significant main effect of the group (BCM group vs. control group) in soccer skills (F = 37.532, p < 0.001, η2 = 0.108) and a marginal significant main effect of the groups in basketball skills (F = 3.619, p = 0.058, η2 = 0.011). Furthermore, there was a significant interaction effect between the time and the group in soccer skills (F = 37.532, p < 0.001, η2 = 0.108) and in basketball skills (F = 18.380, p < 0.001, η2 = 0.056). Conclusions: It was concluded that after participation in the eight-week, 16 40 min lessons of BCM, the fourth-grade students showed greater improvement in soccer and basketball dribbling, passing and receiving skills, compared to the control group.

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The Effects of Cueing Questions as Instructional Scaffolding of Students’ Interest in Biology.

10.36265/ijired.2019.010213 ◽

2019 ◽

pp. 89-99

Author(s):

Regina I.E. ◽

Uchenna M.Z.

Keyword(s):

Analysis Of Covariance ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Significant Interaction Effect ◽

Instructional Scaffolding ◽

Post Test ◽

Quasi Experimental ◽

Equivalent Control ◽

Research Questions

This study investigated the effects of Cueing questions as instructional scaffolding on Secondary school students‟ interest in biology in Udi Education Zone, Enugu State. Quasi-experimental design, specifically the Pre-test, Post-test, Non-equivalent control group design was used. Three research questions and three null hypotheses were formulated to guide the study. A sample of 140 students from four intact classes purposively selected from government co-educational secondary schools in Udi Education Zone, were used for the study. The main instrument for the study was Biology Interest Inventory (BII) which was developed, validated and used for data collection. The data collected from BII was trail tested for reliability using Cronbach Alpha statistics. Reliability index of 0.86 was obtained which guaranteed the use of the instrument for the study. The treatment group was taught selected biology concepts using cueing questions as instructional scaffolding while the control group was taught without the cueing questions. The study lasted for 6 weeks. Data were analysed using mean and standard deviation to answer the research questions while analysis of covariance (ANCOVA) was used to test the null hypotheses at 0.05% level of significance . The findings indicated that cueing questions used as scaffold was more effective than the one without scaffold in enhancing interest in Biology. The finding equally indicated that there was a significant interaction effect of gender and strategies on students‟ mean interest scores in Biology.

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Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

International Journal of Music Education ◽

10.1177/02557614211005904 ◽

2021 ◽

pp. 025576142110059

Author(s):

Alican Gülle ◽

Cenk Akay ◽

Nezaket Bilge Uzun

Keyword(s):

Secondary School ◽

Music Education ◽

Secondary School Students ◽

Attitude Scale ◽

Control Group ◽

School Students ◽

Service Training ◽

Quasi Experimental ◽

Attitudes Toward Music ◽

Experimental Group

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

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Using Flipped Classes to Develop Scientific Communication and the Attitude Towards Technology Acceptance in Science Learning in Intermediate Schools

International Journal of Online Pedagogy and Course Design ◽

10.4018/ijopcd.2022010101 ◽

2022 ◽

Vol 12 (1) ◽

pp. 1-15

Author(s):

Sahar Mohammed Yousef Ezzeldin

Keyword(s):

Technology Acceptance ◽

Flipped Classroom ◽

Science Learning ◽

Intermediate Stage ◽

Scientific Communication ◽

Group Method ◽

Control Group ◽

Intermediate School ◽

School Students ◽

Quasi Experimental

This study aimed for using flipped classroom to develop scientific communication and the attitude towards technology acceptance in science learning among intermediate school students. For this purpose, the quasi-experimental design with the experimental and the control group method was used. The sample involved (49) third intermediate stage students from two different schools in Wadi Al-Dawasir Governorate, Riyadh, Saudi Arabia. A list of written scientific communication levels suitable for intermediate school students and a procedural model for learning with flipped classes were presented. The study applied the scientific communication test and the technology acceptance in the science learning scale. The statistical analyses revealed that there were statistically significant differences between the means of the scores of the experimental and control group students in the scientific communication scale and the technology acceptance in the science learning scale in favor of the experimental group. Recommendations and suggestions were presented.

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The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

10.31235/osf.io/6ufgq ◽

2019 ◽

Author(s):

Abdallah Mohammad Salem Almahasneh ◽

Samsiah Abdul-Hamid

Keyword(s):

High School ◽

High School Students ◽

Peer Assessment ◽

School Students ◽

Design Data ◽

Writing Performance ◽

English As Foreign Language ◽

Significant Difference ◽

Quasi Experimental ◽

Assessment Training

Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged fifteen and sixteen years old participated in this study with an equal number of male and female students. The students were from two Arab high schools in Malaysia. This study employed a quasi-experimental research design. Data was collected using Analytical Marking Scale (Alderson, et al., 1995) to assess student’s writing performance in the pretest and posttest. The result of this study shows that there is a significant difference in the writing performances between the experimental and control groups at P < 0.001. The findings suggests that students who have been exposed to peer assessment training write a better draft compared with those students who were only given conventional training in writing an essay, and without the benefit of peer feedback.

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The effect of silent short movie on EFL writing achievement of Vocational High School students

Jurnal Pendidikan Vokasi ◽

10.21831/jpv.v7i2.14191 ◽

2017 ◽

Vol 7 (2) ◽

pp. 168

Author(s):

Rahmani Ayu Rinda Kartika ◽

S. Susilo ◽

Muhammad Natsir

Keyword(s):

High School ◽

High School Students ◽

Control Group ◽

Writing Achievement ◽

Vocational High School ◽

School Students ◽

Efl Writing ◽

Tenth Grade ◽

Quasi Experimental ◽

Short Movie

The purpose of the study was to investigate whether or not there is a significant effect of silent short movie on EFL writing achievement of the vocational high school students. This study was quasi-experimental using a nonrandomized control group, pretest-posttest design. There were 61 students who were selected randomly from the 10 classes of tenth-graders of the 6th State Vocational School in Samarinda. The instruments used in the study was writing test. The result revealed that the vocational high school tenth grade students who were taught by silent short movie (M = 8.01, SD = .32) got significantly different achievement in EFL writing than did the vocational high school tenth grade students who were not taught by silent short, t(58) = -2.22, p = .030. This result suggests that the writing aspects which the students significantly outperformed were text organization, sentence formation, grammar, vocabulary, mechanics, and tidiness.

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Effectiveness of Blending Learning Approach (BLA) on Graduate Students’ Learning Outcomes

World Journal of Education and Humanities ◽

10.22158/wjeh.v3n3p23 ◽

2021 ◽

Vol 3 (3) ◽

pp. p23

Author(s):

Emolyn M. Iringan

Keyword(s):

Intrinsic Motivation ◽

Data Gathering ◽

Control Group ◽

Learning Approach ◽

Motivation To Learn ◽

School Students ◽

Project Completion ◽

Instructional Mode ◽

Quasi Experimental ◽

Experimental Group

This quasi-experimental study aimed to assess the effectiveness of the Blended Learning Approach on graduate school students’ intrinsic motivation to learn, achievement, efficiency on project completion, and attitude towards coursework. The study used two groups, the control and experimental group which covered 30 students for each group. Students in the control group were exposed to the face-to-face instructional mode while the experimental group was exposed to the blended mode of instruction. Survey questionnaires, achievement tests, and documentary analyses were the data-gathering modalities that were utilized. The data were treated using mean, scales, and t-test. Results show that the BLA enhanced students’ intrinsic motivation to learn, efficiency in project completion, and achievement in the course, however, yielded no significant effect on their attitude toward their coursework.

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The Effect of Healthy Breakfast Education with Islamic Comic Media on The Level of Knowledge of Elementary School Students

Nutri-Sains Jurnal Gizi Pangan dan Aplikasinya ◽

10.21580/ns.2018.2.2.3308 ◽

2018 ◽

Vol 2 (2) ◽

pp. 53

Author(s):

Hafizhatunnisa Hafizhatunnisa ◽

Amilia Yuni Damayanti ◽

Joyeti Darni

Keyword(s):

Elementary School ◽

Elementary School Students ◽

Wilcoxon Test ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Quasi Experimental ◽

Experimental Type ◽

Group A ◽

Level Of Knowledge

The aims of this study was to look at the effect of healthy breakfast education with Islamic Comic Media on the level of knowledge of elementary school students. This study was a quasi-experimental type with pre-posttest control group design. The sampling was simple random method as many as 64 students, group A was given islamic comic media (n=32) and group B as control of the group (n=32). Nutrition knowledge level were obtained from filling out questionnaires. The influence of nutritional education media on increasing knowledge in both groups analyzed by Wilcoxon test, and continued with the Mann Whitney test. The results of the analysis showed that there was a significant increase in the level of knowledge in islamic comic group (p = 0,000). There is the influence of giving Islamic comic about healthy breakfast to elementary school-age students' knowledge.

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Teaching Solar System Topic through Predict-Observe-Explain-Apply (POEA) Strategy: A Path to Students’ Conceptual Change

Tadris Jurnal Keguruan dan Ilmu Tarbiyah ◽

10.24042/tadris.v4i1.3658 ◽

2019 ◽

Vol 4 (1) ◽

pp. 1-15 ◽

Cited By ~ 1

Author(s):

Ugi Supriatna ◽

Achmad Samsudin ◽

Ridwan Efendi

Keyword(s):

High School ◽

High School Students ◽

Solar System ◽

Junior High School ◽

Junior High ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Quasi Experimental ◽

The Difference

The misconception of the Solar System topic is still found in students so that it becomes one of the obstacles in the learning process. The purpose of this study is to analyze the effectiveness of the implementation of Predict-Observe-Explain-Apply (POEA) learning to change the junior high school students' conception in the Solar System topic. Quasi-experimental research with the non-equivalent control group design was conducted in one of the private junior high schools in Bandung city. Samples were selected based on the test of the average significance of the pretest score of the population. Furthermore, 30 students of the experimental class and 32 students of control class were selected. The research instrument, which consisted of 15 four-tier diagnostic test questions about Solar System were used to collect data before and after treatment. The tests were analyzed quantitatively by using the Mann-Whitney statistical test to determine the significance of the difference in the acceptable conception changes (Acceptable Change) of students in the experimental class with changes in the conception of students in the control class. The results of the research show that the implementation of POEA learning is significantly more effective than POE learning in changing the conception of Solar System topic. The findings of this study can be an alternative for junior high school teachers in planning learning about the Solar System, especially in an effort to change students' misconception about the Solar System.

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