scholarly journals The Effect of Peer Assessment Application on Writing Anxiety and Writing Motivation of 6th Grade Students

2021 ◽  
Vol 10 (1) ◽  
pp. 96-105
Author(s):  
Muhammed Tunagür
Keyword(s):  
Secondary School ◽  
Quantitative Research ◽  
Peer Assessment ◽  
Assessment Method ◽  
Control Group ◽  
Writing Anxiety ◽  
Writing Motivation ◽  
Research Designs ◽  
Current Program ◽  
Experimental Group

This research, aims to investigate whether peer assessment application has an effect on writing anxiety and writing motivation of 6th grade students. It is one of the quantitative research designs. The study group of the research consists of 6th grade students attending a secondary school in Turkey. There are 35 students in the study, 17 are in the experimental group and 18 are in the control group. The data of the study were collected with “Writing Anxiety Scale” and the “Writing Motivation Scale”. For six weeks, a peer assessment application was carried out and the texts written by the students were evaluated by their peers with a peer assessment form. In the analysis of the data, firstly t-test was performed for unrelated groups, and two-way ANOVA was used for complex measures. According to the findings obtained in the research, it was concluded that writing anxiety of the experimental group students, who have lessons with peer assessment method, decreased significantly compared to the control group students who have lessons with the current program. When the students’ writing motivations were examined, it was found that writing motivation scores of the experimental group students were higher than the control group students. In line with these findings, it can be stated that peer assessment application reduces students’ writing anxiety and increases their writing motivation. Based on the results obtained, some recommendations were made.

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

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.

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

scholarly journals The impact of the use of some active learning strategies in the teaching of literary knowledge on the literary taste of high school students in the UAE

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Mohammed Abdul Rahman Al - Jagoub
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Group Performance ◽  
Control Group ◽  
Significance Level ◽  
Secondary Stage ◽  
Active Learning Strategies ◽  
The Impact ◽  
Experimental Group

The objective of this study was to develop an achievement test to measure the skills of literary tasting. It consists of (30) multiple choice types, which were applied to a sample of the stability test According to the KR 20 equation, the study used semi-experimental research methodology. The sample consisted of (120) male and female students of the 10th grade at Gulf Arab Secondary School for Boys and Al-Hira Secondary School for Girls in Sharjah. The people were chosen deliberately, (60) students, experimental subjects studied the material using active learning strategies, and the control group studied the same material in the normal way. After analyzing the data, the results of the study indicated that the students in the experimental group achieved a higher level of control group students Statistical analysis showed differences in the level of literary taste at the statistical significance level (α = 0.05); due to the active learning strategies, the total mathematical mean of the experimental group performance was on the post taste test (26.60) For the control group (20.90). The value of P (58.05), the value of the significance level (0.00), that is less than (0.05), which indicates that there are significant differences between the experimental group and the control group for the benefit of the experimental group, and the value of (P) Between the sex and the group was (1.00), which is not statistically significant value, where its significance (0.32), and does not indicate the existence of an effect of interaction between the teaching method and sex. The study concluded with recommendations calling on teachers to use active learning strategies in the teaching of literary knowledge. And focus on those strategies when writing Arabic language books for the secondary stage.

scholarly journals The Effect of the round house strategy on the achievement of physical concepts at the ninth grade in Jordan: فاعلية استراتيجية البيت الدائري في إكساب المفاهيم الفيزيائية لطالبات الصف التاسع في الأردن

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Rida Ali Alsous
Keyword(s):  
Secondary School ◽  
Ninth Grade ◽  
The Other ◽  
Control Group ◽  
Average Performance ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of the study was to clear-out the effect of the round house strategy on the achievement of physical concepts at the ninth grade. The study consisted of (48) students at the Jufa Secondary School for girls for the second semester 2018/2019, distributed randomly to two divisions in the same school, one of which was experimental and the other experimental. This study found that there was a statistically significant difference in the post-test in the students' acquisition of physical concepts at (α = 0.05) between the average performance of the experimental group studied using the circular house strategy and obtained an average of (19.70), and the control group studied in the usual way and obtained Average (14.63), in favor of the experimental group. In light of these results, the researcher recommended using the circular house strategy because of its importance in gaining physical concepts among students. In light of these results, the researcher recommended using the round house strategy and its role in acquiring physical concepts in demand

scholarly journals Effectiveness of Participation in a Blog for Extra-curricular activities for Developing Students’ Critical thinking skills: A Case of Secondary School Students: فاعلية المشاركة في مدونة إلكترونية للأنشطة غير الصفية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث الثانوي بمدينة جدة

2020 ◽  
Vol 4 (16) ◽  
Author(s):  
Wafa Abed M Al-Harbi, Sanaa Saleh Askool
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Extra Curricular Activities ◽  
Experimental Group

This study aims to identify the effectiveness of participation in a blog for extra-curricular activities for developing the critical thinking skills of third secondary students in Jeddah. The sample consisted of (100) students from several schools in Jeddah, Saudi Arabia randomly selected and divided into (50) experimental group, (50) control group. The study used the Semi-experimental method and conducted the Watson and Glaser test for critical thinking. The results of the study showed that there were statistically significant differences (0.05) among the experimental group (individual and cooperative) For the officer in the brother Bar dimensional test critical thinking skills for the benefit of the experimental group because of its effect for the use of a typical blog (single, cooperative).

scholarly journals POPULAR CULTURE IN THE CLASSROOM: THE ART OF HAVING FUN AND LEARNING

1970 ◽  
Vol 10 (10) ◽  
pp. 211
Author(s):  
Srđan M. Gajdoš ◽  
Olivera Lj. Korpaš
Keyword(s):  
Popular Culture ◽  
Secondary School ◽  
Control Group ◽  
Private Language ◽  
School Students ◽  
English Classes ◽  
Level Of Satisfaction ◽  
Approach To Teaching ◽  
Novi Sad ◽  
Experimental Group

The aim of this paper is to examine a possible approach to teaching vocabulary by heavily relying on popular culture and test its efficiency in the mastery of vocabulary. It also attempts to determine how students perceive this approach as opposed to a more conventional one. The paper implies drawing conclusions based on the study conducted by the authors. The study analyses a sample of 30 elementary and secondary school students (B2 level) who attended English classes in a private language school in Novi Sad. The control group was taught vocabulary units by using the coursebook as suggested in the teacher’s book. The experimental group used audio and visual material from songs, games and films. The mastery of vocabulary and the level of satisfaction with the class were higher in the experimental group.

scholarly journals Pengaruh self dan peer assessment pada materi ekosistem terhadap berpikir aplikatif dan kritis siswa SMA

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Rachmi Nurhardini
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Peer Assessment ◽  
Group Discussion ◽  
Teacher Assessment ◽  
Senior High School ◽  
Control Group ◽  
Cluster Sampling ◽  
Group Design ◽  
Experimental Group

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh penerapan self dan peer assessment dalam metode diskusi kelompok pada materi ekosistem terhadap: (1) berpikir aplikatif dan (2) berpikir kritis siswa di SMA Negeri 2 Magelang. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan pretest-postest with nonequivalent control group design. Populasi adalah siswa kelas X IPA SMA Negeri 2 Magelang. Sampel  ditentukan menggunakan teknik cluster sampling. Kelompok eksperimen diberi perlakuan penerapan self dan peer assessment, kelompok kontrol diberi penilaian guru. Teknik pengumpulan data yang digunakan adalah tes, self dan peer assessment, wawancara serta observasi. Data dianalisis dengan ANCOVA. Hasil penelitian menunjukkan bahwa (1) penerapan self dan peer assessment dalam metode diskusi kelompok pada materi ekosistem tidak berpengaruh secara  signifikan terhadap berpikir aplikatif, dan (2) penerapan self dan peer assessment dalam metode diskusi kelompok pada materi ekosistem berpengaruh positif terhadap berpikir kritis.Kata Kunci:  self dan peer assessment, berpikir aplikatif dan berpikir kritis THE EFFECT OF SELF AND PEER ASSESSMENT ON ECOSYSTEM MATERIAL ON THE APPLICATIVE AND CRITICAL THINKING OF STUDENT OF STATE SENIOR HIGH SCHOOL  AbstractThis study aims to know the effect of self and peer assessment application in group discussion method on ecosystem material on: (1) the applicative thinking  and (2) the critical thinking of the students of State Senior High School 2 in Magelang. This research was a quasi experiment using the pretest-posttest with non-equivalent group design. The population comprised class X science students of X State Senior High School 2 in Magelang. A sample was established using the cluster random sampling technique. The two classes were assigned as an experimental group and control group. The students of the experimental group were taught using the self and peer assessment application, and the students in the control group were taught using the teacher assessment. The data were collected through a test, self and peer assessment, interview, and observation technique. The data were analyzed by ANCOVA. The results of the study show that (1) self and peer assessment application in group discussion about ecosystem materials does not significantly affect the students’ applicative thinking and (2) self and peer assessment application in group discussion about ecosystem materials significantly affects the students’ critical thinking.Keywords: Self and peer assessment, application thinking and critical thinking

scholarly journals A proposed strategy effectiveness of teaching literary texts based on the assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade secondary students

2020 ◽  
pp. 40-107
Author(s):  
بليغ حمدي إسماعيل عبد القادر
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Literary Texts ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This current research aims to measure the effectiveness of using a proposed strategy for teaching literary texts based on the main assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade students, and to achieve this goal the researcher has prepared a list of reading comprehension levels and their behavioral indicators (Skills) required for second year secondary school students, as well as the appropriate reading self dimensions for secondary school students related to literary texts, and the researcher prepared a test that measures reading levels of comprehension, and a measure of the dimensions of the reading self, As well as preparing student worksheets and a teacher’s guide explaining how to use the proposed strategy. The results revealed that there were statistically significant differences between the mean scores of the experimental group and the scores of the control group in the test of post-comprehension reading and the dimensional reading self-measure in favor of the experimental group. The results also indicated the effectiveness of using the proposed strategy based on hypotheses of NLP in developing reading comprehension levels and improving The dimensions of the reading self of the experimental group students.

THE IMPLEMENTATION OF FORMATIVE ASSESSMENT INTO CHEMISTRY EDUCATION AT SECONDARY SCHOOL

2019 ◽  
Author(s):  
Mária Babinčáková ◽  
◽  
Mária Ganajová ◽  
Ivana Sotáková ◽  
Veronika Jurková ◽  
...  
Keyword(s):  
Secondary School ◽  
Formative Assessment ◽  
Chemistry Education ◽  
Concept Map ◽  
Assessment Tools ◽  
Control Group ◽  
Self Assessment ◽  
Experimental Group

The results of the implementation of formative assessment into chemistry education at secondary school for the topic “Mixtures” are presented here. Students (12-14 years old, N=202) were divided into two groups – control (N=97) and experimental (N=105). Teachers of experimental group implemented formative assessment tools into ten lessons (a predictive card, Frayer model, self-assessment card, T-card, concept map, and exit card). Control group teachers taught without formative assessment. The Mann-Whitney U test confirmed statistically significant results (p<.05). Keywords: formative assessment, secondary school, mixtures.

The Effectiveness of Action Observation Therapy Based on Mirror Neuron Theory in Chinese Patients with Apraxia of Speech after Stroke

2019 ◽  
Vol 81 (5-6) ◽  
pp. 278-286
Author(s):  
Li You ◽  
Yao Wang ◽  
Wenli Chen ◽  
Sicong Zhang ◽  
Jiang Rao ◽  
...  
Keyword(s):  
Action Observation ◽  
Mirror Neuron ◽  
Assessment Method ◽  
Chinese Patients ◽  
Control Group ◽  
Apraxia Of Speech ◽  
Language Therapy ◽  
Before And After ◽  
Neuron Theory ◽  
Experimental Group

Objective: The present study aimed to evaluate the efficacy of action observation therapy (AOT) on apraxia of speech (AOS) in patients after stroke. Materials and Methods: Forty-two patients diagnosed with AOS after stroke were randomly divided into an experimental group (n = 21) and a control group (n = 21). Both groups received 30 min of conventional language therapy twice daily, 5 days a week for 4 weeks. The patients in the experimental group additionally received 20 min of AOT before 10 min language therapy each day. The speech function and aphasia severity of the 2 groups were assessed using the speech apraxia assessment method of the China Rehabilitation Research Center, Western Aphasia Battery (WAB), and the Boston Diagnostic Aphasia Examination before and after treatment. Results: AOS and WAB scores increased significantly after treatment in both groups (p < 0.05). AOS and WAB scores exhibited significant differences between the experimental group and the control group after training (p < 0.05). The response rate in the experimental group was significantly higher than that in the control group (p < 0.05). Conclusion: AOT based on mirror neuron theory may improve language function in patients with AOS after stroke.

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