scholarly journals The Effect of Using the Fear of Failure Motivation Teaching Technique on the Achievement of Students from the Department of the Holy Quran and Its Sciences at Khawlan Faculty of Education in Sana'a University

2021 ◽  
Vol 32 (2) ◽  
pp. 39-54
Author(s):  
Abdul-Ghani Ali Al-Muqbali
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Female Students ◽  
University Education ◽  
Fear Of Failure ◽  
Teaching Technique ◽  
Post Test ◽  
The Holy Quran ◽  
Faculty Of Education ◽  
Mental Aspect

Nowadays, university education stands in front of both students who feel they are weak and teachers who are addicted to using traditional and dependent teaching. This has led to have negative repercussions on the learner from different aspects, including the mental aspect and the academic achievement process. Therefore, the present research is concerned with finding a new teaching method that adopts the motivation by the fear of failure technique. Thus, the study aims to examine the effect of adopting this method on students’ academic achievement. To achieve this aim, an experimental method was used, and an achievement test was built for the curriculum material of level two students. The pretest test was applied on 17 male and female students, then, the teaching was carried out using the motivation method of fear of failure. Later, the post-test was applied on the same sample.

scholarly journals The reality of listening skills among students of the Faculty of Education, King Saud University

2019 ◽  
Vol 3 (13) ◽  
Author(s):  
Rasha Abdul Latif Kurdi -Noura Salman Al-Khalidi -Mai Abdull
Keyword(s):  
College Of Education ◽  
Female Students ◽  
University Education ◽  
Listening Skills ◽  
King Saud University ◽  
Listening Skill ◽  
Scientific Dialogue ◽  
Study Population ◽  
Faculty Of Education ◽  
Descriptive Survey

The objective of the study is to identify the reality of listening skills during the lecture and the scientific dialogue among female students of the Faculty of Education at King Saud University. The researchers used the descriptive survey approach. The tool of the study is the questionnaire and was distributed to 130 female students from the College of Education at King Saud University in the second semester of 1436. The study population was 1966 female students in the Faculty of Education by (6,6%). The results of the study showed that the reality of listening skill among female students of the College of Education at King Saud University during the lecture is mostly acceptable and needs more development and attention. The reality of listening skills among female students of the College of Education at King Saud University in scientific dialogue. Among the recommendations of the study is the importance of teaching courses on listening to the stage of university education, paying attention to the evaluation of listening skills of female students of the College of Education at King Saud University.

scholarly journals Outdoor School Activities Strategy for Enhancing Student’s Academic Achievement and Retention in Science in Delta South Senatorial District

2020 ◽  
Vol 10 (1) ◽  
pp. 98
Author(s):  
Edarho Oghenevwede Oyovwi
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Science Achievement ◽  
Female Students ◽  
Science Students ◽  
Male And Female ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Science Activities

The study examined the effects of outdoor science activities on student’s academic achievement and retention in science in Delta South Senatorial District. The quasi-experimental design was used specifically, the non-equivalent pre-test, post-test control group design. Four research questions and hypotheses were raised and formulated to guide the study. The population consists of all senior secondary school two (SSII) science students in all the Government-owned public schools in the Senatorial District with an estimation of fifteen thousand, two hundred and seventy-five students (15,275). A sample of two hundred and fifty (250) SSII science student’s randomly selected from four (4) public mixed secondary schools in the Senatorial District was used for the study. The instrument used for data collection was the Science Achievement Test (SAT) which was validated by experts in the field of Science, Measurement and Evaluation. The reliability of the instrument was established using Kuder-Richardson formula 21 which yielded coefficient of internal consistency of 0.82. Data were collected by administering the Science Achievement Test (SAT) as a pre-test. Post-test and post-post-test (follow up test). The data obtained were analysed using mean, standard deviation, Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA). The results showed that there was a significant difference in the mean achievement and retention scores between students taught using outdoor science activities and those taught without outdoor science activities. There was no significant difference in the mean achievement scores between male and female students taught science with outdoor science activities and there was a significant difference in the mean retention scores between male and female students taught science with outdoor science activities in favour of male students. Based on the findings, it was concluded that outdoor science activities may be an option in promoting students’ academic achievement and retention in science students. Based on this, it was recommended that science teachers should adopt outdoor science activities in teaching science at the secondary school levels and that Government should provide an essential outdoor learning environment in schools to facilitate outdoor science activities.

scholarly journals Effectiveness of Scie-chain Method on Students’ Academic Achievement and Attitude in Managing Large Classes in Science 10

2021 ◽  
pp. 33-41
Author(s):  
Ma. Mheliza S. Valiente ◽  
Rema Bascos-Ocampo
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Weighted Mean ◽  
Large Classes ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

The researchers aimed to find out the effectiveness of Scie-chain method on students’ academic achievement and attitude in managing large classes in Science 10 of Flora National High School.  Specifically, it identified the difference and effect to the academic achievement of students and students’ attitude towards Science of the traditional method and Scie-chain method of teaching. The researchers employed the two-group pretest- posttest quasi-experimental design which made use of the Scie-chain method (Inquiry-based, ICT utilization, and flock system) in the experimental group. The data were analyzed with the use of weighted mean. Results of the study showed thatoriginally the experimental group and the control group are equal in terms ofacademic achievement and attitude towards Science. After the intervention, the experimental group yielded better result in terms of academic achievement and attitude towards Science as Manifested in the difference in their post test. From the findings of the study, the following conclusions were drawn:1. students exposed to the Scie-chain method attained better academic achievement compared to students exposed to traditional teaching method; the intervention (Scie-chain method) enhanced the level of attitude of students towards Science; and the Scie-chain method is an effective strategy to manage large classes.

scholarly journals The Effect of Digital Storytelling Method on Learning and Study Strategies

2021 ◽  
Vol 4 (4) ◽  
pp. 681-694
Author(s):  
Guler Gocen Kabaran ◽  
Bilal Duman
Keyword(s):  
Digital Storytelling ◽  
Teaching Method ◽  
Study Strategies ◽  
Experimental Models ◽  
Control Group ◽  
Main Concept ◽  
Teaching Technique ◽  
Post Test ◽  
And Control ◽  
Learning And Study Strategies

The general aim of this study is to determine the effects of teaching method based on digital storytelling on students’ learning and study strategies. In this study, as one of the true experimental models, pre-test/post-test control group experimental design was used via detachedly selected experiment and control groups. In the study, a teaching method based on digital storytelling was applied for the participant students in experiment group on the other side, the teaching technique based on PowerPoint Presentation was used in control group. According to the results of the data that was analyzed for this study, it was determined that there was a positive effect of digital storytelling on learning and study strategies. It was clarified in this study that digital storytelling succeeded more points on dimensions namely attitude, anxiety, concentration, selecting main ideas and test strategies under the main concept of learning and study strategies than the teaching technique based on PowerPoint Presentations.

scholarly journals The Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case

2021 ◽  
Vol 32 (4) ◽  
pp. 390-399
Author(s):  
Tuba Demirci ◽  
◽  
Münir Oktay ◽  
Keyword(s):  
Academic Achievement ◽  
Protein Synthesis ◽  
Teacher Candidates ◽  
Concept Maps ◽  
Teaching Method ◽  
Control Group ◽  
Biology Teacher ◽  
Group Type ◽  
Significant Difference ◽  
Post Test

This study aimed to analyze the effectiveness of concept maps on the academic achievements of Biology teacher candidates and the elimination of misconceptions comparing the method with the traditional rote learning method. The quasi-experimental design, specifically, the pre-test post-test control group type was used in this research to address the research questions. The research was carried out with 60 Biology teacher candidates. Achievement test and diagnostic test were used as data collection tools throughout the research. SPSS version 20 software was used to analyze the obtained quantitative data. Independent samples t-test was used to determine whether there was a significant difference between the control and experimental group students’ level of prior knowledge regarding the subject of protein synthesis. The findings revealed no statistically significant difference between the groups in pre-test (ρ > .05). However, the findings revealed a statistically significant difference between the groups, in the post-test, in favor of the concept map method used for the experiment group (ρ < .05). The increase in the post-test scores of the experiment group students indicated that the teaching method based on concept maps positively affected the students' academic achievement and elimination of misconceptions. Research indicated that students could not establish a correct relationship between the concepts of DNA, RNA, mRNA, tRNA, rRNA, nucleus, chromosome, gene, genetic code, codon, anti-codon, translation, transcription, ribosome, protein, and amino acid terms taught in protein synthesis subject. It was concluded that the areas of use for concept maps should not be limited as a teaching tool, but should be further extended to for determining misconceptions, eliminating misconceptions, and evaluating the instruction.

scholarly journals Comparative Effectiveness of Project and Demonstration Teaching Methods in Improving Students’ Academic Achievement in Basic Electricity in Technical Colleges

2021 ◽  
Vol 4 (2) ◽  
pp. 34-45
Author(s):  
Titus Iloduba Eze ◽  
Chibueze Nweke Nwalo ◽  
David Agwu Udu
Keyword(s):  
Academic Achievement ◽  
Teaching Methods ◽  
Technical College ◽  
Teaching Method ◽  
Technical Colleges ◽  
Research Question ◽  
Analysis Of Covariance ◽  
Post Test ◽  
Quasi Experimental ◽  
Instructional Manual

This study determined the comparative analysis of project and demonstration teaching methods in improving students’ academic achievement in basic electricity in technical colleges. The study adopted quasi-experimental design; specifically, pre-test, post-test for non-randomized and unequal groups were used. One research question guided the study and one hypothesis was tested at 0.05 level of significance. Four technical colleges in Ebonyi State, each technical college offering basic electricity, were used. A total of 141 Technical College year II (TC II) students formed the population of the study. The instruments used in the study were Basic Electricity Achievement Test (BEAT), Project Method Instructional Manual (PMIM) and Demonstration Method Instructional Manual (DMIM), which were validated by three experts. The instrument (BEAT) was administered twice to twenty (20) TC11 students in Enugu State and Pearson’s Product Moment Correlation was used to obtain a reliability index of 0.89. Data collected for the study were analyzed using mean and standard deviation for research question, while the hypothesis was tested using Analysis of Covariance (ANCOVA). The study found more improvement in students’ academic achievement when taught basic electricity using project teaching method than when taught using demonstration teaching method. The study therefore showed that project teaching method was more effective than demonstration teaching method in enhancing students’ academic achievement in basic electricity. The researchers therefore recommended among other things that teachers should embrace project teaching method more than demonstration teaching method to enhance students’ academic achievement in basic electricity.

scholarly journals An Experiment to Investigate the Impacts of ICT-Based-Games on Students’ Interest and Academic Achievement

2021 ◽  
Vol 7 (1) ◽  
pp. 119-129
Author(s):  
Mubashrah Jamil ◽  
Shaziah Jamil ◽  
Allay Hayder Urooj ◽  
Lubna Rasheed
Keyword(s):  
Elementary Mathematics ◽  
Teaching Method ◽  
Online Games ◽  
Female Students ◽  
Teaching Mathematics ◽  
Interest Inventory ◽  
Independent Variables ◽  
Dependent Variables ◽  
Post Test ◽  
The Subject

“Mathematics is the mother of all sciences” is common phrase that we all know very well. Even it is the least interesting subject among the students. Teaching method is a common but known factor which makes this subject least interesting. Therefore, an experiment was conducted to explore whether game-based teaching can change students’ interest and improves achievement? For this, 108 female students and 10 elementary mathematics teachers participated in this study. Researchers used one group  pre-test/post-test research method to measure the impacts of ICT-based-games on students’ achievement and interest in the subject of mathematics. An achievement test and an interest inventory was used as tools of this study. Teaching mathematics through ICT-based-games and participants’ prior knowledge of playing online games were the independent variables. While participants’ interest and achievement in the subject were the dependent variables. It was concluded at the end that teaching mathematics with the help of games has no significant impact on students’ interest in the subject of mathematics but their achievement scores were improved at the end.

scholarly journals Effect Of Direct Teaching Method On The Academic Achievement Of High And Low Achievers In The Subject Of English At The Secondary Level

2010 ◽  
Vol 7 (7) ◽  
Author(s):  
Ishtiaq Hussain ◽  
Syed Nisar Hussain Hamdani ◽  
Uzma Quraishi ◽  
Muhammad Zeeshan
Keyword(s):  
Academic Achievement ◽  
Traditional Method ◽  
Teaching Method ◽  
Direct Method ◽  
Secondary Level ◽  
Low Achievers ◽  
High Achievers ◽  
Group Design ◽  
Post Test ◽  
Direct Teaching

The major objective of the study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the Solomon Four-Design pre-test/post-test equivalent group design was considered to be the most useful design for this study. The pre-test was used to measure the achievement. The pre-test was used only to equate the control and experimental groups. Thus, the Solomon four-group design was applied for treatment of the data. The experimental group was taught by the direct method, while the control group was taught by the traditional method for a period of six weeks. At the end of the treatment, a post-test was administered and scores of pre-test and post-test were served as data for the study. Applying t-test and analysis of variance tested to know the significance of difference between the scores of groups at 0.05 levels. After analyzing the secured data it was concluded that the direct teaching method was more effective as a teaching-learning technique for English compared to the traditional teaching method. Students in the direct teaching method outscored the students working in the traditional learning situation. Low achievers in the direct teaching showed significant superiority over low achievers learning English by the traditional method. Thus, direct teaching was found to be a more effective method for quality teaching of English to the low achievers as compared to the traditional method of teaching. High achievers, whether they were taught English by the direct or traditional method, retained learned material at the same rate. Low achievers who were taught English by the direct method retained more material as compared to low achievers taught by traditional method of teaching.

scholarly journals Brain Based Learning and Urdu EFL Learners' Academic Achievement in English at Secondary School Level in District Vehari

2020 ◽  
Vol V (II) ◽  
pp. 135-144
Author(s):  
Muhammad Qasim Ali ◽  
Najam Ul Kashif ◽  
Muhammad Asif Shahzad
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Language Learning ◽  
Teaching Method ◽  
School Level ◽  
Traditional Teaching ◽  
Academic Needs ◽  
Secondary School Level ◽  
Post Test ◽  
Brain Based Learning

Current educational standards are changing dramatically to meet student's academic needs, and learners are at the heart of the educational system. The sole objective of the study is to compare the effect of brain-based learning teaching method and traditional teaching method on students' academic achievement in English at the secondary school level. For this study, the researcher has selected a convenient sample of sixty students enrolled in GBHS9-11/WB who took part in the experiment, and these were divided into two groups: one for control and another for experimental purposes through systematic random sampling. An academic achievement test was developed that served as both a pre-test and a post-test, and both were identical in content and administration. The study concluded that the BBL method is far superior to the traditional method of teaching for the subject of English. Native, foreign or second language learning is a social phenomenon, so brain-based learning teaching method provides socialization to the learner. Therefore, in contemporary forms of teaching, the BBL teaching method is far best for English as a subject.

scholarly journals Effects of Project and Demonstration Teaching Methods on Male and Female Students’ Achievement and Retention in Basic Electricity in Technical Colleges

2021 ◽  
pp. 50-62
Author(s):  
Chibueze Nweke Nwalo ◽  
Titus Iloduba Eze
Keyword(s):  
Teaching Methods ◽  
Instructional Strategy ◽  
Technical College ◽  
Teaching Method ◽  
Technical Colleges ◽  
Female Students ◽  
Male And Female ◽  
Project Method ◽  
Post Test ◽  
Instructional Manual

The study ascertained the effects of project and demonstration teaching methods on male and female students’ achievement and retention in basic electricity in technical colleges. Quasi-experimental design; precisely, pre-test, post-test and delayed post-test for non-randomized and unequal groups were used. Four research questions guided the study and four hypotheses were tested at 0.05 level of significance. Four technical colleges in Ebonyi State, each technical college offering basic electricity, were used. The population of the study comprised of 141 Technical College year II (TC II) students (85 males & 58 females). The project method instructional strategy group had 62 male and 13 female students whereas; the demonstration method instructional strategy group had 20 male and 46 female students. The instruments used in the study were Demonstration Method Instructional Manual (DMIM), Basic Electricity Achievement Test (BEAT) and Project Method Instructional Manual (PMIM), which were validated by three experts. The instrument (BEAT) was administered twice to twenty (20) TC11 students in Enugu State and Pearson’s Product Moment Correlation was used to obtain a reliability index of 0.89. Data collected for the study were analyzed using mean with standard deviation for research questions, while hypotheses were tested using Analysis of Covariance (ANCOVA). The study found that both the project and demonstration teaching methods improved male and female students’ performances in basic electricity. However, male and female students taught basic electricity using project teaching method had better academic performance and retention in basic electricity, indicating that project teaching method was more effective on male and female students’ achievement and retention in basic electricity than demonstration teaching method. The researchers therefore recommended project teaching method as a teaching strategy that could reduce the gender disparity in male and female students' achievement and retention.

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