scholarly journals LEARNING STRATEGIES AND SCHOOL MOTIVATION IN EXPERIENTIAL LEARNING VS. TRADITIONAL LEARNING

2021 ◽  
Author(s):  
Camelia Mădălina Răducu ◽  
Keyword(s):  
Experiential Learning ◽  
Test Anxiety ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Academic Motivation ◽  
Control Group ◽  
Research Strategies ◽  
Experiential Teaching ◽  
Young Students ◽  
Experimental Group

"Introduction: In recent years, European innovation policies in education have focused on preventing early school leaving and functional illiteracy. In this context of innovation in education, experiential learning has proven to have unique qualities for both teachers and students. Thus, the main motivation of this paper was to show that experiential teaching methods and techniques in primary education are able to produce significant improvements in learning strategies and school motivation in young students. Objectives: The aim of this this study was to explore the differences in learning strategies and school motivation on young students who had benefitted from Experiential Learning, in contrast with those following direct learning instructional methods Methods: This study was performed using two groups of subjects. The first group (experimental group) included 60 students taught by experiential methods and the second group (control group) included 60 students taught by traditional methods. All students were in the fourth grade in an urban school. Differences in learning strategies and school motivation were explored by applying School Motivation and Learning Strategies Inventory - SMALSI (Stroud & Reynolds, 2006) to both the experimental group and the control group. SMALSI is structured in 9 dimensions - 6 strengths: study strategies, note-taking / listening skills, reading / comprehension strategies, writing skills / research, strategies used in tests, techniques for organizing / managing time; and 3 weaknesses are: low academic motivation, test anxiety, concentration difficulties / paying attention. To determine the differences in the students’ mean scores, descriptive as well as inferential statistical analyses were performed on the data. Results: The results showed that an experiential teaching model produces positive results in all evaluated strengths and in two of the three weak points investigated, namely in academic motivation and test anxiety. Statistically insignificant effects are in terms of attention / concentration difficulties, they may be more dependent on physiological and psychological maturation and less on the teaching methods, but also may be a direction of further research. Conclusions: The findings of this study could significantly help teachers looking for viable solutions to optimize students school results, increase school motivation and improve learning strategies in primary school."

scholarly journals The effects of using blogs and webquests in teaching education postgraduate courses

2019 ◽  
Vol 9 (1) ◽  
pp. 12-19
Author(s):  
Nadine Adnan Dandashly ◽  
Aziz Barbar ◽  
Munther Antoun
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Control Group ◽  
Face To Face ◽  
Face To Face Learning ◽  
The Difference ◽  
Education Courses ◽  
Experimental Group ◽  
Positive Results

In this study, the effects of two blended learning strategies on the academic achievement of pre-service teachers were examined in two Education courses. The control group composed of 25 teaching diploma students, who received face-to-face learning instructions, in two courses: teaching methods and essentials of education. The experimental group consisted of 22 students who received blended learning instructions in the same courses. Four achievement tests were administered to measure the students’ achievement. The difference between the results of both groups was analysed using the analysis of variance statistical method. The students’ achievement in questions requiring high levels of thinking was examined and compared to both the groups. Positive results for using blended learning strategies were observed in the course of Teaching Methods but were not clearly observed in the course of Essentials of Education. The difference between the results of both the groups was statistically significant in the course of Teaching Methods. Keywords: WebQuests, blogs, critical thinking, student

Effective Role of Emotions in Teaching

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Sujit Dhanraj Kumavat
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Negative Emotion ◽  
Junior College ◽  
Control Group ◽  
Neutral Group ◽  
Group I ◽  
Group Control Group ◽  
Experimental Group

The objective of the present study was to find out the role of emotion in effective teaching of junior college students. The sample for the present research selected from the grantable junior college in Ahmednagar. For the research 11th class 90 students of Commerce faculty was selected. Among them 30 student selected for the positive emotion teaching group (Experimental group I). 30 students selected for the negative emotion (Experimental group II). And 30 students were selected for the neutral group (Control group III). The age range of the students were 17 to 18 years (M=35.00 SD=7.38). In the research Simple random method was used. The first hypothesis of the research was positive emotional teaching method high in English retention than negative and neutral teaching methods. Tolls 11th class English syllabus selected for the study. Result first result was showed that positive emotional teaching had significantly high English retention than the negative and neutral emotional teaching methods.

The Effect of Commonwealth Libraries upon Academic Motivation

1974 ◽  
Vol 18 (2) ◽  
pp. 113-123 ◽  
Author(s):  
W. J. Campbell
Keyword(s):  
Test Anxiety ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Academic Motivation ◽  
Achievement Test ◽  
Need For Achievement ◽  
Academic Values ◽  
Teaching And Learning Strategies ◽  
Tenth Grade ◽  
Successes And Failures

A total of 484 tenth-grade students, evenly divided between schools with Commonwealth libraries and those without, were assessed for motivational dispositions (need for achievement, test anxiety, and sense of responsibility for successes and failures), academic values, and displayed motivation (as revealed in choice of tasks). The two groups of students did not differ with respect to dispositions and values, but those from schools with Commonwealth libraries showed greater motivation. This finding is interpreted as evidence that the effects of improved library facilities have now seeped through teaching and learning strategies to an important outcome in students.

scholarly journals Features of training students of higher educational institutions in the specialization of sports games and single combats ski training

2021 ◽  
pp. 60-68
Author(s):  
T. Sidorova ◽  
S. Kotliar ◽  
V. Gorinа
Keyword(s):  
Teaching Methods ◽  
Martial Arts ◽  
Educational Process ◽  
Educational Institutions ◽  
Average Score ◽  
Control Group ◽  
Higher Educational Institutions ◽  
Classical Style ◽  
Higher Educational ◽  
Experimental Group

Purpose: to reveal the peculiarities of teaching students of higher educational institutions of specializations of sports games and martial arts ski training. Material and methods. To solve the set tasks, we conducted a study in the 2020/2021 academic year with students of the Kharkiv State Academy of Physical Culture in the amount of 45 people, aged 18-20 years, for three weeks. Students were taught skiing techniques both according to the traditional system (control group) and according to the methodology developed by us (experimental groups). The time for learning the technique of skiing in both groups was the same 15 classes of classical style and 15 classes of skating style for 90 minutes each (according to the work program of the discipline), but the teaching methods in the experimental groups differed. The following methods were used during the research: theoretical analysis and generalization of scientific and methodological literature sources, working curricula and practical experience of teachers; analysis of information on the Internet; pedagogical observations; method of expert assessments; pedagogical experiment; methods of mathematical statistics. Results: as a result of the study, it was found that students of the experimental group (E1) received significantly better scores than the control group for performing the technique of movement in the classical style, the average score - 6.30, and the control group - 5.68 points (t=3,6; p<0,01), for performing the technique of skating style score (E1) was 6.18 points, and the control group – 5,25 points (t=5,2; p<0,01). Students of the experimental group (E2) for performing the technique of classical movement style received an average score of 5.93, compared with the control group - 5.68 points, no significant difference was found (p>0,05), the average score of the group (E2) for performing skating style was 5.90 points, and the control group – 5,25 points, which is significantly better (t=3,8; p<0,01). Conclusions. The use of different teaching methods, taking into account sports specializations, as well as the development of leading motor skills, has improved the learning outcomes of students of higher education specializations in sports games and martial arts ski training. As a result of the use of simulation and special training exercises without skis and on skis at the beginning of classes on the technique of classical and skating skiing, students of the group significantly improved the mastery of ski training on all indicators (p<0,01–0,05). Keywords: ski training, educational process, students, sports games, martial arts, motor abilities.

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 IELTS Listening Strategy Use on the Reduction of IELTS Listening Test Anxiety and on IELTS Listening Performance

2017 ◽  
Vol 7 (11) ◽  
pp. 1025 ◽  
Author(s):  
Ali Reza Nemat Tabrizi ◽  
Mahnaz Ranjbar
Keyword(s):  
Test Anxiety ◽  
Pearson Correlation ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Control Group ◽  
Listening Test ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The study investigates the impact of IELTS listening strategy use on the reduction of listening test anxiety and on the listening performance of the IELTS test takers in light of the data of 80 participants on the pretest and post-test IELTS listening along with the participants' score on pre-anxiety and post anxiety scale. So, drawing on the instruments including a proficiency test, pre/post-test, anxiety questionnaire, materials for strategy instruction, the participants were randomly divided into two groups: Control Group and Experimental Group, each including 40 participants. As per the procedure, after tackling their pre-listening performance and pre-anxiety score, one group was treated with IELTS-Listening related strategies and the other group was not treated, but both were administered listening test. The results of the study indicated that those treated with IELTS strategy outperformed ( t (78) = 4.57, p = .000, r = .460 ) those receiving no listening-related strategy. Furthermore, the results of a t-test run on the post-test of the groups anxiety arrived at a statistically significant difference (t (78) = 5.77, p = .000, r = .547), representing that the control group outperformed the experimental group. Also, Pearson Correlation done for finding out a potential relationship between anxiety and listening performance indicated a negative and weak to moderate relationship ((r (78) = -.26, p = .020). The pedagogical implications of the study are in detailed argued.

scholarly journals Penerapan Strategi Pembelajaran Preview Question Read Reflect Recite Review Untuk Meningkatkan Keterampilan Membaca Pemahaman Teks Eksplanasi

2019 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
Susi Alawiyah
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Research Design ◽  
Learning Strategy ◽  
Control Group ◽  
Average Increase ◽  
Comprehension Skills ◽  
Explanatory Text ◽  
Reading Comprehension Skills ◽  
Experimental Group

Abstract:  This study aims to determine the effect of implementing the PQ4R learning strategy on reading comprehension skills of explanatory text. This research was conducted at SMK N 5 Tangerang Regency. The population in this study were all students of SMK N 5 Tangerang Regency. The sample of this study were students of grade 12 TBSM 1 and grade 12 TBSM 2. The approach used in this study was a quantitative approach. This research design uses a control group pretest-posttest design so it requires a control group and an experimental group. The results of this study indicate that the average increase in the application of the PQ4R learning strategy is 25.71 while the average increase in the conventional learning strategy is 15.87. This means that the application of the PQ4R strategy can improve students' reading comprehension skills of explanatory text more effectively when compared to conventional learning strategies at SMK N 5 Tangerang Regency.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penerapan strategi pembelajaran PQ4R terhadap keterampilan membaca pemahaman teks ekplanasi. Penelitian ini dilakukan di SMKN 5 Kabupaten Tangerang. Populasi dalam penelitian ini adalah seluruh Siswa SMKN 5 Kabupaten Tangerang. Sampel penelitian ini adalah siswa kelas 12 TBSM 1 dan kelas 12 TBSM 2. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Desain penelitian ini menggunakan desain control group pretest-postest design sehingga memerlukan kelompok kontrol dan kelompok eksperimen. Hasil dari penelitian ini menunjukkan bahwa kenaikan rata-rata penerapan strategi pembelajaran PQ4R adalah 25.71 sedangkan kenaikan rata-rata strategi pembelajaran konvensional sebesar 15.87. Artinya penerapan strategi PQ4R dapat meningkatkan keterampilan membaca pemahaman teks eksplanasi peserta didik lebih efektif jika dibandingkan dengan strategi pembelajaran konvensional di SMK N 5 Kabupaten Tangerang.

The Impact of the Project-Based Learning Strategy on Leadership Skills Acquisition among Palestinian Refugees Students in Gaza

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Safa Migdad ◽  
Amjad Joma ◽  
Olivier Arvisais
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Leadership Skills ◽  
Third Graders ◽  
Project Based Learning ◽  
Control Group ◽  
Skills Acquisition ◽  
Teaching English ◽  
The Impact ◽  
Experimental Group

This study aimed at investigating the effectiveness of the project-based learning strategy on developing third graders' leadership skills. The research questions were addressed using the experimental approach. The researchers purposively sampled 76 third graders from Al Zaitun Co-ed Elementary C School in Gaza and randomly sampled two classes of third graders. Participants were divided into two equivalent groups, each consisting of 38 students. The project-based learning strategy was used for teaching English to the experimental group, whereas the traditional method was used for the control group. The study tool consisted of an observation card on which the student's leadership skills were rated pre- and post-application. Data were analyzed using the Statistical Package for Social Sciences. Independent samples t-test and effect size were used in the analysis. Results revealed higher mean scores in leadership skills for the experimental group in the post-application observation card. The researchers attributed these findings to the project-based learning strategy and recommend its use in teaching English to develop leadership skills. Further research is needed to investigate the effect of other project-based learning strategies on other grade levels and life skills.

The effects of teaching methods on English learning acts of non-English majors at National Economics University

2020 ◽  
Vol 65 (9) ◽  
pp. 44-51
Author(s):  
Trang Nguy Thuy
Keyword(s):  
Teaching Methods ◽  
Control Group ◽  
English Learning ◽  
Empirical Methods ◽  
Research Groups ◽  
Effective Learning ◽  
The Impact ◽  
Basic English ◽  
Experimental Group ◽  
Selection Of

The research has used empirical methods to evaluate the impact of English teaching methods on the learning behavior of non-language major students at National Economics University. The study experimented with the selection of two research groups: the experimental group and the control group, who learn the basic English module 1 by two different teaching methods. The research results show that the experimental group being taught by positive methods has more effective learning behaviors than the control group.

scholarly journals The Effectiveness of Using PQ4R Method on Teaching Reading Viewed From Students’ Intelligent Quotient (IQ)

2018 ◽  
Vol 6 (2) ◽  
pp. 129
Author(s):  
Khumaira Khumaira ◽  
Ngadiso, Ngadiso, ◽  
Sujoko Sujoko
Keyword(s):  
Direct Instruction ◽  
Teaching Methods ◽  
Research Method ◽  
Reading Skill ◽  
Control Group ◽  
Teaching Reading ◽  
High Intelligence ◽  
Multifactor Analysis ◽  
Experimental Group ◽  
Intelligent Quotient

<p>The aim of this research is to find out whether: (1) PQ4R Method is more effective than Direct Instruction Method to teach reading; (2) students who have high intelligence have better reading skill than those who have low intelligence; and (3) there is an interaction effect between teaching methods and students’ intelligence in teaching reading. The research method used in this study is an experimental method. This research took 24 students for the experimental group and 24 students for the control group. The research instrument used to collect the data in this study is test. The data were analyzed by using multifactor analysis of variance 2x2 and Tuckey test. The computation of the data shows that: (1) PQ4R is more effective than Direct Instruction to teach reading; (2) the students who have high intelligence have better reading skill than those who have low intelligence; and (3) there is an interaction between teaching methods and students’ intelligence in teaching reading.</p>

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