scholarly journals Following the strategy inside and outside the circle in the collection of material socializing with fifth graders

2018 ◽  
Vol 226 (2) ◽  
pp. 471-494
Author(s):  
Dr. Abbas Ali Creidi
Keyword(s):  
Social Studies ◽  
Fifth Grade ◽  
Control Group ◽  
Day Schools ◽  
Knowledge Test ◽  
The Social ◽  
Post Test ◽  
The Impact ◽  
Academic Year ◽  
Experimental Group

    The current research aims to identify the impact of the strategy of inside and outside the circle in the achievement of social studies at the fifth grade primary school . To achieve the point of this research the scholar applied  the null hypotheses :     There is no statistically difference significant between the average scores of the experimental group students who have studied the social studies by strategy of inside and outside the circle and between the average scores of the control group who studied the same material in the trditional method in the achievement .     The current research confined on the students of public primary day schools in Baghdad for the academic year (2016/2017), the scholar depended on a partial seizure experimental design (the experimental group and a control group of the post-test),and the scholar chose the primary shchool Ibn Al-Nadim one of the Education directorate /Al-Russafa the second / Baghdad, for the academic year (2016/2017) and that for the purpose of application the experiment , the sample consisted of (80) students , by (40) one in the experiment group that taught according to the strategy of inside and outside the circle, and (40) of the student in the control group that taught by the traditional method .      The scholar equalized between the two groups before starting the experience in some variables (pre-knowledge test, IQ level ), the material that going to be taught has been identified which included the first two chapters of the social studies book that going to be taught to the fifth grade primary, then the scholar formed the behavioral goals that included (80) behavioral goal in light of the overall goals and according to (Bloom) classification for the knoledge domain of three levels (knoledge, understanding, application) .      The scholar prepared an achievement objective test a multiple-choice type that included (30) paragraph according to the map test. The experience applied in the academic year (2016/2017) by three lessons per week for each group .     The result showed that there are statistically diffrences significant at the level of (0,05) between the average scores of the experimental group students who have studied by strategy of inside and outside the circle and between the average scores of the control group who studied the same material in the trditional method and the advantage of the experimental group in the achievement .

scholarly journals The effect of controlling the distance and height of the board in the development of some cognitive abilities (sense-kinetic) and Learnning of the accuracy of the correction skill of stability (free throw) basketball

2020 ◽  
Vol 19 (2) ◽  
pp. 0089
Author(s):  
Dr. Ali Fattah M. Omar Mohammed
Keyword(s):  
Cognitive Abilities ◽  
Control Method ◽  
Primary Students ◽  
Fifth Grade ◽  
Control Group ◽  
Height Control ◽  
The Third ◽  
Post Test ◽  
Academic Year ◽  
Experimental Group

The aim of the current research is to identify the effect of board height control on developing perception (sense-kinetics) and developing the accuracy of correction skill from consistency and accuracy to fifth-grade primary students. The researchers used the experimental method for its appropriateness and the nature of the research. The research community consists of students from Al-Dhiyaa Elementary School for Boys for the academic year (2018/2019). (B) (22), (c) number (21), (d) number (25), and by lot Division (B) was chosen to be the first experimental group that uses the control method for the correction area distance, and Division A to be the second experimental group that uses the board height control method, and Division (C) to be the third experimental group that uses the control method for correction and board height. And Division (D) to be the control group that uses the method followed by the teacher. At the rate of (10) students per group, the data were statistically treated using the  statistical bag (Spss).  The researchers concluded the following: - The gradient with high board showed a remarkable superiority between the pre and post tests and in favor of the post test of the second experimental group.  

scholarly journals The Effect of Digital Storytelling implementation on the Second Episode Student's Learning Motivation in Social Studies: أثر توظيف رواية القصة الرقمية على دافعية التعلم لدى طلاب الحلقة الثانية في مادة الدراسات الاجتماعية  " دراسة ميدانية في سلطنة عمان"

2021 ◽  
Vol 5 (38) ◽  
pp. 139-118
Author(s):  
Said Rashid Ahmed Al- Makhmari Said Rashid Ahmed Al- Makhmari
Keyword(s):  
Social Studies ◽  
Experimental Approach ◽  
Basic Education ◽  
Learning Motivation ◽  
Control Group ◽  
Education Students ◽  
Post Test ◽  
Digital Stories ◽  
The Impact ◽  
Experimental Group

The study aimed to study the impact of cycle two students, (5- 9) employment of the digital stories in social studies. This study will reflect on developing the student learning motivation. In the light of its objectives for experimental approach based on the semi – experimental design of the two groups (experimental & control) and two measurements (pre& post) on a sample of (63) of basic education students from grade nine. Then, the sample was divided on two groups randomly. The experimental group consist of (32) students which taught lessons of social studies by using digital stories while the control group contain (31) students by using traditional method which taught the same content. According to the principles and foundations the study found difference in morale lead statistically at the level of the significance (a < 0.05) between means of sources of the experimental group in the post- test and the control group for all knowledge levels. The total score of the academic achievement of learning motivation scale in favor of experimental group.    

scholarly journals Effectiveness Model Vreir at acquisition Concepts Matter Social Studies I have Students Class Fifth Primary

2018 ◽  
Vol 223 (2) ◽  
pp. 301-318
Author(s):  
M. Dr. Ali Atyiah Adhb AL – Attabi
Keyword(s):  
Social Studies ◽  
Elementary Students ◽  
Teaching Methods ◽  
Fifth Grade ◽  
Chronological Age ◽  
Control Group ◽  
Effectiveness Model ◽  
Measurement And Evaluation ◽  
Academic Year ◽  
Experimental Group

                The current research aims to identify the (effective Onmodj Fryer in acquiring the concepts of material sociology at the fifth-grade elementary students), formed the research sample of 85 students from fourth grade literature students at the School of basic emerald of the General Directorate for Educational Baghdad's Rusafa / second. For the academic year (2016-2017). I chose the researcher randomly Division (b) to represent the first experimental group and number (42) students, and Division (c) to represent the second experimental group and number (43) students. Find the two sets of students was rewarded before starting experience in a number of statistical variables, namely, (chronological age measured in months and the level of intelligence and educational attainment of the parents). Then try researcher adjust the number of extraneous variables that may affect the variables followers, and select the first quarter and the second from the textbook taught in the experiment, formulas (20) behaviorally target in light of the overall objectives and content of scientific material, and offered a group of professionals and arbitrators, and then prepared Researcher plans exemplary in teaching the material-specific experience, using the model Fryer for the students of the experimental group, the traditional way (normal) for the control group students, and presented to a group of arbitrators and experts in teaching methods and measurement and evaluation, and studied two groups of research himself. The researcher developed a test to gain concepts in social studies material consists of (20) items of multiple choice.

scholarly journals The Effects of Authentic Learning Approach on Academic Achievement and Attitudes in Social Studies Course

2021 ◽  
Vol 8 (3) ◽  
pp. 193-208
Author(s):  
Ramazan YILDIRIM ◽  
Şaban ORTAK
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Authentic Learning ◽  
Control Group ◽  
Learning Approach ◽  
The Social ◽  
Post Test ◽  
Experimental Process ◽  
And Control ◽  
Experimental Group

In this study, the effects of the authentic learning approach in social studies on academic achievement, retention of knowledge, and attitude towards the course were investigated. In the study, a quasi-experimental pre-test-post-test design with a non-equivalent control group was used. The study group consisted of 50 6th grade students. In the process, the authentic learning approach was used in the experimental and control group, the texts and instructions given in the course book were followed. The study data were collected by the “Social Studies Course Academic Achievement Test” and “Social Studies Course Attitude Scale”. As a result of the experimental process, it was obtained that the academic achievement levels of the students in the experimental and control groups in the social studies course increased and differed significantly compared to the pre-experimental process. It was observed that the measurement results in the follow-up studies conducted five weeks after the measurement after the application did not differ significantly from the post-test scores of the students in the control and experimental groups. The difference between the achievement test scores of both groups was significant, favouring the students in the experimental group. The changes in the attitudes of the students in the control group towards the social studies course were not found to be significant when compared to the pre-experimental process, while the changes in the attitudes of the students in the experimental group were significant. While there was no significant difference between the pre-test attitude scores of the students in the experimental and control groups, a significant difference was found between the post-test attitude scores favouring the experimental group. In this respect, the authentic learning approach has created an important alternative to methods based on knowledge transfer. In addition, it was observed that the authentic learning approach positively changed students’ attitudes towards the course.

scholarly journals The Effect of Blended Learning on Academic Achievement and Attitudes at Social Studies Courses

2020 ◽  
Vol 4 (2) ◽  
pp. 143-150
Author(s):  
Barış Çiftçi
Keyword(s):  
Social Studies ◽  
Blended Learning ◽  
Control Group ◽  
Learning Method ◽  
Face To Face ◽  
Learning Group ◽  
Post Test ◽  
Face To Face Learning ◽  
The Impact ◽  
Experimental Group

As a result of scientific and technological developments reflection, improvements on education science moved from teacher centered to student and learning centered system. Learning concept is not only seen a at schools and some learning centers but in all areas and places of life. The aim of this study is to search the achievement and persistency of blended learning method at social studies lesson. With the empirical method used at research, the impact of independent variable examined on experimental group is blended learning method. The independent variable used at control group is face to face learning method. The impact of same dependent variable has been searched on experimental and control group. As a dependent variable the results of social studies academic success test has been searched. For the determined dependent variables, between groups assessment has been applied according to pre-test and post-test scores. The experimental application of the research has been applied to 52 students at 7th grade. 26 students take place from experimental group and 26 students take place from control group. According to the findings, no difference has been found between pre-test scores. According to post test and persistency test a significant difference has been appeared in favor of experimental group which is blended learning method. According to repeated measures analyses results between pre-test and post-test, and between post-test and persistency test; comparison of pre-test and post-test, both effect the student achievement. But according to impact results; the effect of blended learning is larger. According to post-test and persistency score results; it came out that for the persistency of knowledge blended learning is more effective than face to face learning. According to the results of persistency test and final application which is a comparison of blended learning and face to face learning, blended learning group is more effective than face to face learning group. While face to face learning group final application score lessen 12 points, blended learning group score lessen 8 points. It can be confessed that according to the persistency of student achievement, blended learning method is more effective than face to face learning method.

scholarly journals Tat Twam Asi Based Role-Playing Learning Model in Social Studies Knowledge Competence

2020 ◽  
Vol 4 (2) ◽  
pp. 187
Author(s):  
Kadek Dwi Intan Agustini ◽  
I Made Suarjana ◽  
I Nyoman Laba Jayanta ◽  
Ndara Tanggu Renda
Keyword(s):  
Social Studies ◽  
Learning Process ◽  
Sampling Technique ◽  
Role Playing ◽  
Learning Model ◽  
Control Group ◽  
Multiple Choice Tests ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The low competence of Social Studies knowledge possessed by students due to lack of active students in the learning process. This is one of the reasons this research was conducted. This study aimed at examining the impact of Tat Twam Asi based Role-Playing learning model on the mastery of Social Studies competence. This was a quasi-experiment study and the design was an on-equivalent post-test only control group. The population in this study were all grade V of  Gugus IV elementary school Buleleng Sub-district, Buleleng regency, amounting to 5 classes with a total of 172 students. The samples were students of  SD Negeri 1 Banyuasri as an experimental group with a total of 35 students and SD Negeri 5 Banyuasri as a control group of 32 students determined by applying group design random sampling technique. Data on the competence of Social Studies knowledge were collected by using multiple-choice tests. Descriptive statistics and inferential statistics are t-tests polled variants were applied in analyzing them. After analyzing the data, the t-count is 8,99 while the t-table is 3.99, so the t-count is greater than the t-table. This shows that there are differences in the mastery of IPS knowledge competence between the experimental group and the control group. Based on the findings, it could be concluded that Tat Twam Asi based role play learning model had a significant impact on the mastery of Social Studies knowledge competence. This model can be chosen by the teacher as an alternative in the learning process activities to achieve the expected learning objectives.

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.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

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 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.

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