scholarly journals The Impact of Using Educational Robot through Integrative Approach on the Achievement of Tenth-Grade Students in Trigonometry

2021 ◽  
Vol 45 (2) ◽  
pp. 200-227
Keyword(s):  
Public Schools ◽  
Integrated Approach ◽  
Modern Technology ◽  
Integrative Approach ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Tenth Grade ◽  
Educational Robot ◽  
The Impact

The study aimed at investigating the impact of using the educational robot through the integrative approach on achievement among tenth grade students in trigonometry. To achieve the aims of the study the researchers developed an academic unit adopting the integrated approach by using Educational Robot. The sample of the study consisted of (120) students of the tenth grade students in public schools in the city of Amman, divided equally into two groups: experimental and control. Achievement test in mathematics was used, which were validity and reliability was verified. The results of the study showed a statistically significant difference (α≤0.05) between the averages of the two groups experimental (which used the educational robot) and the control group (which did not use the educational robot) in mathematical achievement in favor of the experimental group. The study did not show an interaction between the use of the educational robot and the gender of the student in the mathematics achievement in the students of the tenth-grade students. In light of the study's findings, the researchers recommend using modern technology tools such as robot to teach mathematics. Keywords: Educational robot, achievement, trigonometry, integrative approach

scholarly journals The effect of a strategy based on the communicative approach in reading comprehension for tenth grade students in Jordan: أثر استراتيجية تستند للمنحى التواصلي في الاستيعاب القرائي لدى طالبات الصف العاشر الأساسي في الأردن

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Maryam Hammad Abdallah Al-mousah
Keyword(s):  
Reading Comprehension ◽  
Arabic Language ◽  
Control Group ◽  
Validity And Reliability ◽  
Continuous Approach ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Communicative Approach ◽  
Experimental Group

The study aimed to reveal the effect of a strategy based on the communicative approach in reading comprehension for tenth grade students in Jordan. To achieve the aims of the study, a test was designed to measure reading comprehension skills, and its validity and reliability were confirmed, The semi-experimental design was adopted, as the experimental group consisting of (25) students was studied according to the strategy based on the communicative approach, and the control group consisting of (25) students was studied in the usual way, The test was applied to the two groups before and after the experiment, The results of the ANCOVA analysis showed that there was a statistically significant difference at (α≤05,0) between the two groups due to the strategy based on the continuous approach in improving reading comprehension, and for the benefit of the experimental group. The study recommended employing a communicative approach in teaching the Arabic language topic, and conducting other similar studies in different educational stages and with new changes.

scholarly journals A comparative study of Blended learning versus Conventional learning in higher education on the academic achievement of undergraduate students in the general chemistry course

2021 ◽  
Vol 58 (1) ◽  
pp. 2770-2785
Author(s):  
Najeh Rajeh Alsalhi Et al.
Keyword(s):  
Academic Achievement ◽  
General Chemistry ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Study Groups ◽  
Achievement Test ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
The Impact

The main goal of this study was to examine the impact of blended learning on the academic achievement of undergraduate students in the general chemistry (CHE101) course. The participants' learners of the study were (326) learners, who were randomly split into two groups, one of which taught by using blended learning (empirical group A, n = 163) and the other which with taught by using the conventional method (control group B, n = 163). To accomplish the objectives of the study, the researchers prepared the study tool, which is an achievement test, after confirming its validity and reliability. Data analyses showed that there is a statistically significant difference among the mean scores of learners in the two study groups on the achievement test, for the benefit of empirical group learners, who taught through blended learning. Moreover, the results revealed that achievement varied according to the College of the learners in the empirical group (in favor of those students of Pharmacy and Health Sciences College). However, there is no statistically significant difference in students according to the students’ gender variable and, according to the Academic year variable. The study recommended that blended learning be used more widely to cover different sectors of education.

scholarly journals The impact of using BASNEF model on self-control behaviors among Patients with hypertension

2018 ◽  
Vol 3 (3) ◽  
pp. 112
Author(s):  
Moradali Zareipour ◽  
Mousa Ghelichi Ghojogh ◽  
Masoumeh Mahdi-akhgar ◽  
Sarvin Abbasi ◽  
Nooshin Yoshany ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Intervention Group ◽  
Public Health Problem ◽  
Developed Countries ◽  
Self Control ◽  
Control Group ◽  
Validity And Reliability ◽  
Important Public Health Problem ◽  
Significant Difference ◽  
The Impact

Background: High blood pressure is the most important public health problem in developed countries. It is one reason for early mortality and risk factors for cardiovascular diseases like stroke and kidney failure. This study aimed to determine the effect of educational intervention based on BASNEF in blood pressure control in 1395.Methods and Materials: This study was a quasi-experimental study on 160 patients in two groups (each n = 80) suffering from hypertension in urban health centers of Urmia. Data collection questionnaire included: demographic questions, knowledge base questions, self-control behaviors questions and structures of  BASNEF model. Validity and reliability were respectively 80% and 79%. Intervention group had taken three 45 minutes sessions using speeches, questions and answers, posters, booklets, pamphlets and whiteboard. Before training, information collected through questionnaires and after training questionnaires were completed again after 3 months. The data were analyzed in SPSS software with chi-square tests, Fisher, independent and paired sample t-test.Results: The average age of case and control group were  99.11 ± 01.56 and 75.12 ± 66.53 years. That there was no statistically significant difference (p=0.1). After intervention average systolic blood pressure significantly decreased in the intervention group from 43.157 to 24.147 mm Hg and diastolic blood pressure significantly decreased from 21.93 to 52.87 mm Hg (P <0.05)Conclusion:  The training program using BASNEF model has provided better results in controlling blood pressure than conventional trainings.

scholarly journals The Impact of the Use of Methods of Immediate Corrective Feedback on Cognitive and Applied Rules of the Quran Recitation among Tenth Grade Omani Students

2013 ◽  
Vol 7 (3) ◽  
pp. 305
Author(s):  
Maimuna Al-zedgali ◽  
Thureya S. Shabibi
Keyword(s):  
Classroom Practices ◽  
Corrective Feedback ◽  
Female Students ◽  
Control Group ◽  
Validity And Reliability ◽  
Tenth Grade ◽  
Verbal Test ◽  
Written Test ◽  
The Impact ◽  
Experimental Group

The purpose of this study was to identify the impact of immediate corrective feedback in classroom discussions on the level of knowing and applying the rules of Quran recitation among tenth grade students. To achieve this, researchers used two tools: a written test, and a verbal test. After confirming the validity and reliability of the tools, they were administered to 84 tenth grade female students. The results revealed that the second experimental group outperformed the first experimental group and the control group in the application of the rules of Quranic recitation. Also, the two experimental groups outperformed the control group in the knowledge of rules of Quranic recitation. The study puts forward a number of recommendations. The most important of which is the need to provide corrective feedback as it is one of classroom practices that provide the learner with information about the accuracy of her performance, and to modify underperformance or error. Also, there is a need to use a variety of methods of active corrective feedback in classroom. 

scholarly journals The Impact of Instructing Quadratic Functions with the Use of Geogebra Software on Students’ Achievement and Level of Reaching Acquisitions

2018 ◽  
Vol 11 (7) ◽  
pp. 1
Author(s):  
Filiz Tuba Dikkartin Ovez
Keyword(s):  
Study Data ◽  
Quadratic Functions ◽  
Control Group ◽  
Algebraic Expression ◽  
Guided Discovery ◽  
Significant Difference ◽  
Tenth Grade ◽  
The Impact ◽  
Academic Year ◽  
Experimental Group

The objective of this study is to examine the impact of instructing quadratic functions with the use of GeoGebra software and guided discovery worksheets on students’ achievement and level of reaching acquisitions. This study utilized a pretest-posttest control group experimental design. It was conducted in the 2017-2018 academic year with 62 tenth grade students of a high school in the center of Balikesir, Turkey. The study data was collected using quadratic functions achievement test. The quantitative data collected in the study were analyzed using independent samples t-test. The findings of the study indicated that the instruction exercised with the use of GeoGebra software and guided discovery worksheets was effective in increasing achievement and the level of the capability to reach acquisitions compared to the control group; the findings also indicated that the instruction created a significant difference. This study also found that the students in the control group students focused on algebraic operations and formulas, mainly memorized the formulas, and were unable to build the relation between graphics and the algebraic expression of functions. On the other hand, the students in the experimental group were better in building the relation between algebraic expressions and graphics, and more successful in interpreting graphics.

scholarly journals The Impact Of Using The Heuristic Teaching Method On Jordanian Mathematics Students

2012 ◽  
Vol 8 (4) ◽  
pp. 453-460
Author(s):  
Mona Qutefan Al-Fayez ◽  
Sereen Mousa Jubran
Keyword(s):  
Female Students ◽  
Heuristic Approach ◽  
Male Students ◽  
Control Group ◽  
Teaching Mathematics ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study investigates the impact of using the heuristic teaching approach for teaching mathematics to tenth grade students in Jordan. The researchers followed the equivalent pre/post T test two group designs. To achieve the goal of the study, a pre/post- test was constructed to measure student achievement in mathematics. The sample for this study consisted of 142 students; 69 male students and 73 female students from tenth grade at King Abdullah School in Irbid, Jordan for the first semester of the academic year 2011/2012. The subjects of the study were distributed into an experimental group and a control group. The experimental group was taught mathematics using the heuristic approach while the control group was taught mathematics using the traditional method of teaching. The subjects were 34 male students for the experimental group and 35 male students for the control group, while the female students for the experimental and control group were 37 and 36 respectively. Those subjects were distributed into two purposefully selected sections at king Abdullah School in Irbid. Descriptive statistical analyses were used (means and standard deviation) for the pre- and post- tests of students. Comparison statistical methods were used (Two Way ANOVA) analysis of variance to make a comparison between the control and the experimental groups and gender variable. The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group, and there was no statistically significant difference in the students' achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researcher proposes some recommendations to enhance the effect of using heuristic approach in teaching mathematics on students' performance such as conducting further studies in other universities.

scholarly journals The Impact of Electronic Mind Maps on Students’ Reading Comprehension

2018 ◽  
Vol 11 (4) ◽  
pp. 32
Author(s):  
Mohammad Mahmoud Talal Mohaidat
Keyword(s):  
Reading Comprehension ◽  
Public Schools ◽  
Ninth Grade ◽  
Study Data ◽  
Control Group ◽  
Significant Difference ◽  
Ninth Grade Students ◽  
Mind Maps ◽  
The Impact ◽  
Experimental Group

This study aimed to investigate the impact of the electronic mind map (IMindMap) on the development of reading comprehension among the ninth grade students in Jordan. The sample of the study consisted of two ninth grade sections from two public schools in Irbid First Directorate during the academic 2016-2017. Each section consisted of (30) students and the two sections were assigned randomly to an experimental group and a control group. The experimental group was taught the chosen texts using the Electronic Mind Mapping strategy while the control group was taught the same texts using the traditional method. The study data were collected using a reading comprehension test that was administered for both groups as a pre and a posttest. The statistical analysis showed a significant difference at the level of (α=0.05) between the mean scores of both groups in favor of the experimental group. Besides, the findings showed that the effect of applying the electronic mind maps in teaching reading texts was medium. Based on the findings of the study, a number of recommendations were made for both teachers and the Ministry of Education. The most notable recommendation was to train teachers in general and English teachers in particular on how to design electronic mind maps and apply them in their teaching practices.

scholarly journals The Effect of Using Smart Board on the Achievement of Tenth Grade Students in English language and on Verbal Interaction during Teaching in Public Schools

2017 ◽  
Vol 5 (1) ◽  
pp. 197 ◽  
Author(s):  
Nibal Abdelkarim Mousa Malkawi
Keyword(s):  
Public Schools ◽  
English Language ◽  
Teaching Strategy ◽  
Verbal Interaction ◽  
Control Group ◽  
Smart Board ◽  
Significant Difference ◽  
Tenth Grade ◽  
And Control ◽  
Experimental Group

This study aimed to investigate the effect of using the smart board on the achievement of tenth grade students in the English language, and verbal interaction, where the study sought to answer two questions:Does the achievement of tenth grade students in English language vary due to teaching strategy?Does the ratio of verbal interaction using smart board in teaching among tenth grade students vary from the ratio of verbal interaction at Flanders? (81) students from two sections chosen randomly from among (5) sections participated in the study, the experimental and control groups were chosen randomly, the experimental group were taught using smart board, and the control group were taught using the traditional way supported by computer. Achievement test in English language was applied, and Flanders' modified tool for the analysis of the verbal interaction was applied on the experimental group. The results showed the existence of significant differences in the achievement of the students; and in favor of the experimental group. The results showed a statistically significant difference in the ratio of speech of students who were taught using smart board. And the rate of teachers' speaking during teaching with smart board has increased, and periods of interruption verbal communication, and the percentage of questions rose by the teacher and her encouragement to her students, and the responses of the students and their initiatives.In light of the findings, the study recommends the need to urge teachers to use the smart board in the teaching of the English language, and holding workshops to train teachers on how to use the smart board in teaching, and conducting studies reveal the reality of the use of the smart board.

scholarly journals The Impact of Using the Van Hiele Model in Developing Geometric Thinking Levels among Tenth Grade Students in Jordan.

2021 ◽  
Vol 29 (3) ◽  
Keyword(s):  
Traditional Approach ◽  
Statistical Significance ◽  
Validity And Reliability ◽  
Arithmetic Means ◽  
Van Hiele ◽  
Geometric Thinking ◽  
Significant Difference ◽  
Tenth Grade ◽  
Van Hiele Model ◽  
The Impact

This study aimed to investigate the impact of the usage of the Van Hiele model in the development of geometric thinking levels among tenth grade students in Jordan. The sample of the study was selected from tenth grade basic students in Amman schools. Two hundred and forty students studying the mathematics course in the circle unit were divided into two groups: experimental (using the Van Hiele model) and the control (using the traditional approach of teaching).To achieve the objectives of the study, a test of geometric thinking in the unit of the circle was developed. Validity and reliability of the test was verified. The instructional material was also prepared in the circle unit for the students of the tenth grade using the Van Hiele model of geometric thinking. Four mathematics teachers were trained on the model, and the content validity of the training material was verified. The results of the study showed a statistically significant difference (α=0.01) between the two arithmetic means of the experimental and control agencies in favor of the experimental group that used the Van Hiele model in geometric thinking in general, and in sub-levels (visual, descriptive, logical), and the study showed no statistical significance difference (α=0.01) between the arithmetic means of male and female in geometric thinking, also the study showed an interaction between the model variable and gender variable in geometric thinking.

scholarly journals The use of electronic concept mapping technology to facilitate understanding of the grammatical rules of tenth-grade students in Jordan: استخدام تقنية خرائط المفاهيم الإلكترونية في تيسير فهم القواعد النحوية لدى طالبات الصف العاشر الأساسي في الأردن

2020 ◽  
Vol 4 (44) ◽  
Author(s):  
Galia Ali Abu Gattam
Keyword(s):  
Concept Maps ◽  
Control Group ◽  
Significant Difference ◽  
Conceptual Maps ◽  
Tenth Grade ◽  
Mapping Technology ◽  
Electronic Concept ◽  
The Difference ◽  
The Impact ◽  
Experimental Group

This study aimed to reveal the impact of the use of conceptual maps in facilitating the understanding of the grammatical rules among tenth basic students in the Juwaida Secondary Comprehensive School for Girls in the Hashemite Kingdom of Jordan, and in order to achieve this goal the study was applied to two groups: the control group and its number (30 students) and experimental And its number is (30 students), and the pre- test was applied to both groups, and after reassuring the application of the test in the same way, grammatical rules designed on the electronic conceptual mapping strategy were provided with the experimental group, and the traditional method of indoctrination of grammatical rules with the control group was made, and the difference appeared in understanding Those rules between students of the two groups; The results of the study showed that there is a statistically significant difference between the mean scores of the experimental and control groups, and the difference is attributed to the use of electronic concept maps in the teaching of members of the experimental group, and the study recommends the need to use electronic concepts maps to explain the Arabic grammar for tenth grade students.

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