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

Literary Texts ◽

Second Grade ◽

Control Group ◽

School Students ◽

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.

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

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

10.26389/ajsrp.w201219 ◽

2020 ◽

Vol 4 (16) ◽

Author(s):

Wafa Abed M Al-Harbi, Sanaa Saleh Askool

Keyword(s):

Critical Thinking ◽

Secondary School ◽

Secondary Students ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

School Students ◽

Extra Curricular Activities ◽

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).

The Effect of Explicit English Morphology Instruction on EFL Secondary School Students’ Morphological Awareness and Reading Comprehension

English Language Teaching ◽

10.5539/elt.v12n4p166 ◽

2019 ◽

Vol 12 (4) ◽

pp. 166

Author(s):

Mohamed Farrag Ahmed Badawi

Keyword(s):

Reading Comprehension ◽

Secondary School ◽

Effect Size ◽

Morphological Awareness ◽

Control Group ◽

School Students ◽

Intact Group ◽

Morphological Instruction ◽

The study attempted to investigate the effect of explicit morphology instruction (EMI) on developing secondary school students’ EFL morphological awareness and reading comprehension. The explicit morphology instruction targeted two morphological skills namely, inflectional and derivational skills. The study used a pre-posttest experimental and control group design. The intact study participants were (98) first year secondary school students. While the first intact group (n=49) was functioned as an experimental group, the second intact group (n=49) represented the control group. To collect the data, a two-unit explicit morphology instruction program (EMIP), a morphological awareness test (MAT) and a reading comprehension test (RCT) were designed, validated and implemented. Before the intervention, the participants’ morphological awareness and reading comprehension were pre-tested. During the course of intervention, while the experimental group participants were exposed to explicit morphological instruction in addition to their regular English instruction sessions, the participants of the control group only received their regular EFL instruction sessions. Results revealed that the experimental group participants’ mean scores on the post morphological awareness test and reading comprehension test surpassed that of the control group. Accordingly, explicit morphological instruction was effective in developing EFL secondary school students’ morphological awareness and reading comprehension. However, the effect size of explicit morphological instruction on developing EFL secondary school students’ morphological awareness was higher than its effect size on developing their reading comprehension. Therefore, teaching English morphology should be an integral part of EFL secondary school curriculum.

The Effect of Using Inquiry Questions on the Achievement of First Year Secondary School Students

Journal of Educational and Psychological Studies [JEPS] ◽

10.24200/jeps.vol1iss1pp69-117 ◽

2007 ◽

Vol 1 (1) ◽

pp. 69

Author(s):

Mohamed Al-Tarawna ◽

Ali Abu-Saleem

Keyword(s):

Secondary School ◽

Female Students ◽

Literary Texts ◽

Control Group ◽

First Year ◽

School Students ◽

Male And Female ◽

Significant Difference ◽

This study aims at investigating the effect of Inquiry questions on the achievement of first year secondary school students looming History of Literature and Literary Texts. The study tried to investigate the following hypotheses: H1: There is no statistically significant difference between the achievement mean scores of male students who were taught through inquiry- questions and the achievement mean scores of those who were taught the same material through traditional techniques. H2 There is no statistically significant difference between the achievement mean scores of the female students who were taught this subject through inquiry questions and those who were taught the same subject through traditional techniques. H3: There is no statistically significant difference between the achievement mean scores of the male and female students who were taught this subject through inquiry questions and those who were taught the same subject through traditional techniques. To investigate these hypotheses, 144 male and female students were randomly assigned to two groups; an experimental group and a control group. Each group had 72 participants. The experimental group was exposed to teaching through inquiry-questions, while the control group was taught the same topics through traditional techniques. The study lasted for one semester. Then, using an achievement test, the researcher investigated the effect of inquiry questions on students' achievements. Results indicated statistically significant differences in favor of the experimental group at the .05 level.

The Effects of Morphological Awareness on EFL Secondary School Students’ Reading Comprehension Skills

International Journal of Education and Literacy Studies ◽

10.7575/aiac.ijels.v.8n.3p.48 ◽

2020 ◽

Vol 8 (3) ◽

pp. 48

Author(s):

Dalal Yahya Ali Al-Haydan

Keyword(s):

Reading Comprehension ◽

Secondary School ◽

Morphological Awareness ◽

Control Group ◽

Strong Positive Correlation ◽

School Students ◽

Comprehension Skills ◽

Reading Comprehension Skills ◽

This exploratory study examines the impacts of morphological awareness on Saudi female secondary school students’ reading comprehension skills. In particular, it examines the effects of increasing students’ morphological awareness on their reading comprehension skills. Participants included 58 Saudi female secondary school students, who were divided into an experimental group and a control group. The experimental group was taught using a morphemic analysis strategy during their reading classes, whereas the control group attended their usual reading comprehension classes. Pretests and post-tests were prepared to determine the effect of raising students’ awareness of morphological knowledge on their reading comprehension skills. The results indicated a strong positive correlation between the students’ morphological awareness and the improvement of their reading comprehension skills in the post-test. The study, therefore, confirms that the direct instruction of prefixes, suffixes and base words is useful and should be emphasised when teaching because it significantly increases students’ morphological awareness.

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

The effect of the self- questioning strategy on the development of academic achievement in the field of earth sciences among second secondary students in the southern Jordan Valley: أثر استراتيجية التساؤل الذاتي في تنمية التحصيل الدراسي في مبحث علوم الأرض لدى طالبات الثاني ثانوي في الأغوار الجنوبية بالأردن

10.26389/ajsrp.m270819 ◽

2020 ◽

Vol 4 (5) ◽

Author(s):

Maha Dawood Sulaiman Al- Khalifat

Keyword(s):

Earth Sciences ◽

Academic Achievement ◽

Secondary School ◽

Secondary Students ◽

Control Group ◽

Jordan Valley ◽

School Students ◽

Experimental Group ◽

Total Average

The present study aimed at identifying the effect of using self- questioning strategy in developing academic achievement in the field of Earth Sciences among the second year secondary school students in the southern Jordan Valley. The study adopted the semi- experimental method, the tool was (Achievement test in Earth Sciences), prepared by the researcher. Applied to a random sample of two divisions of the second grade secondary school students in Al- Hashim Secondary School for Girls, which is affiliated to the Directorate of Education and Education of the Southern Jordan Valley during the academic year 2018/2019, for Division (B) as an experimental group, consisting of (30) students, and Division (A) as a control group. , And consisted of (30) students. The results of (T) test showed that there were statistically significant differences between the average scores of female students on achievement in the Earth Sciences subject due to the variable method of teaching, where the control officer got a total average (13.02) in exchange for the pilot obtained a total average (18.97), and for the benefit of the experimental group, In the light of the results of the study, the researcher recommended training teachers on the strategy of self- questioning in the teaching of earth sciences; for their effectiveness in teaching, and recommended studies on the introduction of other teaching methods.

The Impact of Using Cell Phones on the Pronunciation of English Consonant Clusters among Saudi Female Secondary School Students

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v15i21.26909 ◽

2021 ◽

Vol 15 (21) ◽

pp. 158

Author(s):

Shrowg Alhomaidhi

Keyword(s):

Secondary School ◽

Secondary Students ◽

Cell Phones ◽

Control Group ◽

Consonant Clusters ◽

School Students ◽

Post Test ◽

The Impact ◽

<p class="0abstract">This research attempts to find out the impact of using cellphones on the students’ pronunciation with an emphasis on consonant clusters. The sample of the study was 40 female secondary school students divided into two groups control and experimental. The study attempted to answer one question: <span lang="EN-IE">Will the use of pronunciation videos on cell phones help to improve Saudi female secondary students' pronunciation of English consonant clusters occurring in the onset position? To achieve this, the researcher conducted a pre-test and a post-test to test students’ pronunciation of selected vocabulary from the English Inventory of consonant clusters. After the pre-test, the experimental group used video to practice these sounds while the control group practiced that in traditional classes. The findings showed that both groups improved. However, the excremental group, having utilised cell phone videos, made significant improvement by 7.05% in the correct production of consonant clusters.</span></p>

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

International Journal of Music Education ◽

10.1177/02557614211005904 ◽

2021 ◽

pp. 025576142110059

Author(s):

Alican Gülle ◽

Cenk Akay ◽

Nezaket Bilge Uzun

Keyword(s):

Secondary School ◽

Music Education ◽

Attitude Scale ◽

Control Group ◽

School Students ◽

Service Training ◽

Quasi Experimental ◽

Attitudes Toward Music ◽

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.

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

Asia Pacific Education Review ◽

10.1007/s12564-021-09707-8 ◽

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 ◽

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.

Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students

International Journal of STEM Education ◽

10.1186/s40594-021-00307-x ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Logan Fiorella ◽

So Yoon Yoon ◽

Kinnari Atit ◽

Jason R. Power ◽

Grace Panther ◽

...

Keyword(s):

Mathematics Achievement ◽

Secondary School ◽

Test Anxiety ◽

Secondary Students ◽

Self Efficacy ◽

Intrinsic Value ◽

Self Regulation ◽

School Students ◽

Mathematics Motivation

Abstract Background Motivation is critical for supporting persistence and achievement in science, technology, engineering, and mathematics (STEM) disciplines. In this study, we focus on the assessment of mathematics motivation among secondary school students. We provide validity and reliability evidence for the Mathematics Motivation Questionnaire (MMQ)—adapted from the Science Motivation Questionnaire designed for college students—using data from 2551 secondary students from seven states across the United States. Results Exploratory and confirmatory factor analyses confirmed five latent factors of the MMQ indicated by 19 items: intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety. The nonlinear SEM reliability coefficients of the five constructs ranged from 0.76 to 0.91. To assess criterion validity, analyses using a subset of the data that included students’ mathematics standardized scores (n = 536) indicated that intrinsic value, self-regulation, and self-efficacy were significantly positively correlated with mathematics achievement, whereas test anxiety was significantly negatively correlated with mathematics achievement. Conclusions The MMQ provides a reliable, valid, and feasible measure of the specific factors underlying mathematics motivation among secondary students.

EVALUATION OF A SPORTS-SPECIFIC APPROACH IN PHYSICAL EDUCATION OF SECONDARY SCHOOL STUDENTS WITH HEALTH-RELATED ISSUES

Human Sport Medicine ◽

10.14529/hsm200216 ◽

2020 ◽

Vol 20 (2) ◽

pp. 132-138

Author(s):

L Parfenova ◽

G Glazkova ◽

E Gerasimov

Keyword(s):

Physical Education ◽

Secondary School ◽

The Body ◽

Control Group ◽

School Students ◽

Specific Approach ◽

Health Related ◽

Physical Abilities ◽

Aim. The article deals with the evaluation of experimental methods in the physical education of students with different nosologies based on a sports-specific approach. Materials and methods. The study involved 90 secondary school students (grades 5–6) with health-related issues. In the experimental group (EG, n = 45), training sessions were conducted according to the developed program that included volleyball and Russian lapta elements. In the control group (CG, n = 45), students were engaged in traditional activities for students of the special medical group (SMG). During the experiment, physical development, functional status, adaptive abilities, physical fitness, and physical education competencies were evaluated. Results. At the end of the experiment, the students of the experimental group showed a significant increase in the functional capacity of the body. The Shapovalova Index in EG improved by 8.90–21.70%, in CG – by 0.20–7.80%; the Ruffier Index in EG improved by 21.30–29.10%, in CG – by up to 7.80%. Moreover, students in EG had a more significant development of strength and coordination abilities than in CG. Conclusion. The experimental technique in physical education of secondary school students contributed to the development of physical abilities, health, and physical education competencies in participants.