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

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.

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Mohd Hasan ◽  
Salahuddin Khan

The present research study aims to examine the academic achievement of secondary school students in relation to gender differences. The study was carried out on a sample of 100 male and female students studying in class IXth of Aligarh District, U.P. India. Two self developed tools were applied which finally analysed by applying Mean, SD, t-Test and Pearson‟s Coefficient Correlation (r). Results revealed a significant difference between male and female students in English achievement scores and also no significant difference was found between English and Mathematics achievement scores of IXth grade male students. Results also revealed low positive correlation between English and Mathematics achievement of male students of IXth grade and moderate positive correlation between English and Mathematics achievement of female students of IXth grade. The results suggested to the need of motivation and encouragement for enhancing academic achievement scores of male and female students.


YMER Digital ◽  
2021 ◽  
Vol 20 (11) ◽  
pp. 238-246
Author(s):  
Amees Tuhasaif Aezum ◽  
◽  
Dr. V.K Sharma ◽  

The present study is a modest effort to compare male and female secondary school on various components of Mental Health. Translated English version of Mental Health Battery from Hindi version by A.K Singh and Alpana Sen Gupta consisting of six dimensions (130 items) were administered to measure the mental health status. Academic achievement of male and female students of previous two years was collected from the official records of their respective schools. No significant difference was found between male and female students on general intelligence. The mean difference favoured private students but the difference failed to arrive at any level of confidence. It has been found that both the male and female students displayed somewhat similar intelligence. It has been found that male and female students differ significantly on overall dimensions of mental health battery. The private students were found to have better mental health than government students.


2016 ◽  
Vol 17 (4) ◽  
pp. 1098-1113 ◽  
Author(s):  
J. P. Walker ◽  
V. Sampson ◽  
S. Southerland ◽  
P. J. Enderle

This study examines the extent to which the type of instruction used during a general chemistry laboratory course affects students’ ability to use core ideas to engage in science practices. We use Ford’s (2008) description of the nature of scientific practices to categorize what student do in the laboratory as either empirical or representational. One approach to lab instruction, engages students in the empirical practices of science but in a traditional prescriptive manner designed to demonstrate and verify content. The second approach, Argument-Driven Inquiry (ADI), engages students in both the empirical and representational practices of science. A practical exam was used to compare student learning in each condition. The assessment targeted student ability to participate in specific scientific practices, including planning and conducting investigations, analyzing and interpreting data and arguing from evidence. Students who were taught with either ADI (N= 81) or Traditional (N= 76) had equivalent understanding of content based on the ACS-GCST exam, however the mean score on the practical exam was significantly higher for students in the ADI sections. Results also indicate that the mean scores on the practical exam were significantly higher in the ADI sections for all students including female students, under-represented minority (URM) students, and students with lower past academic achievement. In the traditional laboratory sections there was a significant difference in the mean scores on the practical exam for the URM student relative to the majority, which was not present in the ADI sections. However, the opposite was found for students with low past academic achievement; the mean score on the practical exam was significantly lower for the students in the ADI sections in comparison to the traditional sections.


2021 ◽  
Vol 13 (3) ◽  
pp. 31-41
Author(s):  
Ashfaq Akram ◽  
Kamran Sattar ◽  
Tauseef Ahmad ◽  
Hamza M. Abdulghani ◽  
Jennesse John ◽  
...  

The purpose of this study was to compare the male and female medical students’ perceptions of the flipped classroom (FC) using the Zoom online platform during the COVID-19 pandemic. A mixedmodality study proceeded for first-year undergraduate medical students (n = 149). Three topics (learning how to learn, stress management and doctor-patient communication) were flipped using the Zoom platform. Following the flipping, relevant videos and PowerPoint slides were sent to the students. Home assignments were done through the online classroom. The students were then made to answer a questionnaire on their perceptions of FC consisting of 5-point Likert items. In addition, a focus group discussion (FGD) was carried out with voluntary participation (n = 13) for an in-depth discussion of flipped teaching. The quantitative data were analysed using the independent t-test, and Atlas.ti was used to analyse the qualitative data. For most of the Likert statements, there was no significant difference (p > 0.05) between the mean results obtained by the male and female students. For example, for the item “The learning material was available before class time”, both the male (mean [SD] = 1.857 [0.443]) and female (mean [SD] = 1.966 [0.365]) respondents confirmed the learning material’s availability before class time (p = 0.121). However, the mean result obtained by the male respondents for the variable “I understood the topics in lesser time compared to the traditional lecture method” was higher than the mean result obtained by the female participants by 0.236, which was statistically significant (95% CI [0.373, –0.100], p = 0.001). Modified FC teaching for the “learning skills” course is thus an effective teaching method. The male students took significantly lesser time understanding the three included topics compared to the female students.


2019 ◽  
Vol 1 (1) ◽  
pp. 21-27
Author(s):  
Mangesh Bajracharya ◽  
Samjhana Sharma

Introduction: Nasal anthropometry is a study that deals with the measurements of the proportion, size, and shape of the nose. The nasal index is considered as one of the major landmarks for craniofacial surgery, gender differentiation, and ethnic identity. This study is aimed to provide baseline data of the nasal index of Nepalese people and to assess the gender variation which will be of clinical, surgical interest in rhinology and craniofacial prosthetic purpose. Methods: BDS students from 17 to 25 years with various ethnicity were included in the study. A total of 160 students with an equal number of male and female students was included. Nasal parameters were measured and the nasal index was calculated for each student. Result: The mean nasal index was 78.03±7.07 suggesting Mesorrhine type of nose. The nasal width and height show statistically significant differences whereas there was no significant difference found between the nasal indices of male and female students. Hill Janajati showed the highest nasal index followed by Newar, Brahmin and Chettri; and Others. Conclusion: The study concludes the type of nose has an effect on gender when compared between the sex but the nasal index calculated to have a little contribution to sexual dimorphism. Mesorrhine nose was found to be most frequent. Among the population, Hill Janajati showed the highest nasal index. We recommend further study to compare the nasal index of various ethnical groups of the Nepalese population. Keywords: Anthropometry, Mesorrhine, Nasal Index


2019 ◽  
Vol 3 (2) ◽  
pp. 202
Author(s):  
I G. N. Pt. Adi Laksana Putra

This study aimed at investigating the effect of Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana towards students’ science achievement in fifth grade of Buleleng district primary schools cluster XV academic year 2017/2018. This study was an experimental study utilizing non-equivalent post-test only control group design. The population of this study was fifth graders of Buleleng district primary schools cluster XV and the sample of this study was fifth graders of SD Negeri 2 Kalibukbuk as the experimental group and fifth graders of SD Negeri 3 Anturan as the control group. The data collection was utilizing instrument in the form objective test. Then, the obtained data was analysis using both descriptive and inferential (t-test) statistical analysis. The result showed that there was a difference of mean score between both groups. The mean score for experimental group was 23,12 while the mean score for control group was 16,21. Furthermore, hypothesis testing showed that tobs>tcv (tobs=6,821 > tcv=1,99962). Based on the result of the study, it can be concluded that there was a significant difference on students’ science achievement between the students taught using Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana and the students taught without Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana at fifth graders of Buleleng district primary schools cluster XV academic year 2017/2018


2017 ◽  
Vol 5 (01) ◽  
Author(s):  
Rajeev Kumar Singh

In the research paper author has studied the interest in mathematics subject of secondary level students. Author has selected the financed high school level students affiliated to U.P. Secondary school council Allahabad and used self constructed interest scale for measuring their interest in mathematics subject. Data collection has done on the 100 students sample by survey method in the study sex. Subject and habitat variations have classified. Statistical method for data analysis mean standard deviation and C.R-value has calculated. In was revealed that mathematical interest of science students was significantly higher than arts students but there was no significant difference of mathematical interest of male and female students as well as rural and urban students. Author felt the necessity to increase their interest in mathematics.


2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Balvant M. Chhansiya ◽  
Yogesh A. Jogsan

The main purpose of this research was to find out the mean difference in adolescents. The total 80 adolescents as a variation belonging to adolescents were taken. The research tool for neuroticism Mosley personality scale was measured by Isenk and tool for academic achievement motivation were used which made by T.R.Sharma. Here t-test was applied to check the significant of in neuroticism and academic achievement motivation between male and female adolescents. The study revealed that there was no significant difference between male and female adolescent in neuroticism. There was no significant difference between male and female adolescent in academic achievement motivation.


2010 ◽  
Vol 3 (10) ◽  
pp. 39 ◽  
Author(s):  
Fazal ur Rahman ◽  
Nabi Bux Jumani ◽  
Muhammad Ajmal Chaudry ◽  
Saeed ul Hasan Chisti ◽  
Fahim Abbasi

The impact of metacognitive awareness on students’ performance has been examined in the present study. 900 students of grade X participated in the study.  Metacognitive awareness was measured using inventory, while performance of students was measured with the help of researcher made test in the subject of chemistry.  Results indicated that metacognitive awareness was significantly correlated with the performance of students.  The highly metacognitively aware science students performed well on the test.  Results further indicated that there was no significant difference in the metacognitive awareness of male and female students.  


Author(s):  
Zahoor-ul-Haq ◽  
Bushra Ahmed Khurram ◽  
Muhammad Khalil

This paper reports on a study that investigates the effect of activity-based learning on the listening skills of male and female students’ achievement. It also considers the differences in the achievement of male and female students of grade VI. The study had a pre-test and post-test equivalent group design. A sample of 120 students was selected randomly from boys’ and girls’ schools of district Nowshera. In both gender schools, control and experimental groups were made. Each group consisted of 30 students. The experimental groups were instructed through activity-based learning, whereas the control groups were taught with the traditional method of language teaching. A total of four teachers, two from each gender school, were selected for teaching the assigned groups. A post-test was conducted at the end of the experiment in both groups. The results of the study showed that the experimental groups performed better than control groups in the listening test. Moreover, no significant difference was found between the achievements of boys and girls in experimental groups. The study recommends that professional teacher training courses should introduce and promote activity-based learning.


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