The Effect of Aloevera Mouthwash in Reducing Periodontal Disease among Secondary School Students in Duhok, Kurdistan Region, Iraq: A Quasi-Experimental Study

2021 ◽  
Keyword(s):  
Experimental Study ◽  
Secondary School ◽  
Periodontal Disease ◽  
Secondary School Students ◽  
Kurdistan Region ◽  
School Students ◽  
Quasi Experimental

scholarly journals A QUASI-EXPERIMENTAL STUDY ON THE EFFECTS OF A SELF-REGULATION-BASED ESL WRITING INSTRUCTIONAL MODULE ON MALAYSIAN SECONDARY SCHOOL STUDENTS’ ESL WRITING PERFORMANCE

2021 ◽  
Vol 6 (43) ◽  
pp. 156-168
Author(s):  
Jacinta Karen Juin ◽  
Wardatul Akmam Din ◽  
Ameiruel Azwan Ab Aziz ◽  
Suyansah Swanto
Keyword(s):  
Experimental Study ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Regulation ◽  
Esl Writing ◽  
School Students ◽  
Writing Performance ◽  
Instructional Module ◽  
Quasi Experimental ◽  
And Performance

Self-regulation is a necessary component of developing skilled writers. Self-regulation, on the other hand, is rarely discussed in Malaysian ESL contexts, particularly in terms of ESL writing. This quasi-experimental study evaluated an ESL writing instructional module based on self-regulation with the goal of improving secondary school students' narrative writing. This study, which was conducted as part of a larger study, presented the results of the pilot study. The findings indicated statistically significant improvements in the students' overall writing performance and in each of the four components of writing, namely content, communicative appropriateness, organisation, and language. The findings indicated that the self-regulation-based writing instructional module was effective at improving students' overall writing performance and performance in each of the four writing aspects. Future studies should include a larger sample size, extend the duration of the intervention, and investigate additional variables such as gender and level of proficiency.

scholarly journals The Effect of Music on Moroccan Students’ Acceptance of Kahoot Gamified Quizzing in the EFL Classroom

2020 ◽  
Vol 2 (2) ◽  
pp. 210-220
Author(s):  
Abderrahim MIMOUNI ◽  
Youssef Tamer
Keyword(s):  
Experimental Study ◽  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
T Test ◽  
The Other ◽  
School Students ◽  
Learning Content ◽  
Quasi Experimental ◽  
Game Elements

Several studies have investigated students’ perceptions toward technologies that add game elements to gamify learning content in English as a Foreign Language (EFL) classroom. Yet, identifying what specific game elements in these technologies have a significant impact on students’ perceptions has not received much attention. This quasi-experimental study aimed at exploring the effect of Kahoot music on Moroccan students’ acceptance of Kahoot gamified quizzing in the EFL classroom. Two intact groups of secondary school students were recruited for this study. One group played Kahoot Gamified Quizzes without music, while the other group played the same quizzes with music. The results of the independent samples t-test showed that the students in both groups perceived Kahoot gamified quizzing positively and that music had no significant effect on their perceptions.  

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

2021 ◽  
pp. 025576142110059
Author(s):  
Alican Gülle ◽  
Cenk Akay ◽  
Nezaket Bilge Uzun
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Service Training ◽  
Quasi Experimental ◽  
Attitudes Toward Music ◽  
Experimental Group

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.

scholarly journals Reflection on exam grades to improve calibration of secondary school students: a longitudinal study

2020 ◽  
Vol 15 (3) ◽  
pp. 291-317
Author(s):  
Marloes L. Nederhand ◽  
Huib K. Tabbers ◽  
Joran Jongerling ◽  
Remy M. J. P. Rikers
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
The Third ◽  
School Year ◽  
Quasi Experimental ◽  
Actual Grade ◽  
Calibration Accuracy ◽  
The Difference

Abstract Grades provide students with information about their level of performance. However, grades may also make students more aware of how well they have estimated their performance, their so-called calibration accuracy. This longitudinal quasi-experimental study, set in secondary education, examined how to increase students’ awareness of the accuracy of their grade estimates in order to improve their calibration accuracy. During an entire school year, students from year 1, 2, and 3 provided grade estimates after each of their French exams. Subsequently, when students received their grades, the level of reflection support on their earlier estimates was manipulated. The first group of students just received their grade, the second group had to calculate the difference between their estimate and the actual grade, and the third group also had to reflect on reasons for a possible mismatch. We expected that more reflection support would lead to more improvement in calibration accuracy. Results showed that providing grade estimates already improved calibration accuracy over the school year, regardless of level of reflection support. This finding shows that asking for grade estimates is an easy-to-implement way to improve calibration accuracy of students in secondary education.

scholarly journals Effects of Meditation Technique on Test Anxiety Among Secondary School Students in Anambra State, Nigeria

2017 ◽  
Vol 13 (32) ◽  
pp. 271
Author(s):  
Chinyelu Nwokolo ◽  
Obianuju Blessing Mokwelu ◽  
Uche Eva Eneasator
Keyword(s):  
Secondary School ◽  
Test Anxiety ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Analysis Of Covariance ◽  
School Students ◽  
Anambra State ◽  
Meditation Technique ◽  
Quasi Experimental ◽  
Research Questions

Test anxiety constitutes a serious academic impediment to lots of students in schools. This study investigated the Effects of Meditation technique on test anxiety among secondary school students in Anambra State, Nigeria. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. Quasi-experimental research was adopted in carrying out the study. A sample size of 101 adolescents was chosen from a population of 475 adolescents in SS2 with test anxiety. The sample was derived from two schools selected using purposive sampling technique based on the number of students that scored high on Test Anxiety Inventory. Data relating to research questions were analysed using statistical Mean while data relating to hypothesis was analysed using Analysis of Covariance (ANCOVA). Findings from the study revealed among others that though the reduction of secondary school students’ test anxiety after meditation technique differed significantly with that of the conventional counselling group, meditation technique was not effective on secondary school students’ test anxiety. It further revealed that meditation technique reduced the secondary school students’ test anxiety. Based on the findings, implications of the study were noted and recommendations made that since the technique meditation was found not to be effective, but significantly reduced the test anxiety of the participants, the technique should not be used alone by the guidance counsellors in helping clients, especially students in overcoming their test anxiety in schools.

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