scholarly journals Effect of Mobile Gaming on Mathematical Achievement among 4th Graders

2019 ◽  
Vol 14 (07) ◽  
pp. 4 ◽  
Author(s):  
Mohammad Ahmad Alkhateeb
Keyword(s):  
Math Achievement ◽  
Achievement Test ◽  
Mathematical Achievement ◽  
Control Group ◽  
Mobile Games ◽  
Educational Support ◽  
Mobile Gaming ◽  
And Control ◽  
The City ◽  
Experimental Group

This study aimed at identifying the effect of the mobile gaming in the mathematical achievement among the 4th graders. The study instrument was a math achievement test consisted of (30) items of the multiple choice type (4 alternatives). The sample consisted of (66) students of the 4th grade in the City of Zarqa (Jordan), which was distributed over two groups: experimental groups (n=34), and control group (n=32). The researcher employed the experimental method on both groups. The experimental group was taught using the educational mobile games, and the control group was taught by the conventional method. The study found that the use of mobile games is an effective practice for providing educational support to the students in mathematics. In addition, the size of the effect of using the mobile games was significant, which supports the effectiveness of the mobile games in math achievement among the 4th graders.

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 Effectiveness of employing the enrichment activities of mental thinking on the development of thinking and mathematical achievement among the students of the second cycle Education has been essential: فاعلية توظيف الأنشطة الإثرائية للتفكير الذهني في تنمية التفكير والتحصيل الرياضي لدى طلاب الحلقة الثانية من التعليم الأساسي

2019 ◽  
Vol 3 (28) ◽  
Author(s):  
Salim Ahmed Saif Al-rashdi
Keyword(s):  
Experimental Design ◽  
Mathematical Thinking ◽  
Achievement Test ◽  
Cognitive Achievement ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
Experimental Group

    The present study aimed at uncovering the effectiveness of employing the enrichment activities for mental thinking on the development of mathematical thinking and achievement among Grade 7 students. To achieve the research objectives, the researcher used the semi experimental design known as the design of the control group with the tribal and remote tests. In light of the experimental design, the average Grade 7 students tested the sample of the study in the second semester of 30 students who were divided into 15 students for the experimental group and 15 students for the control group after checking the validity and stability of the tools. The results showed that there was a statistically significant difference at (0.05) between the mean scores of the experimental and control groups in the cognitive achievement test related to the unit of Engineering in the second semester and the mathematical thinking test for the average of the experimental group. The results also showed a statistically significant difference) between the average scores of the experimental group students in the tribal and remote applications in the cognitive achievement test and the mathematical thinking test, and in favor of the average post-implementation. In the light of these results, the study presented a number of recommendations and suggestions.   ، ، ، ،

scholarly journals The Effectiveness of the Inquiry and Brain Storming Strategies in Developing Achievement and Creative Thinking Skills in Arabic Language of University Students

2020 ◽  
Vol 11 (1) ◽  
pp. 253
Author(s):  
Ahmad Abdullah Asiri
Keyword(s):  
University Students ◽  
Creative Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Achievement Test ◽  
Control Group ◽  
Validity And Reliability ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The study aimed to investigate the effectiveness of using inquiry and brainstorming strategies in teaching Arabic language for developing achievement and creative thinking skills of the university students. To achieve the previous objective, a teaching manual was prepared using inquiry and brainstorming strategies. Achievement test was prepared including 20 items multiple chooses questions related to knowledge, application and reasoning levels. In addition, creative thinking skills test was prepared including 10 items related to Fluency, flexibility and originality skills. The validity and reliability of the instruments were measured. The sample was selected randomly; it consists of two groups, experimental group 43 and a control group 39. The study was based on semi-experimental design pre&mdash;post-test, where the experimental group was taught using inquiry and brainstorming strategies, but the control group was taught using the usual strategies. The results of the study showed that there were statistically significant differences between the average scores of the experimental and control groups in the post achievement and creative thinking skills in general and their skills separately for the students of the experimental group. Also, the results showed a positive correlation between the scores of the experimental group in post creative thinking skills, and post achievement test in general. The effectiveness of inquiry and brainstorming strategies in the development of achievement levels and creative thinking skills was significant effect. The study recommended using the Inquiry and brainstorming strategies in the teaching Arabic language of university students.

scholarly journals Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-Efficacy among Education Students of Princess Nourah bint Abdulrahman University

2017 ◽  
Vol 10 (4) ◽  
pp. 67 ◽  
Author(s):  
Afaf Mohammed AlJaser
Keyword(s):  
Academic Achievement ◽  
Classroom Management ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
College Of Education ◽  
Achievement Test ◽  
Control Group ◽  
First Semester ◽  
And Control ◽  
Experimental Group

The present study is an attempt to measure the effectiveness of using flipped classroom strategy in academic achievement and self-efficacy among female students of College of Education, Princess Nourah bint Abdulrahman University (PNU), Saudi Arabia. The study adopted the experimental method based on the two experimental and control groups, where the experimental group was taught through flipped classroom strategy, while the control group taught in the traditional way. Two tools were applied in this study: (Achievement Test and Self-Efficacy Scale). The sample consisted of two groups: one group is experimental and the other is control, both studying the course of (Classroom Management) in the first semester for the academic year 2016/2017. The results showed that the experimental group outperformed the control group in the post achievement test, as well as having a positive correlation between the students’ post achievement test and their attitudes towards self-efficacy scale; indicating that the more scores the students get in achievement test, the more self-efficacy they have. In the light of the results, some recommendations have been made.

scholarly journals The Effectiveness of Educational Pillars Based on Vygotsky's Theory in Achievement and Information Processing Among First Intermediate Class Students

2021 ◽  
Vol 16 (12) ◽  
pp. 246
Author(s):  
Lina Fouad Jawad ◽  
Muayad Kadhim Raheem ◽  
Ban Hassan Majeed
Keyword(s):  
Information Processing ◽  
Mathematics Achievement ◽  
First Grade ◽  
Achievement Test ◽  
Mathematical Achievement ◽  
The Other ◽  
Control Group ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control

The aim of the research is to identify the effectiveness of the educational pillars strategy based on Vygotsky's theory in mathematical achievement and information processing of first-grade intermediate students. In pursuit of the research objectives, the experimental method was used, and the quasi-experimental design was used for two equivalent groups, one control group taught traditionally and the other experi-mental taught according to the educational pillars strategy. The research sample consisted of (66) female students from the first intermediate grade, who were inten-tionally chosen after ensuring their equivalence, taking into account several factors, most notably chronological age and their level of mathematics, and they were dis-tributed equally into two groups, one experimental and the other control. The re-search tools were represented in the teacher's handbook for the application of the educational pillars strategy, the achievement test in mathematics, and the test of information processing skills. The researchers applied the experiment in the first semester of the (2019/2020) academic year. One of the researchers taught the ex-perimental group by applying the educational pillars strategy, while the control group studied according to the usual method. The mathematical achievement test and the data processing skill test were applied to the experimental and control re-search groups, and then the data necessary for statistical analysis and access to results were obtained. The results showed that there were statistically significant differences between the mean scores of the two groups and control groups in the mathematical achievement test. There were also statistically significant differences between the mean scores of the two groups on the test of the skill of information processing, and the size of the effect was calculated by describing a function of the effectiveness of the strategy on the two independent variables (mathematics achievement, information processing), as it became clear that the educational pillars strategy based on Vygotsky's theory has great effectiveness. On mathematics achievement and on developing students' information processing skills

scholarly journals The Effectiveness of a training program based on the six Thinking hats in the academic achievement in the Arabic language in the seventh primary students in Jordan

2018 ◽  
Vol 2 (25) ◽  
Author(s):  
Raed Hamad Al Muhairat - Ghadir Abdullah Atta Al Rabihat
Keyword(s):  
Academic Achievement ◽  
Training Program ◽  
Experimental Method ◽  
Arabic Language ◽  
Achievement Test ◽  
Primary Students ◽  
Control Group ◽  
Normal Method ◽  
And Control ◽  
Experimental Group

The study aimed to identify the effectiveness of a training program based on the six Thinking hats in the academic achievement in the Arabic language in the seventh primary students in Jordan. The study used the semi-experimental method on a sample of 60 students randomly distributed to two control and experimental groups, The achievement test was carried out in both groups. The results of the study showed that there were statistically significant differences at the level of (0.05 = α) between the experimental and control group averages for the experimental group. This means that the six hats were used to raise the level of achievement among the seventh grade students in the Arabic language compared to the normal method.

scholarly journals Matematika dalam Multimedia Flipbook: Kreatifitas Guru dalam Pengembangan Media Pembelajaran dalam Meningkatkan Minat Siswa

Teknodika ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 51
Author(s):  
Wendha Adha Juliasnyah ◽  
Nunuk Suryani ◽  
Leo Agung Sutimin
Keyword(s):  
Research And Development ◽  
Field Test ◽  
Study Design ◽  
Achievement Test ◽  
Control Group ◽  
Instructional Process ◽  
Data Analyses ◽  
Content Expert ◽  
And Control ◽  
Experimental Group

This research aimed to find out: (1) how was the condition of instructional process in mathematics in five grade of SD Muhmmadiyah 1 Ngawi, (2) the suitable developmental procedure of Flipbook as a multimedia for mathematics in SD Muhammadiyah 1 Ngawi, (3) the effectiveness of  Flipbook in increasing students’ motivation. This research designed in Research and Development study design corridor with procedures; (1) analyzing the needs needed in developing the Product, (2) designing prototypical product, (3) developing the product, (4) implementing the product in the field, and (5) evaluating product’s weaknesses. In addition, this study used totally 52 samples. 26 samples in experimental group (five graders in Billal Bin Robbah class) and 26 samples in control group (five graders in Khadijah Binti Kubro class). Furthermore, in collecting the data, the researcher used questionnaire and achievement test as the instruments and it was analyzed using Descriptive statistic methods and ttest. After Administering the data analyses, it was found that: (1) the category of the product was good based on the means of points given by Content Expert-4, 74; (2) the category of the product was good based on the means of points given by Media Experts-4, 66), (3) the product considered very good based on first field test with means of 4, 67 or 78% ; (4) the product also considered very good based on second field test with means of 4, 57 or 91%; (5) H1 was accepted, means that achievement of the two groups was different shown by the means (Experimental Group-72,38 and Control Group-63.83). The result of the t-test was interpreted based on parameter; t DK= {𝑡 𝑡 &lt; −1.706 𝑜𝑟 𝑡 &gt; 1.706} and t obs =8.048 Ɇ DK

scholarly journals IMPROVING STUDENTS ACHIEVEMENT AND RETENTION OF LEARNING IN ENVIRONMENTAL SCIENCE USING 7ES INSTRUCTIONAL MODEL

2021 ◽  
Vol 9 (03) ◽  
pp. 10-13
Author(s):  
Ephraim M. Villacrusis ◽  
◽  
Maria Teresa R. Beloy ◽  
Keyword(s):  
Science Achievement ◽  
Environmental Science ◽  
Lesson Plan ◽  
Achievement Test ◽  
Control Group ◽  
Instructional Model ◽  
Control Groups ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

This study was undertaken to determine the effects of 7Es Instructional Model in the achievement of students in Environmental Science. It is anchored in the belief that between the two, the Traditional Approach and the use of 7Es Instructional Model in teaching Environmental Science, the latter leads to a positive effect on science achievement and retention of previously gained concepts in the Environmental Science Strand in K to 12 Science Curriculum. This study used the Quasi-Experimental Design, particularly Two – Factor Mixed Design. The experimental group was subjected to the use of 7Es Learning Model for teaching environmental science while the control group was taught with the Traditional Approach.The participants of the study were 38, 7th graders from each group. The experimental and the control groups of participants were given pre-test, underwent different treatments and were given the post-test. Three weeks, later the same post – test was re-administered to assess the retention level of the participants. The instrument used in the study were the Lesson plan, and Teacher-made Achievement Test. The instruments were validated by the pool of experts and were rated very good.Resultsshows that there is no significant difference between the posttest scores of the experimental and control groups. It also revealed that there is a significant difference between the posttest and pretest mean scores of the experimental and control groups while retention of previously gained concept in science was significant in the lag test scores of the experimental group. Analysis of Test Items and Lesson plans (7Es Instructional Model) shows that the category Explore, Explain, Elaborate and Extends promote high scores in the Science Achievement Test. Thus, teachers may use the 7Es instructional Model in making Daily Lesson Plan in teaching science subjects to improve the achievement and enhance retention of previously gained concepts of students.

scholarly journals Effect of Reconstruction Activities on English Writing Skills: Mechanical Accuracy I (Punctuation) and Mechanical Accuracy II (Spellings)

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Abdul Rauf ◽  
Muhammad Saeed
Keyword(s):  
Writing Skills ◽  
Achievement Test ◽  
Control Group ◽  
Test Results ◽  
English Writing ◽  
Post Test ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group ◽  
Test Control

This study was aimed to explore the effect of reconstruction activities on grade XI students’ English writing skills mechanical accuracy I (Punctuations) and mechanical accuracy II (Spellings). Pre-test post-test control group experimental design was selected for the study. A public sector degree college for boys of district Lahore was selected conveniently for intervention. A sample of sixty (60) students out of 400, enrolled in the session 2018-19, was selected randomly. These 60 students were randomized into two equal groups (experimental and control). Experimental group was taught till 16 weeks continuously. Students’ English writing skills were measured through supply type achievement test. Results revealed that reconstruction activities had positive effect on students’ English writing skills. English teachers of grade XI were recommended to practice reconstruction activities for the development of English writing skills. Students of grade XI were recommended to practice reconstruction activities to develop their English writing skills.

scholarly journals The Role of Formative Assessment in Learning Chemistry

2014 ◽  
Vol 31 (2) ◽  
Author(s):  
Iqbal Shah
Keyword(s):  
Formative Assessment ◽  
Assistant Professor ◽  
Achievement Test ◽  
Comprehensive School ◽  
Control Group ◽  
Science Students ◽  
Control Groups ◽  
Research Students ◽  
And Control ◽  
Experimental Group

The present paper is based on research study conducted to examine the effects of formative assessment on the achievements of students in chemistry subject. The main purpose of this research was to provide the evidence for a link between formative assessment and student learning [on experimental and control group as well as their comparison and also the comparison of achievements of Boys and Girls]. The posttest experimental design of research was used for this work and this study was carried out for four weeks. 50 Science students of 10th* Assistant Professor, Allama Iqbal Open University, Islamabad.class of Govt. Boys Comprehensive School, and 50 Science students of 10th Class of Govt. Girls Comprehensive School, were randomly selected for this research. Students were randomly divided into two groups ‘Experimental Group and Control Group’ having 25 students in each. Posttest (Achievement Test) was used as research tool. After teaching of every week, the experimental group was treated with formative assessment test. While control groups were not treated with formative assessment. After treatment of one month, an achievement test was conducted to both experimental as well as control groups. Data was collected by this test and analyzed by applying the t-test statistically. The analysis of data indicated that those students who were treated with formative assessment show better achievements than those students who were not treated with weekly formative assessment. Finally, the results of this research showed that the use of formative assessment significantly improved the student’s learning. Furthermore, it was also proved that the use of formative assessment is necessary for both girls and boys because it has improved** Research Scholar*** Research ScholarIqbal, Kouser & Akhtar Ali 124the achievements both in girls and boys. This study can be proved as an exploratory and offers encouragements for all teachers that this approach has considerable value for the learners.

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