scholarly journals An Analysis of Students’ Misconceptions on the Implementation of Active Learning of Optics and Photonics Approach Assisted by Computer Simulation

2020 ◽  
Vol 15 (09) ◽  
pp. 76
Author(s):  
Ida Kaniawati ◽  
Sri Rahmadiani ◽  
Nuzulira Janeusse Fratiwi ◽  
Iyon Suyana ◽  
Agus Danawan ◽  
...  
Keyword(s):  
High School ◽  
Computer Simulation ◽  
Active Learning ◽  
Mixed Method ◽  
Control Group ◽  
Optical Instruments ◽  
Mixed Method Design ◽  
Computer Aided ◽  
Post Test ◽  
Experimental Group

Misconceptions take place in a variety of Physics lesson subjects including the Light and Optics. This study aimed at determining the students’ misconceptions and the effectiveness of Active Learning of Optics and Photonics (ALOP) approach assisted by computer simulation to reduce misconceptions among students on the material of optical instruments. The mixed method was employed in this study using embedded mixed method design. The study was conducted to students of grade XI in one senior high school in Bandung. The participants were divided into two groups: control group and experimental group in which each group consisted of 23 students. A conventional learning was applied in the con-trol group while the experimental class implemented ALOP computer-aided simulation learning. The instrument used to identify students’ misconceptions were Four-Tier Optics and Photonics Test (FTOPT), consisted of 18 items, which was given during the pre-test and post-test. The results showed that misconceptions were disseminated over the concept of eyes, camera, magnifier, mi-croscopes, and telescopes. Additionally, ALOP approach using computer-aided simulations is effective to reduce students’ misconceptions on the material of op-tical instrument.

scholarly journals USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

2019 ◽  
Vol 18 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Burcu Alan ◽  
Fikriye Kirbağ Zengin ◽  
Gonca Keçeci
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Control Group ◽  
Problem Solving Skills ◽  
Teaching Knowledge ◽  
Mixed Method Design ◽  
Post Test ◽  
And Control ◽  
Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

scholarly journals The Effect of Video Imagery Training on Soccer Skills Performance of High School Players

2021 ◽  
Vol 58 (1) ◽  
pp. 3184-3194
Author(s):  
Sara Majlesi
Keyword(s):  
High School ◽  
Soccer Players ◽  
Control Group ◽  
Sprint Time ◽  
Imagery Training ◽  
Video Imagery ◽  
Reactive Agility ◽  
Post Test ◽  
Soccer Training ◽  
Experimental Group

This study evaluated the effect of PETTLEP video imagery onreactive motor skill test (Total RMST time, sprint time, reactive agility time, passing time, and passing accuracy) among 32 Malaysian high school soccer players (mean age of 15.31±1.83) who were randomly assigned into an experimental group (N:16) and a control group (N:16). A pre-test-post-test design was used to evaluate the effect of the intervention on the high schoolplayers' soccer skill performance. The experimental group received 10-minute PETTLEP video imagery trainingbefore their regular soccer training for eight weeks in addition to their regular soccer training, while thecontrol group only attended their regular soccer training. The data analysis revealed a significant effect of video imagery training on players' performance in the experimental group. The results showed that total RMST time, reactive agility time, passing time, and passing accuracy were statistically different within the experimental group F(15, 154.993)= 14.440, p = < .001, Wilks' Λ = .050 and between groups F(5, 56.00)=379.774, p = < .001, Wilks' Λ = .050 after receiving the training, except for the sprint time which was not significant. The findings of this study provide evidence that eight weeks ofPETTLEPvideo imagery training interventioncan significantly improve soccer players' total RMST time, reactive agility time, passing time, and passing accuracy. These findings could be integrated into training programs by coaches and players in order to improve the performance of different soccer skills among high school players.

scholarly journals Pictorial Metaplan as a Teaching aid to Improve Speaking Skills in Junior High School Students

2021 ◽  
Vol 15 (2) ◽  
pp. 209-218
Author(s):  
Deswandito Dwi Saptanto ◽  
Tri Arie Bowo ◽  
Ratih Laily Nurjanah
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Control Group ◽  
Teaching Aid ◽  
Post Test ◽  
Conventional Methods ◽  
Experimental Group ◽  
Speaking Skills

This study focuses on improving students’ abilities in learning English with the support of Pictorial Metaplan as a teaching aid. The use of this Metaplan aims to improve speaking skills in formal and non-formal contexts. This pictorial Metaplan is a realia in the form of an illustrated carpet with a theme Getting Direction. Pictorial Metaplan focuses on the topic Getting Direction and applied directly to 15 students in the 8th grade of junior high school. The implementation of the use of the Pictorial Metaplan begins with distributing questionnaires and implementing Pre- Test and Post-Test, then direct implementation of using Pictorial Metaplan combined with Total Physical Response (TPR) method. The treatment for students was carried out by dividing two class groups, the control group, and the experimental group. The control group used conventional methods, without using learning aids, while the second group used the Pictorial Metaplan as a teaching aid. Based on the results of Pre-Test and Post-Test show an increase in the results of the values before and after implementing the Pictorial Metaplan. Thus it can be concluded that learning in the experimental group using Pictorial Metaplan is more effective than learning using conventional methods.

scholarly journals Learning Engagement in Mathematics: A Test of an Active Learning Model

2019 ◽  
Vol IV (II) ◽  
pp. 143-150
Author(s):  
Syed Iftikhar Hussain Shah ◽  
Muhammad Iqbal Majoka ◽  
Shaista Irshad Khan
Keyword(s):  
Active Learning ◽  
Research Design ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Learning Engagement ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Significant Superiority

This experimental study explored the effect of the 4WsHs active learning model on learning engagement in mathematics classes. The research design used for conducting this study was true experimental research design (pre-test post-test equivalent group design). A sample comprising 190 students selected from two public sector schools was divided into experimental and control groups using a matched random sampling technique. The newly developed active learning model was used as treatment for an experimental group while the same contents of mathematics were taught to the control group using a traditional method. After practice of three months, learning engagement of both groups was measured using a classroom observation checklist. The analyzed data revealed a significant superiority of students belonging to the experimental group over their counterparts in learning engagement. Hence, the newly developed active learning model proved to be effective for developing learning engagement among students.

scholarly journals The Effects of Task-Based Language Teaching on Writing Achievement at a High School in Vietnam

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Dang Thi Thu Huong ◽  
Keyword(s):  
High School ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Achievement ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
And Control ◽  
Experimental Group

The current study determines the effectiveness of using task-based language instructions in teaching writing at a high school in Thai Nguyen province. The participants consist of 92 grade 10 students from Bing Yen high school, Dinh Hoa district. The study employs a mix method research design (MMR) as the plan for the research. The results of the study reveals that the results of writing performance were reported at a low level (M=3.72). The results also confirmed that the intervention worked well for the experimental group. The mean score of the pre-test (the baseline for both groups) was M=3.72. The intervention focused on TBLT instructions. After first five weeks, the means of post-test1 were M=4.96 and M=3.83 for experimental group and control group respectively. There was a significant difference between the mean of pre-test and post-test1 for the experimental group (M=3.72 compared to M=4.96), while the control group showed a little improvement (M=3.72 compared to M=3.83) the difference was not significant. After another five weeks, the difference in the mean scores of the experimental group were far more than the mean scores of the control group, M=5.56 and M=4.45 respectively. By the end of the fifteenth week of the intervention, the mean of post-test 3 of the experimental group reached M=6.41, the mean for control group was M=5.54. The difference of the mean scores in the pre-test and post-test revealed a significant improvement in both groups. However, the experimental group showed a greater improvement, M=6.41 and M=5.54 respectively. It can infer that the uses of TBLT writing instruction improved writing achievement greatly.

scholarly journals Uso del aprendizaje cooperativo en educación física y su relación con la responsabilidad individual en estudiantes del nivel secundario (Use of cooperative learning in physical education and its relationship with individual responsibility in high school

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 1-9
Author(s):  
Rudy Gilberto López Guillén ◽  
Josué Taveras Sandoval
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Individual Responsibility ◽  
Control Group ◽  
Cooperative Teaching ◽  
Post Test ◽  
Teaching Unit ◽  
The Individual ◽  
Experimental Group ◽  
Aprendizaje Cooperativo

  El presente artículo tiene como objetivo comparar el uso del aprendizaje cooperativo en la clase de educación física del nivel secundario de dos centros educativos y verificar su relación con la responsabilidad individual. El estudio fue cuasiexperimental, solo con post test. Después de confirmar las características psicométricas del Cuestionario de Aprendizaje Cooperativo, se hicieron comparaciones de los puntajes obtenidos en las escalas del cuestionario entre el grupo experimental y el grupo control. La hipótesis planteada fue que los participantes del grupo experimental obtendrían puntuaciones más altas que los del grupo control en el factor Responsabilidad Individual. Los participantes del grupo experimental fueron 104 estudiantes, quienes participaron en una unidad didáctica cooperativa y luego llenaron el cuestionario. Los participantes del grupo control fueron 154 estudiantes, quienes no participaron de una unidad didáctica cooperativa, pero sí llenaron el cuestionario. Para poder validar las escalas del cuestionario se realizó un Análisis Factorial Confirmatorio (AFC) con el software Amos 22 para comprobar que se mantenían los 5 factores propuestos originalmente. Encontrando como resultado que las medias de puntuaciones en el cuestionario siempre fueran más altas en el grupo experimental. Como era de esperar, la única diferencia estadísticamente significativa fue encontrada en el factor Responsabilidad Individual. Lo cual lleva a la conclusión de que, las clases cooperativas sí mejoraron notablemente una competencia necesaria para un mejor aprendizaje.  Abstract. The objective of this article is to compare the use of cooperative learning in the physical education class at the high school level of two educational centers and to verify its relationship with individual responsibility. The study was quasi-experimental, with post-test only. In addition to confirming the psychometric characteristics of the Cooperative Learning Questionnaire we compared the scores obtained on the scales of the questionnaire between the experimental group and the control group. The expected hypothesis was that the participants in the experimental group would obtain higher scores than those in the control group on the Individual Responsibility factor. The participants of the experimental group were 104 students, who participated in a cooperative teaching unit and then filled out the questionnaire. The control group participants were 154 students, who did not participate in a cooperative teaching unit but did fill out the questionnaire. To validate the questionnaire scales, a Confirmatory Factor Analysis (CFA) was performed with the Amos 22 software to verify that the 5 originally proposed factors were maintained. As a result, we found that the mean scores in the questionnaire were always higher in the experimental group. As expected, the only statistically significant difference was found in the Individual Responsibility factor. This leads to the conclusion that cooperative classes did significantly improve one necessary skill for better learning.

scholarly journals The Effects of Study Skills Training on Qualitative Academic Achievement among Students

2021 ◽  
Vol 17 (3) ◽  
pp. 130
Author(s):  
Saeid Motevalli ◽  
Mohd Sahandri Ghani Hamzah ◽  
Samsilah Roslan ◽  
Siti Raba’ah Hamzah ◽  
Maryam Gholampour Garmjani
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Study Skills ◽  
Skills Training ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Experimental Group

Abstract: The aim of the present study was to investigate the effectiveness of study skills training on the qualitative academic achievement of girl high school students. This study was conducted by using an experimental design with pretest, posttest, and follow-up with the control group. The participants were 32 students from girl high school students of Tehran which were selected by cluster random sampling from girl high schools and then randomly assigned into control and experimental groups (Each group consisted of 16 students). The instruments used were Dortaj Qualitative Academic Achievement Questionnaire and Motevalli Study Skills Training Module. The experimental group received 8 sessions of psycho-educational group therapy and the control group did not receive any training. Two-way repeated-measures ANOVA was utilized for the analysis of data. Results revealed that there was a significant increase in qualitative academic achievement between pretest with post-test and follow-up among the experimental group. Moreover, there was a significant increase in qualitative academic achievement between post-test and follow-up in the experimental group with the control group. Additionally, the results showed that there is a significant increase in self-efficacy, planning, and motivation and also a significant decrease in emotional effects and lack of outcome control. In conclusion, the results of this study indicated that on the basis of deficit theory using learning and study skills training can lead to enhance student's skills to improve qualitative academic achievement. Further studies are required to examine whether exposing students to study skills training programs can lead them to enhance their qualitative academic achievement.   Keyword: Motivation Study Skills Training, Planning, Qualitative Academic Achievement, Self-efficacy.

INTEGRATION OF ICT IN ENVIRONMENTAL EDUCATION – CASE STUDY ON THE GREENHOUSE EFFECT AMONG SECONDARY SCHOOL STUDENTS

2016 ◽  
Vol 7 (2) ◽  
pp. 1077-1087
Author(s):  
Alami Anouar
Keyword(s):  
Computer Simulation ◽  
Secondary School ◽  
Greenhouse Effect ◽  
Secondary School Students ◽  
Research Question ◽  
Control Group ◽  
School Students ◽  
Test Methodology ◽  
Post Test ◽  
Experimental Group

This article deals with methods for teaching secondary school students about the greenhouse effect. The research question is addressed in a didactic context using ICT. Our experiment used a pre-test and post-test methodology, in which we compared the learning outcomes of two groups of students: experimental group (EG) and control group (CG). Both groups followed the same teaching on the greenhouse effect during a Life and Earth Sciences (LES) class. Our study involved introduction of the following differentiation for the two groups of students: CG received explanations, accompanied by a theoretical presentation of the experiment to demonstrate the greenhouse effect. The students were then presented with the theoretical results. EG used a computer simulation of the same experiment on the greenhouse effect and interpreted the results. At post-test, the experimental group (EG) demonstrated a better understanding of the mechanisms of the greenhouse effect than the control group (CG), and scored better on questions related to infrared radiation as a result of global warming. This has been confirmed by a statistical test of homogeneity. However, on the other questions about the nature and consequences of the greenhouse effect, including on behavior advocated for the protection of the environment, we found no significant differences. Moreover, the students in both groups only proposed actions in response to the consequences of human activity and did not propose actions to respond to the consequences of natural origin. We therefore conclude that computer simulation of the greenhouse effect experiment, accompanied by further scientific interpretation, constitutes a "good didactic situation" to instill a more global understanding of the greenhouse effect.

scholarly journals The Effect of Eight-Week Core Training Applied to High School Girls on Balance

2020 ◽  
Vol 9 (1) ◽  
pp. 251
Author(s):  
Tufan Mustu ◽  
H. Tolga Esen
Keyword(s):  
High School ◽  
Repeated Measures ◽  
Female Students ◽  
School Level ◽  
Control Group ◽  
High School Level ◽  
Significant Difference ◽  
Post Test ◽  
Core Training ◽  
Experimental Group

The aim of this study is to search core exercise&rsquo;s affect which is done regulary with female students for 8 weeks on students&rsquo; balance programs. 20 volunteer female participants who were students of Osman Nuri Yalman High school (ten of them were experimental group and ten of them were control group) were included in the study. In the survey, experimental method with pretest-posttest desing was used. Core exercise was applied on experimental group three days a week during 8 weeks on the other hand no exercise was done with control group. SPSS (Ver.20) packet program was used while analyzing data statistically. Before the analysis, normality distribution was determined by being used skewness-kurtosis and hitogram and significance level was controlled according to the greenhouse-geisser and two-way repeated measures of anova values. According to the results of the survey, significant difference was found between two groups&rsquo; pre-test&ndash;post-test balance values (F(2.69, 48.36) = 42.25, p &lt; .05). The post-test balance values of the group in 8 directions increased significantly. When the pos-test balance values between the two groups were compared, the post- test balance values of the experimantal group participants were significantly higher than the control group participants (F(1.18) = 6.20, p &lt; .05). Consequently; it can be said that core training applied to the high school level female students three days a week for 8 weeks can have a positive effect on balance performance.

scholarly journals The Effectiveness of Learning By Teaching (LBT): A Case of Junior High School Students Studying Tenses

Humaniora ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 19
Author(s):  
Michael Setiawan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Quantitative Research ◽  
Junior High ◽  
Control Group ◽  
School Students ◽  
Learning By Teaching ◽  
Post Test ◽  
Experimental Group

This research aimed to see if learning by teaching (LBT) could really be implemented in classrooms. This case study intended to discover if LBT was applicable to teach tenses. This quantitative research involved 50 students from the two of 8th grade classes in one junior high school in Jakarta, one of which acted as the control group and the other one as the experimental group. This research focused on the learning of five tenses, namely the simple present tense, the simple past tense, the simple future tense, the simple present continuous tense, and the simple present perfect tense. A pre-test was employed before the research started and after the treatment had been given to the experimental group, a post-test was given a week after, and another post-test was given three months later. The results show that LBT helps the subjects learn better. Moreover, they also remember their materials longer. Therefore, LBT can be a good student-centered activity which has been proven successful.

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