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

2021 ◽  
Vol 15 (21) ◽  
pp. 158
Author(s):  
Shrowg Alhomaidhi
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Cell Phones ◽  
Control Group ◽  
Consonant Clusters ◽  
School Students ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

<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>

scholarly journals 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

2020 ◽  
Vol 4 (16) ◽  
Author(s):  
Wafa Abed M Al-Harbi, Sanaa Saleh Askool
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Extra Curricular Activities ◽  
Experimental Group

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).

scholarly journals 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

2020 ◽  
pp. 40-107
Author(s):  
بليغ حمدي إسماعيل عبد القادر
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Literary Texts ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Experimental Group

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.

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.

Effect of Peace Interventions on Students’ Peacebuilding Attitudes at Secondary School Level

2021 ◽  
pp. 35-51
Author(s):  
Sadia Shaukat ◽  
Kiran Shahzadi ◽  
Umme-Farwa ◽  
Samina Safdar
Keyword(s):  
Secondary School ◽  
Sampling Technique ◽  
Female Students ◽  
Peace Building ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

It is the need of the hour to incorporate peace promotion as one of the significant features of the educational institutions in Pakistan. The present study explores the impact of a peace promotion intervention, with control and experimental groups, in order to understand if specific planned activities can significantly improve the peacebuilding attitudes of students. The study is experimental in nature, administering a pre-test and a post-test for both the control and experimental groups. Two equal samples (n=69) of 10th-grade (secondary school) students were selected — using a random sampling technique — for the control and experimental groups. The results of this study indicated that peace interventions — comprising games, hands-on activities, and dialogues — contributed significantly to improving the peace-building attitudes of the students in the experimental group. In addition, the female students of the experimental group exhibited a greater improvement in their peace building attitudes in the post-test phase as compared to their male counterparts. Furthermore, the study also reveals that the female students in the control group also depicted improvement in the post-test. This research presents implications for policymakers and educationists that need to be considered when introducing peace promotion activities into the (secondary) school curriculum. This article argues that practical activities — targeted to inculcate peaceful behavior in the students — can serve as important tools in establishing an environment of peace in society in general.

scholarly journals 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

2020 ◽  
Vol 4 (5) ◽  
Author(s):  
Maha Dawood Sulaiman Al- Khalifat
Keyword(s):  
Earth Sciences ◽  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School 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.

scholarly journals The impact of teaching the circle unit to the students of the first grade secondary using blending learning through discovery and e-learning strategy on academic achievement: أثر تدريس وحدة الدائرة لطلاب الصف الأول الثانوي باستخدام استراتيجية الدمج بين التعلم بالإكتشاف والتعلم الإلكتروني على التحصيل الدراسي

2016 ◽  
Vol 2 (7) ◽  
Author(s):  
Hussain Ismail Mohamed El Sayed
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Teaching Strategy ◽  
Statistical Treatment ◽  
First Grade ◽  
Control Group ◽  
First Year ◽  
School Students ◽  
The Impact ◽  
Experimental Group

Aim: To assess the extent of the students' learning of the circle unit when being taught through a strategy blending learning through discovery and learning attained electronically. Study Methodology: The study followed the quasi- experimental method, which is based upon the design of two groups: an experimental and an equivalent control group, with the application of the pre- and post-measurements to verify the validity of the hypotheses with the aim of reaching a comprehensive understanding of the extent of impact a teaching strategy based upon blending learning through discovery and learning attained electronically might have on the achievement of the students' learning of the circle unit. Study Population: They were the first-year secondary school students officially registered for the year 1432/33 H. at the Gunfuthah Governorate. Study Sample: Consisted of Ibn Majah first – year secondary school students at Guz center, Al-Gunfutha Governorate, for the school year 1432/33 H, and numbering (51) students in all: (24) were in the control group studying according to the traditional method; and (27) in the experimental group which had been taught following the teaching strategy of blending learning through discovery and learning electronically in their learning of the circle unit. Study Tools: 1. An achievement test measuring learning at Bloom's first two levels: Recall and Comprehension. 2. The statistical treatment was performed using the Statistical Package for Social Sciences (SPSS). Used Statistical Techniques: t- test for comparing the mean scores of the achievements of the experimental group students (who learned the circle unit according to the investigated teaching strategy) and the control group students (who had been taught the circle unit traditionally); Cronbach alpha index for reliability; Levine test to ensure variance homogeneity; and holist agreement equation. Most Important Results: There were statistically significant differences at the level (0.001) between the experimental and control groups in behalf of the experimental students who learned the circle unit according to a teaching strategy based on blending learning earned through discovery and learning gained electronically in respect of (1) total achievement (2) achievement of the Recall Level and (3) achievement of the Comprehension Level. Important Recommendations: • Stressing the need to employ the teaching strategy of blending learning through discovery and learning through electronic devices when teaching the circle unit, in place of the conventional method of instruction. • Training mathematics teachers in designing computer software conducive to the implementation of the strategy of blending learning by discovery with learning gained electronically when teaching mathematics subject. • Working to restructure and reformulate the contents of present mathematics subject in line with modern instructional technology with the purpose of materializing mathematical concepts making them more stimulating and motivating for self-learning.

scholarly journals The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students’ Performances and Attitudes

2016 ◽  
Vol 9 (10) ◽  
pp. 60 ◽  
Author(s):  
Sarah S. Al-Harbi ◽  
Yousif A. Alshumaimeri
Keyword(s):  
Secondary School ◽  
Flipped Classroom ◽  
Secondary School Students ◽  
Control Group ◽  
Structured Interviews ◽  
School Students ◽  
English Grammar ◽  
Post Test ◽  
To Come ◽  
Experimental Group

<p>The aim of this study was to apply the flipped classroom strategy in teaching English grammar to examine its impact on secondary school students’ performances, perceptions, and attitudes toward learning English independently. The researcher implemented the flipped classroom strategy by selecting videos based on the students’ textbook and uploading those videos on the Edmodo site before each lesson to provide opportunities for active learning interactions. The students of the experimental group (n = 20) were required to watch the videos to learn by themselves and to come to class prepared to ask for clarification, if needed. They also practiced what they had learned under the teacher’s supervision by completing collaborative and competitive tasks in groups or pairs. Meanwhile, the control group students (n = 23) received in-class only traditional teaching. They learned the grammatical lessons without the help of any videos. The statistical analysis of the post-test results showed that adopting the flipped classroom strategy appeared to play a role in enhancing the students’ grammar performances, as the mean score of the experimental group was higher than that of the control group, but this difference was not statistically significant. The students’ responses to a questionnaire and semi-structured interviews indicated that their attitudes’ towards using the flipped classroom strategy in the EFL class were positive.</p>

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 Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

Impact of Collaborative Learning Strategies on Social Maturity of Secondary School Students

2021 ◽  
pp. 249-259
Author(s):  
J. N. Baliya ◽  
Shivani Sharma
Keyword(s):  
Collaborative Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Traditional Learning ◽  
Critical Ratio ◽  
School Students ◽  
Social Maturity ◽  
Post Test ◽  
The Impact

The purpose of this research was to study the impact of collaborative learning strategies on social maturity and its various dimensions viz. personal adequacy, interpersonal adequacy, and social adequacy, of secondary school students. The study was quasiexperimental and used matched pairs pre-test post-test research design. A Higher Secondary School in Educational Zone Hiranagar of District Kathua was chosen for the intervention. The study was conducted on sixty-six students of two sections of class 9th. Two sections were randomly assigned to collaborative and traditional learning conditions. Four methods of collaborative learning viz. Think-Pair-Share, Numbered Heads Together, Jigsaw, and Fish-Bowl were used for a period of over five weeks. The results were analyzed using mean, standard deviation and a critical ratio (CR). The results of the study showed that this approach was successful in increasing personal adequacy, interpersonal adequacy, social adequacy and overall social maturity of secondary school students.

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