The Construction and Evaluation of Instructional Package on Vector Quantity

2015 ◽  
Vol 804 ◽  
pp. 351-354
Author(s):  
Sirin Sirathanakul
Keyword(s):  
Teaching And Learning ◽  
Statistical Significance ◽  
Control Group ◽  
Validity And Reliability ◽  
Learning Achievement ◽  
Significance Level ◽  
Multi Stage ◽  
Vector Quantity ◽  
Instructional Package ◽  
Experimental Group

In this study, an instructional package to enhance teaching and learning on Vector Quantity was constructed. It consisted of three types of media; teaching documents, a PowerPoint presentation and an experimental set for measurement of vector components. The validity and reliability of this package was assessed prior to utilization in the evaluation of impact on students’ learning achievement. The sample consisted of 60 Bachelor of Science students. They were selected by multi-stage sampling and divided into an experimental group and a control group. The instructional package was utilized in teaching the experimental group while the control group was taught conventionally. The results of this study revealed that: 1) the magnitude of vector components measured by using the experimental set was equal to that determined by conventional calculation, significantly at the .05 level, 2) the quality of the instructional package was rated as excellent, and 3) the learning achievement of the experimental group was higher than the control group with statistical significance level of 0.05. Thus, the instructional package could encourage students’ motivation and promote successful learning.

Pushed output in a multi-stage dictogloss task

2015 ◽  
Vol 166 (2) ◽  
pp. 307-329
Author(s):  
María Basterrechea
Keyword(s):  
Foreign Language ◽  
Statistical Significance ◽  
Control Group ◽  
Target Feature ◽  
Efl Learners ◽  
Multi Stage ◽  
Subsequent Exposure ◽  
The Difference ◽  
Age Range ◽  
Experimental Group

The present study set out to determine how learners’ written production would affect their noticing and production of a specific language form (the English 3rd person singular present tense marker -s) upon receiving relevant input subsequently, in an attempt to contribute to the ongoing debate about how production affects noticing of linguistic forms. One hundred and eighteen (118) English-as-a-Foreign-Language (EFL) learners (age range 15–6) in two educational contexts (Content and Language Integrated Learning and mainstream EFL) carried out a multi-stage dictogloss task. They followed the usual steps in this type of task (listen and jot down key words, text reconstruction). Then the experimental group (EG) listened to the text once again and compared it with their reconstructed version of the original passage. Their production of the target feature was compared to that of a control group (CG) who did not receive input after their own reconstruction. Results showed that the difference between the EG and the CG in the amount of instances of the target feature produced in the dictogloss task did not reach statistical significance. In other words, the act of producing and subsequent exposure to relevant input did not affect the noticing and production of the morpheme under study. In addition, no interaction between the pushed output condition and the educational context was found.

scholarly journals 55 The Effectiveness of Model Think Pair Share to Social Science Learning Outcomes of Grade III Students of Primary Schools in Unit Of Ahmad Yani District of Boja Kendal Regency

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Khanifah Yuliastuti ◽  
Nuraeni Abbas
Keyword(s):  
Elementary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Third Grade ◽  
Control Group ◽  
Learning Achievement ◽  
The Third ◽  
Share Model ◽  
History Of ◽  
Experimental Group

The problem found in Elementary School Ahmad Yani cluster Kendal was the low learning achievement of IPS subject. This was caused by several aspects such as the less varied learning model, the inability of students to use their own knowledge, and lack of critical thinking in problem solving. Therefore, there is a need to provide innovative model to create more effective teaching and learning process. To answer such problem, this study used Quasi-Experimental research method with Nonequivalent Control Group Design. Through this design, the researchers involved all the third grade of Elementary School in Ahmad Yani Cluster Kendal as the population of this study. They were sampled by using cluster sampling. After the samples were obtained, the researchers decided experimental and control groups. They were as many as 28 students of SD 2 Campurejo involved as the experimental group, while 22 students of SD 2 Tampingan as the control group. In addition, the dependent variable of this study was Think Pair Share model, while the independent variable was IPS subject learning achievement with the topic of the history of currency. Their data were collected using observation, documentation and tests. Meanwhile, the hypotheses and effectiveness were examined by using t-test and gain test. The results of the study showed that Think Pair Share model was effective toward IPS subject learning achievement of the third grade students with the topic of the history of currency. Further, the posttest average score of experimental class was higher than control class. Also, the posttest mean of experimental group was 78.6 and the posttest mean of control group was 67.7. Moreover, the calculation of gain index showed that experimental class was on fair category with the score of 0.6180, while the control class achieved the criteria as many as 0.4055. At last, this study suggests that TPS model is better to use in any subjects in order to create innovative teaching and learning.

scholarly journals Utilization of an Instructional Package on Patient Safety Culture to Enhance Knowledge of Nursing Students in Two Selected Universities in South-West, Nigeria

2020 ◽  
pp. 37-45
Author(s):  
Emeghara, Obiageli Christiana ◽  
Emeghara Okechukwu ◽  
Asonye Christian C. C. ◽  
Oladapo Rasheed Olawale ◽  
Akinlawon Adekemi Quamariyat
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Safety Culture ◽  
Patient Safety Culture ◽  
Control Group ◽  
Knowledge Gain ◽  
Post Intervention ◽  
Significance Level ◽  
Instructional Package ◽  
Experimental Group

Aims: The culture of keeping patients safe is a global issue which should be emphasized within the nursing profession. Despite exposure of nursing students to patient safety teachings, its knowledge among nursing students has been low. Re-emphasizing a positive culture of patient safety in classroom is essential in the training of nurses that will provide high quality care. This study was developed to assess the outcome of an instructional package on the knowledge of baccalaureate nursing trainees concerning patient safety culture in two chosen Universities in Southwest, Nigeria. Study Design: The researchers adopted a two groups nonequivalent pre-test, and post-test quasi-experimental design. Place and Duration of Study: Babcock University, Ogun State and Afe Babalola University, Ekiti State between March and April 2018. Methodology: The study participants comprised 143 nursing students from Babcock University (experimental group) and Afe Babalola University (control group). A self-developed questionnaire was employed to obtain data on the knowledge of patient safety culture pre-intervention and two weeks post intervention. Data was examined using Statistical package for the social science (SPSS) and t-test was done at a significance level of P<0.05. Results: Findings revealed experimental mean knowledge gain of 2.425, while control group mean knowledge gain was 0.110. Significant differences were found in the participants knowledge of patient safety culture between the experimental group and control group (P<0.001) and between knowledge of error reporting in the experimental group (P<0.001).  Conclusion: Teaching sessions on patient safety culture can improve nursing students’ knowledge about patient safety. The findings of the study recommends that patient safety education should be reinforced in the curriculum of nursing schools, and that supplementary boosting sessions be executed periodically to ensure the  retention of learned materials.

scholarly journals The effectiveness of the delegate's mobile strategy in collecting biology and motivation in the fourth grade

2018 ◽  
Vol 226 (3) ◽  
pp. 445-474
Author(s):  
M. Dr. Qusay Qassimi Jaid Al Rikab
Keyword(s):  
Achievement Motivation ◽  
Traditional Method ◽  
Learning Strategy ◽  
Achievement Test ◽  
Control Group ◽  
Validity And Reliability ◽  
Significance Level ◽  
School Year ◽  
Significant Difference ◽  
Experimental Group

        The aim of the  present research is to find out the effctiveness of Roving Reporter  strategy  in the students' achievement  of the four-grade  science in biology and their     achievement  motivation through investigating the following two hypotheses: 1-There is no statistically  significant difference in the  significance level of  (0.05) between the average scores of the experimental group students who will be  taught  by Roving Reporter strategy and the average scores of the control group students   who will be taught by the same material by the traditional method  in the biology achievement  test. 2-There is no statistically  significant difference in the  significance level of  (0.05) between the average scores of the experimental group students who will be  taught  byRoving Reporter  strategy and the average scores of the control group students  who will be taught the same material by the traditional method  intheachievement motivation scale.      The sample of the research consisted of (60) students of four-grade science from Abe dharr Al-Ghafary  preparatory in the city baghdad Rusafa- three  for the school year(2016-2017) and this school to apply this experience. Students selected randomly into two groups each group consists of (30) students. Both group were equivalent in number of variables such as: Achievement motivation.  At investigating the hypotheses، the research is built on an achievement test that consists of (32) items، (29) items of a multiple-choice type and (3) items of essay question، The validity and reliability are checked. The researcher adopted the scale of(Al-Janaby،2013) to measure the study achievement motivation after checked by a group of experts to make the suitable changes according to the  validity and reliability.    At the final the scale consists of (50) items. After the implementation of experiment in second course for the study Year of (2017-2016) from the researcher and his research groups according to study plans that prepared. The researcher applied  the achievement test and measure the study achievement motivation for the two groups  experimental and control .The data was processed statistically by using(T-test) for equal to two independent samples .The results showed superiority of the experimental group students who studied according to Roving Reporter strategy on the control group students who studied by the traditional method in variables of study achievement and achievement motivation.    In the light of the results the researcher concluded that the Roving Reporter strategy has positive effect in biology achievement and achievement motivation. According to these resells ،the researcher has some recommendations and suggestions sac has :to use Roving Reporter strategy to teach mathematics and make more studies  that use the active learning strategy in other variables that not contained in this study. Keywords: effectiveness, mobile delegate strategy, biology, mental motivation, fourth graders.

scholarly journals THE PROJECT-BASED ASSESSMENT LEARNING MODEL THAT IMPACTS LEARNING ACHIEVEMENT AND NATIONALISM ATTITUDES

2021 ◽  
Vol 40 (2) ◽  
pp. 389-401
Author(s):  
I Wayan Widiana ◽  
I Made Tegeh ◽  
I Wayan Artanayasa
Keyword(s):  
Learning Model ◽  
Negative Influence ◽  
Choice Test ◽  
Control Group ◽  
Validity And Reliability ◽  
School Students ◽  
Control Group Design ◽  
Learning Achievement ◽  
Significance Level ◽  
Test Instrument

Globalization gives a negative influence on children’s nationalism. This is exacerbated by the low students’ learning achievement in the social studies education (SSE), despite the fact that  one of the objectives of the SSE learning is to develop students’ potentials to be sensitive to social problems in the person, the society, the nation, and the state. This study is aimed at  describing the effectiveness of the project-based assessment learning model with national insight- oriented activities on the SSE learning achievement and nationalism attitudes of primary school students. The study is quasi-experimental research with a non-equivalent pre-test post test control group design. The research population consisted of all fourth-grade students totaling to 231 in number. Sampling was done by the random sampling technique, resulting in 46 students. Data were collected using test and non-test techniques. The test instrument was a multiple-choice test and the non-test instrument was a five-scale questionnaire. Both instruments were subjected to validity and reliability testing. The data analysis technique used the MANOVA statistic with the help of the SPSS computer software. The results showed that the significance level of the MANOVA test was .000 (< .0). This means that there are significant differences both partially and simultaneously in the SSE learning achievement and nationalism attitudes between students who learn by applying the project assessment learning model and students who learn ny applying the conventional learning model. In other words, there is a positive significant effect of learning using the project-based assessment learning model oriented on nationalism-insight activities towards the students’ SSE learning achievement and nationalism attitudes.

The effectiveness of a proposed strategy according to visual thinking in the achievement of physics and mental sharpness among fifth-grade biology students

2021 ◽  
Vol 29 ◽  
Author(s):  
◽  
Keyword(s):  
Null Hypothesis ◽  
Statistical Significance ◽  
Fifth Grade ◽  
Control Group ◽  
Visual Thinking ◽  
Validity And Reliability ◽  
Sample Number ◽  
Biology Students ◽  
Suggested Strategy ◽  
Experimental Group

The aim of the current research is to identify the effectiveness of a proposed strategy according to visual thinking in the achievement of physics and mental sharpness among fifth- grade biology student , by verifying the following null hypothesis : there is no difference or statistical significance at the level ( 0.05 ) average scores of the experimental group students which was studied according suggested strategy and the average scores of the students of the control group who studied in the usual way at the level of achievement in physics and mental sharpness . The research limited for fifth grade biology students in the middle and high schools of the day affiliated to the directorate of education Al-Diwaniyah center for the academic year ( 2020 – 2021 ) , the research chose Al-Zaytoun high school intentionally , then two division were chosen out of four divisions for the fifth grade biology were randomly selected , the sample number was ( 71 ) students , and by ( 35 ) students for the control group , which studied in the usual way and ( 36 ) students for the experimental group , which studied according to the proposed strategy , the pilot and officer groups have been equal in a number of variables are the time-old in the months of the semi-year test degree with physics and previous information , for the purpose of achieving my research goals , researchers adopted a threat to a multi-choice (35) paragraph , the test was verified and its stability was also verified as the discriminatory force was calculated for its paragraphs , the mental acuity test was also built , which consisted of (45) items distributed over 3 sub-dimensions , the validity and reliability of the test were verified , and the discriminatory power of the items was calculated , the results showed the superiority of the students of the experimental group that studied according to the proposed strategy over the students of the control group that studied in the usual away in achievement in physics and mental acuity for the fifth grade biology students , thus , the null hypothesis was rejected accordingly, the researchers recommended using the proposed strategy in teaching physics and suggested conducting other studies for other stages of study and different study subjects to know the effectiveness of the proposed .

scholarly journals Data-Driven Learning in Enhancing Learners’ Language Idiomaticity

2020 ◽  
Vol 15 (23) ◽  
pp. 27
Author(s):  
Haiyan Men
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Statistical Significance ◽  
Learning Model ◽  
Data Driven ◽  
Control Group ◽  
Computer Assisted ◽  
Important Indicator ◽  
Experimental Group

As data-driven learning has been advancing across new frontiers in recent years, there is still a paucity of studies on data-driven vocabulary learning model that brings about effectiveness in teaching and learning practices. Idiomaticity, which serves as an important indicator for language proficiency, needs abundant contextualized language input for the acquisition of target words. In this regard, the present study explores whether computer-assisted language learning is effective in vocabulary acquisition, and in the differentiation of synonymous words on the part of learners. Pre-/posttests and questionnaires were administered among an experimental group (N=26) and a control group (N=26). Results showed that the experimental group, who was instructed under the data-driven learning model, got a higher mean score than the control group, who received traditional dictionary-consulting instruction. The former also finished the posttest within a much shorter period of time. A significant relationship was found between the pretest scores and posttest scores among the experimental group whereas the scores in the control group did not reach statistical significance. Therefore, there was a significant improvement in learners’ performance on collocation production under the data-driven learning model, whilst dictionaries did not prove to have such a contributing effect. This study provides some suggestions for how to enhance learners’ idiomaticity by improving collocation performance under the data-driven model.

scholarly journals Efektivitas Pendekatan Kontekstual (Contextual Teaching And Learning) dalam Menulis Puisi

2020 ◽  
Vol 16 (1) ◽  
pp. 30
Author(s):  
Hasnah P
Keyword(s):  
Null Hypothesis ◽  
Teaching And Learning ◽  
Contextual Learning ◽  
Control Group ◽  
Contextual Approach ◽  
Significance Level ◽  
Group Design ◽  
Average Value ◽  
Design Students ◽  
Experimental Group

This study aims to describe the effectiveness of contextual learning in writing poetry in class X students of SMA Negeri 1 Wonomulyo Polewali Mandar. The design used in this study is an experimental design of the experimental-control posttest group design. Students who were sampled were 60 people divided into two groups, namely the first group as many as 30 people as an experimental group / class and the second group as many as 30 people as a control group/class. The results showed that the average value of student competence in writing poetry through the application of a contextual approach (experimental class) was 7,9 while the average value of students' ability to write poetry without the application of a contextual approach (control class) was 6,5. The results of the comparison of the coefficient of the average value of students (tcount) between the experimental class (X1) and the control class (X2) obtained by 4,51 is greater than the table at the 5% significance level and 95% confidence obtained ts 0, 95 =1,70. Because tcount is greater than ttable at the 5% significance level and 95% confidence, the null hypothesis (H0) is rejected and the hypothesis (H1) is accepted. So, the contextual approach is effectively applied in learning to write poetry for class X students of SMA Negeri 1 Wonomulyo.

scholarly journals Developing an e-module of making Edmodo-based Hosanna Moda system bustier to improve learning independence and learning achievement

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Lestari Rochmatun Choirunnisya' ◽  
Putu Sudira
Keyword(s):  
Student Learning ◽  
Quantitative Description ◽  
Average Score ◽  
Small Scale ◽  
Control Group ◽  
Learning Achievement ◽  
Significance Level ◽  
Custom Made ◽  
Increasing Student Learning ◽  
Experimental Group

This study aims to (1) develop an Edmodo-based  e-module for making  Hosanna Moda system bustier to increase independence and achievement in learning custom made clothing, (2) describe the feasibility of the developed  e-module, and (3) reveal the effectiveness of the developed  e-module in increasing student learning independence and learning achievement. This research is development research, which was carried out on grade XII students of Fashion, State Vocational High School 3 Magelang. The product trial consisted of a validity test by three experts, a small-scale trial involving 12 students, a large-scale trial involving 24 students, and an effectiveness test involving one control and one experimental groups each consisting of 36 students. The data were collected using questionnaires and tests as well as through interviews. The data analysis used is quantitative description and the effectiveness testing used the t-test. The results of the study are as follows. (1) The developed e-module contains learning materials about making Hosanna Moda system bustier illustrated with relevant pictures to make it easier for students to understand it when studying independently. (2) The product has been declared feasible by a material expert, media expert, and linguist. In the operational trial, teacher responses are with an average score of 5.00 (very good category and suitable for use), and student responses are with an average score of 4.59 (very good category and suitable for use). (3) The results of the effectiveness testing on student learning independence is at the significance level of 0.000 (<0.050) indicating that the learning independence of experimental group students was higher than that of the control group, while the results of the effectiveness test on student learning achievement is at the significance level of 0.001 (<0.050) indicating an average value. The posttest average score of the experimental group was much higher than that of the control group. Thus, it can be concluded that the developed e-module is effective in increasing student learning independence and learning achievement.

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

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