scholarly journals Alternative conceptions of students in Arabic language applications and the proper method of correcting them by using some active learning strategies: Adjective lesson as a model

2017 ◽  
Vol 25 (1) ◽  
pp. 65-93
Author(s):  
al-Hasan Yahya al-Manakhrih al-Hasan Yahya al-Manakhrih
Keyword(s):  
Experimental Design ◽  
Active Learning ◽  
Learning Strategies ◽  
Arabic Language ◽  
Alternative Conceptions ◽  
Traditional Methods ◽  
Linguistic Performance ◽  
Service Training ◽  
Quasi Experimental ◽  
Active Learning Strategies

This study aimed to examine the effectiveness of some active learning strategies in adjusting students’ alternative perceptions about the concepts of the adjective lesson in the textbook of “My Language” taught in Saudi Middle Schools.To achieve this, a descriptive and quasi-experimental design approaches were employed. Beginning by identifying students’ alternative perceptions of the concepts of the adjective lesson, an evaluating test was applied for 120 students grade 9 in Jeddah.The result of the evaluating test has indicated that there were alternative perceptions of the concepts of the adjective lesson among students.Therefor, the researcher has designed a guide for using an active learning strategies for teachers to teach adjective lesson. To examine the effectiveness of active learning strategies in adjusting students’ alternative perceptions, a group of 30 students grade 9 in Jeddah were involved in the experimental. This group were taught the adjective lesson by traditional methods and also taught the lesson by using active learning strategies. The findings indicated that the students who were taught by active learning strategies are more likely to alter the alternative perceptions than those who were taught by traditional method.In light of the findings of the study, the researcher recommends that it is important to uncover the students’ alternative perceptions in the various Arabic language lessons, in order to help the students in adjusting the alternative perceptions by using active learning strategies , and improving teachers’ capabilities through pre-service and in-service training in applying several teaching strategies including the active learning strategies to improve the linguistic performance in the Arabic language.

scholarly journals Pengaruh Strategi Pembelajaran Critical Incident terhadap Keterampilan Analisis Siswa

2018 ◽  
Vol 1 (2) ◽  
pp. 77
Author(s):  
Sulastri Sulastri ◽  
Luthpi Safahi ◽  
Susilo Susilo
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Critical Incident ◽  
Learning Strategy ◽  
Choice Test ◽  
Significance Level ◽  
Analytical Skills ◽  
Quasi Experimental ◽  
Active Learning Strategies ◽  
Incident Learning

The development of science and technology causes education to become a necessity for the younger generation. Based on the results of the survey, students analytical skills are still low, so an active learning strategy is needed that can improve students' analytical skills. Active learning strategies that can be used are Critical Incident strategies. This study aims to determine the effect of using Critical Incident learning strategies on students' analytical skills on the subject of environmental change. The research was carried out in class X MAN 9 Jakarta from March to June 2017. The research method used was quasi-experimental research design using posttest only control design. The population of this study were all students of class X MIA totaling 104 students. The data collection uses a multiple-choice test consisting of 24 items that are integrated with three types of indicators of analytical skills that are differentiating, organizing and attributing. The results showed that the average posttest value of the analytical skills of the experimental class was 64.88 while the control class was 62.49. Hypothesis testing through t-test at the significance level α = 5% obtained t count = 1.74 while t table = 1.67, because t count is greater than t table then H0 is rejected and H1 is accepted. Thus, it can be concluded that the use of Critical Incident learning strategies influences the analytical skills of class X MAN 9 Jakarta students.

scholarly journals THE EFFECT OF ACTIVE LEARNING ON STUDENT CHARACTERISTICS IN A HUMAN PHYSIOLOGY COURSE FOR NONMAJORS

2003 ◽  
Vol 27 (4) ◽  
pp. 207-223 ◽  
Author(s):  
R. Russell Wilke
Keyword(s):  
Human Physiology ◽  
Active Learning ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
Control Groups ◽  
Treatment Groups ◽  
Quasi Experimental ◽  
Active Learning Strategies ◽  
Didactic Lecture ◽  
Attitude Surveys

This study investigated the effect of active-learning strategies on college students’ achievement, motivation, and self-efficacy in a human physiology course for nonmajors. Variables were studied via a quasi-experimental, Solomon four-group design on 141 students at a small west-Texas university. Treatment groups were taught using a continuum-based, active-learning model implemented over the course of a semester. Control groups were taught using traditional didactic lecture methods. To assess the effects of the continuum-based active learning strategies, students were administered a comprehensive physiology content exam, the Motivated Strategies for Learning Questionnaire, and attitude surveys. Factorial analyses indicated that the treatment groups acquired significantly more content knowledge and were significantly more self-efficacious than students in the control groups. There were no significant differences in motivation. Attitude surveys indicated that students in both the treatment and control groups demonstrated a positive attitude toward active learning, believed it helped (or would help) them to learn the material, and would choose an active learning course in the future.

scholarly journals The Reality of Using Active Learning Strategies among Secondary School Female Teachers of Arabic Language in Taif City

2020 ◽  
Vol 14 (2) ◽  
pp. 270
Author(s):  
Yusra R. Al-Thubaiti
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Arabic Language ◽  
Female Teachers ◽  
Educational Supervisor ◽  
Active Learning Strategies ◽  
Training Courses ◽  
And Training

The study aimed to identify the reality of using active learning strategies among secondary school female teachers of the Arabic language in Taif city. It also aimed to find out the significant differences according to the variables of qualification, years of experience and training courses. Two instruments were used in the study: a questionnaire and an observation. Both were used on a sample of 32 female teachers at secondary governmental schools. A one sample t-test and Mann Whitney were used. The results of the study revealed that the degree of using active strategies among female teachers was low; the role of the educational supervisor in encouraging female teachers to use active learning strategies was medium, and the degree of difficulties of using active learning strategies was large. Additionally, the findings indicated that there were no significant differences in using active strategies attributed to the variables of qualification and training courses, whereas there was a significant difference in using active strategies attributed to the variable of experience in favor of teachers who have more than 10 years of experience. However, there were no significant differences in the role of the educational supervisor and the degree of difficulties in using active learning strategies attributed to the variables of the study.

scholarly journals Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments

2017 ◽  
Vol 16 (2) ◽  
pp. ar19 ◽  
Author(s):  
Lacy M. Cleveland ◽  
Jeffrey T. Olimpo ◽  
Sue Ellen DeChenne-Peters
Keyword(s):  
Biological Sciences ◽  
Active Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Conceptual Understanding ◽  
Biology Education ◽  
Graphic Organizer ◽  
Quasi Experimental ◽  
Active Learning Strategies ◽  
Students Attitudes

In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students’ conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants’ conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students’ attitudes and motivation in the domain.

Faculty Adoption of Active Learning Strategies via Paired Teaching: Conclusions From Two Science Departments

2019 ◽  
Vol 049 (01) ◽  
Author(s):  
Linda Strubbe ◽  
Jared Stang ◽  
Tara Holland ◽  
Sarah Bean Sherman ◽  
Warren Code
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Science Departments
Sign in / Sign up

Export Citation Format

Share Document