scholarly journals THE USE OF INTERACTIVE WORD WALL TECHNIQUE IN WORD TEACHING TO THE 5TH GRADE

2021 ◽  
Vol 13 (1) ◽  
pp. 27-48
Author(s):  
Aslı UYSAL ◽  
Bekir DİREKCİ
Keyword(s):  
Secondary School ◽  
Grade Level ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
Education Status ◽  
Word Wall ◽  
And Control ◽  
5Th Grade ◽  
Experimental Group

This research was conducted to determine the effect of interactive word wall technique on word teaching at the 5th grade level of secondary school. Quasi experimental model was used in the research. The study group of the research consists of 74 students who continue their education in the 5th grade of a public secondary school in Antalya. 5th and 6th themes in the Turkish textbook were chosen for the research. The words in the themes were taught to the experimental group with the interactive word wall technique and activities, and to the control group with the activities in the ongoing education program. The application was carried out for eight weeks, with one course hour per week. It was applied as a pre-test before the Turkish lesson vocabulary test, the post-test after the application, and a retention test one month after the application of the post-test. As a result of the research, no significant difference was found between the pre-test scores obtained from the vocabulary test of the experimental and control groups, while a significant difference was found between the posttest and retention test scores in favor of the experimental group. No significant difference was found between the test results of the students in the experimental and control groups and their gender, maternal education status and father education status. According to the results, it was concluded that the interactive word wall technique was effective in teaching Turkish language lessons at the 5th grade level. Keywords: Interactive word wall technique, Turkish lesson, 5th grade, word learning.

scholarly journals The Effect of Teacher Scaffolding on Students’ Paragraph Writing Skills in EFL Classroom: The Case of Grade Nine Students in Meneguzer Secondary School, Amhara Regional State, Ethiopia

2021 ◽  
Vol 12 (6) ◽  
pp. 892-898
Author(s):  
Simachew Gashaye ◽  
Belyihun Muchie
Keyword(s):  
Secondary School ◽  
Writing Skills ◽  
Control Groups ◽  
Writing Performance ◽  
Sequential Mixed Methods ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

This study was intended to examine the effect of teacher scaffolding on grade nine students’ paragraph writing performance in Meneguzer secondary school, Amhara-Ethiopia. The study employed a quasi-experimental research design with explanatory sequential mixed methods of data collection and analysis. There were experimental and control groups of students including 40 students in each group. Test, questionnaire and interview were used to gather data. The quantitative data were analysed using an independent sample t-test, whereas the qualitative data were analysed thematically.  The pre-test yielded a significant value of sig. (2-tailed) =0.659 which was higher than α =0.05. This showed that both the experimental and the control groups of students were equal and homogenous in their writing performance before treatment. However, after the treatment, there was a significant difference between the writing performance of the students in the two groups as the analysis of writing test in post-test yielded sig. (2- tailed) =0.025 which was smaller than α = 0.05. This implies that the treatment enabled the participants in the experimental group to improve their writing skills. The result of the questionnaire and interview analyses further revealed that the experimental group of participants were motivated and initiated by the teacher scaffolding to improve their writing skills. Thus, it can be concluded that teacher scaffolding has a positive significant effect on students’ writing skills. As a result, it motivates students to practice their writing skills independently.

scholarly journals USING SOCIOGRAM TO IMPROVE THE WRITING AND SPEAKING ACHIEVEMENTS OF THE EIGHT GRADE STUDENTS OF SMPN 1 JARAI

2019 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Yoga Pratama
Keyword(s):  
Eighth Grade ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Control

The objectives of this study were to find out whether or not there was significant improvement in writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant improvement in each aspect of writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant difference in writing and speaking achievements between the eighth grade students of SMP 1 Jarai who were taught by using Sociogram and those who were not, and to find out the perception of the eighth grade students of SMPN 1 Jarai after they were taught by using Socoiogram. In this paper, an experimental research method with pre and post test control group design was used with 70 students as the sample divided into two groups, experimental and control group. However, only the students of the experimental group were taught by using Sociogram. The obtained data were analyzed by using t-test. The students were given questionnaire to know their perceptions. The result showed that there was a significant difference in both students? writing and speaking achievements after they were tought by using Sociogram. Furthermore, it was found that there was a significant difference in students? writing and speaking achievement between the experimental and control groups. In conclusion, Sociogram improves the students? writing and speaking achievements.

scholarly journals The Effect of Psychodrama on Subjective Well-Being and Trait Anxiety

2020 ◽  
Vol 6 (2) ◽  
pp. 269
Author(s):  
AliAyşe Nur Katmer ◽  
Ramazan Demir ◽  
Ali Çekiç ◽  
Zeynep Hamamcı
Keyword(s):  
Trait Anxiety ◽  
Well Being ◽  
Rank Test ◽  
Control Group ◽  
Subjective Well Being ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

This study investigates the effects of psychodrama on adults’ anxiety and subjective well-being levels. A pre/post-test experimental pattern is used with experimental and control groups. The study sample consists of 24 non-thesis master’s program students at Gaziantep University, Human Psychology, and Communication. The State-Trait Anxiety Inventory (STAI) and the Subjective Well-Being Scale were applied as a pre-test to the experimental and control groups. The psychodrama group practice was performed with the experimental group once a week for eleven weeks, 90 minutes per session, while the control group did not receive any practice. After the application, the post-test was administered to both groups. The data were analyzed with SPSS 23 statistical program. The Mann-Whitney U test was used to evaluate the difference between the experimental and control group, and the Wilcoxon Signed Rank Test was applied for the changes within the experimental group. The findings indicate that the individuals’ anxiety level in the experimental group significantly decreased compared to the control group. There was no significant difference between subjective well-being in the experimental and control group for pre-test and post-test applications.

Effect of environmental education program integrated into preschool education on children’s mental model development about “environment” concept

2018 ◽  
Vol 5 (2) ◽  
pp. 29-40
Author(s):  
Berat Ahi ◽  
Fatma Alisinanoglu
Keyword(s):  
Environmental Education ◽  
Mental Model ◽  
Model Development ◽  
Preschool Education ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

 Aim of this study is to determine the effect of environmental education program integrated into preschool education aged between 48-66 months on children’s mental model development about “environment” concept. Triangular mixed design was used in this research. Quantitative dimension of the study was carried out with quasi-experimental design with control group and qualitative dimension of the study was carried out with using phenomenological method based on social constructivist philosophy. Study group of the research consisted of 52 children from experimental and control groups. Statistically significant difference was observed in the scores of children in the experimental and control groups from DAET-R (U= 44, z= -5.44, p= .000, r= .75). Mental model development about environment of the majority of the children from the experimental group reached to an expected level. However, no development was obtained in the mental model development of the children in the control group. Results also showed that 80.8% of the children from experimental group defined environment as a place which people, animals and plants live together and the amount of the children from control group who defined environment similar to this level is 26.9%. In addition, there was no significant difference in the total pre-test and post-test DAET-R scores of children from the control group (z= -1.401, p > .05) and significant difference was observed in the pre-test and post-test DAET-R scores of children in the experimental group in support of post-test results (z= -4.126, p < .05). Keywords: Environment; Mental Model; Child; Pre-school Educatio; Environmental Education

scholarly journals The Effect of Teaching Supported by Interactive Whiteboard on Students’ Mathematical Achievements in Lower Secondary Education

2016 ◽  
Vol 6 (1) ◽  
pp. 81 ◽  
Author(s):  
Ceren Tunaboylu ◽  
Ergül Demir
Keyword(s):  
Mathematics Teaching ◽  
Test Scores ◽  
Interactive Whiteboard ◽  
Control Groups ◽  
Teaching Process ◽  
Positive Effects ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The aim of this study is to investigate the effect of using the interactive whiteboard in mathematics teaching process on the 7th-grade students’ achievement. This study was conducted as experimental design. Experimental and control groups were composed of 58 7th-grade students from one school in the 2015-2016 educational year in Ankara. As a measurement tool, an achievement test developed by the researchers was used as the pre-test and post-test. An education program which included the activities with the interactive whiteboard was developed by researchers. And, this program was implemented to the experimental group 12 hours over 3 weeks. On the other hand, activities for the control group were limited to the blackboard usage. In the analysis of the data, “analysis of covariance (ANCOVA)” was used by defining the pre-test scores as “covariate” variable.According to the findings, it was observed that there was a significant difference between experimental and control groups pre-test average scores. When the difference of pre-test scores under control, it was observed the significant difference between the average post-test scores in favor of the experimental group. These findings show that using the interactive whiteboard in mathematics teaching process has positive effects on the students’ mathematical achievement. These results are supported by some other researchers’ findings.

scholarly journals THE EFFECTIVENESS OF JIGSAW ON READING COMPREHENSION OF ANALYTICAL EXPOSITION TEXT

2017 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Febriana Hidayati ◽  
Dedeh Rohayati
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Grade Student ◽  
Control Groups ◽  
Group Response ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This paper investigates the effectiveness of Jigsaw on reading comprehension of analytical exposition text. The problems in this research are whether jigsaw has  significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using Grammar-Translation Method and how the participants in the experimental group response toward the jigsaw instruction after the treatment. The population of this research was the eleventh grade student of Senior High School in  Tasikmalaya in the academic year 2016/2017 consisting of 48 students. The instruments, achievement test used to collect data were pre-test and post-test to experimental and control groups. They served to measure students’ reading comprehension of analytical exposition text by using jigsaw . The instrument, questionnaire was used to collect data about the participants’ response towards  using jigsaw  in comprehending analytical exposition text. From the research, it could be obtained the t-observed value was 2.410,  whereas t-critical was 2.021.It means the alternative hypothesis is accepted and the nul hypothesis is rejected. It can be concluded that there is significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using it. Keywords: Jigsaw , reading comprehension, analytical exposition text

scholarly journals Modular Instruction in Biology: It’s Effect on Students’ Performance

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Archel A. Bedaure
Keyword(s):  
Test Performance ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Modular Instruction ◽  
Test Control

This investigation ascertained the effect of modular instruction on the performance in Biology of freshmen fishery students at the Carlos Hilado Memorial State College (CHMSC) - College of Fisheries during the second semester of the school year 2009-2010. Experimental research using the pre - test, post - test control group design was employed to achieve the objectives of the study. Participants were grouped into the experimental and the control groups. The experimental group was exposed to modular instruction while the control group was exposed to lecture-discussion approach. The pre-test performances of both experimental and control groups were fair. The post-test performance of the experimental group taught by modular instruction was superior while that of the control group taught by lecture-discussion was very good. A significant difference was found between the pre - test of the modular and lecture-discussion groups in favor of the latter group. A significant difference was found between the post - test results of the control group in favor of the experimental group. Significant differences were found between the pre - tests and post -tests of the experimental and control groups hence, modular instruction was better than the lecture -discussion approach in effecting students’ performance in Biology.  Keywords - Modular Instruction, Students’ Performance, Pretest, Post-test, Control group, Experimental Group, Lecture-discussion

scholarly journals Efektivitas Biblioterapi Kelompok untuk Menurunkan Agresivitas Siswa Sekolah Dasar

2020 ◽  
Vol 12 (1) ◽  
pp. 93-102
Author(s):  
Fikri Tahta Nurul Fiqih ◽  
Annita Wahyuningtyas ◽  
Abid Abdi Aziz ◽  
Erni Agustina Setiyowati
Keyword(s):  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Group Design ◽  
Feasibility Assessment ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Penelitian ini bertujuan untuk mengetahui efektivitas biblioterapi kelompok dalam menurunkan agresivitas pada siswa sekolah dasar. Penelitian ini menggunakan metode eksperimen dengan desain Pretest-Postest Control Group Desain. Sampel dipilih berdasarkan hasil seleksi menggunakan skala agresivitas. Penempatan kelompok eksperimen menggunakan randomisasi. Sebanyak 18 siswa sebagai kelompok eksperimen dan 18 siswa sebagai kelompok kontrol. Alat ukur yang digunakan untuk pretest dan post test adalah skala agresivitas yang terdiri dari 55 pernyataan. Biblioterapi dilaksanakan sebanyak 7 sesi dengan menggunakan naskah-naskah cerita yang telah mendapat penilaian kelayakan dari Psikolog. Hasil analisis data menggunakan uji F menghasilkan perbedaan agresivitas yang signifikan antara gainscore kelompok eksperimen dan kontrol. Selain itu terdapat perbedaan agresivitas yang signifikan pada kelompok eksperimen sebelum dan sesudah intervensi, sedangkan pada kelompok control tidak ada perbedaan agresivitas yang signifikan antara pretest dan post test. Dapat disimpulkan bahwa biblioterapi kelompok dapat menurunkan agresivitas siswa.  This study aims to determine the effectiveness of bibliotherapy in reducing aggressiveness in elementary students. This study used an experimental method with the pretest-posttest control group design. The sample is chosen based on the results of the selection using an aggressiveness scale. Placement of the experimental group using randomization. A total of 18 students as the experimental group and 18 students as a control group. The measuring instrument used for the pretest and post-test is an aggressiveness scale consisting of 55 statements. Bibliotherapy was carried out as many as seven sessions using story scripts that had received a feasibility assessment from a Psychologist. The results of data analysis using the F test produced a significant difference in aggressiveness between the gain score of the experimental and control groups. The results showed that there were substantial differences in aggressiveness in the experimental group before and after the intervention. Whereas, in the control group, there was no significant difference in aggressiveness between the pretest and post-test. It can be concluded that bibliotherapy effectively reduces student aggressiveness.

scholarly journals The Effect of Computer-Assisted Instruction on Piano Education: An Experimental Study with Pre-service Music Teachers

2020 ◽  
Vol 4 (3) ◽  
pp. 235-246
Author(s):  
Yavuz Selim Kaleli
Keyword(s):  
Music Education ◽  
Control Group ◽  
Computer Assisted ◽  
Control Groups ◽  
Piano Instruction ◽  
Significant Difference ◽  
Curriculum Instruction ◽  
Post Test ◽  
And Control ◽  
Experimental Group

This study investigated the effect of computer assisted teaching practices in piano courses in Department of Music Education of Faculty of Education on students’ success, piano playing skills and to what extent they provided permanent learning. The research was carried out with the pre-test/post-test research design with a control group, one of quasi experimental designs. In the study, the experimental group was provided computer-assisted piano instruction, while the control group received the regular curriculum instruction. There were 7 female and 6 male students in the control group and 6 male and 7 female students in the experimental group. A computer-assisted piano instruction program was developed for the experimental group. Instruction in the experimental and control groups lasted for 10 lessons. Piano Achievement Test and Piano Observation Form were used as data collection tools. Mann Whitney U test was used to test permanent learning and the success and piano skills of the groups. The results of the research show that computer assisted piano instruction applied in the experimental group is more effective than the regular curriculum instruction in increasing students’ course success and permanent learning. However, no significant difference was found between the post-test levels of the experimental and control groups in terms of piano skills.

scholarly journals The Effectiveness of a Digital Storytelling-based Program on the Development of Geographical Concepts among Kindergarten Children

2021 ◽  
Vol 36 (1-3) ◽  
Author(s):  
Rasmeya Mohamed Farghali Metwalli
Keyword(s):  
Digital Storytelling ◽  
Control Design ◽  
Kindergarten Children ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

ABSTRACT The purpose of this study was to investigate the effectiveness of a digital storytelling-based program on the development of geographical concepts among kindergarten children. Eighty-eight kindergarten children were recruited from two public kindergarten schools in Al Fayoum city, during the academic year 2020-2021. A semi-experimental, prepost- test, two groups (experimental and control) design was employed. The data were analysed using t-test to explore the effectiveness of a digital storytelling-based program on the development of geographical concepts among kindergarten children. The results showed that there was a statistically significant difference between the mean scores of the children of the experimental and control groups using the Pictured Geographical Concepts Scale (sub-scales and composite score) in the post-test, after applying the digital storytelling-based program, which is in favour of the experimental group.

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