Explicit Phonetic Instruction and Pronunciation Skills of Grade 10 High School Students

2020 ◽  
Vol 1 (4) ◽  
pp. 47-54
Author(s):  
Walter Coronado Latorza
Keyword(s):  
High School ◽  
High School Students ◽  
The Philippines ◽  
School Students ◽  
Content Relevance ◽  
Significant Difference ◽  
English Pronunciation ◽  
And Control ◽  
Phonetic Instruction ◽  
Experimental Group

The Explicit Phonetic Instruction-Centered (EPIC) Module is a compilation of topics and exercises in English pronunciation made and modified by the researchers where the explicit phonetic instruction is highlighted as the main approach to enhance the pronunciation skills of the respondents. The study is aimed at evaluating, validating, and determining the effectiveness of the EPIC Module and its actual delivery conducted to the Grade 10 students of Kauran National High School in the Philippines. A panel consisting of five teachers from different schools served as evaluators of the module to validate its content, relevance, acceptability and instructional quality. To determine how the module was delivered, another five English teachers observed and evaluated the researcher-teachers in the implementation of the module. The respondents of the study for both the experimental and control groups were chosen randomly. The researchers used mean in the validation of the module and in the performance of the researcher-teachers based on the delivery of the module. To identify whether there was or no significant difference on the respondents’ performance and mean gain scores, t-test was used. The findings revealed that students in experimental group improved their pronunciation skills significantly due to the intervention of the EPIC Module and its excellent delivery. It was statistically verified that the use of EPIC Module apparently improves the English pronunciation skills of the respondents.

scholarly journals The Influence of Guided Inquiry Learning Using Flash Based Invertebramedia on the Senior High School Students’ Learning Achievement

2018 ◽  
Vol 7 (2) ◽  
pp. 137-143 ◽  
Author(s):  
Anifatussholihah Anifatussholihah ◽  
Nur Rahayu Utami ◽  
Niken Subekti
Keyword(s):  
High School ◽  
High School Students ◽  
Inquiry Learning ◽  
Learning Outcome ◽  
Control Group ◽  
Guided Inquiry ◽  
School Students ◽  
And Control ◽  
Experimental Group ◽  
Senior High School Students

This research aims to know the influence of guided inquiry learning with flash based Invertebramedia on the learning outcome of senior high school students. The research was done in SMA N 1 Pamotan using Quasi Experimental Design. The sample of the study was X MIPA 1 class (experimental group) and X MIPA 2 class (control group) which was taken by purposive sampling technique. The results showed that there were increasing of cognitive’s learning outcome of the experiment group was 80% and control group was 34.2%. There was a significant difference in the average of cognitive learning outcomes of the experimental group and control group. Analysis of affective and psychomotor aspects showed that learning outcome the experimental group higher that the control group. So, the activity of students during learning process was enchancement. The average of the student’s questionnaire responses after joining the learning was 84.9% in good criteria. The teacher and the students also gave good responses on the implementation of the learning in general. The conclusion of the research is the application of guided inquiry learning with Invertebramedia based on flash influence on high school student’s learning outcomes.

The Effect of Using Humor on High School Students’ Grammar Performance and Motivation

2016 ◽  
Vol 6 (7) ◽  
pp. 1466 ◽  
Author(s):  
Elham Kavandi ◽  
Reza Kavandi
Keyword(s):  
High School ◽  
High School Students ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Dependent Variables ◽  
Post Test ◽  
Group A ◽  
And Control ◽  
Experimental Group

Teaching in high schools needs specific techniques, methods and skills in order to motivate the students (Ss) properly. In this study, the aim was to explore the effect of humor on students' grammar performance and their motivation. The study was designed as true-experimental research-randomized control experimental group, pre-test, post-test design. The participants were second grade high school students (120 students) in four classes. So, the researcher gave them a Nelson test in order to homogenize them. Out of 120 Ss, only 60 Ss who could get 50% percent of score were selected. Then, the Ss randomly were assigned one member of each pair to the experimental group and the other to the control group containing 30 Ss male in each cause-effect relationship between the independent and dependent variables. Then, the data analysis was done by SPSS version 21. The results indicated that there were statistically significant differences between the gained scores in the groups, namely experimental group in comparison to the control group. A questionnaire was also given to the participants to gather their opinions about humor and its effect on their motivation. The finding showed that a large number of students agree of using humor, because it is enjoyable and motivator. It can be concluded that there is significance relationship between using humor and the Ss grammar performance, and their motivations. . Then, through giving the treatment and placebo to the experimental and control groups, respectively, the researcher tried to observe the direct

scholarly journals An analysis of the effect of peer mediation training on high school students’ conflict resolutions, empathic tendency and aggression levelsAkran arabuluculuk eğitiminin lise öğrencilerinin çatışma çözme becerileri, empatik eğilim ve saldırganlık düzeyleri üzerindeki etkisinin incelenmesi

2016 ◽  
Vol 13 (1) ◽  
pp. 1589
Author(s):  
Fulya Türk ◽  
Abbas Türnüklü
Keyword(s):  
High School ◽  
High School Students ◽  
Conflict Resolution ◽  
Peer Mediation ◽  
School Students ◽  
Mediation Training ◽  
Post Test ◽  
The Difference ◽  
And Control ◽  
Experimental Group

Purpose of this study is to investigate the effect of peer mediation training on conflict resolution skills, empathic tendency and aggression levels on high school students. The research was conducted with 57 students at high schools in Denizli. The students in the experimental group were trained peer mediation training. The peer mediation training consists of ten sessions. İndependent variable of the study is peer mediation training. Dependent variables of the study are conflict resolution skills, empathic tendency and aggression levels. According to findings the study were analyzed, there is a significant increase in the levels of conflict resolution of the students in the experimental group. Similarly aggression levels were significantly lower in the students in the experimental group who received the peer mediation training. In contrast, when the levels of pre-test post-test empathic tendency of the students in the experimental and control groups, the difference between the two groups was not significant. Finally, peer mediation training can be said to be effective in developing conflict resolution skills of high school students and in reducing levels of aggression. ÖzetBu araştırmanın amacı, akran arabuluculuk eğitiminin lise öğrencilerinin çatışma çözme becerileri, empatik eğilim ve saldırganlık düzeyleri üzerindeki etkisini incelemektir. Ön test son test kontrol gruplu deneysel desenin kullanıldığı araştırma, Denizli ilinde iki lisede dokuzuncu sınıfta okuyan 57 öğrenci ile yürütülmüştür. Deney grubunda yer alan öğrencilere on oturumluk akran arabuluculuk eğitimi verilmiştir. Araştırmanın bağımsız değişkeni akran arabuluculuk eğitimi, bağımlı değişkenleri ise çatışma çözme becerileri, empatik eğilim düzeyleri ve saldırganlık düzeyleridir. Araştırmadan elde edilen sonuçlara göre akran arabuluculuk eğitimi alan lise öğrencilerinin yapıcı çatışma çözme becerilerinde anlamlı düzeyde bir artış olduğu saptanmıştır. Benzer biçimde bu eğitimi alan lise öğrencilerinin saldırganlık düzeylerinde anlamlı bir düşme olduğu görülmektedir. Buna karşın akran arabuluculuk eğitimi alan ve almayan lise öğrencilerinin empatik eğilim düzeylerinde anlamlı bir farka rastlanmamıştır. Sonuç olarak, akran arabuluculuk eğitiminin yapıcı çatışma çözme becerileri geliştirmede ve saldırganlığı azaltmada etkili bir yol olduğu ifade edilebilir.

scholarly journals Problem-based learning approach enhances the problem solving skills in Chemistry of high school students

2019 ◽  
Vol 9 (3) ◽  
pp. 282 ◽  
Author(s):  
Joseph Valdez ◽  
Melfei Bungihan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Problem Based Learning ◽  
The Philippines ◽  
Public High School ◽  
School Students ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Before And After

The study aimed to investigate the effectiveness of problem-based learning (PBL) approach in enhancing the problem solving skills in Chemistry of Grade 9 students in a public high school in the Philippines. The level of problem solving skills of the students in the non-PBL and PBL group before and after their exposure to non-PBL and PBL approaches was determined respectively. The comparison of their levels before and after the intervention was done to determine the effectiveness of the non-PBL and PBL approaches. Then comparison of the effectiveness of non-PBL and PBL approach was assessed. Using the descriptive-comparative and pretest-posttest experimental design in processing the data from 96 students, the following revelations were obtained: (1) the level of problem solving skills before and after their exposure to non-PBL approach is generally very low; (2) the level of problem solving skills was initially very low but was comparatively increased to low after exposure to PBL; (3) there was a significant difference in the level of problem solving skills of the students in the PBL group; (4) between these two approaches in this study, the PBL approach of teaching the chemistry concepts to Grade 9 students was proven more effective than the non-PBL approach.

scholarly journals The Effect of Using STEAM Approach on Motivation Towards Learning Among High School Students in Jordan

2020 ◽  
Vol 13 (9) ◽  
pp. 48
Author(s):  
Rana Waleed Al-Haj Bedar ◽  
Muhannad Anwar Al-Shboul
Keyword(s):  
High School ◽  
High School Students ◽  
Private School ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Validity And Reliability ◽  
School Students ◽  
Significant Difference ◽  
Class Anxiety ◽  
Experimental Group

This study aimed at investigating the effect of applying integrated Science, Technology, Engineering, Art, and Mathematics (STEAM) approach on motivation among students of grade 10 in a private school in Amman. In this context the researchers used a quasi-experimental method. The sample of this study involved 32 high school students; the individuals of the study were intentionally chosen and distributed randomly into two groups: the control group consisted of 19 students who studied Geography in a conventional way, and the experimental group consisted of 13 students who studied the same content using STEAM approach. To achieve the study goals, the researchers developed an instrument to measure motivation towards learning geography that focused on the following constructs of motivation: Internal Motivation, Grade Motivation, Class Anxiety, Career Motivation, Self-Efficacy, and Teacher Obedience. After verifying its validity and reliability, the instrument was applied on the study sample. The results of the analysis of covariance (ANCOVA) showed no significant difference on motivation in all of its constructs except for (Class Anxiety) which was in favor of the experimental group. The study recommended providing teachers with enough and valuable training opportunities on how to activate STEAM approach to ensure meaningful learning for students and to increase their awareness to future careers including STEAM jobs.

Solution-Focused Brief Therapy (SFBT) Based Guidance for Student Academic Hardiness

2021 ◽  
Vol 4 (1) ◽  
pp. 1-13
Author(s):  
Fajriani Fajriani ◽  
Abu Bakar ◽  
Fitra Marsela
Keyword(s):  
High School ◽  
High School Students ◽  
Brief Therapy ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Solution Focused Brief Therapy ◽  
Academic Hardiness ◽  
Solution Focused ◽  
And Control

The background of the research is the importance of increasing competence for the younger generation as the nation's successor. This competence is related to the ability to face challenges, carry out commitments, and proper control in the midst of globalization which has positive and negative impacts. This capacity development can be developed through guidance interventions based on Solution-Focused Brief Therapy (SFBT). The purpose of this study was to analyzed the description of academic hardiness possessed by high school students in Aceh, and measured the effectiveness of guidance based on Solution-Focused Brief Therapy (SFBT) in developing academic hardiness of high school students in Aceh. This study used a quantitative approach with a quasi-experimental method (non-equivalent control group design). Data were collected using the modified Academic Hardiness Scale (AHS) from Benishek & Lopez based on three aspects of academic hardiness, specifically commitment, challenge, and control. The population of this research is 154 the MAS Imam Syafii students. The research sample consisted of 60 students who were divided into experimental and control groups. Based on the results of the paired samplet-test, there is a significant difference between the pre and post test results of students after being given SFBT-based guidance, but the results of the N-Gain analysis show that SFBT has a low effect in increasing the academic hardiness of MAS Imam Syafii students. To get a significant increase in academic hardiness, SFBT can also be given individually/group.

scholarly journals The Effectiveness of Nomophobia Therapy on Self-Esteem and Nomophobia Symptoms in High School Students

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Nasrin Mohammadi Nasab ◽  
Gholamreza Manshaee ◽  
Mohammad Ali Nadi
Keyword(s):  
High School ◽  
High School Students ◽  
Self Esteem ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Background: High mobile-phone dependency may cause cognitive, emotional, and academic impairments among students; hence, proper therapies should be performed to prevent the risk. Objectives: The present study aimed to investigate the effectiveness of the nomophobia therapy package on self-esteem and nomophobia symptoms in high school students. Methods: The research method was quasi-experimental with a pre-test, post-test, and follow-up design and a control group. The statistical population included all the students showing nomophobia symptoms who were in high schools in Isfahan in the academic year of 2018 - 2019. Using purposive sampling, we selected 30 students willing to participate in the project and randomly divided them into experimental (n = 15) and control (n = 15) groups. The research instrument included Nomophobia Questionnaire and Self-Esteem Questionnaire. The experimental group underwent eight sessions (75-minute sessions per week) of nomophobia therapy. The follow-up was performed after two months. Data were analyzed by descriptive and inferential statistics, such as mean, standard deviation, and repeated measures ANOVA. SPSS version 23.0 was further used to analyze the data. Results: The mean ± SD of the post-test scores of self-esteem and nomophobia symptoms were (19.26 ± 3.34) and (50.60 ± 5.07) in the experimental group and (13.46 ± 2.47) and (71.63 ± 8.47) in the control groups. The difference between the scores of the experimental and control groups in the pre-test was not significant (all P-values were > 0.05). Also, the post-test scores did not have a significant difference from the follow-up scores (all P-values were > 0.05). Nomophobia therapy effectively increased self-esteem in students with nomophobia symptoms in the experimental group (P = 0.0001). The training intervention sessions decreased the nomophobia symptoms of high school students in the experimental groups compared to the control group (P = 0.0001). Conclusions: According to research findings, nomophobia therapy was an efficient therapy for improving self-esteem and reducing nomophobia symptoms in students who suffer from the syndrome.

scholarly journals Pengaruh Pembelajaran Demonstrasi Interaktif terhadap Keterampilan Proses Sains Dasar Siswa SMA pada Materi Perubahan Lingkungan

2019 ◽  
Vol 2 (2) ◽  
pp. 58
Author(s):  
Dwi Rahayu Lestari Noviani
Keyword(s):  
High School Students ◽  
Basic Science ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The achievement of students science process skills in Indonesia is relatively low, this is partly because learning has not yet explored and facilitated students science process skills. This study aims to identify the effect of interactive demonstrations to basic science process skills of senior high school students in environmental change concept, with global warming sub concept. The subjects of this study were X grade of science in second semester, academic year 2017/2018. The method used in this research was quasi experiment with non equivalent pre-test post-test control group design. The research data was collected by using basic science process skills test, observation form, and questionnaire. The results of data analysis using the Mann Whitney test with a significance level of 0,05 to the value of the post-test of basic science process skills showed a significant difference in basic science process skills of students between experimental group and control group. N-gain of basic science process skills in the experimental group is 0,56, while in the control group is 0,43. Improved basic science process skills in the experimental group and control group are in the medium category. Neverthless, the average of N-gain in the experimental group is higher than the control group. The results of this study indicate that 97,5% of learning activities performed well. Based on the results of the research, it can be concluded that the interactive demonstrations learning trains to improve students basic science process skills.

scholarly journals The Use of Digital Guessing Game to Improve Students’ Speaking Ability

2020 ◽  
Vol 4 (1) ◽  
pp. 115-126
Author(s):  
Ai Hayati
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
Tenth Grade ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Senior High School Students

This study was investigated the effects of Digital Guessing Games strategy on students?  speaking ability of Islamic Senior High School students as well as to find out their perceptions of using it. In doing so, the subjects consisted of 44 students who were in tenth grade. Then they were divided into two equal experimental and control groups randomly (N=22). This study used explanatory sequential mixed-method whereas pre-test and post-test were administrated to collect quantitative and questionnaire was given to collect qualitative data.The experimental group was taught speaking using DGG application, whereas the control group using conventional guessing game. Analyzing the data through the independent sample t-test revealed the effectiveness of DGG application, the experimental group out performed the control group of speaking narrative text. Furthermore, an Islamic Senior High School students in Tasikmalaya had a positive attitude toward utilization of DGG application. 

scholarly journals ¿El nivel basal de motivación autodeterminada hacia la Educación Física influye en la mejora de la resistencia cardiorrespiratoria? Un estudio de intervención controlado (Does baseline self-determined motivation toward Physical Education influence cardio

Retos ◽  
2019 ◽  
pp. 344-350
Author(s):  
Daniel Mayorga-Vega ◽  
Jorge Montoro-Escaño ◽  
Santiago Guijarro-Romero ◽  
Jesús Viciana
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Intervention Program ◽  
Control Group ◽  
School Students ◽  
Fitness Program ◽  
And Control ◽  
Cardiorespiratory Endurance ◽  
Experimental Group

El objetivo del estudio fue examinar la influencia del nivel basal de motivación autodeterminada hacia la Educación Física sobre la eficacia de un programa de intervención para la mejora de la resistencia cardiorrespiratoria en estudiantes de Educación Secundaria. Noventa y siete estudiantes de Educación Secundaria Obligatoria fueron asignados aleatoriamente (por clases) al grupo experimental y control. Durante las clases de Educación Física, los estudiantes del grupo experimental realizaron un programa de acondicionamiento físico. Antes y después del programa de intervención, la resistencia cardiorrespiratoria de los estudiantes se midió mediante el test Course Navette. Los estudiantes del grupo experimental con un nivel basal moderado-alto de motivación autodeterminada hacia la Educación Física incrementaron estadísticamente su resistencia cardiorrespiratoria con respecto a los del grupo control (p < 0,001). No se encontraron diferencias entre los estudiantes del grupo experimental con baja motivación y los del grupo control (p > 0,05). Un programa de acondicionamiento físico durante las clases de Educación Física solo parece incrementar la resistencia cardiorrespiratoria de estudiantes con un nivel basal moderado-alto de motivación autodeterminada hacia la Educación Física.Abstract. The purpose of the present study was to examine the influence of baseline self-determined motivation toward Physical Education on the effectiveness of an intervention program for improving cardiorespiratory endurance in high-school students. Ninety seven high-school students were randomly assigned (by classes) to the experimental and control groups. During Physical Education classes, the experimental group students performed a physical fitness program. Before and after the intervention program, students’ cardiorespiratory fitness was measured using the Course Navette test. The experimental group students with a moderate-high baseline of self-determined motivation toward Physical Education statistically improved their cardiorespiratory endurance compared with the control group students (p < .001). However, no statistically significant differences between the experimental group students with low motivation toward Physical Education and control group students were found (p > .05). A physical fitness program during Physical Education classes only seems to improve cardiorespiratory endurance in students with moderate-high baseline of self-determined motivation toward Physical Education.

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