scholarly journals INVESTIGATING THE IMPACT OF PEER FFEDBACK AND TEACHER FEEDBACK USING GOOGLE DOCS ON EFL STUDENTS’ WRITING PERFORMANCE

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Nguyen Thi Nien Hoa ◽  
Trinh Quoc Lap
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Control Group ◽  
Writing Performance ◽  
Google Docs ◽  
Study Results ◽  
The Impact ◽  
Experimental Group

<p>Online written corrective feedback via Google Docs, in recent years, has been used and brought about positive outcomes in different teaching contexts. In this light, this study was conducted to examine the different effects between teacher feedback using Google Docs and the combined peer feedback and teacher feedback using Google Docs on EFL high school students’ performance in writing paragraphs. The study also attempted to gain insights into students’ attitudes towards the effect of peer feedback and teacher feedback using Google Docs on their paragraph writing. In this study, a mixed research method was employed; both quantitative and qualitative data were collected. Twenty two grade 11 students in a high school in the Mekong Delta of Vietnam were selected as participants. They were assigned to two groups of treatment: the experimental group, receiving both peer feedback and teacher feedback using Google Docs and the control group who only received teacher feedback using Google Docs. Participants completed two writing tasks; each of them included first draft, second draft and final draft. Prior to the study, students from the experimental group received a face-to-face training on giving peer feedback. Data were collected from six drafts of two writing tasks, three drafts for one task, and interviews at the end of the study. Results indicated that participants who received teacher feedback in the control group performed their paragraph writing better than those receiving both peer feedback and teacher feedback using Google Docs in the experimental group after the study. Also, participants in both groups improved their writing performance in their revised drafts. From the interviews, results showed participants’ positive attitudes towards the impact of peer feedback and teacher feedback using Google Docs on their paragraph writing. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

scholarly journals THE IMPACT OF THE USE OF GEOGEBRA ON STUDENT’S MATHEMATICAL REPRESENTATION SKILLS AND ATTITUDE

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Fazli Rabi ◽  
Ma Fengqi ◽  
Muhammad Aziz ◽  
Muhammad Ihsan Ullah ◽  
Nuritdinova Hilola Abduraxmanovna
Keyword(s):  
High School ◽  
High School Students ◽  
Empirical Test ◽  
Mathematical Representation ◽  
Control Group ◽  
School Students ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
The Impact ◽  
Experimental Group

<p>Mathematics is important and applies to science, technology, society or the natural sciences. It is applied directly or indirectly. Most students find this to be a very stimulating, complex, and well-understood subject. Maths in high school is extremely important. The study was designed to investigate the impact of students' mathematical representation skills and their attitudes towards GeoGebra. This study was quasi-experimental and carried out on high school students. We have two groups belonging to the same standard class. The control group consisted of 22 students, while the experimental group consisted of 28 participants. The conventional approach was used to teach certain concepts of plane geometry to the students in the control group. On the other hand, the experimental group taught similar teachings using GeoGebra. The results show that students have more skills in mathematical representation using GeoGebra. The semi-empirical test also showed a significant change in students' attitudes between the pre-test and the post-test. Students are more active in mathematical representation skills in GeoGebra.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0967/a.php" alt="Hit counter" /></p>

scholarly journals CONFRONTING EFFECT OF ONLINE TEACHER AND PEER FEEDBACK ON THE STUDENTS’ WRITING PERFORMANCE

2019 ◽  
Vol 77 (5) ◽  
pp. 650-666
Author(s):  
Saiful Saiful ◽  
Wardani Dwi Wihastyanang ◽  
Gunadi Harry Sulistyo ◽  
Nur Mukminatien
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Control Group ◽  
Writing Performance ◽  
Initial Stage ◽  
Online Teacher ◽  
Online Feedback ◽  
Experimental Group

This research explored the combination of these three aspects, namely: teacher feedback, peer feedback, and Schoology, and looked at the effect on the students’ writing performance. Schoology is an online learning management system (LMS) that is used as the platform of online feedback. The problem mainly focuses on the explored effect of online teacher and peer feedback provided through Schoology on the students’ writing performance. A total of 70 students were assigned as the participants of the research. The students in the experimental group experienced having teacher and peer feedback provided through Schoology; meanwhile, the students in the control group experienced having conventional teacher feedback. The data were collected based on the students’ writing performance in pre-test and posttest as well as the results of questionnaire on the students’ perception towards the experimental condition. Then, data analysis was done step by step by comparing the pretest scores at the initial stage which was followed by comparing the posttest scores. The result of this research revealed that the students who experienced having teacher and peer feedback provided through Schoology did not perform better in writing than those who experienced having conventional teacher feedback. Keywords: teacher feedback, peer feedback, Schoology, students’ writing performance.

scholarly journals Effectiveness of Using Infographics as an Approach for Teaching Programming Fundamentals on Developing Analytical Thinking Skills for High School Students in the City of Makkah in Saudi Arabia

2017 ◽  
Vol 3 (1) ◽  
pp. 22 ◽  
Author(s):  
Najwa Al-Mohammadi
Keyword(s):  
High School ◽  
Saudi Arabia ◽  
High School Students ◽  
Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Analytical Thinking ◽  
Study Results ◽  
The City ◽  
Experimental Group

The current study aims at investigating the effectiveness of using infographics as an approach to teach the programming fundamentals on developing analytical thinking skills for high school students in the city of Makkah in Saudi Arabia. The study is based on the two-group quasi-experimental design. Participants were 64 girls at the 1st secondary school in Makkah. They were divided into an experimental group comprising of 32 students and a control group comprising also of 32 students. The programming unit was taught to the experimental group using the educational infographics strategy while the control group was taught using the traditional way of instruction. The researcher designed the lessons of the unit based on an infographics form. She designed the analytical thinking test to measure several of the analytical thinking skills. The researcher also used the following statistical methods: t-test for independent samples, Black’s Gain Ratio to measure effectiveness. The study results pointed out the effectiveness of using infographics strategy as an approach to teach the programming fundamentals on developing analytical thinking skills.

scholarly journals The Effects of Trained Peer Feedback for High School Students

2021 ◽  
Vol 12 (1) ◽  
pp. 27
Author(s):  
Vu Phi Ho Phi Pham ◽  
Truong Chinh Le ◽  
The Hung Phan ◽  
Ngoc Hoang Vy Nguyen
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Feedback ◽  
Control Group ◽  
Word Choice ◽  
Structured Interviews ◽  
School Students ◽  
Positive Attitudes ◽  
Post Test ◽  
Experimental Group

Peer feedback is proved to be effective in helping enhance students' writing quality, but few studies were employed to train high school students to be better peer reviewers. The current study involved 64 grade-11 students in a province in Vietnam to see whether trained peer feedback could be effective for high school students. The experimental group was trained to conduct peer feedback, while the control group did it naturally. The semester lasted for 16 weeks. Data collection was from the pre-test, post-tests, and semi-structured interviews. The results revealed that the most common errors that the students committed were grammar (verbs, articles, repositions), followed by vocabulary (word order, word choice, word form), and mechanics (capitalization, spelling, punctuation). In addition, the students in the experimental group who received peer feedback training could significantly reduce the written errors in the post-test. The students obtained positive attitudes towards peer feedback activities in the writing classroom.

scholarly journals Physical Computing Strategy to Support Students’ Coding Literacy: An Educational Experiment with Arduino Boards

2021 ◽  
Vol 11 (4) ◽  
pp. 1830
Author(s):  
Chih-Chao Chung ◽  
Shi-Jer Lou
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Analysis ◽  
Program Design ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Physical Computing ◽  
Technical High School ◽  
Experimental Group

The purpose of this study is to explore the influence of introduction of the physical computing strategy of Arduino Boards in a program design course on coding literacy and the effectiveness of the application in technical high school students. This study selected two classes of twelfth-grade students enrolled in a program design course at a technical high school in Southern Taiwan as the samples. One class was the control group (43 students), and the other was the experimental group (42 students). During the 18-week course, the control group carried out a DBL (design-based learning) programming project, and the experimental group carried out the DBL programming project using the physical computing strategy of Arduino boards. Pre- and posttests and a questionnaire survey were carried out, while ANCOVA (analysis of covariance) was used for evaluation purposes. In the course, students in the experimental group were randomly selected for semi-structured interviews to understand their learning status and to perform qualitative analysis and summarization. This study proposed the physical computing strategy of Arduino boards, featuring staged teaching content, practical teaching activities, and real themes and problem-solving tasks. The results show that the coding literacy of students in the different teaching strategy groups was significantly improved. However, in the Arduino course on DBL programming, the students in the experimental group had a significantly higher learning efficiency in coding literacy than those in the control group. Moreover, according to the qualitative analysis using student interviews, Arduino boards were found to improve students’ motivation to learn coding and to aid in systematically guiding students toward improving their coding literacy by combining their learning with DBL theory. Thus, Arduino technology can be effectively used to improve students’ programming abilities and their operational thinking in practically applying programming theories.

Basic English Speech Support And Pronunciation Skills Of Senior High School Students

2021 ◽  
Vol 8 (3) ◽  
pp. 662-671
Author(s):  
Henry Orbasayan Alperito ◽  
Cristobal Millenes Ambayon
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
High School English ◽  
Management Students ◽  
Basic English ◽  
Experimental Group ◽  
Senior High School Students

The Basic English Speech Support is audio with transcription which is composed of the features of pronunciation that is purposely compiled to enhance pronunciation skills specifically, the sounds of English, stress, intonation, and linking. It is applied within the study with the aim of measuring its effectiveness to the pronunciation skills of Senior High School students. The study is designed to evaluate, validate and determine the effectiveness of Basic English Speech Support to the Senior High School, Grade 12, Accountancy, Business and Management students in Libertad National High School. English-teacher Evaluators evaluated the audio and its transcription. The design involved the experimental group and the control group which were carefully selected through the randomization process. The data gathered were analyzed using both descriptive and inferential tools such as mean, standard deviation, and t-test. The results revealed that students from the experimental group got a higher mean gain compared to the control group. It was factually and statistically confirmed that the utilization of Basic English Speech Support served as a significant element in teaching pronunciation and evidently, advances better learning among Senior High School students.

scholarly journals The Effect of Workshop Training Method and Electronic Teaching Method on Mathematics Learning

2016 ◽  
Vol 3 (1) ◽  
pp. 165
Author(s):  
Azam Safari ◽  
Zahra Hosseini
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Teaching Method ◽  
Mathematics Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Math Learning ◽  
Electronic Content ◽  
Experimental Group

The present study with the aim to investigate the effect of training by using of electronic content and workshop method on math learning of high school students of eighteen region of Tehran has been done. The research method was applied and quasi-experimental with pretest-posttest design and control group. The study population included all girl students studying at second year of high school in public schools of eighteen region of Tehran in the 94-95 school year that by using of sampling method three classes were selected. The first experimental group with electronic content and the second experimental group by using of workshop method were trained that with the control group, who were trained in the traditional way, were compared. To determine the effect of work of education on math learning in the three groups, the analysis of covariance and ANOVA were used. The results showed that math scores in the two experimental groups were higher than the control group. Also, comparing the post test scores of math learning in the two experimental groups showed that the training by using of workshop method more than training with electronic content has effect on math learning.

scholarly journals UTILIZING PEER AND TEACHER FEEDBACK IN ACADEMIC WRITING CLASS

2016 ◽  
Vol 4 (2) ◽  
pp. 161
Author(s):  
Taufiqulloh Yuvita Imam Yuliarto
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Control Group ◽  
Writing Achievement ◽  
Essay Writing ◽  
Central Java ◽  
Writing Class ◽  
Experimental Group

A process approach is usually employed in the classroom instruction of academic writing, particulary essay writing, in the Indonesian colleges or universities. This study investigates the role of teacher and peer feedback inserted in the steps of writing process on students’ writing achievement. It is an experimental research conducted at the English Education Department of Pancasakti University Tegal Central Java Indonesia, in the seven semester of the  academic year 2015/2016. The participants of this study are 40 students who attended essay writing class. The instrument is essay writing test which was administered before and after treatment to both experimental and control group. By using paired-sample t-test and f-test, it was found that the use of teacher and peer feedback were effective to teach essay writing. Such a technique contributed a significant improvemental to the students writing achievement in the experimental group. The result also showed that the writing achievement of the students in the experimental group was better than that of those in the control group. To conclude,  utilizing teacher and peer feedback is considered to be one of the effective ways for the students in learning essay writing. However, some drawbacks were found that need to be taken into account in the next related researches.Keywords: Teacher feedback, peer feedback, essay writing

scholarly journals The Impact of Physical Activity to Physical Fitness and Nutrional Status of Grade X Surabaya Vocational High School

2020 ◽  
Vol 2 (2) ◽  
pp. 590-597
Author(s):  
Galih Prasetyo ◽  
Suroto ◽  
Dwi Cahyo Kartiko
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Physical Fitness ◽  
Design Research ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
The Impact

The purpose of this research is to improve physical fitness which is one of the goals of physical education in Indonesia while also improving the nutritional status of Surabaya vocational high school students. This research uses the treatment of physical activity 3 times a week in 2 months as a task in physical education to improve physical fitness and nutrional status on the sample of this research. Research design uses quasi experimental design with metode non-randomized control group pretest-posttest design. Research data was obtained as follows: data processing result on experiment group show that physical activity to VO2max got significant score based calculating using SPSS of 0,00 and physical activity to nutrional status got sig. of 0,60. Whereas in the control group, physical actifity got sig. of 0.20 to VO2max and sig. to 0.11 on nutrional status. Based on the above analysis it can be concluded that physical activity has a significant effect on physical fitness but physical activity has no significant effect on nutrional status to Surabaya vocational high school students.

scholarly journals Pictorial Metaplan as a Teaching aid to Improve Speaking Skills in Junior High School Students

2021 ◽  
Vol 15 (2) ◽  
pp. 209-218
Author(s):  
Deswandito Dwi Saptanto ◽  
Tri Arie Bowo ◽  
Ratih Laily Nurjanah
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Control Group ◽  
Teaching Aid ◽  
Post Test ◽  
Conventional Methods ◽  
Experimental Group ◽  
Speaking Skills

This study focuses on improving students’ abilities in learning English with the support of Pictorial Metaplan as a teaching aid. The use of this Metaplan aims to improve speaking skills in formal and non-formal contexts. This pictorial Metaplan is a realia in the form of an illustrated carpet with a theme Getting Direction. Pictorial Metaplan focuses on the topic Getting Direction and applied directly to 15 students in the 8th grade of junior high school. The implementation of the use of the Pictorial Metaplan begins with distributing questionnaires and implementing Pre- Test and Post-Test, then direct implementation of using Pictorial Metaplan combined with Total Physical Response (TPR) method. The treatment for students was carried out by dividing two class groups, the control group, and the experimental group. The control group used conventional methods, without using learning aids, while the second group used the Pictorial Metaplan as a teaching aid. Based on the results of Pre-Test and Post-Test show an increase in the results of the values before and after implementing the Pictorial Metaplan. Thus it can be concluded that learning in the experimental group using Pictorial Metaplan is more effective than learning using conventional methods.

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