scholarly journals EFFECT OF ACTIVITY-BASED INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ RETENTION IN CIRCLE GEOMETRY IN ABUJA, NIGERIA

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
David Sunday Durojaiye ◽  
Olatunji James Jekayinfa ◽  
Festus Sunday Smart Oloda
Keyword(s):  
Mathematics Teachers ◽  
Instructional Strategy ◽  
School Students ◽  
Circle Geometry ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Experimental Group

<p>This study investigated the effects of activity-based instructional strategy on senior secondary schools students’ retention in circle geometry. The study employed a quasi-experimental design of the type pre-test, post-test groups design. The sample for the study comprised of 162 senior secondary 2 students drawn from two randomly selected co-educational schools in Federal Capital Territory, Nigeria. The research instrument was Mathematics Retention Test (MRT) containing items adapted from standardized WAEC questions. The test –retest method was employed for the reliability of the test instrument. The Pearson Product Moment Correlation Coefficient (r)=0.86 was obtained. Data collected were analyzed using t-test. The finding of this study revealed that there was a significant difference in the retention of students taught circle geometry using activity-based instructional strategy (ABIS) and the students taught circle geometry using conventional methods in favour of the students taught using ABIS. The study also indicated that there was no significant difference between the retention of male and female students in the experimental group who were taught circle geometry using ABIS. It was therefore recommended that mathematics teachers should use strategies that will encourage the active participation of students in mathematics classes such as ABIS which in turn would enhance retention. Also, governments at all levels should organize trainings and/or workshops for mathematics teachers on the use of ABIS in teaching mathematics.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0873/a.php" alt="Hit counter" /></p>

scholarly journals The Outcomes of Multiple-Draft Method on the Performance of Secondary School Students in Continuous Writing

2013 ◽  
Vol 1 (1) ◽  
pp. 54
Author(s):  
Akinwamide Timothy Kolade
Keyword(s):  
Test Scores ◽  
English Language ◽  
West African ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Senior Secondary ◽  
Experimental Group

This study employed the Multiple-draft Method in the teaching of Continuous Writing in English<br />Language. The intent was to determine if there could be significant difference in the performance of a<br />group of students taught with the conventional method of Reading-Writing (a type of controlled writing)<br />and another group taught with Multi-drafts method of writing. The study employed the pre-test and<br />post-test controls and quasi-experimental research design. The sample consisted of 80 senior secondary<br />school students. The instrument which was used to gather data which was the West African<br />Examinations Council’s (WAEC) English Language Essay Questions. The data generated were<br />subjected to statistical analysis and the results of the analysis showed that at take-off the two groups<br />were homogenous. There was significant difference in the post-test scores of the experimental<br />outweighing the control group which came about as a result of treatment of the experimental group.<br />There was no significant difference between the pre-test and post-test scores of the students in the<br />control group. As evident from the out-come of the research, the Multiple- draft method (which allows<br />students to practice with many drafts before the final writing) had significant effect on students’<br />performance in Continuous Writing. Hence, the Multiple- draft Method was recommended for<br />Continuous Writing.

Effectiveness of Cyber Bullying Sensitization Program (CBSP) to Reduce Cyber Bullying Behavior Among Middle School Children

2021 ◽  
pp. 504-513
Author(s):  
Surabhi Negi ◽  
Sunita Magre
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cyber Bullying ◽  
Control Group ◽  
School Students ◽  
Use Of Technology ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Cyber bullying is the unwise use of technology to harm and humiliate an individual or group over the Internet. The purpose of this article is to test the effectiveness of the cyber bullying sensitisation program (CBSP) to reduce the level of cyber bullying behaviour among middle school students. The sample was restricted to adolescents as they are the ones who are most exposed and vulnerable in the cyber space. A quasi-experimental pre-post design with intervention was adopted for the study. The participants of the study were comprised of 186 middle school students from two private schools in India. The experimental group had 94 participants while control groups had 92 participants. Statistical analysis indicated that there was a significant difference between pre- and post-test scores in the experimental group. No significant difference was found between the experiment and control group before the program, suggesting that the program was effective in helping students in reducing cyber bullying behaviour. The implications for prevention and intervention programs were discussed.

scholarly journals Stimulating Students’ Argumentation using Drawing – based Modeling on The Concept of Ecosystem

2017 ◽  
Vol 2 (1) ◽  
pp. 98
Author(s):  
E N Sumarni ◽  
A Widodo ◽  
R Solihat
Keyword(s):  
High School Students ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Group Data ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Level 2

<p class="Abstract">Drawing – based modeling as learning approach, it allows students to create models based on drawing which help them to run a simulation. Students can use drawing–based modeling to learn a pair of interacting population known as predato–prey system while they usually conducted practicum using diagram of organisms. This study was to explore students’ argumentation and students’ understanding on the concept of the ecosystem. The study was conducted quasi – experimental using the matching – only post-test – only control group design. The participants consist of 60 grade 10 senior high school students in Subang, West Java. They are placed into two groups, 30 students in the experimental group and 30 students in the control group. Data was collected through argumentation test and selected response test for assessing students’ understanding. Students’ argumentation were analyzed using Toulmin’s argumentation pattern and statistical analysis. The result showed there is no significant difference between the experimental group and the control group for students’ argumentation. Most of the students are predominantly at level 2. But the coherency of arguments of the experimental group is more coherent than the control group. It means that the students in experimental group can make logical claim and supported by the correct and relevant grounds (data, warrant, and backing). The result of students’ understanding showed there is a significant mean score between the experimental group and the control group whether 72.33 for the experimental group and 62.13 for the control group</p>

scholarly journals Enhancing the Conceptual, Procedural and Flexible Procedural Knowledge of Pre-Service Mathematics Teachers in Algebra

2019 ◽  
Vol 4 (2) ◽  
pp. 66-78
Author(s):  
Wasiu Ismaila Otun ◽  
Adetunji Abiola Olaoye
Keyword(s):  
Mathematics Teachers ◽  
Instructional Strategy ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Control Group ◽  
Knowledge Test ◽  
Knowledge For Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The study investigated the effects of Solve-Reflect-Pose Strategy (SRP) on pre-service mathematics teachers’ algebraic knowledge for teaching in Nigeria. A pre-test-post-test quasi experimental design was employed. Intact classes were used and in all, 182 pre-service mathematics teachers’ participated in the study (92 in the experimental group taught with the SRP and 90 in the control group taught using the Modified Conventional Method (MCM). One research instrument manipulated at three levels namely: Conceptual Knowledge Test (CKT), Procedural Knowledge Test (PKT) and Flexible Procedural Knowledge Test (FPKT), was used for the quantitative data and interview protocol for qualitative data. The two research questions formulated were analysed using descriptive statistics while independent sample t-test was used to analyse the two hypotheses. Results showed that there were statistically significant differences in the mean post-test achievement scores on conceptual knowledge test, procedural knowledge test and flexible procedural knowledge test between pre-service teachers exposed to the SRP and those exposed to the MCM, all in favour of the SRP group. Based on the results, SRP should be adopted as an instructional strategy and efforts should be made to integrate the philosophy of SRP into the pre-service teachers’ curriculum at the teacher-preparation institutions.

scholarly journals The Effect of an Integration-Based Instructional Strategy on Developing EFL Students' Listening Skills at Al-Al Bayt University

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Hana' Abu-Mwais ◽  
Oqlah Mahmoud Smadi
Keyword(s):  
Instructional Strategy ◽  
Language Skills ◽  
Instructional Program ◽  
Listening Skills ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
Experimental Group

Listening is a language skill that people in general and students in specific may need it more than some of the other language skills such as reading and writing in their everyday life and communication. Yet, the integration of the four language skills should be always emphasized when learning any foreign language since this reinforces each other and represents the natural acquisition of the language. The current study aims to examine the effect of an instructional program based on integrating the four language skills on Jordanian undergraduate EFL students' listening comprehension skills and to find out their attitudes regarding the effectiveness of this program on improving their listening skills. In order to collect the data , the researchers used two instruments: pre-post test and an interview. The study is a quasi-experimental one, and the subjects of the study were 61 students from Al Al Bayt University in Jordan. The subjects were divided into two groups: the control one had 24 students while the experimental one had 37. The findings of the study reveal that there is a significant difference at ( α= 0.05) between the means of the two groups at the listening post-test due to the program. In addition, the instructional program proves to be effective for the students of the experimental group who believe that the program improved their listening skills.

scholarly journals The Impact of Podcasts on EFL Students’ Listening Comprehension

2018 ◽  
Vol 8 (6) ◽  
pp. 122 ◽  
Author(s):  
Tryanti R. Abdulrahman ◽  
Nonny Basalama ◽  
Moh. Rizky Widodo
Keyword(s):  
High School Students ◽  
Listening Comprehension ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

This research has objective to investigate students’ listening comprehension through the use of podcast in EFL classroom. 60 high school students in Indonesia were taken as sample for this research with distribution of 30 students in experiment class and 30 students in control class. The samples were taken by using cluster random sampling. Quasi-experimental method with the post-test only control group design was applied in this research. In addition, a survey questionnaire was administered to experimental group to explore their perception on the use of podcast instruction in teaching listening. Findings revealed that there is a significant difference of post-test score between two groups, favoring experimental group. Data analysis using one way ANOVA showed significance value (sig. 0.010) is lower than &lt; 0.05 which interpreted that Podcast has significant impact on students’ listening comprehension. Additionally, the result of questionnaire indicated that students have positive attitude toward the use of podcast in listening classroom. Students perceived that podcasts provided authentic materials, interesting activities including listening exercises and meaningful tasks for them so they felt more motivated to learn English. This study recommended that teacher may utilize podcast in teaching listening considering its effectiveness as technology based learning tool.

scholarly journals Comparative Effectiveness of Inductive Inquiry and Transmitter of Knowledge Models on Secondary School Students’ Achievement on Circle Geometry and Trigonometry

2012 ◽  
Vol 3 ◽  
pp. 28-36
Author(s):  
Silas A. Ihedioha ◽  
Bright O. Osu
Keyword(s):  
Academic Achievement ◽  
School Students ◽  
Test Items ◽  
Inquiry Group ◽  
Circle Geometry ◽  
Knowledge Models ◽  
Significant Difference ◽  
Post Test ◽  
Knowledge Group ◽  
Senior Secondary

In this study, the effectiveness of Inductive Inquiry and Transmitter of Knowledge models on students’ academic achievement on Circle Geometry and Trigonometry is explored. The main objectives of the study are to expose the groups to Inductive Inquiry and Transmitter of Knowledge models and compare the effectiveness of these modes of teaching in the teaching of circle geometry and trigonometry. The pre-test-post-test experimental design is chosen for this work. It is hypothesized that there would be significant difference between mean achievement scores of these experimental groups on the post-test. The population of the study consisted of all the students of senior secondary two (SS2) class studying in Govt. Sec. School, Bwari, Federal Capital Territory( FCT) Abuja, Nigeria from which a sample of 60 students is drawn using random sampling technique. They were divided into two groups formed through matching on the basis of their pre-test scores; each group consisting of 30 students. One of the groups is randomly chosen as the Inductive Inquiry group and the other as Transmitter of Knowledge group. The independent variable is mode of teaching and the dependent variable is the academic achievement of students. The dependent variable is measured through a 50-item achievement test items generated using the West African Examination Council’s (WAEC) past questions. These questions are used as both pre-test and post-test items. It is found that Inductive Inquiry group performed better than the Transmitter of Knowledge group. This result may be investigated for further confirmation. It is recommended that Inductive Inquiry model be used by teachers of mathematics while teaching the subject to senior secondary classes. A blend of models may be used because there is no single model that is exclusively best for teaching all the topics at all levels to all students, considering individual differences among students.

scholarly journals Effects of Brain-Based Learning Strategies on Secondary School Students’ Attitude to Learning in Federal Capital Territory, Abuja, Nigeria

2020 ◽  
Vol 6 (1) ◽  
pp. p19
Author(s):  
Apeh, H. A. ◽  
Gidado, B. K. ◽  
Iyiegbuniwe, O. A.
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
School Students ◽  
Senior Secondary School ◽  
Significant Difference ◽  
Brain Based Learning ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Experimental Group

The study was carried out to find out whether Brain-Based Learning Strategies had any effect senior secondary school students’ attitude to learning in the Federal Capital Territory, Abuja. A pre-test post-test Quasi Experimental Research design was used with a sample size of 142 Senior Secondary School Students (S.S.S 1) drawn from two Senior Secondary Schools in the Abuja Municipal Area Council. Two intact classes were used; one class drawn from each of the schools, the classes were assigned to Groups using a Lucky Dip. With 70 students constituted in the Experimental Group and 72 in the Control Group. The Student Attitude Scale (SAS) was used to collect data for the study. All hypotheses were tested at a significant level of 0.05 using t-test. Findings revealed a significant difference in Students Attitude to learning with a mean difference of 0.59 in favor of the Experimental Group. However, no significant difference was observed in Students Attitude to learning in the Experimental Group based on gender. It was recommended that teachers should adopt the Brain-based learning strategies in teaching Economics in Senior Secondary Schools. In addition, since the teaching pedagogy is Gender-fair, it should be implemented in all schools irrespective of learners’ gender.

Effectiveness of Cyber Bullying Sensitization Program (CBSP) to Reduce Cyber Bullying Behavior Among Middle School Children

2019 ◽  
Vol 1 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Surabhi Negi ◽  
Sunita Magre
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cyber Bullying ◽  
Control Group ◽  
School Students ◽  
Use Of Technology ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Cyber bullying is the unwise use of technology to harm and humiliate an individual or group over the Internet. The purpose of this article is to test the effectiveness of the cyber bullying sensitisation program (CBSP) to reduce the level of cyber bullying behaviour among middle school students. The sample was restricted to adolescents as they are the ones who are most exposed and vulnerable in the cyber space. A quasi-experimental pre-post design with intervention was adopted for the study. The participants of the study were comprised of 186 middle school students from two private schools in India. The experimental group had 94 participants while control groups had 92 participants. Statistical analysis indicated that there was a significant difference between pre- and post-test scores in the experimental group. No significant difference was found between the experiment and control group before the program, suggesting that the program was effective in helping students in reducing cyber bullying behaviour. The implications for prevention and intervention programs were discussed.

scholarly journals GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

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