scholarly journals EFFECTUALITY OF COMIC STRIP AS INSTRUCTIONAL MATERIAL TO THE ACADEMIC ACHIEVEMENT OF STUDENTS IN SCIENCE 8 CONCEPTS

2021 ◽  
Vol 86 (1) ◽  
Author(s):  
Melinda E. Calejesan ◽  
John Manuel C. Buniel
Keyword(s):  
Academic Achievement ◽  
Instructional Material ◽  
Comic Strip

An Investigation of Teacher Expectancies of Instructional Materials

1971 ◽  
Vol 38 (3) ◽  
pp. 233-236 ◽  
Author(s):  
Boris E. Bogatz
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
Instructional Material ◽  
Instructional Materials ◽  
Negative Direction

This study investigated the possibility that a teacher's preconceived notion of the worth of an instructional material would affect the academic achievement of the children with whom the material was used. Participating teachers were provided with materials accompanied by fictitious evaluative summaries deliberately prepared to bias their opinion in either a positive or negative direction. Analyses of students' pretest and posttest mean scores suggest that the impression a teacher holds of an instructional material may significantly influence subsequent academic achievement. Results also indicate that a teacher's impression of the material may be significantly influenced by the evaluative activities of Special Education Instructional Materials Centers.

Effects of computer literacy, motivation and self-efficacy on learning success in computer assisted instruction: Investigation of the variables with study duration

2017 ◽  
Vol 7 (14) ◽  
pp. 147-162 ◽  
Author(s):  
Serkan Dinçer
Keyword(s):  
Academic Achievement ◽  
Self Efficacy ◽  
Computer Literacy ◽  
Instructional Material ◽  
Control Variable ◽  
Computer Assisted ◽  
Educational Work ◽  
Control Variables ◽  
Learning Success ◽  
Assisted Instruction

Control variables have an important role in educational work where the computer is used as an instructional material. The main purpose of this paper is to determine the importance of control variables in research dealing with computer use in education and to present the effects of these variables, if any, on the results. In line with this purpose, the study examines (considering the duration of the study) the effects of the level of computer literacy, motivation, and the level of self-efficacy on academic achievement. The participants were 117 seventh-graders. Results revealed that when the computer is used as an instructional material, the level of computer literacy and motivation towards the material first had a significant effect on academic achievement but this effect decreased shortly thereafter. Moreover, differences were detected in findings when these variables were considered as control variables. The results also revealed that self-efficacy had a significant effect on academic achievement but there were no data indicating that this variable should be specified as a control variable.

scholarly journals EFFECTIVENESS OF DEVELOPED WORKSHEETS TO THE ACADEMIC ACHIEVEMENT OF STUDENTS IN SCIENCE 9 CONCEPTS

2021 ◽  
Vol 9 (4) ◽  
pp. 210-214
Author(s):  
John Manuel Cotares Buniel ◽  
Vilma Agua Monding
Keyword(s):  
Academic Achievement ◽  
Instructional Material ◽  
Department Of Education ◽  
Evaluation Tool ◽  
Development System ◽  
Resources Management ◽  
Significant Difference ◽  
Management And Development ◽  
Printed Materials ◽  
Primary Instrument

The study was carried out to evaluate the effectiveness of developed worksheets as an instructional material for teaching specific concepts in science 9. In particular, the aim of the study is to analyze the evaluation ratings of the worksheets produced and the effect of its implementation. It also examines the significant difference between the respondents' academic performances when supported by the developed worksheets. The primary instrument of the study is a standardized evaluation tool for printed materials from the Department of Education, Learning Resources Management and Development System (LRMDS) Office. Results showed that the validated worksheets are identified as appropriate and commendable by the validators. The achievement performance of the respondents has improved substantially. There is a significant difference between the students' academic achievement using established worksheets compared to conventional approaches. In teaching Science 9 concepts, the developed worksheets are appropriate to use as a material and greatly enhanced the students' efficiency.

scholarly journals The Effectiveness of Developed Comic Strips as Intructional Materials in Teaching Specific Science Concepts

2019 ◽  
Vol 7 (10) ◽  
pp. 876-882
Author(s):  
Odinah Enteria ◽  
Pet Francis H. Casumpang
Keyword(s):  
Instructional Material ◽  
Process Skills ◽  
Comic Strip ◽  
Waste Generation ◽  
Comic Strips ◽  
Science Process Skills ◽  
Posttest Performance ◽  
Significant Difference ◽  
The Mean ◽  
Science Concepts

The study assessed the effectiveness of developed comic strips as an instructional material on teaching specific science concepts. The study also determined the perception of the respondents on the use of developed comic strips with regards the enhancement of their science process skills. Moreover, the study provided results on the mean difference between the pre-test and posttest performance of the respondents when aided by developed comic strips. The researchers made used of validated rubrics and survey-questionnaire as the primary tools of the study. The findings showed that the developed comic strip was effective as an instructional material in teaching science concepts, on waste generation and management topics in particular. It was rated acceptable and commendable by the expert-evaluators. There was a significant difference between the pre-test and posttest mean scores of the respondents. The respondents positively perceived that the developed comic strips had enhanced their inferring and communicating science process skills. Hence, the results further motivate the respondents to appreciate waste generation and management and put value on its effect to human and environment. Future utilization of this comic strip as an instructional material in teaching specific science concepts would raise environmental awareness and campaign.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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