scholarly journals Spelling Worktext and Performance of Grade 11 Students of Esperanza National High School

2021 ◽  
Vol 2 (3) ◽  
pp. 284-295
Author(s):  
MAT Imie M. Soquita
Keyword(s):  
High School ◽  
Control Group ◽  
Test Results ◽  
Rule Based ◽  
Spelling Instruction ◽  
Content Relevance ◽  
Post Test ◽  
And Performance ◽  
Experimental Group ◽  
Grade 11

This study examined the level of achievement in Spelling of the Grade 11 students of Esperanza National High School and acceptability of the Rule-based Spelling Worktext Module in helping the students improve their spelling competencies. It employed experimental design and utilized 50 students to the control group and 50 students to compose the experimental group. For the experimental group, the researcher used the Rule-based Spelling Worktext while Copy-Only Method was applied to the control group. After allotted weeks for spelling instruction, a post- test was conducted to see if there are significant differences on the performance of students in spelling in control and experimental groups. To solve, analyze and interpret the result of the study, percentages, mean, and z-test were used. Study showed that the acceptability level of the Rule-based Spelling Worktext based on its content, relevance and instructional aspect were all described as “Excellent.”  The z-test results showed that the spelling performance of the students from the control and experimental groups was the same in pre-test but not significantly the same in post-test. This implied that the experimental group of students showed significant improvement in the post-test than in control group. This improvement in their performance in spelling could be credited to the Rule-based Spelling Worktext which was used with the experimental group in teaching spelling.

scholarly journals The Effect of Video Imagery Training on Soccer Skills Performance of High School Players

2021 ◽  
Vol 58 (1) ◽  
pp. 3184-3194
Author(s):  
Sara Majlesi
Keyword(s):  
High School ◽  
Soccer Players ◽  
Control Group ◽  
Sprint Time ◽  
Imagery Training ◽  
Video Imagery ◽  
Reactive Agility ◽  
Post Test ◽  
Soccer Training ◽  
Experimental Group

This study evaluated the effect of PETTLEP video imagery onreactive motor skill test (Total RMST time, sprint time, reactive agility time, passing time, and passing accuracy) among 32 Malaysian high school soccer players (mean age of 15.31±1.83) who were randomly assigned into an experimental group (N:16) and a control group (N:16). A pre-test-post-test design was used to evaluate the effect of the intervention on the high schoolplayers' soccer skill performance. The experimental group received 10-minute PETTLEP video imagery trainingbefore their regular soccer training for eight weeks in addition to their regular soccer training, while thecontrol group only attended their regular soccer training. The data analysis revealed a significant effect of video imagery training on players' performance in the experimental group. The results showed that total RMST time, reactive agility time, passing time, and passing accuracy were statistically different within the experimental group F(15, 154.993)= 14.440, p = < .001, Wilks' Λ = .050 and between groups F(5, 56.00)=379.774, p = < .001, Wilks' Λ = .050 after receiving the training, except for the sprint time which was not significant. The findings of this study provide evidence that eight weeks ofPETTLEPvideo imagery training interventioncan significantly improve soccer players' total RMST time, reactive agility time, passing time, and passing accuracy. These findings could be integrated into training programs by coaches and players in order to improve the performance of different soccer skills among high school players.

scholarly journals The Effects of a Running Consistency Programme on Footfall Variability and Performance in the Long Jump

2016 ◽  
Vol 23 (3) ◽  
pp. 145-152
Author(s):  
Marcin Starzak ◽  
Hubert Makaruk ◽  
Anna Starzak
Keyword(s):  
Training Programme ◽  
Control Group ◽  
Education Students ◽  
Acceleration Phase ◽  
Physical Education Students ◽  
Step Velocity ◽  
Post Test ◽  
Long Jump ◽  
And Performance ◽  
Experimental Group

Abstract Introduction. The main purpose of this study was to evaluate the effect of a training programme aimed to enhance toe-toboard consistency on footfall variability and performance in the long jump. Material and methods. The study involved 36 male physical education students. The experimental group participated in a 12-week training programme, whereas the control group was limited to taking part in the classes held at university. All participants performed 6 long jump trials during two testing sessions. The kinematic parameters were assessed using the Optojump Next device and were further analysed to determine the variability of footfall placement during the approach run. Results. The analysis revealed a significant (p < 0.01) decrease in footfall variability in the experimental group between the pre-test and post-test. After the completion of the training programme, the participants significantly (p < 0.05) improved their take-off accuracy. Additionally, they significantly (p < 0.05) increased their velocity in the last five steps before take-off and the effective distance of the jump (p < 0.001). Conclusions. The results of this study indicate that through specific training, it is possible to improve the consistency of the steps in the acceleration phase of the approach run in the long jump. Moreover, decreasing footfall variability helps achieve a more stable step pattern which may be beneficial for greater accuracy at the take-off board and makes it possible to increase step velocity at the final stage of the approach run.

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.

A combined music and writing program helps second graders learn to spell

2020 ◽  
Vol 38 (4) ◽  
pp. 513-524
Author(s):  
Véronique Gaboury ◽  
Natalie Lavoie ◽  
Andrée Lessard
Keyword(s):  
Elementary School ◽  
Second Graders ◽  
French Language ◽  
Control Group ◽  
Test Results ◽  
Writing Program ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This quasi-experimental study aimed to assess the effects of a music and writing program on lexical spelling in Grade 2 elementary school students. A music and writing program was developed and tested in an experimental group ( n = 24) comprising a Grade 2 class in a French-language elementary school in Québec (Canada). Another Grade 2 class at the same school served as a control group ( n = 23). Both groups were assessed for lexical spelling in January and May. Group comparison of the post-test results on performance and progress in lexical spelling showed significantly better scores for the experimental over the control group.

scholarly journals Effects of Differential Approach on Motivation and Performance of Diverse Learners at Secondary Level in Punjab

2020 ◽  
Vol 1 (3) ◽  
pp. 224-231
Author(s):  
Mrs. Asif-Un-Nisa ◽  
Dr. Munnaza Ambreen
Keyword(s):  
Learning Style ◽  
Academic Motivation ◽  
Secondary Level ◽  
Diverse Learners ◽  
Control Group ◽  
Learning Style Inventory ◽  
Post Test ◽  
And Performance ◽  
The Impact ◽  
Experimental Group

The present study determines the impact of differentiated instructional strategy on motivation and performance of diverse learners at the secondary level in terms of socioeconomic backgrounds, abilities & learning styles. The study was experimental, and the design of the study was Pre-test, Post-test control group. For this purpose, 70 students of class IX were selected randomly out of 175 students at Government Girls High School who were selected from District Rawalpindi. Two heterogeneous groups having an equal number of students were made. The students in the control group were taught by a conventional approach whereas differential technique was applied in the experimental group. For data collection, two instruments "Learning Style Inventory" by Brett Bixler (1998) and Academic Motivation Scale (AMS) by Valleranad (1992) were adopted by the researcher. Learning Style Inventory was used to know the learning style of the students and AMS was administered to measure the motivational level of the diverse learners. The Alpha reliability coefficient was .82 for learning style Inventory and .88 for AMS. Data were analyzed on SPSS by applying means, standard deviation, t-test, and multiple linear regressions. The study showed that there were statistically non- significant differences between the pre-test and post-test on motivation of the control group. However, there were statistically significant differences between the pre-test and post-test on motivation and academic achievement of the experimental group. It was recommended that the use of differentiated instruction by the teacher be adopted for increasing motivation and improving academic scores of diverse learners at the secondary level.

scholarly journals The Effects of Task-Based Language Teaching on Writing Achievement at a High School in Vietnam

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Dang Thi Thu Huong ◽  
Keyword(s):  
High School ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Achievement ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
And Control ◽  
Experimental Group

The current study determines the effectiveness of using task-based language instructions in teaching writing at a high school in Thai Nguyen province. The participants consist of 92 grade 10 students from Bing Yen high school, Dinh Hoa district. The study employs a mix method research design (MMR) as the plan for the research. The results of the study reveals that the results of writing performance were reported at a low level (M=3.72). The results also confirmed that the intervention worked well for the experimental group. The mean score of the pre-test (the baseline for both groups) was M=3.72. The intervention focused on TBLT instructions. After first five weeks, the means of post-test1 were M=4.96 and M=3.83 for experimental group and control group respectively. There was a significant difference between the mean of pre-test and post-test1 for the experimental group (M=3.72 compared to M=4.96), while the control group showed a little improvement (M=3.72 compared to M=3.83) the difference was not significant. After another five weeks, the difference in the mean scores of the experimental group were far more than the mean scores of the control group, M=5.56 and M=4.45 respectively. By the end of the fifteenth week of the intervention, the mean of post-test 3 of the experimental group reached M=6.41, the mean for control group was M=5.54. The difference of the mean scores in the pre-test and post-test revealed a significant improvement in both groups. However, the experimental group showed a greater improvement, M=6.41 and M=5.54 respectively. It can infer that the uses of TBLT writing instruction improved writing achievement greatly.

scholarly journals Sainsmatika-based story tale book to improve environmental awareness of 4th grades students

2018 ◽  
Vol 4 (1) ◽  
pp. 128-135
Author(s):  
Muhammad Nur Wangid
Keyword(s):  
Experimental Research ◽  
Environmental Awareness ◽  
Control Group ◽  
Test Results ◽  
Research Subjects ◽  
Average Value ◽  
Analysis Process ◽  
Post Test ◽  
Sample Test ◽  
Experimental Group

This study aimed to determine the effectiveness of sainsmatika-based storybooks to improve environmental awareness for students. The experimental research design was used in this study, which involved two classes, namely the control class and the experimental class. Each class consisted of 30 students. The research subjects were 60 students of grade 4 students consisting of 36 female students and 24 male students. The analysis process used an independent t-sample test to find out the differences in each outcome. The results showed that based on the gain value obtained, it found out that the average value of the pre-test results in the control class was 49.47 and the posttest result was 67.41. This showed that the increasing score in the pre-test and post-test control classes only reached 2.34 which can be classified as low. Whereas in the experimental class, the results showed that the average pre-test results in the experimental class was 52.63, and the post-test results were 78.90. It means that the students' environmental awareness on pre-test and post-test results were 3.48, which was in the medium category. The results of the experimental research showed that the use of sainsmatika-based storybooks has a significant impact on students' environmental awareness. The results of hypothesis testing on environmental awareness variables showed that there were significant differences between the control group and the experimental group. The experimental group was better than the control group (t count 3.124 at level p 0.01).

scholarly journals Uso del aprendizaje cooperativo en educación física y su relación con la responsabilidad individual en estudiantes del nivel secundario (Use of cooperative learning in physical education and its relationship with individual responsibility in high school

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 1-9
Author(s):  
Rudy Gilberto López Guillén ◽  
Josué Taveras Sandoval
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Individual Responsibility ◽  
Control Group ◽  
Cooperative Teaching ◽  
Post Test ◽  
Teaching Unit ◽  
The Individual ◽  
Experimental Group ◽  
Aprendizaje Cooperativo

  El presente artículo tiene como objetivo comparar el uso del aprendizaje cooperativo en la clase de educación física del nivel secundario de dos centros educativos y verificar su relación con la responsabilidad individual. El estudio fue cuasiexperimental, solo con post test. Después de confirmar las características psicométricas del Cuestionario de Aprendizaje Cooperativo, se hicieron comparaciones de los puntajes obtenidos en las escalas del cuestionario entre el grupo experimental y el grupo control. La hipótesis planteada fue que los participantes del grupo experimental obtendrían puntuaciones más altas que los del grupo control en el factor Responsabilidad Individual. Los participantes del grupo experimental fueron 104 estudiantes, quienes participaron en una unidad didáctica cooperativa y luego llenaron el cuestionario. Los participantes del grupo control fueron 154 estudiantes, quienes no participaron de una unidad didáctica cooperativa, pero sí llenaron el cuestionario. Para poder validar las escalas del cuestionario se realizó un Análisis Factorial Confirmatorio (AFC) con el software Amos 22 para comprobar que se mantenían los 5 factores propuestos originalmente. Encontrando como resultado que las medias de puntuaciones en el cuestionario siempre fueran más altas en el grupo experimental. Como era de esperar, la única diferencia estadísticamente significativa fue encontrada en el factor Responsabilidad Individual. Lo cual lleva a la conclusión de que, las clases cooperativas sí mejoraron notablemente una competencia necesaria para un mejor aprendizaje.  Abstract. The objective of this article is to compare the use of cooperative learning in the physical education class at the high school level of two educational centers and to verify its relationship with individual responsibility. The study was quasi-experimental, with post-test only. In addition to confirming the psychometric characteristics of the Cooperative Learning Questionnaire we compared the scores obtained on the scales of the questionnaire between the experimental group and the control group. The expected hypothesis was that the participants in the experimental group would obtain higher scores than those in the control group on the Individual Responsibility factor. The participants of the experimental group were 104 students, who participated in a cooperative teaching unit and then filled out the questionnaire. The control group participants were 154 students, who did not participate in a cooperative teaching unit but did fill out the questionnaire. To validate the questionnaire scales, a Confirmatory Factor Analysis (CFA) was performed with the Amos 22 software to verify that the 5 originally proposed factors were maintained. As a result, we found that the mean scores in the questionnaire were always higher in the experimental group. As expected, the only statistically significant difference was found in the Individual Responsibility factor. This leads to the conclusion that cooperative classes did significantly improve one necessary skill for better learning.

scholarly journals The Effects of Study Skills Training on Qualitative Academic Achievement among Students

2021 ◽  
Vol 17 (3) ◽  
pp. 130
Author(s):  
Saeid Motevalli ◽  
Mohd Sahandri Ghani Hamzah ◽  
Samsilah Roslan ◽  
Siti Raba’ah Hamzah ◽  
Maryam Gholampour Garmjani
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Study Skills ◽  
Skills Training ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Experimental Group

Abstract: The aim of the present study was to investigate the effectiveness of study skills training on the qualitative academic achievement of girl high school students. This study was conducted by using an experimental design with pretest, posttest, and follow-up with the control group. The participants were 32 students from girl high school students of Tehran which were selected by cluster random sampling from girl high schools and then randomly assigned into control and experimental groups (Each group consisted of 16 students). The instruments used were Dortaj Qualitative Academic Achievement Questionnaire and Motevalli Study Skills Training Module. The experimental group received 8 sessions of psycho-educational group therapy and the control group did not receive any training. Two-way repeated-measures ANOVA was utilized for the analysis of data. Results revealed that there was a significant increase in qualitative academic achievement between pretest with post-test and follow-up among the experimental group. Moreover, there was a significant increase in qualitative academic achievement between post-test and follow-up in the experimental group with the control group. Additionally, the results showed that there is a significant increase in self-efficacy, planning, and motivation and also a significant decrease in emotional effects and lack of outcome control. In conclusion, the results of this study indicated that on the basis of deficit theory using learning and study skills training can lead to enhance student's skills to improve qualitative academic achievement. Further studies are required to examine whether exposing students to study skills training programs can lead them to enhance their qualitative academic achievement.   Keyword: Motivation Study Skills Training, Planning, Qualitative Academic Achievement, Self-efficacy.

scholarly journals THE EFFECTS OF AUTHENTIC PEDAGOGICAL PRACTICES ON STUDENTS’ EDUCATIONAL PERFORMANCES AND RETENTION POWER

2013 ◽  
Vol 30 (2) ◽  
Author(s):  
Sajjad Hussain
Keyword(s):  
Secondary Level ◽  
Pedagogical Practices ◽  
Control Group ◽  
Test Results ◽  
Traditional Lecture ◽  
Group Design ◽  
Post Test ◽  
Comparative Group ◽  
And Control ◽  
Experimental Group

In-practice traditional lecture, discussion and assignments based pedagogical practices play its role in students’ learning and retention power. The current study intends to investigate whether authentic pedagogical practices are more effective in terms of enhancing students’ educational performances and retention power or the traditional pedagogical practices. Therefore, this study focused on investigating the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power at secondary level. The objective was to measure the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power. A pre-test post-test comparative group design was adopted to conduct the study. The students of experimental group were exposed to authentic pedagogical practices while the control group was treated on traditional routine pedagogical practices. Data from the experimental and control group were collected through a self-developed test. Thrice was the test administered to both groups, the collected data were analyzed through Mean, Standard Deviation and independent sample t-test. Results of the study concludes that students of experimental group performed higher on the post-test than the students of control group, the performance of experimental group was also better as compared to the control group on the test of retention power. Keeping in view the results that data yielded, it was recommended that teachers at secondary level may follow authentic pedagogical practices as compared to other traditional ones. Based on the findings of the study relevant and applicable recommendations were made.

Sign in / Sign up

Export Citation Format

Share Document