scholarly journals The Effects of Wall Color on Students’ Attention Levels: An International School’s Perspective

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Chiharu Ogita ◽  
Amy Pothong
Keyword(s):  
Psychological Impact ◽  
Learning Activity ◽  
Educational Facilities ◽  
Chiang Mai ◽  
Cultural Backgrounds ◽  
Level Data ◽  
Eighth Grade Students ◽  
Post Test ◽  
Regular Classes ◽  
Attention Level

The aim of this study was to investigate the psychological impact of colored classroom walls on individuals. The research was conducted with eighth-grade students from an international school in Chiang Mai, Thailand. A total of 34 students with a variety of cultural backgrounds participated in this study. Students attended their regular classes with the three wall colors of purple, green, and red, while the Bourdon Attention Test was utilized as an assessment of the students' attention level. Data from the two conditions, control and experimental groups, each consisting of both pre-test and post-test, were collected and examined to find out the effects of different wall colors on the student's attention. The results indicate that the classroom with red-colored walls showed a significant impact on the participant’s attention. In summary, this paper will contribute to enhancing awareness of how wall colors in educational facilities affect student’s learning activity as well as to assist future designer’s decisions on the usage of appropriate colors. 

Missing Data in Research on Youth and Family Programs

2021 ◽  
pp. 003329412110268
Author(s):  
Jaime Ballard ◽  
Adeya Richmond ◽  
Suzanne van den Hoogenhof ◽  
Lynne Borden ◽  
Daniel Francis Perkins
Keyword(s):  
Missing Data ◽  
Statistical Methods ◽  
Self Report ◽  
Program Participation ◽  
Multilevel Data ◽  
Individual Level ◽  
Level Data ◽  
Before And After ◽  
Post Test ◽  
The Individual

Background Multilevel data can be missing at the individual level or at a nested level, such as family, classroom, or program site. Increased knowledge of higher-level missing data is necessary to develop evaluation design and statistical methods to address it. Methods Participants included 9,514 individuals participating in 47 youth and family programs nationwide who completed multiple self-report measures before and after program participation. Data were marked as missing or not missing at the item, scale, and wave levels for both individuals and program sites. Results Site-level missing data represented a substantial portion of missing data, ranging from 0–46% of missing data at pre-test and 35–71% of missing data at post-test. Youth were the most likely to be missing data, although site-level data did not differ by the age of participants served. In this dataset youth had the most surveys to complete, so their missing data could be due to survey fatigue. Conclusions Much of the missing data for individuals can be explained by the site not administering those questions or scales. These results suggest a need for statistical methods that account for site-level missing data, and for research design methods to reduce the prevalence of site-level missing data or reduce its impact. Researchers can generate buy-in with sites during the community collaboration stage, assessing problematic items for revision or removal and need for ongoing site support, particularly at post-test. We recommend that researchers conducting multilevel data report the amount and mechanism of missing data at each level.

scholarly journals Effectiveness of using the iPad in Learning to Acquire the Mental and Performance Skills in Teaching Social Studies Curriculum

2017 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Maadi Mahdi Alajmi ◽  
Hanan Abdullah Al-Hadiah
Keyword(s):  
Social Studies ◽  
Test Score ◽  
Design Method ◽  
Statistical Processing ◽  
Traditional Learning ◽  
Control Group ◽  
Mental Performance ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Performance

This study aims to examine the effectiveness of using the iPad in learning to acquire the mental and performanceskills in teaching the social studies. Using experimental design method, the study compared two groups: (a)experimental, taught using the iPad, and (b) control group, taught using the traditional learning without iPad. A totalof 48 (24experimental group and 24 control group) eighth grade students in state of Kuwait participated in this study.The study started on the second semester on 2015-2016 on the average of 6 weeks. After the test on the study sampleand the statistical processing, the results revolved that: (1) there are no significant differences between theexperimental and the control group in mental performance in pre-test score. (2) There are no significant differencesbetween the experimental and the control group in skills performance in pre-test score. (3) There are significantdifferences between the experimental and the control group in mental performance in post-test score in favor ofexperimental group. (4) There are significant differences between the experimental and the control group in skillsperformance in post-test score in favor of experimental group. Based on the results, the study concluded withrelevant recommendations regarding the implementation of using iPad technology in education, and suggested somefurther studies in this topic.

scholarly journals The Influence of Think-Pair-Share in Enhancing Students’ Speaking Ability

2020 ◽  
Vol 5 (1) ◽  
pp. 67
Author(s):  
Hidayana Putri ◽  
Fahriany Fahriany ◽  
Nasifuddin Jalil
Keyword(s):  
Effect Size ◽  
Alternative Hypothesis ◽  
Analysis Techniques ◽  
Self Confidence ◽  
New Strategy ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Large Level ◽  
Academic Year

Secondary schools obliged the students to master English skills. In fact, students have many shortcomings in mastering those English skills, especially speaking skills faced by the eighth-grade students of MTs Khazanah Kebajikan in the academic year 2017/2018. They had difficulties in speaking English directly. It was found by our observation in which the students were lack of vocabulary, self-confidence, and motivation. Additionally, they were difficult to elaborate on their ideas through the spoken form. Hence, the students are needed the new strategy to construct their shortcomings by the implementation of Think-Pair-Share. The objective of the study was to know the influence of Think-Pair-Share on students’ speaking ability of short monologue. This study used a quantitative method with a quasi-experimental design. The population was 102 students with 50 students as the sample of this study. The technique of data collection in this study consisted of pre-test and post-test. The data analysis techniques were used t-test, also included the test of normality and homogeneity. In addition, this study was also supported by measuring the effect size. The result of the study showed that students’ speaking score in the experimental class was higher than the controlled class. It found that H<sub>0 </sub>(Null Hypothesis) is rejected and H<sub>a</sub> (Alternative Hypothesis) is accepted. Also, the result of the effect size was 2.91 at a large level (significant). It can be concluded that Think-Pair-Share is an effective way to improve students’ speaking ability, especially in short monologue.

scholarly journals USING SOCIOGRAM TO IMPROVE THE WRITING AND SPEAKING ACHIEVEMENTS OF THE EIGHT GRADE STUDENTS OF SMPN 1 JARAI

2019 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Yoga Pratama
Keyword(s):  
Eighth Grade ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Control

The objectives of this study were to find out whether or not there was significant improvement in writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant improvement in each aspect of writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant difference in writing and speaking achievements between the eighth grade students of SMP 1 Jarai who were taught by using Sociogram and those who were not, and to find out the perception of the eighth grade students of SMPN 1 Jarai after they were taught by using Socoiogram. In this paper, an experimental research method with pre and post test control group design was used with 70 students as the sample divided into two groups, experimental and control group. However, only the students of the experimental group were taught by using Sociogram. The obtained data were analyzed by using t-test. The students were given questionnaire to know their perceptions. The result showed that there was a significant difference in both students? writing and speaking achievements after they were tought by using Sociogram. Furthermore, it was found that there was a significant difference in students? writing and speaking achievement between the experimental and control groups. In conclusion, Sociogram improves the students? writing and speaking achievements.

scholarly journals OUTCOME BASED LEARNING: THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITY ON DEEP CONCEPTUAL UNDERSTANDING

2021 ◽  
Vol 9 (6) ◽  
pp. 20-29
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Conceptual Understanding ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Teaching Model ◽  
Study Group ◽  
Post Test ◽  
The Mean ◽  
Understanding Of Science

The aim of the present study is to investigate the effect of experiential learning activity in deep conceptual understanding of science in comparison with conventional teaching model. In the present experiment quasi experimental and post-test research design is implemented. Totally 80 students participate in the study: 40 girls and 40 boys. The sample is categorized into two: study and the control group. Each group consists of 40 students: 20 boys and 20 girls. The study group is taught “Gases Law” by using experiential learning activities and the control is taught by using the conventional method. Data is collected by using a questionnaire and it consists of 20 multiple choice questions. The collected data is analyzed by using descriptive statistics. The examination of the data illustrates that there is no noteworthy difference in the mean score between the study group and the control group. Independent ‘t-test’ is applied to compare the student’s achievement in post-test. The mean score of the study group, who are exposed to the experiential learning activities, in Science Achievement post-test is 17.35. It is higher than that of (t=6.65; p&gt;0.01) the learners in the control group. The mean of the control group is 14.45. Therefore, it is concluded that the experiential learning activities as a teaching model enhances the deep conceptual understanding of science.

scholarly journals Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners

2021 ◽  
Vol 8 (3) ◽  
pp. 1227-1247
Author(s):  
Mohd Haniff Mohd Tahir ◽  
Dianna Suzieanna Mohamad Shah ◽  
Mohamad Syafiq Ya Shak ◽  
Intan Safinas Mohd Ariff Albakri ◽  
Airil Haimi Mohd Adnan
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Vocabulary Knowledge ◽  
English Curriculum ◽  
Explicit Approach ◽  
Interview Session ◽  
Eighth Grade Students ◽  
Post Test ◽  
Esl Learners ◽  
The Impact

Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge. 

scholarly journals "Effectiveness of Diagnosis Based Remediation on Attainment of MLL in Mathematics among V Standard Students "

2009 ◽  
Vol 8 (1) ◽  
pp. 61
Author(s):  
Prakash K ◽  
Premalatha Sharma
Keyword(s):  
Rural Areas ◽  
Primary Schools ◽  
Male Students ◽  
Control Group ◽  
Test Design ◽  
Post Test ◽  
Class Room ◽  
Urban And Rural Areas ◽  
Regular Classes ◽  
Experimental Group

Present study is aimed to assess the effectiveness of diagnosis-based remediation programme in improving the proportionate of students mastering each competency (percentage of competency mastered) by the group of V standard students in the selected (experimental) schools of Shimoga District. A total of 100 students of 4 government primary schools from Shimoga district constituted the sample for the study, of which 50 were boys and remaining 50 were girls. They were selected from both urban and rural areas of Shimoga district. This is an experimental study with pre and post test design. Among the selected100 non-mastered students, 50 were non masters and they formed control group and remaining 50 constituted the experimental group. After 2 months of intervention for the experimental group, the investigator conducted post test for both controlled and experimental groups. The controlled group students were attending regular classes whereas students from experimental group were attending the intervention class outside the class room which was taken by the investigator himself. MLL based test developed by Kashinath (2005) was adapted and used for assessing selected MLL competencies, which had 7 competencies was administered on the students selected 4 government primary schools of Shimoga district. The results showed that experimental group had gained significantly higher competencies in total scores than the control group. Further, male students of experimental group had substantial gain compared to all other groups.

scholarly journals PENINGKATAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH ANATOMI TUMBUHAN MELALUI MODEL PEMBELAJARAN KOMPARASI YANG BERBASIS LESSON STUDY

2016 ◽  
Vol 7 (2) ◽  
pp. 25
Author(s):  
Nur Rokhimah Hanik
Keyword(s):  
Learning Outcomes ◽  
Lesson Study ◽  
Model Comparison ◽  
Activity Cycle ◽  
Learning Activities ◽  
Learning Activity ◽  
Test Results ◽  
Study Results ◽  
Post Test ◽  
Education Courses

This study aims to improve the activity and results of student learning in the subject of Anatomy Plant through a comparative study  model based lesson study. The method used is classroom action research with 4 cycles. Samples used  in this study is the third semester students of regular education courses Biology FKIP Veteran Bangun Nusantara University Sukoharjo force 2012/2013 as many as 24 people. The study began in November 2013 and April 2014. The learning activities were observed in the form of discussion and presentation activities, while learning outcomes measured were the post-test results after completion of the learning process of each cycle. Data analysis techniques with comparative descriptive, comparing the results of learning and learning activity cycle with the cycle I to IV. From the  results of this study concluded that the average post-test or study results from Cycle I to IV increased starting 3.47, 3.72, 3.73 and 3.85, though in terms of learning activities is still not satisfactory because it only categorized quite active for the first cycle to the active cycle III and cycle IV. Keywords: Model Comparison learning, learning activities, learning outcomes.

scholarly journals Implementation of Discovery-Inquiry Methods with Work Sheet Illustrated Media to Improve Student’s Critical Thinking Skills of Science Lessons in Indonesia’s Border Elementary School

2019 ◽  
Vol 3 (1) ◽  
pp. 1-5
Author(s):  
Tri Novita Indriyati
Keyword(s):  
Critical Thinking ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Educational Facilities ◽  
Final Test ◽  
Average Value ◽  
Post Test ◽  
Inquiry Method ◽  
Minimum Criteria

This study aims to improve students' critical thinking skills (CTS) in disadvantaged, outermost and foremost areas, namely in Indonesia's border elementary schools which are full of limited educational facilities. This research was conducted on science subjects in grade VI SDN 29 IDAI on the balance of ecosystems. The method used for the research is the experimental method, which is Quasi Experiment because conditions do not allow for the control class to be held. The research design is one group pretest posttest design, where before the treatment is given, the sample is first given a pretest (initial test) and at the end of the learning sample is given a posttest (final test). CTS aspects developed in this study include identifying criteria for possible answers, mentioning examples, giving reasons, and drawing conclusions. Based on the results of data analysis in the form of the results of the pre-test and post-test, there was an increase in students' average critical thinking skills, starting from 32% (less) in the pre-test to 75% (good) in the post-test. The application of discovery-inquiry method with work sheet illustrated media is also able to increase student learning outcomes to an average value of 72.38 with a graduation rate. The minimum criteria for completeness in classical is 84.62%.

Verbal Dramatisation of Words: Incidental Vocabulary Learning via Readers’ Theatre

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Ch’ng Looi Chin ◽  
Kimberley Lau Yih Long ◽  
Yeo Jiin Yih
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Learning Activity ◽  
Reading Material ◽  
Incidental Vocabulary ◽  
Language Classrooms ◽  
Post Test ◽  
Readers Theatre ◽  
Incidental Vocabulary Learning ◽  
Reader's Theatre

Although explicit teaching of vocabulary is often practised in language classrooms, it has been proven to be rather ineffective since words are not taught in context. This leads to the increasing use of incidental vocabulary learning approach, which emphasises on repeated readings as a source for vocabulary learning. By adopting this approach, this study aims to investigate students’ ability in learning vocabulary incidentally via verbal dramatisation of written texts. In this case, readers’ theatre (RT) is used as a way to allow learners to engage in active reading so as to promote vocabulary learning. A total of 160 diploma students participated in this case study and they were divided equally into two groups, namely classroom reading (CR) and reader’s theatre (RT) groups. A proficiency test was first conducted to determine their vocabulary levels. Based on the test results, a story was selected as the reading material for the two groups. The CR group read the story through a normal reading lesson in class while the RT group was required to verbally dramatize the text through readers’ theatre activity. Then, a post-test based on vocabulary levels was carried out and the results were compared. The findings revealed that incidental learning was more apparent in the RT group and their ability to learn words from the higher levels was noticeable through higher accuracy scores. Although not conclusive, this study has demonstrated the potential of using readers’ theatre as a form of incidental vocabulary learning activity in ESL settings.

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