scholarly journals THE EFFECT OF COMBINING TEACHING GAMES ON ACADEMIC ‎ACHIEVEMENT

2022 ◽  
Vol 04 (01) ◽  
pp. 718-728
Author(s):  
Kamilia RADI
Keyword(s):  
Academic Achievement ◽  
Social Interaction ◽  
Significant Positive Correlation ◽  
Learning Activity ◽  
Control Group ◽  
Control Groups ◽  
Positive Correlation ◽  
Academic Achievements ◽  
The Subject ◽  
Experimental Group

The study deals with the effect of combining games in teaching on the ‎academic achievements in the subject of multiplication in mathematics. The ‎teaching games discussed by the study are: "Social Interaction Assistance" ‎and "Stay in a Movement Learning Activity" of a teaching game, aimed at ‎improving any behavior that is aimed at the purpose of study‏.‏ The study involved 50 students from the same grade (third grade) who had ‎once participated in control groups (regular learning) without any use of ‎games) and once in an experimental group (using games in teaching) and then ‎found that the group that experienced learning with the help of teaching ‎games, reached higher and clearer achievements in the field of multiplication ‎compared to the control group. And also, it emerged from the study that ‎there is a significant positive correlation between the variables of teaching ‎games and the improvement in academic achievement.

THE EFFECT OF APPLYING DEMONSTRATION METHOD ON STUDENTS’ ACHIEVEMENT IN SPEAKING SKILL AT THE THIRD GRADE OF SMK PAB 3 MEDAN ESTATE

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Meryanti Napitupulu And Anni Holila Pulungan
Keyword(s):  
High School ◽  
Control Group ◽  
Vocational High School ◽  
Control Groups ◽  
Speaking Test ◽  
The Third ◽  
Speaking Skill ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying Demonstration Method on students’ achievement in speaking skill. It was an experimental research. The subject was students of Grade XII, Vocational High School (Sekolah Menengah Kejuruan: SMK), which consisted of 79 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was speaking test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.7, and it was found that the test was reliable. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant m = 0.05 with the degree of freedom (df) 77, t-observed value 8.9 > t-table value 1.99. The findings indicate that using Demonstration Method significantly affected the students’ achievement in speaking skill. So, English teachers are suggested to use Demonstration Method in order to improve students’ achievement in speaking skill.

The Impact of the Flipped Classroom on Students' Academic Achievements in Secondary Schools

2020 ◽  
pp. 175-192
Author(s):  
Meruyert Koshegulova ◽  
Yerkhan Mindetbay
Keyword(s):  
Flipped Classroom ◽  
Placement Test ◽  
Control Group ◽  
Flipped Learning ◽  
Academic Achievements ◽  
Significant Difference ◽  
Before And After ◽  
The Subject ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to analyze the effects of flipped learning on students' academic achievements in the subject of science at Bilim Innovation Lyceums (BIL) in Kazakhstan. For this purpose, pre and post surveys were conducted on 168 students who were divided into two groups; the experimental group consisting of 84 students who took part in flipped learning classes for seven weeks and the control group consisting of 84 students who experienced the traditional method of classroom instruction at the same period. To achieve the objectives of the study, a final placement test score was used before and after the introduction of the flipped classroom model. The results of the study are summarized as follows. There were a significant difference between the two groups in terms of academic achievement when it measured by test scores before and after the concerned semester. On the basis of these findings, several suggestions were made for the schools to utilize innovative instructional methods including flipped learning for sustainable education in the future.

Let Me Say It for the Folx in the Back, GOOD TEACHING ISN'T GOOD ENOUGH : Quantifying Academic Achievement in a College Algebra Course Centered on CRP

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Gregory A. Downing ◽  
Keyword(s):  
Academic Achievement ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
College Algebra ◽  
Control Group ◽  
Post Intervention ◽  
The Subject ◽  
Learn Process ◽  
Experimental Group ◽  
Relevant Pedagogy

The purpose of this pre/post-intervention quantitative experimental study was to investigate the effects of a sequence of lessons grounded in the principles of culturally relevant pedagogy on students enrolled in a college algebra course at an HBCU. In particular, the paper focuses on the interaction between these lessons and academic achievement (students' ability to learn, process, and affinity towards the subject they are learning about) with regards to students' grades and their views about mathematics. Two classes of students, an experimental group and a control group, engaged in mathematics lessons that were grounded in rigorous mathematical teaching practices; but the experimental course received lessons that also incorporated principles of culturally relevant pedagogy. Results indicated that students in the experimental course showed significant quantitative gains on the various measures related to academic achievement and self-efficacy in mathematics.

Effect Of The Problem-Solving Approach On Academic Achievement Of Students In Mathematics At The Secondary Level

2010 ◽  
Vol 3 (3) ◽  
pp. 9 ◽  
Author(s):  
Kousar Perveen
Keyword(s):  
Academic Achievement ◽  
Problem Solving ◽  
Secondary Level ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Treatment

This study sought to determine the effect of the problem-solving approach on academic achievement of students in mathematics at the secondary level. The secondary school students studying mathematics constituted the population of this study. The students of 10th class of Government Pakistan Girls High School Rawalpindi were selected as a sample for the study. Sample size consisted of 48 students who were equally divided into an experimental group and a control group on the basis of pre-test. Treatment of the planned problem-solving approach is the guideline of Sherreen (2006) and Polya’s (1945) heuristic steps of the problem-solving approach. After the treatment, post-test was used to see the effects of the treatment. A two-tailed t-test was used to analyze the data, which revealed that both the experimental and control groups were almost equal in mathematics base at the beginning of the experiment. The experimental group outscored the control group significantly on the post-test.

scholarly journals The effect of using differentiated teaching strategy in the development of creative thinking skills in second secondary students in the subject of mathematics and improve attitudes towards it

2019 ◽  
Vol 3 (10) ◽  
Author(s):  
Ahmed Ali Abu Obaid
Keyword(s):  
Secondary Students ◽  
Creative Thinking ◽  
Teaching Strategy ◽  
Thinking Skills ◽  
Control Group ◽  
Control Groups ◽  
The Subject ◽  
And Control ◽  
Experimental Group ◽  
Differentiated Teaching

    The effect of using differentiated teaching strategy in the development of creative thinking skills in second secondary students in the subject of mathematics and improve attitudes towards it. To achieve the objective of the study, the researcher prepared a teacher's guide for the use of differentiated teaching strategy in teaching mathematics of the second secondary grade, , as the researcher prepared a measure of attitudes towards interpretation, The researcher used quasi- experimental approach. The study sample consisted of (80) students divided into four groups (2) experimental (male and female) and (2) control (male and female), the experimental group has been taught using differentiated teaching strategy while the control group did not use this strategy, and in the end of the experiment the Torrance Verbal Test of Creative Thinking and the trends measurement were applied on the experimental and control groups. The results of the study showed a statistically significant difference between the average scores of the experimental and control groups students in applying Torrance creative thinking test in each skill of the three creative thinking skills and on the test as a whole. As well as the trends scale towards mathematics of these differences for the experimental group students who have studied using the differentiated teaching strategy. As the results of the study showed no statistically significant differences between the average scores of the experimental group and control group students due to the variable gender. In light of the results, the researcher made a number of suggestions and recommendations.    

scholarly journals The Effect of Applying Skimming Technique on Grade XI Students’ Reading Comprehension

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Benny Jefri Wijaya Hutabarat And Tina Mariany Arifin
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Experimental Research ◽  
T Test ◽  
Control Group ◽  
Control Groups ◽  
The Subject ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying skimming technique on Grade XI students’ reading comprehension. It was an experimental research. The subject was students of Grade XI, Private Senior High School (Sekolah Menengah Atas Swasta: SMA) Methodist-7, which consisted of 60 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was reading comprehension test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.89. The data were analyzed by using t-test formula. The analyze showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significance 0.05 with the degree of freedom (df) 60 , t-observed value 3.71 > t-table value 2.00. Based on the reliability of the test, it was found that the test was reliable. The findings indicated that using Skimming Technique significantly affected the students’ reading comprehension. So, English teachers are suggested to use Skimming Technique in order to improve students’ reading comprehension.   Keywords: Skimming Technique, Reading Comprehension, Experimental Research.

THE EFFECT OF APPLYING THINK TALK WRITE STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING SPOOF TEXT

2014 ◽  
Vol 3 (4) ◽  
Author(s):  
Ingrid Laurensia Simanungkalit And Sortha Silitonga
Keyword(s):  
Experimental Research ◽  
English Teachers ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
Control Groups ◽  
Writing Test ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This study dealt with the effect of applying Think Talk Write strategy on students’ achievement in writing spoof text. It was an experimental research. The subject was social students of Grade XI, SMA Negeri 17 Medan, which consisted of 113 students. The research was divided into two groups: experimental and control groups. The instrument to collect the data was writing test. The result of the reliability was 0.70, and the test was reliable. The data were analyzed by using t-test formula. The analysis showed the scores of the students in the experimental group were higher than in the control group at the level of significant=0.05 with the degree of freedom (df) 72,t-observed 4.871> t-table 1.994. The findings indicate that applying Think Talk Write strategy significantly affected the students’ achievement in writing spoof text. English teachers are suggested using Think Talk Write strategy in order to improve students’ achievement in writing.

Verbal Conditioning, Acceptance of Self and Acceptance of others

1967 ◽  
Vol 20 (3) ◽  
pp. 715-722 ◽  
Author(s):  
W. H. Coons ◽  
D. L. McEachern
Keyword(s):  
Social Interaction ◽  
The Self ◽  
Control Group ◽  
Verbal Conditioning ◽  
Conditioning Procedure ◽  
Control Groups ◽  
Positive Attitudes ◽  
Self Acceptance ◽  
And Control ◽  
Experimental Group

The experiment concerned the hypotheses that the frequency of self-accepting responses to questionnaire items can be increased by standard verbal conditioning techniques and that this increase generalizes to similar but novel questionnaire items as well as to items indicative of more positive attitudes toward others. Two comparable forms (Forms A and B) of a scale of self-acceptance and acceptance-of-others were used. Form A of the scale, consisting of 18 self-acceptance items and 14 acceptance-of-others items, was administered to 400 R.C.A.F. personnel. The 60 lowest scorers on the self-acceptance items were selected and randomly divided into experimental and control groups. Each member of the experimental group was conditioned to a pre-determined criterion on the 18 self-acceptance items of Form A of the scale. Members of the control group received the same treatment except that reinforcement of responses was withheld. Immediately after the conditioning procedure, each S completed 50 questionnaire items drawn from Forms A and B of the scale. The results are interpreted as demonstrating that attitudes which are theoretically relevant to social interaction can be modified by means of verbal conditioning techniques.

scholarly journals Effect of Activity Based Teaching on Public Sector College Students' Academic Achievement in the Subject of English

2021 ◽  
Vol VI (III) ◽  
pp. 53-59
Author(s):  
Sadia Khan ◽  
Muhammad Saeed
Keyword(s):  
Academic Achievement ◽  
Public Sector ◽  
Control Group ◽  
Test Design ◽  
Instructional Activities ◽  
Lecture Method ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Experimental Group

The study was aimed to find out the effect of activity-based teaching on students' academic achievement in the subject of English at grade XII. It carried a quasi-experimental Pre-test Post-test design. A public sector girls' college of district Lahore was selected as a cluster. Two intact groups were selected randomly. The experimental group was taught with the help of self-designed activities, and the control group was taught the same subject through the lecture method. Data was collected through an achievement test of English. Data were collected on a pre-test and post-test basis. Data were analyzed by using descriptive statistics and an independent sample t-test. The effect size was calculated through Cohen's d value of significance. It revealed that instructional activities had a significant effect on students' academic achievement in the subject of English at grade XII. English teachers are recommended to teach the subject of English with the help of activities to improve students' academic achievement.

scholarly journals Learning the parabola through semiotic records in university students

2020 ◽  
pp. 16-25
Author(s):  
Francisco Javier Encinas-Pablos ◽  
Julia Xochilt Peralta-García ◽  
Omar Cuevas-Salazar ◽  
Mucio Osorio-Sánchez
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Control Group ◽  
Test Design ◽  
Basic Sciences ◽  
Semiotic Representations ◽  
Post Test ◽  
The Subject ◽  
The University ◽  
Experimental Group

Learning achieved by students in their first course of mathematics at the university reflects a low achievement, which is especially observed in the topic of the parabola. Due to this problem, the objective of improving the academic achievement of students in that topic, through a didactic strategy based on semiotic representations, was proposed. To this end, a quantitative inquiry was carried out, with a pre-test post-test design, on both a control group and an experimental group. There, a total of 44 students, of an average age of 19 years who were taking the subject of Mathematics Foundations, participated. It was found that the gain between the post-test and pre-test measurement was significantly higher (p<0.01) in the experimental group with respect to the control group, where the conventional strategy for the course was being used. It is concluded that it is possible to improve the learning of the parabola in students through the strategy based on semiotic representations, and that it is highly recommended to apply it for the learning of other mathematical objects in the basic sciences courses of the engineering division.

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