The effect of 4H strategy on achieving science for the fifth grade of primary school

2021 ◽  
Vol 26 ◽  
pp. 729-768
Keyword(s):  
Primary School ◽  
Educational Psychology ◽  
Pearson Correlation ◽  
Correlation Factor ◽  
Fifth Grade ◽  
Control Group ◽  
Chi Square ◽  
Significant Difference ◽  
Level Of Significance ◽  
Experimental Group

The aim is to identify (the effect of the 4H strategy on achieving science for the fifth grade of primary school). The two researchers randomly selected the Riyadh Al-Salihin School for Boys from among the schools affiliated to the Baghdad Governorate Education Directorate Al-Karkh Third, and the sample reached (78) students distributed into two groups, the group is experimental and of (39) The student and the control group and the adult (39) students, and the researchers rewarded the students of the two groups in a number of variables that may affect this type of experimental designs. The two researchers formulated (124) behavioral goals and teaching plans that were presented to a group of experts and arbitrators with experience and competence in measuring And evaluation, educational psychology and teaching methods, and one of the two researchers studied the research himself, and after making sure of the indicators of honesty and consistency, his experiment was applied on Tuesday (10/21/2019) and ended on Tuesday (31/12/2019), the researchers used The appropriate statistical means for his research (chi-square, T-test for two independent samples, paragraph difficulty coefficient, discrimination factor, efficacy of dimorphisms, Pearson correlation factor, Gettmann's equation, A-test, ETA square, torsion) and the results indicated: There is a statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who study the science subject using the 4H strategy and the average scores of the students of the control group who study the same subject in the usual way, as the experimental group surpassed Key words: Strategy 4H, Active Learning, Fifth Grad

The Effect of the Power of Thinking Strategy on Achievement and Development of Life Skills to Start Fifth-Grade Literary Students in History

2021 ◽  
Vol 58 (2) ◽  
pp. 1275-1288
Author(s):  
Hanaa Ibrahim Mohamed
Keyword(s):  
American History ◽  
Life Skills ◽  
Female Students ◽  
Fifth Grade ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

The current research aims to know the impact of the strategy of thinking power in achievement and development of life skills for fifth-grade literary students in history, by verifying the validity of the following null hypotheses. First, there is no statistically significant difference at the level of significance (0.05) between the average grades of the experimental group students who study modern and contemporary European and American history according to the thinking power strategy and the average scores of the control group students who study the same subject in the usual way in the post-achievement test.Furthermore, there is no statistically significant difference at the level of significance (0.05) between the average grades of the experimental group students who study modern and contemporary European and American history according to the strategy of thinking power in the pre- and post-life skills scale. Finally, there is no statistically significant difference at a significance level (0.05) between the average scores of the control group students who study modern and contemporary European and American history according to the usual method in the pre- and post-life skills scale. To achieve the goal of the research, the researcher adopted a partial controlled experimental design for the experimental and control groups, as well as the pre- and post-tests. The researcher applied the research experiment on a sample of fifth grade literary students in (Thuaiba Al-Islamiya Girls High School) affiliated to the General Directorate of Diyala Governorate Education for the academic year (2018/2019), which was randomly selected. The number of female students in the research sample was (66), of which (32) female students were for the experimental group that would be studied according to the strategy of thinking power, and (34) female students for the control group that would be taught according to the regular method. The researcher conducted equivalence between the two research groups with the following variables: (parents' academic achievement, first course scores for the academic year (2018/2019), IQ test scores, and pre-life skills scale scores.After the researcher determined the scientific subject that she will study for the students of the experimental and control groups in the experiment, namely the chapters (the fifth, sixth and seventh) of the modern and contemporary European and American history curriculum to be taught to the fifth grade literary students for the study year 2018/2019, the researcher formulated (131) behavioural goals according to the six levels for BLOOM classification of the cognitive domain (knowledge, understanding, application, analysis, synthesis and evaluation), daily instructional plans were prepared for the experimental and control groups.

scholarly journals The Effect of the five pillars model in the acquisition of geographical concepts and the development of deductive thinking among first-graders average

2018 ◽  
Vol 225 (3) ◽  
pp. 343-368
Author(s):  
Dr. Ahmed Ali Abdul-Sada
Keyword(s):  
Traditional Method ◽  
First Graders ◽  
Pearson Correlation ◽  
Control Group ◽  
Partial Adjustment ◽  
Research Scholar ◽  
Significant Difference ◽  
Level Of Significance ◽  
The Impact ◽  
Experimental Group

The current research aims to identify the impact of a specimen of the five pillars in the acquisition of geographical concepts and the development of deductive thinking among first-graders average, and to achieve this research scholar put Elsafreeten following two hypotheses:  1. There is no statistically significant difference at the level of significance (0.05) between the average scores of the experimental group that studied conform to the form of the five pillars, and the average grades control group that studied according to the traditional method of acquiring geographical concepts students. 2. There are no teams with a statistically significant at the level of significance (0.05) between the average scores of the experimental group that studied conform to the form of the five pillars, and the average grades control group that studied according to the traditional method of testing deductive thinking students. To achieve the aim of the research Atia researcher experimental approach with a partial adjustment measures, if included sample (60) by students (30 students) and the experimental group (30 students) for the control group The dish researcher tested concepts gain on the two groups dated 11/05/2015 and stakes in a row with the help of geographical teacher at the school, as well as dish test deductive thinking on the two groups on 05/12/2015 The researcher used the following statistical methods (Altaia test for two independent samples, equation difficulty coefficient, and the equation of discrimination coefficient, and the equation of effective alternatives coefficient, Pearson correlation coefficient, and the equation Cronbach alpha) The study resulted in the following results outweigh the experimental group that studied Bonmozj columns Alakhmsh a control group that was taught according to the traditional method of testing the acquisition of geographical concepts, as well as the superiority of the experimental group that studied Bonmozj columns Alakhmsh a control group that was taught according to the traditional method of testing the acquisition of thinking inferential.

scholarly journals The Influence of Human Development Skills on First Intermediate Grade Female Students’ Creative Expression

2021 ◽  
Vol 13 (2) ◽  
pp. 1190-1198
Author(s):  
Haider Mohamed Hana ◽  
Mersal Abdulhameed Oudah Al-Hasnawi
Keyword(s):  
Human Development ◽  
Pearson Correlation ◽  
First Grade ◽  
Female Students ◽  
Creative Expression ◽  
Control Group ◽  
Intermediate Grade ◽  
Chi Square ◽  
Significant Difference ◽  
Experimental Group

The present study aims to identify the influence of human development skills on creative expression among first-grade intermediate female students. The two researchers chose a sample of (61) female students from the first intermediate grade in Al-Siyadah School for Girls affiliated to the Directorate of Education in the Province of Babylon. They were divided into two groups, with (30) female students in the experimental group and (31) female students in the control group. The two researchers studied the experimental group according to Human development skills. They studied the control group in the traditional way. They prepared a test that consisted of (20) items of the type of true and false. The total score of the test was (60) scores, with three scores for each item. The second part was an essay question with a higher score of (40). After verifying the validity and difficulty of its items, the strength of its distinction, and the stability of correction according to the criteria used by the two researchers with a duration of the experiment that lasted an entire semester, the two researchers used the t-test for two independent samples, the item discrimination coefficient, the CHI square, the difficulty coefficient, Pearson correlation coefficient, And the Spearman-Brown equation. The results showed the superiority of the experimental group students who studied according to human development skills over the control group students who studied in the traditional way in the creative expression skills test. The results indicate that there is a statistically significant difference between the average scores of the experimental group students which is (79,57) and the average scores of the control group students which is (69,74) in the creative written expression skills test.

EFFECT OF YOGA ON CARDIOVASCULAR EFFICIENCY

2019 ◽  
pp. 12-16
Author(s):  
Brij Bhushan Singh ◽  
Shubi Mirja ◽  
Samiya Husain
Keyword(s):  
Statistical Technique ◽  
Step Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Group A ◽  
Cardio Vascular ◽  
Level Of Significance ◽  
Group B ◽  
Experimental Group

The purpose of this study was to investigate the effects of yogic practices on cardio-vascular efficiency. Material and methods: Total Forty (40) subject’s boys/girls were selected as the sample of the study through the random sampling and their age ranged between 20 to 25 years from the Department of Physical Education, Aligarh Muslim University, Aligarh. The subjects were divided into two groups comprising 20 subjects in each group, namely group “A” (the experimental group) performs yogic practices (Asanas, Pranayamas and Kriyas) and group “B” (the control group) served as control. Statistical technique: for the assessment of the cardiovascular efficiency through Harvard step test pre and post-test was conducted and t-test was applied for the analysis. Result: revealed that there exist a significant difference between group A and group B, at .05 level of significance. On the basis of the pre and post-test among experimental and control group, experimental group found better than the control group on cardiovascular efficiency and significant result were found in this study.

The effect of Bayer’s strategy on developing divergent thinking among students Second intermediate grade in the subject of Arab Islamic history

2021 ◽  
Vol 26 ◽  
pp. 273-304
Keyword(s):  
Divergent Thinking ◽  
Second Grade ◽  
Control Group ◽  
Intermediate School ◽  
Islamic History ◽  
Intermediate Students ◽  
Significant Difference ◽  
The Subject ◽  
Level Of Significance ◽  
Experimental Group

The current research aims to know (the effect of Bayer's strategy on developing divergent thinking among second-grade intermediate students in the subject of Arab-Islamic history) . In order to achieve the goal of the research, the researcher puts the following null hypothesis : 1.There is no statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group students who study according to the Bayer strategy and the average scores of the control group students who study in the traditional way in the dimensional divergent thinking test . The researcher chose an experimental design with two groups, one experimental and the other a control, and the two research groups (experimental - control) were rewarded with the following variables : (Chronological age in months, grades of the previous year, IQ test, pre-branched thinking test ) . The current research was limited to second-grade intermediate students in (Al-Furat Intermediate School for Boys), which is one of the schools affiliated to the city of Baghdad / Directorate of Education Al-Karkh First. (32) students, and the second represented the control group who were studying the same subject in the traditional way, and they numbered (31) students. Thus, the number of the research sample reached (63) students. 2017-2018 . The researcher prepared the divergent thinking test in light of the steps and main questions of the Sheikhly test (2001) in measuring the ability of divergent thinking of the students of the research sample . : The search results showed .The experimental group students who study history according to the Bayer strategy outperformed the control group students who study history using the traditional method in the dimensional branched thinking test . Keyword: Divergent thinking Bayer Stratagy

scholarly journals Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

2020 ◽  
Vol 11 (5) ◽  
pp. 815
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mino Bargnil
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Reading And Writing ◽  
Significant Difference ◽  
Cloze Procedure ◽  
And Control ◽  
Experimental Group

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

scholarly journals The impact of using the strategy of self-questioning in the achievement of students in the fifth grade in mathematics: أثر استخدام استراتيجية التساؤل الذاتي في تحصيل طلاب الصف الخامس الابتدائي في مادة الرياضيات

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Latif Al-Zakri
Keyword(s):  
Achievement Test ◽  
Experimental Methodology ◽  
Fifth Grade ◽  
Control Group ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of the use of self-questioning in the understanding of fifth grade students in mathematics material. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 42 students from the fifth grade students from Khubayb bin Udai School in Riyadh; equally divided into two groups of 21 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in mathematics material

scholarly journals The Effect of IELTS Listening Strategy Use on the Reduction of IELTS Listening Test Anxiety and on IELTS Listening Performance

2017 ◽  
Vol 7 (11) ◽  
pp. 1025 ◽  
Author(s):  
Ali Reza Nemat Tabrizi ◽  
Mahnaz Ranjbar
Keyword(s):  
Test Anxiety ◽  
Pearson Correlation ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Control Group ◽  
Listening Test ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The study investigates the impact of IELTS listening strategy use on the reduction of listening test anxiety and on the listening performance of the IELTS test takers in light of the data of 80 participants on the pretest and post-test IELTS listening along with the participants' score on pre-anxiety and post anxiety scale. So, drawing on the instruments including a proficiency test, pre/post-test, anxiety questionnaire, materials for strategy instruction, the participants were randomly divided into two groups: Control Group and Experimental Group, each including 40 participants. As per the procedure, after tackling their pre-listening performance and pre-anxiety score, one group was treated with IELTS-Listening related strategies and the other group was not treated, but both were administered listening test. The results of the study indicated that those treated with IELTS strategy outperformed ( t (78) = 4.57, p = .000, r = .460 ) those receiving no listening-related strategy. Furthermore, the results of a t-test run on the post-test of the groups anxiety arrived at a statistically significant difference (t (78) = 5.77, p = .000, r = .547), representing that the control group outperformed the experimental group. Also, Pearson Correlation done for finding out a potential relationship between anxiety and listening performance indicated a negative and weak to moderate relationship ((r (78) = -.26, p = .020). The pedagogical implications of the study are in detailed argued.

scholarly journals The Effectiveness of Using the Flipped Learning Strategy Using Pen Tablet in the Achievement and Motivation towards Mathematics among Tenth Grade Female Students in Wadi Al-Seer District: فاعلية استخدام استراتيجية التعلم المقلوب باستخدام Pen Tablet في التحصيل والدافعية نحو مادة الرياضيات لدى طالبات الصف العاشر الأساسي في لواء وادي السير

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Suha Mohammad Amawi, Hamzeh Abd alftah Alassaf
Keyword(s):  
Learning Strategy ◽  
Female Students ◽  
Control Group ◽  
Flipped Learning ◽  
Significant Difference ◽  
Tenth Grade ◽  
Pen Tablet ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study aimed to identify the effectiveness of flipped learning strategy using pen tablet in the achievement and motivation towards mathematics among tenth grade female students in Wadi Al-Seer district. The study used a Quasi-experimental design, Where the study was applied to a sample of (93) female students from the tenth grade, it was divided into (48) female students in the experimental group and (45) female students in the control group. The experimental group was taught using a flipped learning strategy by activating the pen tablet, while the control group studied in the traditional way. The Study tools were used achievement test and Motivation scale for learning mathematics. The results of the study showed a statistically significant difference at the level of significance (α = 0.05) between the mean achievement of female students in mathematics in the two experimental and control groups on the post test for the benefit of the experimental group students who studied using the flipped learning strategy using the pen tablet, where the arithmetic mean reached (15.96) of (20), The results also showed a statistically significant difference at the level of significance (α = 0.05) in the scores of the motivation scale towards mathematics between the experimental and control groups on the dimensional scale in favor of the experimental group students who studied using the flipped learning strategy using the pen tablet, where the arithmetic mean reached (2.89) From (3.) the differences were in favor of the experimental group. In light of the results of the study; it recommends the use of the flipped learning strategy by activating the pen tablet tool in teaching math for the tenth grade, and further research into the use of the pen tablet in teaching other educational materials and for other educational stages.

scholarly journals Research on the Effectiveness of Educational Internship——A Case Study on Primary Education Major

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Sa Li
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching Practice ◽  
Control Group ◽  
Significant Difference ◽  
Teaching Ability ◽  
And Control ◽  
Experimental Group

Objective: The purpose of this study is to investigate the changes of teaching ability of pre-service teachers during their internship. Methods: The pre-service teachers were divided into experimental group and control group, and the video of each class was recorded, encoded and scored by experts from primary schools, and SPSS was used to analyze the data. Results: The teaching ability of the pre-service teachers in the primary school Chinese subject had a significant improvement in the six weeks of teaching practice. The teaching ability of the pre-service teachers in the primary school mathematics discipline had no significant improvement in the six weeks of teaching practice; there is no significant difference in the teaching ability of pre-service teachers who have experienced six classroom lectures and 18 classroom lectures. Conclusion: Educational universities should attach importance to the role of educational internship in promoting the development of pre-service teachers' teaching ability and increase the internship time. Instructors should pay attention to the cultivation of pre-service teachers' teaching reflection ability and give feedback and guidance in time.

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