Can an Educational Activity Program Based on Feuerstein’s Program and Gardner’s Theory Increase Excellence and Creativity in Math in Omani Students?

2021 ◽  
pp. 1-26
Keyword(s):  
Educational Activity ◽  
Control Group ◽  
Instrumental Enrichment ◽  
Activity Program ◽  
Multiple Intelligences Theory ◽  
8Th Grade ◽  
Significance Levels ◽  
Enrichment Program ◽  
Girl Students ◽  
Experimental Group

Excellence and creativity in mathematics are necessary requirements for the twenty-first century, and some countries have gone to build and develop new curricula for excellence and creativity. We prepared an activity program in mathematics based on Feuerstein's instrumental enrichment program and Gardner's multiple intelligences theory to increase excellence and creativity in mathematics for Omani students.We hypothesized that the success of previous programs based on the same foundations would generalize to Omani students. Inan experiment,the experimental group received a special training and the control group did not. We then checked whether the pretest-posttest gain was larger for the experimental group than for the control group. The study sample was comprised of an experimental group of n= 35 8th-grade girl students of class nr. 8/1 in Aesha bent Abu Bakr school in Salalah, Oman, and a control group of n= 36 of 8th-grade girl students of class nr. 8/3 in the same school.The differences in pretest-posttest gains were analyzed using t-tests, significance levels, correlations, and effect sizes.There were large and significant experimental effects in favor of the experimental group, showing these educational outcomes can be generalized to Oman.We note various limitations of the study and give various recommendations.

EXAMINING EFFECT OF ANIMATION APPLICATIONS ON STUDENT ACHIEVEMENT IN SCIENCE AND TECHNOLOGY COURSE

2015 ◽  
Author(s):  
Sedat Yüksel ◽  
◽  
Mestan Boyaci ◽  
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Science And Technology ◽  
Control Group ◽  
Constructivist Approach ◽  
8Th Grade ◽  
Living Organisms ◽  
And Control ◽  
Experimental Group ◽  
Technology Course

The aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key wordThe aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key words: animation, constructivist science education, teaching supported by computer. s: animation, constructivist science education, teaching supported by computer.

scholarly journals EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF PEDAGOGICAL CONDITIONS FOR INTENSIFYING THE EDUCATIONAL ACTIVITY OF FUTURE TEACHERS-ENGINEERS OF COMPUTER PROFILE IN PROFESSIONAL TRAINING

2020 ◽  
pp. 30-37
Author(s):  
Olha YESIPOVA ◽  
◽  
Mykhailo MEDVID ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Educational Activity ◽  
Internal Quality ◽  
Control Group ◽  
Future Teachers ◽  
Educational Activities ◽  
Experimental Group

Responding to identified shortcomings is components of the internal quality assurance system of a higher education institution. A study of the educational activities of future teachers-engineers of computer profile found that most students are not going to devote their career to teaching, thus preferring engineering. Undoubt- edly, higher education institutions must respond to the requests of stakeholders, especially those seeking higher education. On the other hand, there are requests from employers (educational institutions) for teachers-engineers of computer profile. Therefore, further research was aimed at enhancing cognitive activity primarily by increasing motivation for pedagogical activity. Methods: pedagogical experiment. Results. An experimental test of the effectiveness of pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile in professional training. Originality. The results of the study testify to the effec- tiveness of certain pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile: changes of external motivation to internal will take place if the information and communication technologies are introduced into educational process of studying peda- gogical disciplines; change of position in the educational activity of future teachers-engineers of computer profile in the study of pedagogical disciplines will take place under the condition that students apply a project approach to the organization of their own educational activity; intensification of educational activity due to its correc- tion in future teachers-engineers of computer profile in the process of operative feedback at each stage of educational activity. Comparative analysis of experimental data shows an increase in the percentage of students of the experimental group compared to the control group with a high level of educational activities of future teachers-engineers of com- puter profile in the study of pedagogical disciplines for a stable active position of educational activity – by 34%, internal motivation to study – by 32%, by the ability to plan and organize their own educational trajectory – by 32%, by academic performance – by 25%). When comparing the results before and after the ex- periment: in the control group the empirical values of the criterion χ2 are less than critical, the characteristics of the compared groups coincide at the level of significance of 0.05; in experimental group the empirical values of the criterion χ2 are greater than the critical one, the signifi- cance of the difference in the characteristics of the com- pared groups is 95%.

scholarly journals THE EFFECT OF TEAM PRODUCT TO IMPROVE STUDENTS’ CREATIVITY IN WRITING AT SMPN 1 JONGGAT

2020 ◽  
Vol 8 (1) ◽  
pp. 40
Author(s):  
Zukhairatunniswah Prayati
Keyword(s):  
Control Group ◽  
Product Method ◽  
8Th Grade ◽  
The Subject ◽  
The Mean ◽  
Inferential Analysis ◽  
And Control ◽  
Academic Year ◽  
Positive Effect ◽  
Experimental Group

This study investigated the effect of team product to improve students’ creativity in writing at the 8th-grade students of SMPN 1 Jonggat, Central Lombok in the academic year 2018/2019. The research was designed as quasi experiment research. The students were divided into the experimental group and control group. The experimental group was treated using the team product method while the control group was subjected to a conventional method. The data were analyzed using descriptive and inferential analysis. The data in this research was taken from the mean scores of students’ achievement and the score percentages. The subject of this research was the 8th-grade students of SMPN 1 Jonggat, which consisted of 54 students. The instruments of this research were tests and questionnaires. The mean score of students’ creativity in the experimental group was 75 and the writing skill was 76. It was higher than the students in the control group. It can be concluded that the team product had a positive effect on students’ writing skills in relation to creativity at SMPN 1 Jonggat.

Analysis of the Effect of a Social Problem-Solving Program on the Aggression of Children

2011 ◽  
Vol 21 (2) ◽  
pp. 142-153 ◽  
Author(s):  
Zarife Seçer ◽  
Hülya Gülay Ogelman
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Social Problem ◽  
Social Problem Solving ◽  
Indirect Aggression ◽  
Control Group ◽  
Group 13 ◽  
The Social ◽  
8Th Grade ◽  
Experimental Group

AbstractThe aim of this research was to establish the effect of a social problem-solving training program for 8th grade students. In the experimental group, 14 students were 14 years old and 1 student was 15 years old. In the control group, 13 students were 14 years old and 2 students were 15 years old. The Aggression Questionnaire (AQ) was administered to the students. The students in the experimental group were trained in the Social Problem-Solving program at school. The students in the Social Problem-Solving Training Program had statistically significant lower scores on physical aggression, anger, hostility, indirect aggression and total aggression than the students who did not undertake the program.

scholarly journals Enhancement of Cognitive Functioning and Self-Regulation of Learning in Adolescents

2001 ◽  
Vol 4 (1) ◽  
pp. 55-64 ◽  
Author(s):  
María Luisa Sanz de Acedo Lizarraga ◽  
Mª Dolores Iriarte Iriarte
Keyword(s):  
Cognitive Functioning ◽  
Self Regulation ◽  
Philosophy For Children ◽  
Control Groups ◽  
Instrumental Enrichment ◽  
School Year ◽  
Decision Making Problem ◽  
Quasi Experimental ◽  
Enrichment Program ◽  
Experimental Group

This study assessed the effects of the administration of a package of activities, known asPortfolio, on adolescents' cognitive functioning and self-regulation of learning. The study was carried out with a group of 109 students (mean age 15 years old) from the first level of Vocational Training. The students had learning difficulties, were unmotivated to study, and had behavior problems. A quasi-experimental pretest-posttest design was employed. The intervention involved group sessions in which certain, specially selected tasks from the psychopedagogic Instrumental Enrichment Program, the Philosophy for Children Program, and Project Intelligence were carried out. The intervention tasks were distributed over the entire school year. Statistically significant differences were observed between the experimental and the control groups on measures of general intelligence, cognitive flexibility, and metacognitive strategies (allp< .01). Statistically significant gains were observed for the experimental group on measures of decision making, problem solving, and self-regulation of learning (allp< .01).

scholarly journals REFLEXIVE TECHNIQUES AS A WAY TO CHANGE THE EDUCATIONAL MOTIVATION OF MEDICAL UNIVERSITY STUDENTS

2021 ◽  
Vol 31 (1) ◽  
pp. 120-131
Author(s):  
I.G. Zhukovskaya ◽  
I.N. Leonov ◽  
T.F. Vostroknutova
Keyword(s):  
University Students ◽  
Educational Activity ◽  
Control Group ◽  
Activity Regulation ◽  
Educational Motivation ◽  
Group A ◽  
Medical University ◽  
The Impact ◽  
Experimental Group

The paper presents the results of a study of reflexive techniques impact on the educational motivation of medical university students. In the context of the implementation of the humanistic paradigm in pedagogy, the role of motivation in educational activity regulation is analyzed. Reflexion is considered by the subjects of pedagogical process as a factor of facilitation of "objectification" of needs in the context of educational activity and construction of its subjective sense. It was found that for ISMA students professional motives are dominant in educational motivation and avoidance motives are the least declared. As a result of a quasi-experiment with two non-randomized groups, the impact of reflexive techniques on educational motivation was assessed. The techniques made it possible to keep the structure of educational motivation unchanged in the experimental group, while in the control group a decrease in professional motives and an increase in communicative motives were found.

scholarly journals Increasing interprofessional socialization among psychology and nursing students by means of an educational intervention: A quasi-experimental study with a control group

2020 ◽  
Author(s):  
Juan-Luis González-Pascual ◽  
Margarita G. Márquez ◽  
Rocío Rodríguez-Rey ◽  
Ana María Muñoz-Cobo ◽  
Juan Carlos Pérez-Jiménez
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Educational Intervention ◽  
Interprofessional Education ◽  
Wilcoxon Test ◽  
Educational Activity ◽  
Control Group ◽  
Self Assessment ◽  
Quasi Experimental ◽  
Experimental Group

Abstract Background Interprofessional education helps health sciences students become better able to take part in future interprofessional collaborative practice. In general, interprofessional education activities seek to change knowledge levels, attitudes, and skills. However, a more ambitious objective would be to foster interprofessional socialization. Interprofessional socialization calls for the development of a dual identity: on the one hand, a professional identity, and on the other, an interprofessional identity as a member of a collaborative team. The objective of this research was to evaluate the effectiveness of an interprofessional activity in increasing self-assessment scores regarding interprofessional socialization. Methods This was a quasi-experimental study. Sixty psychology and nursing students at a university were divided into an experimental group and a control group. The experimental group participated in an activity designed in accordance with Khalili's interprofessional socialization framework. The control group performed their usual activities. Self-assessment of interprofessional socialization was measured in both groups using the Interprofessional Socialization and Values Scale (ISVS-21) before and after the activities. After the normality test, the inter-group difference (experimental vs. control groups) in the baseline ISVS score was analyzed using the Mann-Whitney U test. The intra-group variation (within each, the experimental group and control group) in the ISVS-21 score (pre-post change) was analyzed using the Wilcoxon test. Results The baseline ISVS-21 score was 93 for the experimental group and 98 for the control group, p=0.321. The experimental group’s ISVS-21 score increased from 93 to 104 after the educational intervention, p<0.01. There were no statistically significant changes in the control group (p=0.174). Conclusions The educational activity, designed in accordance with the Khalili model and carried out with the nursing and psychology students, favors interprofessional socialization in a statistically significant way, as do other activities described in the scientific literature. This matter should be researched in greater depth, using comparative studies to analyze which activities are more effective and efficient.

scholarly journals Elementary School Female Students' Attitude towards STEM

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Ayesha Rehman ◽  
Intzar Hussain Butt
Keyword(s):  
Educational Innovation ◽  
Female Students ◽  
Elementary Level ◽  
Control Group ◽  
Female Representation ◽  
8Th Grade ◽  
Teaching Learning ◽  
Similar Kind ◽  
Student’S Attitude ◽  
Experimental Group

STEM has unraveled itself as an integrated teaching learning approach that fosters ingenuity and creativity, instill innovation, inculcate critical thinking, teach problem solving and encourages experimentation. Despite of modern advances, female representation in STEM workforce is low as compared to males. Studies show that girls lose their interest and intent to major in STEM fields during their middle school. The purpose of this study was to develop female student’s attitude towards STEM at elementary level. True experimental design of quantitative approach was employed to conduct the study. The population was consisted of all the girls students of govt. school at elementary level. The sample was comprised of 8th grade female students of a public sector school in Lahore. To collect data a questionnaire developed by Friday Institute for Educational Innovation (2012) was adapted. The study was concluded on the basis of the findings that there was a significant effect of STEM integrated teaching on the female student’s attitude of experimental group as compared to the results of control group. It is recommended by the researcher that similar kind of study should be conduct using mixed method approach to validate the results of the study.

scholarly journals Technology Enhanced Formative Assessment for Students’ Motivation in Mathematics at Elementary Level

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 335-344
Author(s):  
Abida Shaheen ◽  
Dr Farhana Khurshid ◽  
Dr Muhammad Saeed Khan
Keyword(s):  
Formative Assessment ◽  
Mathematics Learning ◽  
Control Group ◽  
Meta Level ◽  
8Th Grade ◽  
Quasi Experimental ◽  
Motivation Level ◽  
And Mathematics ◽  
Study Participants ◽  
Experimental Group

Technology Enhanced Formative Assessment (TEFA) is an advanced and evidence-based pedagogical approach for science and mathematics teaching using a classroom response system. Question-driven instruction, dialogical discourse, formative assessment, and meta-level communication are four core principles on which TEFA is built upon. These are implemented through a question cycle in the classroom. Eight weeks duration intervention study was carried out in two urban high schools, one from each stratum (i.e., boys and girls) using a non-equivalent comparison group quasi-experimental design on a sample of 183 participants. The study participants included 42 girls and 47 boys in the experimental group, whereas 54 girls and 40 boys in the control group from the 8th-grade mathematics class. Students' mathematics motivation survey using IMI (i.e., intrinsic motivation inventory) was used to measure students' mathematics learning motivation levels. Two-way ANOVA was conducted to assess the motivation level of the students. Analysis of the results showed that the experimental group motivation level was significantly higher than the control group.

scholarly journals Evaluating the Effectiveness of the Enrichment Program in English using Sign Language of Deaf Students: تقييم فعالية برنامج إثرائي باللغة الإنجليزية باستخدام لغة الإشارة للطلاب الصم

2020 ◽  
Vol 4 (21) ◽  
Author(s):  
Sahar Zedan Zaien, Manssour Habbash
Keyword(s):  
Academic Performance ◽  
American Sign Language ◽  
Sign Language ◽  
Hard Of Hearing ◽  
English Language ◽  
Control Group ◽  
Enrichment Programs ◽  
Deaf Students ◽  
Enrichment Program ◽  
Experimental Group

Deaf and hard of hearing students are at disadvantage in standard learning environment resultantly their academic performance is poor as compared to normal peers. The current study evaluated a newly designed English Language Enrichment Program with the help of American Sign Language as the medium of instruction at Community College of the University of Tabuk. In this quantitative experimental study 20 female deaf students were divided randomly, 10 in experimental and 10 in the control group. The Enrichment Program was administered to the students in the experimental group, however, no Enrichment Program was delivered to the control group. After the program, both groups took an assessment test to demonstrate the efficiency of ELEP. The results revealed that the academic performance of the experimental group significantly improved as compared to that of the control group. The current study provided a framework for future studies to design and implement Enrichment Programs to uplift the learning process among deaf and hard of hearing students.

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