scholarly journals 5E INSTRUCTIONAL MODEL: A CONSTRUCTIVIST MODEL FOR TEACHING CHEMISTRY AT HIGHER SECONDARY LEVEL

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Abid Zia , Farkhunda Rasheed Choudhary
Keyword(s):  
Academic Achievement ◽  
Retention Test ◽  
Secondary Level ◽  
Control Group ◽  
Instructional Model ◽  
Lecture Method ◽  
5E Instructional Model ◽  
Post Test ◽  
Constructivist Model ◽  
Level Of Significance

Concepts of Chemistry are complex in nature and are hard to comprehend. To teach these complex concepts effectively, a modern constructivist instructional model can be a more appropriate choice. This study aimed to compare the academic achievement of students on posttest and retention test, taught through the 5E instructional model at the higher secondary level. The research design was pretest-posttest equivalent groups design. The sample consisted of 60 randomly selected students from the accessible population and was divided into two equivalent groups based on their pre-test score. The experimental group’s students were instructed through the 5E instructional model and the control group students were taught through the traditional lecture method for five weeks. Data was analyzed applying t-test at .05 level of significance. Data analysis showed that the experimental group outscored significantly than control groups on post-test as well as on retention test exhibiting the effectiveness of the 5E instructional model. It was concluded that although the 5E model requires more resources and time especially at the higher secondary level, however, it is recommended that this model must be used to teach Chemistry at the higher secondary level for improving academic achievement and better retention of knowledge.  

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 Effect of Self-Regulated Learning on Students’ Academic Achievement in the Subject of English at Secondary Level

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 395-401
Author(s):  
Sadia Rasheed ◽  
Dr. Mumtaz Akhtar
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Secondary Level ◽  
Control Group ◽  
Self Regulated Learning ◽  
Study Results ◽  
Significant Difference ◽  
Regulated Learning ◽  
Post Test ◽  
The Subject

The study aimed at finding out the effect of students' self-regulated learning on their academic achievement in the subject of English. The study was conducted at the secondary level in the province of Punjab. It was quantitative in nature and employed a true experimental design (pre-test post-test control group). It was significant for teachers, curriculum stakeholders, training bodies, and policymakers. For the study sampling, a simple random sampling technique was used. Students' achievement test was developed for pre-test and post-test. The study sample consisted of sixty students of grade IX and they were divided into two groups; experimental and control. A pre-test was conducted on both groups to measure their current status of academic achievement. After the pre-test, the subject of English was taught to the experimental group by using self-regulated learning strategies while the traditional method (dominantly lecture method) was adopted to teach the control group. A post-test was conducted after an intervention of 16 weeks. The results of the test were compared by using a t-test. For data analysis, SPSS was used and results were interpreted accordingly. The study results revealed a significant difference between the test score results of the students. The study recommended appropriate teachers' training to use self-regulated learning strategies effectively at the secondary level. Textbook contents were also recommended to be devised supportive to gauge self-regulated learning.

scholarly journals Effect of the 5E Instructional Model on Physics Academic Achievement Based on Gender and Students’ Ability: A Case of Berekum Senior High Schools in Ghana

2021 ◽  
Vol 2 (Issue 1 (January to March 2021)) ◽  
pp. 1-10
Author(s):  
Eric Appiah-Twumasi ◽  
Daniel Nti ◽  
Richard Acheampong ◽  
Cosmos Eminah
Keyword(s):  
Academic Achievement ◽  
Instructional Model ◽  
Control Groups ◽  
Traditional Group ◽  
Physics Students ◽  
High Ability Student ◽  
5E Instructional Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This study examined the effect of the 5E instructional model on Physics students’ academic achievement based on gender and students’ ability. The study employed a quasi-experimental design using the pre-test, post-test and delayed-post administered instruments to the experimental and control groups. The study involved two instructional strategies (5E instructional model and traditional teaching). Instruments known as Physics Students’ Academic Achievement Test (PSAAT) and Delayed Post Test (DPT) were used to gather data for the study. Mean scores, standard deviations and normalized gains were used to analyses data while ANCOVA and independent-sample t-test were used to test the hypothesis at the 0.05 level of significance. A significant difference was found between Physics students instructed with the 5E instructional model and those taught through the traditional classroom. Similarly, a significant difference was found between Physics high-ability student in the 5E instructional group and those in the traditional group. However, a non-significant difference was found between Physics low-ability students in the experimental and the control groups. Similarly, a non-significant different was found among gender concerning pre-test and post-test means scores. However, a significant difference was found among gender in favor for the male students. The study recommended that Physics teachers wanting to improve their students learning outcomes should adopt the 5E instructional model.

scholarly journals Effects of Collaborative Learning on Chemistry Students’ Academic Achievement and Anxiety Level in Balancing Chemical Equations in Secondary School in Katsina Metropolis, Nigeria

2014 ◽  
Vol 5 (2) ◽  
pp. 43-48 ◽  
Author(s):  
Sabiru Dahiru Yusuf
Keyword(s):  
Academic Achievement ◽  
Collaborative Learning ◽  
Secondary Schools ◽  
Anxiety Level ◽  
Control Group ◽  
Lecture Method ◽  
Chemical Equations ◽  
Post Test ◽  
Quasi Experimental ◽  
Senior Secondary Schools

The study investigated effects of Collaborative learning on Chemistry students’ academic achievement and Anxiety level in Balancing Chemical Equations in Secondary Schools in Katsina metropolis, Nigeria. The study sampled 80 SSII students, randomly selected from two senior secondary schools in katsina metropolis. The two schools were randomly placed as experimental and control groups each with 40 students. A quasi-experimental pretest-posttest research design was used for the study. The study subjects in the experimental group was taught/ allowed to learn using Collaborative learning concept of Balancing Chemical Equation, while the control group also was taught the same concept using traditional method for the period of six weeks. A chemistry Achievement test and Students Anxiety scale Questionnaire were used as the instruments for data collection. Performance of the two groups were compared using post-test mean scores, and t-test unrelated sample, at a significant level (P) =0.05. The findings from the study shows those students taught using Collaborative learning tent to achieve significantly higher and their anxiety was found to be low when compared with those taught using lecture method. Based on the findings, the recommendations were made among which; Chemistry teachers should always use Collaborative learning in teaching chemistry concepts, as this method enhance students achievement and reduce students anxiety.

scholarly journals Integrated Macro-Micro-Symbolic Approach in Teaching Secondary Chemistry

KIMIKA ◽  
2017 ◽  
Vol 28 (2) ◽  
pp. 22-29
Author(s):  
Joje Mar P. Sanchez
Keyword(s):  
Secondary School ◽  
Control Group ◽  
Secondary Chemistry ◽  
Teaching Chemistry ◽  
Kinetic Molecular Theory ◽  
Lecture Method ◽  
Post Test ◽  
Quasi Experimental ◽  
Level Of Significance ◽  
Symbolic Approach

The purpose of this paper is to investigate the effectiveness of the Integrated Macro-Micro-Symbolic Approach (IMMSA) in teaching Chemistry to 10th graders of a secondary school in Cebu City, Philippines. A pre-post quasi-experimental design with control group was utilized to two groups of students, of which one was exposed to IMMSA and the other to conventional lecture method (CLM). Topics included in the experimentation proper were the five postulates of the Kinetic Molecular Theory of gases. Data gathered from the pre- and post-test tools were analyzed using t-tests, with a level of significance, α=0.01. Study findings revealed that both groups had Below Average performance levels in the pre- and post-test, where the lack of time and spiral progression were seen as reasons for the performances. The study also found out that both groups had significantly increased their performances from the pre- to the post-tests, implying the essence of both lectures and integrated use of modes. Ultimately, the study revealed that IMMSA is more effective than CLM as seen in the students’ enhanced performance, signifying the effective nature of the integration of macroscopic, microscopic and symbolic modes in teaching Chemistry concepts. With this, the Three-tiered model of learning and Chemistry triangle are still valued in the 21st century learning environment.

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 Role Of The Direct Teaching Method In The Academic Achievement Of Students In English At The Secondary Level

2009 ◽  
Vol 6 (4) ◽  
Author(s):  
Ishtiaq Hussain ◽  
Hafiz Inamullah ◽  
Muhammad Naseer-Ud-Din ◽  
Hafiz Hafizatullah
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Direct Method ◽  
Secondary Level ◽  
Control Group ◽  
Traditional Teaching ◽  
Post Test ◽  
Direct Teaching ◽  
Teaching Learning

The major objective of this study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the Solomon Four-Design pre-test/post-test equivalent group design” was considered to be the most useful design for this study. The pre-test was used to measure the achievement and was used only to equate the control and experimental groups. The experimental group was taught by the direct method, while the control group was taught by the traditional method. At the end of the treatment, it was concluded that the direct teaching method was more effective as a teaching-learning technique for English as compared to the traditional teaching method.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

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.

Effect of Activity-Based Games on Students' Academic Achievement in Social Sciences

2021 ◽  
pp. 82-95
Keyword(s):  
Academic Achievement ◽  
Performance Test ◽  
Mean Value ◽  
Control Group ◽  
Second Phase ◽  
Initial Stage ◽  
Post Test ◽  
The Mean ◽  
Based Instruction ◽  
Experimental Group

The purpose of the research was to investigatethe effect of activity-based games on the academic achievement of graduate-level pupils in social sciences.An experimental research design with a pre-and post-test control group was used in this study. As pre-test and post-test, MCQ achievement tests containing 70 items were used as research methods for data collecting. The initial stage in this initiative was to collect data on what inspires children to learn. Both groups took a pre-test, and the results were tallied.The project's second phase was to study the effects of variousactivities on academic achievement. Both groups were given an MCQ performance test. The T-test was used to analyze the data. The findings of this study demonstrated that, compared to the control group, mostpupils'marks improved in the experimental group. The mean value showedthat experimental group participants scored 18.77on the post-test, while control group students scored 16.21. According to a post-lesson poll, most students regarded activity-based games to be more engaging than lecture-based instruction.

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