scholarly journals Assessment of student achievements in reading comprehension

Post Scriptum ◽  
2021 ◽  
Vol 10 (10) ◽  
pp. 47-64
Author(s):  
Lejla Ovčina ◽  
Sanja Soče
Keyword(s):  
Student Achievement ◽  
Evaluation Criteria ◽  
Control Group ◽  
Writing Achievement ◽  
Experimental Procedure ◽  
Educational Structure ◽  
Reading Text ◽  
Student Achievements ◽  
Comprehension Tests ◽  
Positive Effect

The paper presents a research conducted with the aim of assessing student achievement in reading and comprehension of the reading text by teachers and researchers. Such assessments contribute to a better understanding of the reading process and the types of assignments used in comprehension tests. The study involved 200 students, one hundred in each of the control and experimental groups, who were equals of gender, reading and writing achievement results and parents‘ educational structure for better assessment,. The results of comprehension tests show a positive effect on student achievement after the involving the experimental procedure. Quantitative analysis has found a high correlation of the evaluation criteria with the subjects of the experimental group and the examiners against with the subjects of the control group.

scholarly journals The Effect of Kahoot on Developing EFL Saudi Students' Vocabulary Acquisition, Reading Comprehension, and their Attitudes towards such a Strategy

2021 ◽  
Vol 29 (1) ◽  
Keyword(s):  
Reading Comprehension ◽  
Instructional Strategy ◽  
Vocabulary Acquisition ◽  
Control Group ◽  
Saudi Students ◽  
Preparatory Programs ◽  
Comprehension Tests ◽  
Academic Year ◽  
Positive Effect ◽  
Experimental Group

The study investigated the effect of kahoot on developing EFL Saudi students’ vocabulary acquisition, reading comprehension, and their attitudes towards it. To achieve this aim, the researcher adopted the experimental approach and employed a sample consisting of seventy seven male EFL Saudi students at Imam Mohammed Ibn Saud Islamic University at Deanship of Preparatory Programs. The researcher purposefully chose two scientific stream classes assigned one class consisting of (38) students as an experimental group and the other consisting of (39) students as a control group. The traditional method was used in teaching the control group, while kahoot was used with the experimental one in the second term of the academic year (2018-2019). In the current study, three instruments were used: a vocabulary test, a reading comprehension test, and a questionnaire. The findings of the study showed that there are statistically significant differences at (a= 0.05) between the means of both groups on the students' post vocabulary acquisition and reading comprehension tests, in favor of the experimental group. This could be attributed to using kahoot. This indicated that using kahoot as an instructional strategy had a positive effect on developing student’s vocabulary acquisition and reading comprehension.

scholarly journals Improving students’ reading comprehension achievement through question generation strategy

2020 ◽  
Vol 5 (2) ◽  
pp. 121-127
Author(s):  
Meti Yulistia ◽  
Kiki Rizki Amelia
Keyword(s):  
Reading Comprehension ◽  
The Other ◽  
Control Group ◽  
Question Generation ◽  
Significant Difference ◽  
Reading Text ◽  
Group Reading ◽  
Comprehension Tests ◽  
Experimental Group ◽  
Better Than

This study was aimed to find out whether or not there was a significant difference in reading comprehension achievement between students who were taught by using the Question Generation strategy and that of those who were not. In conducting the study, question generation strategy was used in the experimental group, but the control group did not get any treatment. Sixty students were assigned in two groups, with 30 students in the experimental group and the other 30 students in the control group. Reading comprehension tests was used in collecting the data. Data were analyzed using a t-test. The findings of the study showed that the question generation strategy could improve students’ reading achievement better than and those who were not. Therefore, the question generation strategy was helpful to aid students to understand the reading text

Соматические дисфункции у детей с задержкой речи

2017 ◽  
pp. 61-65
Author(s):  
E. L. Kuznetsova ◽  
L. A. Dultsev ◽  
E. V. Safin
Keyword(s):  
Standard Treatment ◽  
Control Group ◽  
Complex Therapy ◽  
Osteopathic Treatment ◽  
Positive Effect ◽  
Experimental Group

Goal of research - the study aims to examine the osteopathic profi le of children with dysarthria and to develop recommendations for osteopathic correction of somatic dysfunctions in 2-3 year old children presenting this pathology.Materials and methods. 30 2-3 year old children with the symptoms of dysarthria took part in the research. All the children were divided into 2 groups: the control group of 15 children received standard treatment, and the experimental group of 15 children received both standard and osteopathic treatment. The dysarthria severity and the osteopathic profi le were evaluated with account of the number of somatic dysfunctions at global, regional, and local levels.Results. The osteopathic correction was shown to have a positive effect on dysarthria severity. The study established a correlation between the dysarthria severity in children and the number of somatic dysfunctions at the local level.Conclusion. The study suggests using osteopathic correction of somatic dysfunctions in the complex therapy of dysarthria in children.

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

PEMBELAJARAN MENULIS TEKS EKSPOSISI BERBASIS E-LEARNING DALAM MENINGKATKAN PRESTASI BELAJAR

2020 ◽  
Vol 9 (1) ◽  
pp. 57-67
Author(s):  
I Kadek Darmadi Adiyasa ◽  
I Made Sutama ◽  
Ida Bagus Putrayasa
Keyword(s):  
Student Achievement ◽  
Test Method ◽  
Student Responses ◽  
Average Value ◽  
Basic Competency ◽  
Improve Student Achievement ◽  
Student Achievements ◽  
E Learning ◽  
Observation Method ◽  
Questionnaire Method

The classroom action research conducted at class X IPB1 in SMA Negeri 1 Susut aimed to (1) To describe the steps in implementing e-Learning based learning in writing the exposition text of class X IPB1 at SMA Negeri 1 Susut. (2) Describe student achievements after implementing e-Learning in exposition text of class X IPB1 in SMA Negeri 1 Susut, and (3) Describe student responses after applying e-learning in writing text exposition of class X IPB1 in SMA Negeri 1 Susut. This research was conducted in two cycles in which consisted of five stages, namely: planning, implementing, observing, evaluating, and reflecting. Data were collected by observation method, interview method, test method, questionnaire method and analyzed descriptively quantitative and qualitative. The results showed the average value of the first cycle was 72.6 or an increase of 17.05% from the previous value (pre-cycle) 37. The value of the second cycle was 81.1 or an increase of 43.4%. The acquisition of the average response of students in the first cycle of 33.7% in the very positive category and increased in the second cycle of student responses to 33.96 in the very positive category. The conclusions in this study were (1) learning steps based on e-Learning based on basic competency standards and according to procedures that have been designed. (2) e-Learning can improve student achievement in writing exposition texts. (3) students' responses to e-Learning are very positive. The suggestion of this research is that teachers should use e-learning to improve student achievement.

THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Hasanul Arifin Zul And Masitowarni Siregar
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
First Year ◽  
Writing Achievement ◽  
Control Groups ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

This thesis is focused on the investigation of the effect of applying animal cartoon pictures on students’ achievement in writing narrative text. This study aims to find whether applying animal cartoon pictures significantly affect the students’ writing achievement or not. The data in this study were obtained by administering a written test. The population was the 2015/2016 first year (grade XI) of SMA Swasta Nusantara Lubuk Pakam and 66 students were taken as the sample by using random sampling. The sample was divided into two groups, experimental and control groups. The experimental group was taught by applying animal cartoon pictures while the control group without animal cartoon pictures (x = lecturing). The data were taken the scores from the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed is higher than t-table (5.21 >1,67) with the degree of freedom 64 (df =N-2) at the level significance 0,05 one tail test. It showed that the application of animal cartoon pictures significantly affected the students of SMA Swasta Nusantara Lubuk Pakam achievement in writing narrative text.

scholarly journals Modulation of Gut Microbiota and Oxidative Status by β-Carotene in Late Pregnant Sows

2020 ◽  
Vol 7 ◽  
Author(s):  
Xupeng Yuan ◽  
Jiahao Yan ◽  
Ruizhi Hu ◽  
Yanli Li ◽  
Ying Wang ◽  
...  
Keyword(s):  
Gut Microbiota ◽  
Dietary Supplementation ◽  
Basal Diet ◽  
Fecal Microbiota ◽  
Control Group ◽  
Metabolic Activities ◽  
The Impact ◽  
Positive Effect ◽  
Β Carotene

Recent evidences suggest that gut microbiota plays an important role in regulating physiological and metabolic activities of pregnant sows, and β-carotene has a potentially positive effect on reproduction, but the impact of β-carotene on gut microbiota in pregnant sows remains unknown. This study aimed to explore the effect and mechanisms of β-carotene on the reproductive performance of sows from the aspect of gut microbiota. A total of 48 hybrid pregnant sows (Landrace × Yorkshire) with similar parity were randomly allocated into three groups (n = 16) and fed with a basal diet or a diet containing 30 or 90 mg/kg of β-carotene from day 90 of gestation until parturition. Dietary supplementation of 30 or 90 mg/kg β-carotene increased the number of live birth to 11.82 ± 1.54 and 12.29 ± 2.09, respectively, while the control group was 11.00 ± 1.41 (P = 0.201). Moreover, β-carotene increased significantly the serum nitric oxide (NO) level and glutathione peroxidase (GSH-Px) activity (P < 0.05). Characterization of fecal microbiota revealed that 90 mg/kg β-carotene increased the diversity of the gut flora (P < 0.05). In particular, β-carotene decreased the relative abundance of Firmicutes including Lachnospiraceae AC2044 group, Lachnospiraceae NK4B4 group and Ruminococcaceae UCG-008, but enriched Proteobacteria including Bilophila and Sutterella, and Actinobacteria including Corynebacterium and Corynebacterium 1 which are related to NO synthesis. These data demonstrated that dietary supplementation of β-carotene may increase antioxidant enzyme activity and NO, an important vasodilator to promote the neonatal blood circulation, through regulating gut microbiota in sows.

scholarly journals Dealing with Student Errors in Whole-Class Discussions of Biology Lessons at German Secondary Schools

2021 ◽  
Author(s):  
Lena von Kotzebue ◽  
Christian Förtsch ◽  
Sonja Förtsch ◽  
Birgit J. Neuhaus
Keyword(s):  
Student Achievement ◽  
Secondary Schools ◽  
Central Feature ◽  
Quality Teachers ◽  
Cross Sectional ◽  
Class Level ◽  
Biology Instruction ◽  
Student Errors ◽  
Cross Sectional Design ◽  
Positive Effect

AbstractDealing with student errors is a central feature of instructional quality. Teachers’ reactions to a student’s error and classmates’ errors can be crucial to the success of a lesson. A teacher should respond appropriately in terms of motivational and learning-related issues so that the error can become a learning opportunity for students. Currently, error situations have rarely been directly recorded and explored in empirical zstudies. This gap is the central focus of the current study in which we investigated errors in biology instruction within a cross-sectional design where biology lessons in German secondary schools were videotaped, teachers’ dealings with errors analyzed, and student achievement documented with pretests and posttests. The study found that constructively dealing with student errors had a significant positive effect on student achievement at the class level. Results confirmed the relevance of teachers’ appropriate dealing with student errors on learning in biology instruction.

scholarly journals Dietary fermented rapeseed or/and soybean meal additives on performance and intestinal health of piglets

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Anna Czech ◽  
Eugeniusz Ryszard Grela ◽  
Martyna Kiesz
Keyword(s):  
Gastrointestinal Tract ◽  
Gut Microbiota ◽  
Soybean Meal ◽  
Rapeseed Meal ◽  
Nutrient Digestibility ◽  
Control Group ◽  
Feed Conversion ◽  
Weaned Piglets ◽  
Feed Conversion Rate ◽  
Positive Effect

AbstractThe aim of the study was to assess the effect of fermented dried soybean (FSBM) and/or fermented rapeseed meal (FRSM) in diets for weaned piglets on production results, nutrient digestibility, gastrointestinal tract histology, and the composition of the gut microbiota. Piglets in the control group received standard diets with soybean meal. Animals in all experimental groups received diets in which a portion of the soybean meal was replaced: in group FR—8% FRSM; in group FR/FS—6% FRSM and 2% FSBM; in group FS/FR—2% FRSM and 6% FSBM and in group FS—8% FSBM. The use of 8% FRSM or 6% FRSM and 2% FSBM in the piglet diets had a positive effect on average daily gains. Piglets from the FR and FR/FS groups had the highest feed conversion rate. Group FS/FR and FS piglets had significantly lower mortality and lower incidence of diarrhoea. Piglets fed a diet with the fermented components, in particular with 8% FRSM or 6% FRSM and 2% FSBM, exhibited a positive effect on the microbiological composition and histology of intestines, which resulted in improved nutrient digestibility coefficients (ATTD and AID).

Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Antonios Bakolis ◽  
Dimitrios Stamovlasis ◽  
Georgios Tsaparlis
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Chemical Equilibrium ◽  
Concept Maps ◽  
Equilibrium Problems ◽  
Solution Process ◽  
Control Group ◽  
Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

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