scholarly journals The Effectiveness of Indigenous and Low – Cost- Teacher Made Science Instructional Materials in Selected Third Year Students of The Balayan National High School

2020 ◽  
Vol 2 (1) ◽  
pp. 49-52
Author(s):  
Rhoda E. Panganiban
Keyword(s):  
High School ◽  
Low Cost ◽  
Science Instruction ◽  
Secondary Level ◽  
Careful Analysis ◽  
Instructional Materials ◽  
Science Students ◽  
Laboratory Apparatus ◽  
Positive Attitudes ◽  
Matters Of Concern

The study entitled “The Effectiveness of Indigenous and Low-Cost-Teacher Made Science Instructional Materials in Selected third Year Students of the Balayan National High School” aimed to strongly emphasized the manner by which science is taught as well as the content are matters of concern that need careful analysis. The use of indigenous and low cost-made instructional materials by the science III teachers becomes highly commendable and their relation to selected variables: students’ achievement in science,  students’ attitude toward the use of low-cost teacher made instructional materials in selected third year students of Balayan National High School .The researcher would like to find out whether the use of indigenous and low-cost instructional materials will be of great help to the students’ improved achievement in science and  contribute to upgrade the science instruction in secondary level. Based on the results, it was found out that indigenous and low – cost teacher –made science instructional materials were effective substitute for different laboratory apparatuses and there were positive attitudes of the students with regard to the utilization of indigenous and low – cost teacher – made science instructional materials. There was a significant correlation of the degree of utilization of the materials with respect to students’ performance in Science; the effectiveness of indigenous and low – cost teacher – made science instructional materials were 100% effective as that of the actual laboratory apparatus.

scholarly journals Mastery of Scientific Argumentation on the Concept of Neutralization in Chemistry: A Malaysian Perspective

2015 ◽  
Author(s):  
Lee Ling Heng ◽  
Johari Surif ◽  
Cher Hau Seng ◽  
Nor Hasniza Ibrahim
Keyword(s):  
Science Education ◽  
Secondary Level ◽  
Instructional Materials ◽  
Macro Level ◽  
Science Students ◽  
Scientific Argumentation ◽  
Scientific Concepts ◽  
Acids And Bases ◽  
Reasoning Skills ◽  
Triplet Relationship

Purpose – Argumentative practices are central to science education, and have recently been emphasised to promote students’ reasoning skills and to develop student’s understanding of scientific concepts. This study examines the mastery of scientific argumentation, based on the concept of neutralisation, among secondary level science students, when engaged in individual and group argumentations.   Methodology – 356 form four science students were first randomly assigned to an argumentative condition, after their lesson on acids and bases, presented using the developed instructional materials. Each individual or group was then asked to answer an Open-ended Scientific Argumentation Test (OSAT). Discussions during group argumentations were observed and recorded. All the answers provided in the OSAT were then analysed based on their accuracy, the triplet relationship in chemistry and for the presence of argumentation elements. Observations from the group argumentations were transcribed and assessed.   Findings – The results show that in both argumentative conditions, most of the arguments constructed tend to consist of the elements of claim and evidence. The results also show that students who work in groups outperform students who work individually. As individuals, most of the arguments presented tend to be simple with reasoning at a macro-level. As groups, the arguments presented are more complex, where justifications are provided at the sub-micro and symbolic levels, and with fewer misconceptions. That is because group argumentation participants have the opportunity to shareideas, detect and correct each other’s mistakes, seek explanations and explain ideas.   Significance – The study implies that group argumentation enhances students’ argumentation and reasoning skills and improves their mastery of scientific concepts. In addition, this study also investigates students’ performance from the Malaysian perspective.

Implikasi Pembelajaran Sains Terpadu (Integrated Science Instruction) di SMP

1970 ◽  
Vol 14 (1) ◽  
pp. 172-188 ◽  
Author(s):  
Mujakir Yasin
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Science Instruction ◽  
Integrated Science ◽  
Inquiry Approach

The instruction of Integrated Science at Junior High School considers with the use of Inquiry Approach. The students are provided with the daily reality occurs in their life. The Integrated Science at Junior High School has some features covering the developing ability in questioning, searching the questions, understanding the questions, and completing the questions on “what”, “why”, and “how” about the natural symptom as well as its characteristics systematically that to be applied in the environment and the technology. Such understanding of that integrated should be balanced with the students’ psychology in which they are led to the content, so the process and the psychomotor are more urgent but the cognitive side is not to be ignored.

Implementing Context-Based Learning in Science Instruction: A Study on Science Literacy Improvement within Topics of Earthquake and Flood

2019 ◽  
Author(s):  
Anna Farhiya Ulfah
Keyword(s):  
High School ◽  
Junior High School ◽  
Science Literacy ◽  
Junior High ◽  
Science Instruction ◽  
T Test ◽  
Control Group ◽  
Research Subjects ◽  
Treatment Research ◽  
And Control

The goal of this research is gaining description on science literacy improvement of junior high school students regarding the topics of earthquake and flood as an effect of Contextual Based Learning (CBL) implementation during science instruction. Quasi-experiment serves as the method of this study with non-equivalent control group pre-test post-test design. Jigsaw cooperative learning method functions as the control treatment. Research subjects involve 52 students of grade VII in a state junior high school in Bandung Regency, West Java. Those research subjects are divided into two classes namely experiment class and control class. The instrument used to collect relevant data is science literacy test covering aspects of science content, science competence, and attitude towards science. Two independent sample t-test is applied to analyze the comparison of science literacy improvement reached between experiment and control class. The result of statistical calculation for two independent sample t-test N-gain using version 23 SPSS software shows a significant value of 0.00 < α. 0.05 for all aspects. The findings indicate that CBL implementation during science instruction within topics of earthquake and flood is proven to be valid to improve students’ science literacy compared to jigsaw cooperative model.

The Iterative Development and Testing of an Interactive Mobile Application for Skill Retention of Cardiopulmonary Resuscitation Among High School Students: A Pilot Study

2021 ◽  
pp. 104687812110326
Author(s):  
Adeel Arif ◽  
Amber Arif ◽  
Kimberly Anne Fasciglione ◽  
Farrukh Nadeem Jafri
Keyword(s):  
High School ◽  
High School Students ◽  
Cardiopulmonary Resuscitation ◽  
Mobile Apps ◽  
Low Cost ◽  
Survival Rates ◽  
Compression Rate ◽  
School Students ◽  
Skill Retention ◽  
Before And After

Abstract: Background Locations concentrated with High School (HS) students tend to have lower out-of-hospital cardiac arrest (OHCA) survival rates. Mobile applications (apps) have the capability to augment cardiopulmonary resuscitation (CPR) skill retention as a low-cost, accessible training method. Methods An iterative process to develop an app to reinforce CPR skills emphasizing hand placement, compression rate, real-time feedback, and recurring tips is described. The app was tested on HS students to measure its impact on quality and comfort of CPR using Likert surveys and skills assessments before and after one month of usage. CPR Score and compression rate were measured using the Laerdal™ Little Anne Manikin QCPR software. Results Fourteen HS students participated in a prospective observational study. It was found that the use of the developed app was associated with improved CPR performance (80.43% v. 87.86%, p=0.01-0.02, 95% CI=2.20-12.66) after one month. Additionally, improvements were demonstrated in compression rate accuracy (21.43% v. 64.29%, p=0.041, 95% CI=0.132-0.725), increased comfort performing CPR (3.86 v. 4.79, p<0.001, 95% CI =0.99-1.00) and comfort performing CPR on strangers (2.71 v. 4.42, p<0.001, 95% CI=1.24-2.19). In addition, for every time the app was used, CPR performance increased by 0.5668% (p=0.0182). Conclusion Findings suggest that mobile apps may have promising implications as augmentative tools for CPR curriculums.

From Enrollment to Membership: “Belonging” in Middle and High School Classes

1997 ◽  
Vol 22 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Roberta F. Schnorr
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
General Class ◽  
Secondary Level ◽  
Severe Disabilities ◽  
Education Students ◽  
General Education Students ◽  
Class Participation

This study examined the meaning of “belonging” or membership in four secondary level general education classes. One or two students with moderate or severe disabilities were enrolled in each of these classes. Participant observations and interviews were used to gain an understanding of participation and membership from the perspectives of students without disabilities who attended these classes. Findings indicated that student membership depends on affiliation with a subgroup of peers within the class. General class participation and interactions influenced an individual's status within the group, but were not enough to create member status. General education students also reported taking active steps when they joined a class to get connected with a subgroup. In these classes, only two students with disabilities connected with subgroups and were, therefore, viewed as members. Considerations are offered for promoting classroom membership for students with moderate or severe disabilities.

scholarly journals Penerapan teknik faded examples untuk meningkatkan kemampuan pemecahan masalah materi pengayaan trigonometri SMA

2018 ◽  
Vol 5 (1) ◽  
pp. 73
Author(s):  
Hanifa Prahastami Pambayun ◽  
Endah Retnowati
Keyword(s):  
High School ◽  
Problem Solving ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Instructional Materials ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
Load Theory ◽  
Study Results

Penelitian ini bertujuan untuk menghasilkan dan mendeskripsikan pengembangan bahan ajar pengayaan trigonometri SMA menggunakan teknik faded examples yang berkualitas untuk meningkatkan kemampuan pemecahan masalah siswa. Kualitas bahan ajar yang dikembangkan mencakup aspek kevalidan, keefektifan, dan kepraktisan. Penelitian ini merupakan penelitian pengembangan dengan model Plomp yang mencakup tiga tahapan. (1) penelitian awal mencakup analisis kebutuhan dan analisis konteks, (2) pengembangan yang mencakup desain produk dan pembuatan produk, dan (3) evaluasi yang meliputi proses validasi dan proses implementasi. Proses pengembangan melibatkan dua ahli, satu orang guru dan 50 siswa (siswa kelas X pengayaan 1 dan X pengayaan 2) SMA IPA di Mataram. Hasil dari penelitian ini adalah bahan ajar pengayaan berupa buku guru dan buku siswa yang dikembangkan dengan menerapkan teknik faded examples. Pada buku pengayaan terdapat paket faded examples dengan jenis backward dan forward fading dimana pada akhir paket, siswa diminta untuk membuat sendiri soal sesuai dengan materi yang sedang dipelajari. Teknik ini dikembangkan oleh teori desain pembelajaran bernama Cognitive Load Theory (CLT). Hasil penelitian menunjukkan bahwa bahan ajar ini layak digunakan karena dinilai sangat baik secara isi dan penyajian oleh dosen validator, praktis oleh guru matematika dan praktis digunakan oleh siswa. Hasil ketuntasan belajar adalah sebanyak  100% siswa mencapai nilai minimal kemampuan pemecahan masalah. The application of faded examples techniques to improve student’s problem solving ability on trigonometry at high school level AbstractThis study was aimed to produce and describe the quality of the developed Trigonometric Senior High School Science Program Enrichment’s Instructional Materials using Faded-Examples Techniques to Improve Problem Solving Ability. The quality of the developed teaching materials include all aspects of validity, effectiveness, and practicality. This was a developmental research used three phases Plomp’s model which consists of: (1) preliminary studies which involved the needs and context analysis, (2) product design development, and (3) the evaluation process of product validation and implementation. The development process involves two experts as validator, one teacher, and 50 students (X pengayaan 1 and X pengayaan 2). The study results the trigonometric enrichment’s teaching materials which consists of the teacher’s textbook and the student’s textbook that was developed using the faded-examples technique. This technique based on The Cognitive Load Theory (CLT) instructional design. The results of the study showed that the quality of the developed trigonometric enrichment’s teaching materials is “very good” according to lecturer validation and “practical” according to the evaluation from the teachers and students. The results of the learning showed that 100% of the students passed the minimum grade criteria of problem solving skills.

scholarly journals Gender Differences in Attitudes of Students Attending Non-Inclusive School Towards Inclusive Physical Education

2021 ◽  
Vol 61 (2) ◽  
pp. 156-171
Author(s):  
Dagmar Nemček ◽  
Julie Wittmannová
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Intellectual Disabilities ◽  
Motor Skills ◽  
Positive Attitude ◽  
Goal Achievement ◽  
School Students ◽  
Positive Attitudes ◽  
Inclusive School

Summary The objective of the study was to determine and compare the attitudes of high school students of the non-inclusive school towards inclusive physical education according to gender. This study deepened the knowledge about the students’ attitudes toward the inclusion of students with physical and intellectual disabilities. The research sample comprised a total of 181 able-bodied high school students (56 boys and 125 girls) attending one non-inclusive high school in Bratislava, Slovakia. Modified Czech version of the CAIPE (Children’s Attitude toward Inclusive Physical Education) questionnaire was used as a primary research method. Girls presented higher levels of positive attitudes towards inclusive physical education (IPE) in goal achievement, motivation, and motor skills learning. Boys showed a higher level of positive attitudes in the self-confidence of students with disabilities through IPE. In the goal achievement, girls expressed a significantly higher positive attitude towards IPE in students with intellectual disabilities inclusion (U = 2817, p = 0.029, r = 0.168). The highest level of a positive attitude toward IPE declared both genders by society inclusion and the lowest level of positive attitude by motor skills acquisition. Slovak students of a non-inclusive high school showed a positive attitude toward IPE for the inclusion of pupils with physical as well as intellectual disabilities.

scholarly journals A Peer-Based Educational Intervention Effects on SARS-CoV-2 Knowledge and Attitudes among Polish High-School Students

2021 ◽  
Vol 18 (22) ◽  
pp. 12183
Author(s):  
Maria Ganczak ◽  
Oskar Pasek ◽  
Łukasz Duda-Duma ◽  
Julia Komorzycka ◽  
Karol Nowak ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Intervention ◽  
Knowledge Score ◽  
Control Measures ◽  
School Students ◽  
Post Intervention ◽  
Knowledge And Attitudes ◽  
Positive Attitudes ◽  
Serious Disease

To support high school students to develop knowledge they need to adhere to control measures during the pandemic, a peer-based educational intervention on SARS-CoV-2 was developed and its impact was evaluated. Multistage random sampling was used. The 50 min peer-based intervention was conducted by final year medical students. Baseline and post-intervention knowledge and attitudes were assessed. Significance was tested by McNemar’s/Wilcoxon rank tests. Of 518 participants (mean age 17.8 years ± 0.43), 81.0% did not receive any school-based education on SARS-CoV-2. After intervention, the knowledge score improved from 65.2% to 81.6%, attitudes from 63.2% to 70.8% (both p < 0.0001). The effect size after the intervention compared to pre-intervention showed moderate improvement of knowledge, but not attitudes (d = 0.46 and d = 0.18, respectively). Pre- and post-intervention, females, students in non-science programs, living in cities < 250,000 inhabitants had lower knowledge, while fewer males, non-science program students, living in smaller cities presented positive attitudes. Before intervention, 67.0% students correctly named SARS-CoV-2 preventive methods and 73.6% were concerned COVID-19 is a serious disease; these improved after intervention (to 80.1% and 86.3%; p < 0.0001). The intervention was not very successful in increasing the intent to vaccinate for COVID-19 (pre-intervention 52.9%, post-intervention 56.4%; p < 0.007). Peer-based teaching for high school students can be effective in increasing SARS-CoV-2 knowledge and awareness. More efforts are needed to improve attitudes and enhance acceptance of vaccination against COVID-19.

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