scholarly journals Dynamic Google SketchUp Software and Conventional Teaching Strategy of Students’ Conceptual Knowledge and Procedural Knowledge in Learning Geometry

2021 ◽  
Vol 11 (4S) ◽  
pp. 274
Author(s):  
Tan Tong Hock ◽  
Ahmad Fauzi Mohd Ayub ◽  
Aida Suraya Md Yunus ◽  
Nur Raidah Mohd Salim
Keyword(s):  
Primary Schools ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Teaching Strategy ◽  
School Students ◽  
Knowledge Based ◽  
Conventional Teaching ◽  
Post Test ◽  
Post Hoc ◽  
Google Sketchup

The purpose of this study is to identify the effect of using dynamic software Google SketchUp (GSU), without software on van Hiele’s theory and conventional teaching strategy of students’ conceptual and procedural knowledge in learning geometry among primary school students. The study was conducted using pre and post-test true experimental methods. This true experimental research involved 96 students from Year Five primary schools in Malaysia. The selection of site or school take into account as convenience and voluntary participation. The study's findings showed significant differences in student's conceptual knowledge and procedural knowledge based on the different types of the strategy group. The post hoc test indicated that using software showed better conceptual and procedural knowledge when compared to without using software on van Hiele’s theory and conventional teaching strategy.

scholarly journals The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

2017 ◽  
Vol 7 (2) ◽  
pp. 67 ◽  
Author(s):  
Mehmet Fatih Ocal
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Dynamic Geometry ◽  
The Other ◽  
Control Group ◽  
Other Hand ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students’ achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students’ responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students’ scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students’ scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students’ learning these subjects meaningfully and conceptually.

scholarly journals Corporate Social Responsibility (CSR): Assessing the Participant Perception Towards the Implementation of Sciencexplorer Programme

2018 ◽  
Vol 7 (2.29) ◽  
pp. 406
Author(s):  
Aida Muhamad ◽  
Ida Aryanie Bahrudin ◽  
Nor Faezah Adan ◽  
Mohd Ezree Abdullah ◽  
Muhammad Sufi Bin Roslan ◽  
...  
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Primary Schools ◽  
Conceptual Knowledge ◽  
Evaluation Model ◽  
Learning By Doing ◽  
School Students ◽  
Participant Perception ◽  
And Mathematics ◽  
Corporate Social

Science, Technology, Engineering and Mathematics (STEM) subjects have always been complex subjects for school children as many experienced difficulty and complexity in grasping the basic conceptual knowledge. Therefore, Centre for Diploma Studies (CeDS) of Universiti Tun Hussein Onn Malaysia (UTHM) is moving forward to achieve sustainable development for society by pursuing Corporate Social Responsibility (CSR) through National Blue Ocean Strategy 4 (NBOS 4) initiatives. As a member of the society, CeDS try to ensure that the society will acquire the benefit of CeDS business activities as a whole.. ScienceXplorer programme had been implemented to attract primary school students in learning science. ScienceXplorer is a programme that basically implementing the concept of learning by doing. This study was performed to assess participant perception towards the implementation of ScienceXplorer. A self-completion questionnaire had been designed with a series of Likert scale questions that organized to gather participants’ perceptions of participating ScienceXplorer. The questionnaire had been designed using Kirk Patrick Evaluation Model. There were 148 participants from three primary schools took part in this study. In this scope of study, ScienceXplorer participants rated very high in terms of reflection, knowledge and skill, changes in behaviour and aspiration.  

scholarly journals Enhancing the Conceptual, Procedural and Flexible Procedural Knowledge of Pre-Service Mathematics Teachers in Algebra

2019 ◽  
Vol 4 (2) ◽  
pp. 66-78
Author(s):  
Wasiu Ismaila Otun ◽  
Adetunji Abiola Olaoye
Keyword(s):  
Mathematics Teachers ◽  
Instructional Strategy ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Control Group ◽  
Knowledge Test ◽  
Knowledge For Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The study investigated the effects of Solve-Reflect-Pose Strategy (SRP) on pre-service mathematics teachers’ algebraic knowledge for teaching in Nigeria. A pre-test-post-test quasi experimental design was employed. Intact classes were used and in all, 182 pre-service mathematics teachers’ participated in the study (92 in the experimental group taught with the SRP and 90 in the control group taught using the Modified Conventional Method (MCM). One research instrument manipulated at three levels namely: Conceptual Knowledge Test (CKT), Procedural Knowledge Test (PKT) and Flexible Procedural Knowledge Test (FPKT), was used for the quantitative data and interview protocol for qualitative data. The two research questions formulated were analysed using descriptive statistics while independent sample t-test was used to analyse the two hypotheses. Results showed that there were statistically significant differences in the mean post-test achievement scores on conceptual knowledge test, procedural knowledge test and flexible procedural knowledge test between pre-service teachers exposed to the SRP and those exposed to the MCM, all in favour of the SRP group. Based on the results, SRP should be adopted as an instructional strategy and efforts should be made to integrate the philosophy of SRP into the pre-service teachers’ curriculum at the teacher-preparation institutions.

The Effect of ‘box-and-bead’ Analogy versus Retrieval-based Learning on Retention in Chemical Kinetics among First-Year Chemistry Students

2021 ◽  
Vol 20 (5) ◽  
pp. 300-315
Author(s):  
Taurayi Willard Chinaka
Keyword(s):  
Chemical Kinetics ◽  
Conceptual Knowledge ◽  
Statistical Difference ◽  
Procedural Knowledge ◽  
Sampling Technique ◽  
First Year ◽  
Chemistry Students ◽  
Moment Coefficient ◽  
Post Test ◽  
And Performance

The study examined the effects of the box-and-bead analogy versus retrieval-based learning on students’ retention and performance in chemical kinetics among first-year chemistry students. A purposive sampling technique was used to sample participants from the accessible population. The sample was made of two hundred and forty-five (n = 245) first-year chemistry students, at a public university, in South Africa. The study adopted a sequential explanatory research design. A chemical kinetics retention test (CKRT) was used for data collection as pre-, post-test and delayed post-test. A reliability coefficient of 0.73 was established using the Kuderson and Richardson correlation moment coefficient. Participants in the two groups were taught using an advanced retrieval instruction approach and the box-and-bead analogy. The results of the study showed no statistical difference in the retention of procedural knowledge and a statistical difference in conceptual knowledge. Overall, students taught using advanced retrieval performed better than the other group. The study underlines the fact that analogy-based instruction can be effective in improving conceptual knowledge using concrete analogues that aid in the retention of chemical kinetics. The findings of this study are diagnostic and they assist module designers in determining the procedural and conceptual knowledge in chemical kinetics retained by students, even after years have passed.

scholarly journals Estudio del conocimiento procedimental, experiencia y rendimiento, en jóvenes jugadores de voleibol (Study of procedural knowledge, experience and performance in young volleyball players)

Retos ◽  
2015 ◽  
pp. 13-16
Author(s):  
Carmen Fernández-Echeverría ◽  
Alberto Moreno Arroyo ◽  
Alexander Gil Arias ◽  
Fernando Claver Rabaz ◽  
M. Perla Moreno Arroyo
Keyword(s):  
Cognitive Processes ◽  
Procedural Knowledge ◽  
Team Sports ◽  
Independent Variables ◽  
Knowledge Based ◽  
Different Types ◽  
Volleyball Players ◽  
Great Relevance ◽  
And Performance ◽  
Post Hoc

El propósito del estudio fue analizar el conocimiento procedimental, en función de la experiencia y el rendimiento, en jóvenes jugadores de voleibol de categoría cadete. La muestra de estudio estuvo compuesta por un total de 301 jugadores y jugadoras de voleibol, de categoría cadete, con edades comprendidas entre 14-16 años. Dichos jugadores correspondían a los 32 equipos participantes en el Campeonato de España de Selecciones Autonómicas de 2011. Las variables independientes fueron el rendimiento, y la experiencia en práctica federada. La variable dependiente fue el conocimiento procedimental, medido a través del cuestionario elaborado y validado por Moreno (2006). Los resultados, a través de la prueba post-hoc de Tukey, mostraron diferencias significativas en el conocimiento procedimental en función de la experiencia y el rendimiento. Además, un análisis de correlación mostró una relación lineal y significativa entre las variables experiencia en práctica federada y conocimiento procedimental. Dichos resultados ponen de manifiesto la importancia de la experiencia para el desarrollo del conocimiento procedimental en deportes de equipo, en los cuales las exigencias tácticas poseen una gran relevancia. Por ello, es recomendable continuar realizando estudios que permitan relacionar diferentes tipos, contextos y niveles de práctica deportiva con los aspectos cognitivos de los deportistas, con el fin de aportar pautas que orienten el proceso de formación deportiva.Palabras claves: procesos cognitivos, etapas de formación, experiencia, voleibol.Abstract: The aim of the study was to analyze the procedural knowledge, based on experience and performance, in young volleyball players. The sample consisted of 301 Under-16, volleyball players. They belonged to the 32 teams participating in the Spanish Championship of Regional Selections in the 2011 season. The independent variables were performance and experience in federative practice. The dependent variable was procedural knowledge, it was measured by the questionnaire developed and validated by Moreno (2006). The results, through post-hoc test of Tukey, showed significant differences in procedural knowledge, based on experience and performance. Also a correlation analysis showed a significant linear relationship between experience in federated practice and procedural knowledge was founded. These results highlight the importance of experience for the development of procedural knowledge in team sports. It also emphasize the importance of experience for the development of procedural knowledge in team sports, in which the tactical requirements have great relevance. Thus, it is recommended to continue doing studies that connect different types, levels and contexts of practice with the cognitive aspects of athletes, in order to provide guidelines to lead the process of sports training.Keywords: cognitive processes, training stages, experience, performance, volleyball.

scholarly journals Effect Of Kolawole’s Problem-Solving Teaching Strategy On The Academic Performance Of Secondary School Students In Mathematics In Nigeria

2020 ◽  
Vol 7 (2) ◽  
pp. 68-77
Author(s):  
Olofin S. O. ◽  
E. B. Kolawole
Keyword(s):  
Academic Performance ◽  
Problem Solving ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Teaching Strategy ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test

The study examined the effects of Kolawole’s Problem Solving (KPS) teaching strategy on the academic performance of secondary school students in Mathematics in Nigeria. Specifically, the study was designed to ascertain which of the strategies (KPS or conventional) would be the more effective in the teaching of Mathematics. The study also investigated the difference in the academic performance of students exposed to KPS strategy in three geo-political zones of Nigeria. Quasi – experimental pre-test and post-test two group design (one experimental group and one control group) was used in the study. The sample consisted of 562 S.S.S. 2 students drawn from eighteen public secondary schools in three geo-political zones of Nigeria. The sample was selected using multistage sampling procedure. Performance Test in Mathematics (PTM) was used to collect relevant data for this study. The data were analyzed using descriptive and inferential statistics at 0.05 level of significance. The findings of the study showed that the two groups (KPS and Conventional) were homogeneous at the commencement of the experiment. Also, there was significant difference in the post-test mean score of students exposed to KPS and conventional strategies in favour of students exposed to KPS strategy. Furthermore, there was difference in students’ performance in Mathematics when exposed to KPS based on their geo-political zones. Based on the findings of the study, it was recommended among others that the use of KPS strategy should be encouraged in Mathematics class in secondary schools so as to enhance better academic performance of students in Mathematics.

Mathematics’ Conceptual Knowledge of for Form Four Daily School Students in District of PetalingUtama, Selangor

2021 ◽  
Vol 12 (3) ◽  
pp. 675-680
Author(s):  
Mazlini Adnan Et.al
Keyword(s):  
Conceptual Knowledge ◽  
Mathematical Thinking ◽  
Descriptive Analysis ◽  
Learning System ◽  
School Students ◽  
Knowledge Based ◽  
Long Time ◽  
The Difference ◽  
High Level ◽  
Main Effects

This study aimed to examine the level of students' conceptual knowledge on mathematics. In addition, the difference between conceptual knowledge based on gender and program was also studied. Measurement of knowledge is based on the Conceptual Knowledge Test (CKT). A total of 350 respondents were selected from five daily secondary schools in PetalingUtama, Selangor as a sample of the study. The data were analyzed using descriptive analysis to find out the level of variables measured. In order to identify the main effects and interactions between gender and program variables, inference analysis is a two-way ANOVA test performed for conceptual knowledge dimensions. The findings showed no interaction effects between gender for conceptual knowledge of mathematics (p <.05), but it showed a significant effect on the program (p> .05). In conclusion, mathematical knowledge is very important at the upper secondary level as a high level of mathematical thinking is required to ensure excellent in mathematical achievement.This is essentially as a long time learning system and methods as well as the imitation approach and dependent on the examinations orientation has long been a measure of student achievement. The implication of this study is that basic conceptual knowledge of students' mathematics needs to be enhanced to realize Malaysia's aspiration to be in the top third place in international assessments such as TIMSS and PISA.

scholarly journals PEMBELAJARAN KELILING DAN LUAS BANGUN DATAR MENGGUNAKAN METODE MATEMATIKA GASING

2019 ◽  
Vol 2 (2) ◽  
pp. 143-150
Author(s):  
Ryky Mandar Sary ◽  
Ristiana Ristiana
Keyword(s):  
Subject Matter ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Mathematical Methods ◽  
School Students ◽  
Post Test ◽  
The Subject

Mathematics learning is a teaching and learning process that is built by teachers to develop students’s thinking creativity in constructing the procedural knowledge for mathematics. The research aims to determine the increase in students' procedural knowledge of the implementation of Gasing mathematical methods on around and the wide flatness, the subject matter of fourth grade students. This study used quantitative research. The study took a sample of a class of 39 students of SDN Plamongansari 01 Semarang. This type of research uses pre-experiment design with the pretest-posttest one group research design. The data obtained were analyzed statistically using the t-test. The test results show that Ho is rejected at the 5% confidence level, or there is a difference between student scores on pre-test and post-test. It means that the implementation of the mathematical method can improve the procedural knowledge of fourth grade of Elementary School students on the subject matter of circumference and area of planes.

scholarly journals The Effect of Mall Strategy Integrated with Padlet Towards Students’ Reading Comprehension

2019 ◽  
Vol 3 (2) ◽  
pp. 141
Author(s):  
I Gede Yoga Prastya
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Teaching Strategy ◽  
Control Group ◽  
Statistics Analysis ◽  
Mobile Assisted Language Learning ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The research aimed at investigating the significant difference on students’ reading comprehension between students taught using Mobile Assisted Language Learning (MALL) strategy integrated with Padlet and students taught using conventional teaching strategy. This research was quasi-experimental utilizing post-test only control group design. The population of this research was tenth-grade students in SMA Negeri 4 Singaraja. The sample of this research were 73 students consisting of 35 students from X BB 1 as experimental group and 38 students from BB 2 as control group. The sample were chosen using cluster random sampling technique. The data collection in both groups were done through post-test. The obtained data were analyzed using descriptive and inferential statistical analysis. The result of descriptive statistics analysis reveals that the mean score for experimental group is higher than control group (78.03 > 73.39). Furthermore, the result of inferential statistics analysis through t-test shows that the significant value of tobserve is higher than tcritical value, which is 2.270 > 1.666 (df = 71, α = 0.05). Thus, it indicates that there is a significant difference on students’ reading comprehension between students taught using Mobile Assisted Language Learning (MALL) strategy integrated with Padlet and students taught using conventional teaching strategy.

scholarly journals Pelatihan Self-Regulated Learning Singkat: Apa Mungkin Efektif?

2021 ◽  
Vol 9 (4) ◽  
pp. 768
Author(s):  
Marina Ulfah
Keyword(s):  
Repeated Measures ◽  
Bonferroni Correction ◽  
Large Effect Size ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Post Hoc

Penelitian ini bertujuan untuk mengetahui efektifitas pelatihan self-regulated learning yang dilaksanakan dengan durasi yang singkat (90 menit). Penelitian quasi eksperimen ini menggunakan one-group pretest-posttest design dengan keterlibatan 9 siswa kelas VII SMP sebagai partisipan. Self-regulated learning siswa diukur pada tahap baseline (pretest), setelah intervensi (posttest), dan 3 bulan setelah intervensi (follow-up). Analisis data dengan ANOVA repeated measures satu arah menunjukkan bahwa ada perbedaan yang signifikan antara tiga waktu pengukuran SRL, F (2, 16) = 8.23, p = 0.003, ω² = 0.21. Skor SRL setelah pelatihan diberikan (M = 3.93, SD = 0.31) lebih tinggi dibandingkan sebelum pelatihan diberikan (M = 3.46, SD = 0.42). Pelatihan SRL yang singkat dapat meningkatkan self-regulated learning siswa dengan beberapa catatan yang perlu didiskusikan lebih lanjut. This study examined the effectiveness of self-regulated learning training which is carried out in short duration (90 minutes). This quasi-experimental study used one-group pretest-posttest design that inlvolve seventh grade middle school students as participants. Students’ self-regulated learning was measured at the baseline (pre-test), after the intervention (post-test), and 3 months after the intervention (follow-up). Data analysis with one-way repeated measures ANOVA showed significant differences between three SRL time measurement, F (2, 16) = 8.23, p = 0.003, ω² = 0.21. SRL score at post-test (M = 3.93, SD = 0.31) higher than at pre-test (M = 3.46, SD = 0.42). Post hoc analysis with Bonferroni correction indicated that SRL increased following the intervention (posttest) with large effect size (d = -1.408, p = 0.009). SRL declined 3 months after posttest (d = 0.752, p = 0.162), yet insignificant. This brief SRL training can increase self-regulated learning with some points need to be discussed further.

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