scholarly journals Effect of Teaching Fundamental Movement Skills with an Inquiry-Based Instructional Model on Perceived Motor Competence

2021 ◽  
Vol 6 (2) ◽  
pp. 506
Author(s):  
Meral Demir ◽  
Mümine Soytürk ◽  
Özden Tepeköylü Öztürk
Keyword(s):  
Male Students ◽  
Control Group ◽  
Instructional Model ◽  
Motor Competence ◽  
Movement Skills ◽  
Fifth Grade Students ◽  
Fundamental Movement Skills ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction

The aim of this study is to investigate the effect of inquiry-based instruction in the teaching of fundamental movement skills to fifth-grade students on the children’s perceived motor competence. Utilizing a post-test experimental design with control group, the study was carried out with 260 fifth-grade students studying in ten different classes at five different schools located in the city centre of Manisa during the 2019-2020 academic year. For collection of the data, the “Perceived Motor Competence Questionnaire in Childhood” (PMC-C), and a “Personal Information Form” (PIF) developed by the researchers, were used. To test the effectiveness of the quasi-experimental process in the post-test design with control group, t-test was used. In the inquiry-based instruction in the teaching of fundamental movement skills of the students, a statistically significant difference was found in favour of the experimental group in the subscales of perceived motor competence. Regarding the gender variable of the students, a statistically significant difference was found between female and male students in favour of boys in the subscales of fundamental motor skills. In conclusion, it can be said that the inquiry-based instructional model was more effective than the direct instructional model in developing the fundamental motor skills of “locomotor skills” and “object control skills”. Moreover, when evaluated in terms of gender, male students benefited more from the inquiry-based instructional model in terms of “object control skills”.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

scholarly journals The Effectiveness Of Web-based Curricula On Seventh Grade Mathematics Students In Jordan

2012 ◽  
Vol 9 (4) ◽  
pp. 267-276
Author(s):  
Wafa Muhanna
Keyword(s):  
Male Students ◽  
Control Group ◽  
Seventh Grade ◽  
Web Based ◽  
Significant Difference ◽  
Performance Based Assessment ◽  
Post Test ◽  
Achievement In Mathematics ◽  
And Control ◽  
Experimental Group

The purpose of this study is to investigate the effect of using web-based curricula on seventh grade students' achievement in mathematics in King Abdullah School in Irbid, Jordan. The researcher followed the equivalent pre/post T-test two group designs. To achieve the aim of the study, a pre/post-test was constructed to measure students' achievement in mathematics. The test consisted of twenty five questions on statistics and probability. The sample of the study comprised of (148) seventh grade students, they were 37 male students for the experimental group and 33 male students for the control group, while the female students for the experimental and control group were 38 and 40 respectively from King Abdullah School in Irbid during the first semester of the scholastic year 2009/2010. Descriptive statistical analyses were used (means and standard deviation) for the pre and post- tests of students' mathematical test to experimental and control groups. Comparison statistical methods were used (Two Way ANOVA) analysis of variance to make a comparison between the control and the experimental groups, gender variable (male and female), and interaction between them. The findings of the study indicated that there were statistically significant differences in the post-test between the control and the experimental groups in favor of the experimental group, and there was no statistically significant difference in the students' achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researcher proposed some recommendations to enhance the effect of using performance-based assessment on students' language accuracy such as conducting further studies on other populations and for a longer time.

scholarly journals The Effect of Interactive Computer Animation and Simulation on Students’ Achievement and Motivation in Learning Electrochemistry

2021 ◽  
Vol 10 (3) ◽  
pp. 311-324
Author(s):  
N. J. Ahmad ◽  
N. Yakob ◽  
M. A. H. Bunyamin ◽  
N. Winarno ◽  
W. H. Akmal
Keyword(s):  
Computer Animation ◽  
Male Students ◽  
Control Group ◽  
Abstract Concepts ◽  
Control Groups ◽  
Chemistry Learning ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Electrochemistry is difficult to learn due to its abstract concepts involving macroscopic, microscopic, and symbolic representation levels. Studies have shown that students can visualize and improve their understanding of chemistry by using interactive computer animation and simulation. This study reports the effect of interactive computer animation and simulation module named “Interactive Electrolysis of Aqueous Solution” (IEAS) developed to aid students in learning electrolysis. A pre and post-test control quasi-experimental design was carried out to investigate the effects of the IEAS on students’ achievement and motivation in electrochemistry topics. This study involved 62 16-years-old male students from two different secondary schools. Pre and post electrochemistry achievement tests (EAT) and pre and post- Instructional Material Motivation Surveys (IMMS) were used. For EAT, using one-way ANOVA, it shows that there was a significant difference in the post-test mean score in this study on the understanding of the electrolysis concept between students in the treatment and control groups [F (1, 60) = 5.15, p <0.05]. The qualitative results also provided evidence that the students in the treatment group had a better conceptual understanding than the control group, especially at the microscopic representation level. For the IMMS test, there was a significant difference between the treatment and control groups in terms of the mean score of the post motivation IMMS test where p <0.05 in chemistry learning [F (1,59) = 266.89, p <0.05].  Thus, it can be concluded that IEAS has an impact on enhancing the students’ understanding of the electrolysis concept, and the students are more motivated to learn electrochemistry.

Implementing Task-based Instruction in ESP Class — An Empirical Study in Marine Engineering English

2016 ◽  
Vol 7 (5) ◽  
pp. 936 ◽  
Author(s):  
Xuehua Wu ◽  
Lihui Liao ◽  
Teresa K. DeBacker
Keyword(s):  
Traditional Approach ◽  
Control Group ◽  
Group Data ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Marine Engineering ◽  
Listening And Speaking ◽  
Experimental Group

This study investigated teaching English for Specific Purposes (ESP) within the paradigm of task-based language teaching, concentrating on marine engineering English teaching in a Chinese vocational college. Two natural groups of students taking their ESP courses took part in the study as a control group (N=28) and an experimental group (N=33) from 2014 spring to 2014 fall. Teacher-designed reading, listening and speaking pre-test and post-test (simulating the governmental tests held by China Maritime Safety Administration Bureau), and survey were used as the basis for study. The students in the control group and the experimental group were taught in traditional approach and task-based approach respectively. At the end of one academic year study, the students were given a post-test to determine whether there was effect of the treatment on the experimental group. Data analysis showed that there was no statistically significant difference in reading achievement between students in the control group and students receiving task-based instruction, but there was effect on students’ listening and speaking competency. In the investigation, most students were satisfied with task-based instruction, and they proposed some feedbacks and suggestions for the task-based instruction in ESP courses which are beneficial for future instruction.

scholarly journals The Impact of an Instructional Model with Assistive Technology on Achievement Satisfaction of People with Physical-Motor Impairments

2018 ◽  
Vol 7 (2) ◽  
pp. 95-101
Author(s):  
Rahim Moradi ◽  
Esmaeil Zaraii Zavaraki ◽  
Parviz Sharifi-Daramadi ◽  
Mohammad Reza Nili- Ahmadabadi ◽  
Ali Delavar
Keyword(s):  
Assistive Technology ◽  
Sample Size ◽  
Control Group ◽  
Instructional Model ◽  
Motor Impairments ◽  
Statistical Population ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

Background: The use of new technologies in education is a topic that has attracted the attention of educational experts over the past two decades. The purpose of this study was to investigate the effect of an instructional model enriched with assistive technology on the achievement satisfaction of people with physical-motor impairments in learning English. Methods: The research method is semi-experimental, with a pre-test/post-test design using a control group. The statistical population consisted of male individuals with physical mobility impairments studying at Imam Ali Educational Center in Tehran. To determine the sample size,Cohen’s (1986) table was used. Based on the sample size table, 16 people were selected. In this method, after drawing up a student list with a random number table, the sample was selected after checking criteria for entry and exit. The experimental group was trained in six sessions using an instructional model enriched with online and offline assistive technologies, and the control group was trained in the usual way. Results: The mean ± standard deviation (SD) for pre- and post-test in the experimental group were 75.50 ± 5.90 and 82.25 ± 6.29, respectively, and was 75.38 ± 11 and 77.37 ± 11.91 in the control group. The results of the analysis of covariance between adjusted means of both groups for variable of academic satisfaction show a significant difference between the two groups (F =20.06, P < 0.01). The effect size was 0.60. Conclusion: Using an instructional model enriched with assistive technology can be useful in teaching English to individuals with physical-motor impairments.

scholarly journals The effect of shooting training on the development of the shot hit rate for basketball players

2018 ◽  
Vol 15 (4) ◽  
pp. 2426
Author(s):  
Ahmet Uzun ◽  
Atilla Pulur
Keyword(s):  
Training Group ◽  
Male Students ◽  
Control Group ◽  
Test Results ◽  
Final Test ◽  
Basketball Players ◽  
Training Groups ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of this study is to investigate the effect of shooting training for young basketball players and the development of shot percentage of special shot training. 30 male students-athletes participated in this study voluntarily participated in College Teams (age= 14,82 ± 1,0; height= 183,44 ± 6,13; body weight= 68,06 ± 5,38). Subjects were divided into 2 groups, consisting of continuous shooting training (experiment) (n = 15) and general basketball training group (control) (n = 15).Both training groups were subjected to a training program for 10 weeks, 4 days in a week. In this study, 60 minutes of normal basketball training plus shot training and 100-110 minutes of normal basketball training were applied to the control group. During the 10-week period, two-points jump shot (2000 pieces), three-points jump shot (2000 pieces)   and in the Zig-Zag run (two-points jump shot-1000 pieces , three-points jump shot-1000 pieces) and totally 6000 shots used as moving. There was no statistically significant difference in the pre-test results between the control and the experimental group in the study, and 2-points, 3-points and zig-zag between the control and the experimental group. However there is a statistically significant difference in all parameters in the final test. In the study, 2-points, 3-points and zig-zag drills 2 and 3-points shots pre-test and post-test results were found to be statistically significant in the experimental group. As a result; general basketball training has shown little improvement in young basketball players' shooting performance, but it has been proven that the long shot training with accurate shot technique training has significantly improved shot performance.

scholarly journals The Impact Of Using The Heuristic Teaching Method On Jordanian Mathematics Students

2012 ◽  
Vol 8 (4) ◽  
pp. 453-460
Author(s):  
Mona Qutefan Al-Fayez ◽  
Sereen Mousa Jubran
Keyword(s):  
Female Students ◽  
Heuristic Approach ◽  
Male Students ◽  
Control Group ◽  
Teaching Mathematics ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study investigates the impact of using the heuristic teaching approach for teaching mathematics to tenth grade students in Jordan. The researchers followed the equivalent pre/post T test two group designs. To achieve the goal of the study, a pre/post- test was constructed to measure student achievement in mathematics. The sample for this study consisted of 142 students; 69 male students and 73 female students from tenth grade at King Abdullah School in Irbid, Jordan for the first semester of the academic year 2011/2012. The subjects of the study were distributed into an experimental group and a control group. The experimental group was taught mathematics using the heuristic approach while the control group was taught mathematics using the traditional method of teaching. The subjects were 34 male students for the experimental group and 35 male students for the control group, while the female students for the experimental and control group were 37 and 36 respectively. Those subjects were distributed into two purposefully selected sections at king Abdullah School in Irbid. Descriptive statistical analyses were used (means and standard deviation) for the pre- and post- tests of students. Comparison statistical methods were used (Two Way ANOVA) analysis of variance to make a comparison between the control and the experimental groups and gender variable. The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group, and there was no statistically significant difference in the students' achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researcher proposes some recommendations to enhance the effect of using heuristic approach in teaching mathematics on students' performance such as conducting further studies in other universities.

scholarly journals Different types of bhastrika pranayama: repeated measures trials with different treatments to study the trend of the effects on static balance ability

2017 ◽  
Vol 18 (4) ◽  
Author(s):  
Rajeev Choudhary ◽  
Vineeta Singh ◽  
Krzysztof Stec ◽  
Lesław Kulmatycki ◽  
Tilak Raj Meena
Keyword(s):  
Repeated Measures ◽  
Male Students ◽  
Control Group ◽  
Static Balance ◽  
Treatment Groups ◽  
Significant Difference ◽  
Different Types ◽  
Post Test ◽  
Balance Ability

AbstractPurpose. The objective of the study was to find out the trend of the effects of 4 varieties of bhastrika pranayama on static balance ability. Methods. The total of 75 male students were selected as subjects. The age of the subjects ranged 17-25 years. The participants were divided randomly into 5 groups, 15 students each. They practiced 4 varieties of bhastrika pranayama. Results. Quadratic components for overall trends were found significant in static balance ability. A significant difference was observed between linear components of the trends for the treatment groups and the control group in static balance ability. Also, a significant difference was noted between quadratic components of the trends for the treatment groups and the control group as for static balance ability. Conclusions. There was a significant difference among the adjusted post-test means of 4 experimental groups and the control group in static balance ability.

scholarly journals Flipped Classroom on Fifth Grades’ 21st Century Skills and Scientific Epistemological Beliefs

2021 ◽  
Vol 4 (4) ◽  
pp. 752-771
Author(s):  
Merve Murat ◽  
Aylin Cam
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Flipped Classroom ◽  
Epistemological Beliefs ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
Post Test ◽  
And Control

The aim of this study was to determine the effect of flipped classroom model on fifth grade students' 21st century skills and scientific epistemological beliefs. The sample of the study was consisted of 54 fifth grade students from a rural elementary school in Turkey. Quasi-experimental design with pre-test and post-test control group was used. As a data collection tool, “Scientific Epistemological Beliefs Scale” and “21st Century Learning Skills Scale” was used. For data analysis, independent t-test and dependent t-test were used. As a result of the study it was found that; at the beginning, there was no significant difference between the experimental and control group students’ pre-test scientific epistemological beliefs. After the implementation, there was no significant difference between the experimental and control group students’ post-test scientific epistemological beliefs mean scores. In addition, at the beginning of the study, there was no significant difference was found between experimental and control group students’ 21st century skills. After the implementation, there was no significant difference was found between experimental and control group students’ 21st century skills after the implementation.

Problem-Based and Activity-Based Approach: Their Influence to Students’ Achievement and Retention Scores in Introductory Probability and Statistics

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Fernando T. Herrera
Keyword(s):  
Test Scores ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Probability And Statistics ◽  
Institute Of Technology ◽  
Based Instruction ◽  
Activity Method

This study was undertaken to determine the effects of the problem-based and activity-based approach to students’ achievement and retention scores in Introductory Probability and Statistics. A pretest- post-testquasi experimental and control group design was used in the study to test the effectiveness of the three approaches of instruction.Three intact sections, with a total of 101 students of Saint Joseph Institute of Technology-Butuan City, were the subjects of this study. Two sections were randomly assigned as experimental groups and the other one, a control group. Experimental groups were exposed to problem-based and activity-based approach, while the control group was exposed to lecture-discussion. All groups were given the pre-testand post-test using the validated teacher-made questionnaire before and after the treatment respectively.The Analysis of Covariance (ANCOVA) of unequal n’s was used to analyze the effect of the three approaches of instruction on students’ achievement. Likewise, the Analysis of Variance (ANOVA) of unequal n’s was used to analyze the effect of the three methods on students’ retention scores. Pre-test was used as a covariate in the study. Based on the analysis, the study revealed the following results: (1) Students who were exposed to problem-based instruction were as good as those who were exposed to lecture-discussion as evidenced by their overall mean post-test scores. (2) There was a significant difference in the students’ achievement scores as influenced by the three methods of instruction. Students exposed in problem-based instruction performed better than the activity method. However, problem-based method was as good as the lecture-discussion approach and the activity approach was as good as the lecture-discussion approach. (3) The students’ retention scores in the three approaches of instruction have decreased as shown in their post-test scores with students exposed in the activity method getting the least decrease in scores, and (4) The difference between the post-test scores and retention scores of the students did not differ significantly as influenced by the three approaches of instruction.   Keywords - Problem-based approach, activity-based approach, lecture-discussion approach,achievement and retention scores

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