scholarly journals Virtual Environment Based on Integrating Active Learning Google Applications to Develop Using Moodle Skills

2018 ◽  
Vol 5 (2) ◽  
pp. 82
Author(s):  
Hamzah Mahmoud Daradkah
Keyword(s):  
Active Learning ◽  
Virtual Environment ◽  
Learning Strategy ◽  
Educational Process ◽  
Significant Difference ◽  
Post Test ◽  
E Learning ◽  
Faculty Of Education ◽  
Mu'tah University ◽  
Experimental Group

The aim of this research is to identify the effect of designing a virtual environment based on the integration of active learning and Interactive Google applications in developing the skills of using the e-Learning Management System (e-LMS) Moodle among the students of the Faculty of Education at Mu’tah University in Jordan. The research sample consisted of (30) students randomly selected from the Faculty of Education at Mu’tah University in Jordan. The research tools included an achievement test to measure the cognitive aspects of the skills of using the (e-LMS) Moodle and a note card to measure the performance aspects of the skills of using the (e-LMS) Moodle. The study revealed a statistically significant difference between the average scores of the experimental group in the pre and post- test of the(e-LMS) Moodle for students of the Faculty of Education for post-test, as well as the existence of a statistically significant difference between the average scores of the experimental group in the pre- and post-test of the observation card related to the skills used or the (e-LMS) Moodle for students of the Faculty of Education for the benefit of post-test.The study had several recommendations, the most important of which is the need to work on the employment of Google Interactive Applications and e-learning strategy in the participatory virtual environments, and work on the development of the skills of using e-LMSs among the different groups of the administrators of the educational process.

scholarly journals Comparison of Virtual and Actual Education Models on the Learning of Internal Interns During the Pandemic of COVID-19

2021 ◽  
Author(s):  
Azadeh Mottaghi ◽  
Nazanin Alibeik ◽  
Shokoufeh Savaj ◽  
Behnam Shakiba ◽  
Raheleh Alimoradzadeh ◽  
...  
Keyword(s):  
Medical Students ◽  
Good Alternative ◽  
Educational Process ◽  
Virtual Education ◽  
P Value ◽  
Educational Models ◽  
Significant Difference ◽  
Post Test ◽  
E Learning ◽  
The Mean

Abstract Background: Following the outbreak of coronavirus and its impact on the educational process of medical students, attention was paid to e-learning due to importance of education and research. The aim of present study is to evaluation of virtual and actual education models on the learning of internal interns during the pandemic of COVID-19. Results: The mean±SD age of the participants was 24.9±2.3 years, 46% of participants were men and 54% of them live in dormitory. Results of study shows that difference of pre-test and post-test score with actual and virtual education models in the male and female is significantly different (P value=0.020). Virtual education for men and actual education for women have resulted in higher difference scores in pre-test and post-test. Actual and virtual education models were no different in academic achievements of participants. Thus, the scores obtained in 9 areas did not make a significant difference between the two types of educational models.Discussion: Virtual and actual education methods for internal interns were examined and the results showed that there is no significant difference between these two methods in student output. Given the conditions that have created by COVID-19 disease in the world, it seems that the use of virtual education can be a good alternative to educating medical students so that education does not stop.

scholarly journals THE ART OF ENHANCING VOCABULARY THROUGH TECHNOLOGY

JURNAL SMART ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 35-45
Author(s):  
Normandita Adventina Berliani ◽  
Caroline Victorine Katemba
Keyword(s):  
Quantitative Research ◽  
Learning Strategy ◽  
Learning Activity ◽  
Control Group ◽  
Effective Strategy ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group ◽  
Learning English

Art is a learning strategy or tool used by the teacher currently. Integrating art in learning can stimulate students’ brain and makes learning activity become more effective and interesting. This study used technology-Quizlet as the art of enhancing vocabulary. Vocabulary is the most important tool in learning English to communicate, either orally or written. This was a quantitative research with a comparative design, using 32 students in the experimental group and 32 students in the control group. The pre and post-test designs were used. Results showed that both groups enhanced in vocabulary. Further, there was a significant difference between the two groups. It can be concluded that Quizlet Application is an effective strategy to enhance students’ vocabulary mastery.

scholarly journals The Effectiveness of a Discovery-Learning Strategy in the Acquisition of Scientific Concepts Among Kindergarten Students in Jordan

2019 ◽  
Vol 13 (5) ◽  
pp. 122
Author(s):  
Intesar Tannous
Keyword(s):  
Learning Strategy ◽  
Kindergarten Students ◽  
Discovery Learning ◽  
Control Group ◽  
Scientific Concepts ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The present study aimed to detect the effectiveness of using a discovery-learning strategy in the acquisition of scientific concepts among kindergarten students whose ages are between 5-6 years. The study used the experimental method through semi-experimental design with pre and post-test for the experimental and control groups. To achieve the goal of the study, a visual test for the scientific concepts was developed. After verifying the validity and reliability of the scale, it was applied to the study sample, which included 49 boys and girls randomly assigned to two groups,: An experimental group consisting of 24 boys and girls who were taught by using a discovery-learning strategy, and a control group consisting of 25 boys and girls were taught by using the traditional methods. The results of variance analysis showed a statistically significant difference at the level α = 0.05 between the mean scores of the responses of the control and experimental groups’ participants in the post-test of scientific concepts, attributed to the use of the discovery-learning strategy, and for the benefit of the experimental group. The study found no statistically significant differences at the level of α = 0.05 between the mean scores of the experimental group's participants in the post-test of scientific concepts attributed to gender variable, nor there was any statistical effect of interaction between gender and teaching strategy. In the light of these results, the study concluded the effectiveness of using a discovery-learning strategy in the acquisition of scientific concepts among kindergarten children.

scholarly journals An Experimental Study of the Effect of Student Teams Achievement Divisions (STAD) on Vocabulary Learning of EFL Adult Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Muhammad Ishtiaq ◽  
Zuraina Ali ◽  
Muhammad Salem
Keyword(s):  
Experimental Study ◽  
Saudi Arabia ◽  
Learning Strategy ◽  
Control Group ◽  
Vocabulary Test ◽  
Student Teams ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Student Teams Achievement Divisions (STAD) has been considered as an important cooperative learning strategy in progressive pedagogy. A number of studies have supported the use of STAD in different subject areas and in different socio-cultural contexts. However, it is still an under-researched area in countries like Saudi Arabia where English is taught as a Foreign Language. This quasi-experimental study was conducted in Unaizah Community College, Saudi Arabia. Both the experimental group and the control group were tested on 2000-word vocabulary test. A vocabulary test was prepared and administered by the researchers at the beginning of the experiment as a pre-test. The experimental group was taught with Student Teams Achievement Divisions (STAD) strategy whereas the control group was taught with traditional whole-class instruction method. The treatment was carried out for two weeks. At the end of the experiment, the same vocabulary test was re-administered as a post-test. Independent samples t-test was used to analyze the data using SPSS 21. Results showed that there was a significant difference between the experimental group and the control group in favor of the experimental group (p= 0.002 < 0.05).

scholarly journals The Effect of Using Blended Learning Strategy toward the 8 Grade Students’ Writing Competency

2017 ◽  
Vol 1 (2) ◽  
pp. 79
Author(s):  
Yoga Gede Permana
Keyword(s):  
Blended Learning ◽  
Learning Strategy ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Writing Competency ◽  
Post Test ◽  
Class Viii ◽  
The Mean ◽  
Experimental Group

This study was aimed at investigating whether or not there was significant difference in writing competency between students who were taught by using blended learningand those who were taught by using conventional strategy. The research design used in this study was Post-test Only Control Group Design. The population in this study was eight grade students of SMP Negeri1Singaraja andthe samples of study were selected by using Cluster Random Sampling. Class VIII A8was assigned as the experimental group which was taught by using “blended learning” and class VIII A7 as the control group which was taught by using “conventional strategy”. The result of the data analysis showed that students in the experimental group performed better than the students in the control group. It was proven by the result of the descriptive statistics that showed the mean scoreof the experimental group was 84.75while the mean score of the control group was 76.75. The result of the t-test also showed that the value of the tob was higher than the tcv. The value of the tob was-6.379, while the value of the tcv was1.6736(α = 0.5). It means that there was a significant difference on writing competency between the students who were taught by using blended learningstrategy and those who were taught by using conventional strategy. 

scholarly journals Promoting Students' Understanding of the Concept of Pressure: Active Learning Environment versus Traditional One

2020 ◽  
Vol 7 (3) ◽  
pp. 284-303
Author(s):  
Güner Tural
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Control Group ◽  
Test Results ◽  
Public Secondary School ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

One of the topics students have understanding difficulties in science is pressure. The study investigates the effectiveness of an active-learning environment on the students' understanding of the concept of pressure. The sample consisted of 30 students from a public secondary school in Turkey. This study used a pre-test, post-test, quasi-experimental research design with a control group. Ten lessons were conducted with both groups. The control group was taught using the coursebook's two activities, while the experimental group was taught using additional activities and models. After the treatment, a post-test was given to both groups to determine the active-learning environment's effectiveness on the students' understanding of the concept of pressure. Interviews were also conducted with the experimental group. The post-test results showed a significant difference in favor of the experimental group. It was determined that students in both groups had misunderstandings of the topic before and after instruction. The interviews showed that the experimental group students perceive that the active learning environment facilitated better and easier learning. The conclusion that can be drawn is that the active learning environment was more effective for the students in the experimental group to learn about the concept of pressure.

scholarly journals The effect of teaching using the Internet Web on the first grade secondary students’ achievement in Physics and their attitudes towards it: أثر التدريس باستخدام شبكة الإنترنت في تحصيل طلاب الصف الأول الثانوي  في مادة الفيزياء واتجاهاتهم نحوها

2020 ◽  
Vol 4 (32) ◽  
Author(s):  
Ali Mutlaq Alosaimi
Keyword(s):  
Saudi Arabia ◽  
Secondary Students ◽  
First Grade ◽  
Educational Process ◽  
The Internet ◽  
Control Group ◽  
Kingdom Of Saudi Arabia ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The current study aimed at investigating the effect of teaching using the Internet Web on the first grade secondary students’ achievement in Physics and their attitudes towards it. The experimental method was employed by using the two-group pre-post quasi-experimental design to answer the aforementioned questions. The sample consisted of (82) first grade secondary students enrolled in two sections which were randomly selected from all first grade secondary sections at Abhor educational complex in Jeddah province in the Kingdom of Saudi Arabia using the cluster random sampling technique, where the two sections were randomly assigned into the two groups. The students were distributed evenly by the two groups such as (41) students in each group, where the students in the experimental group were taught using the Internet, while the students in the control group were taught using the traditional method. For the purposes of data collection, two equivalent forms of an achievement test have been developed in order to measure the first three levels (remembering, understanding, and application) of the cognitive domain in the “movement representation” unit within the physics curriculum being taught to the first grade secondary school students in the academic year 2013/2014 H in the Kingdom of Saudi Arabia. Each form consisted of (35) multiple-choice questions with four alternatives. On the other hand, a pre-developed valid and reliable attitude scale towards physics in the Kingdom of Saudi Arabia was used. The results of the study revealed a statistically significant difference (α = 0.05) between the achievement post-test mean scores of the experimental and control groups for the favor of the experimental group who was taught using the educational site, which was designed and set up on the Internet Web. Similarly, the results revealed a statistically significant difference (α = 0.05) between the attitudes towards Physics post-test mean scores of both groups in favor of the experimental group. In light of the findings of the study, the researcher recommends conducting further studies on the benefits of using the Internet Web in the educational process in general and in distance learning in particular.

scholarly journals Mode of Response Students’ Engagement (MORSE): Basis for Improving Science Performance of Students

2021 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Eleazer T. Arzadon
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Earth Science ◽  
T Test ◽  
Cell Group ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group ◽  
Test Result

In educational system, just like in a classroom setting, there is a degree or sense of uncertainty or ambiguity on how teaching-learning process will take place. It is the duty and responsibility of the teacher to structure the classroom in maximizing students learning by engaging in all modalities such as hearing, visual, olfactory, kinesthetic and gustatory. Moreover, by bringing students together in the classroom to produce group interaction that facilitates learning in different individuals. I, the Researcher, had facilitated an active learning through the use of Mode of Response for Students Engagement (MORSE). Intervention was the use of personalized card, dyad, work cell group and random calling conducted twice a week for the duration of the 1st grading period. The 29 respondents from experimental group were subjected to MORSE and 29 respondents from control group were given traditional classroom engagement. The proponent sought to answer the following research questions: What was the effect on the academic performance of the students who were subjected to MORSE? Was there a significant difference in the pre-test and post-test result using the traditional method and of the MORSE method? Lastly, what was the implication of MORSE method in teaching Earth Science among grade 10 students? The collected data of pre-test and post-test results were gathered and treated using paired sample t-test of difference and mean. Sample paired t-test result showed that the computed t value of 7.45 is greater than the t critical value of 1.701 at level of significance of 0.05. There is significant difference on the post test result between the control group and experimental group. The Experimental group, who were subjected to MORSE techniques achieved higher post-test than the control group. Based from the analysis gathered, MORSE methods is highly effective as means of engaging students to actively participate and improve academic performance in Earth Science. Therefore, I, the proponent recommended the use of MORSE in classroom activities. Likewise, teachers can make use other MORSE techniques or devices to facilitate active learning in the classroom for whole class engagement.

scholarly journals Using the Discord Application to Facilitate EFL Vocabulary Acquisition

2021 ◽  
Vol 11 (9) ◽  
pp. 470
Author(s):  
Maria Alexandrovna Odinokaya ◽  
Elena Alexandrovna Krylova ◽  
Anna Vladimirovna Rubtsova ◽  
Nadezhda Ivanovna Almazova
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Educational Process ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Public And Private ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Training ◽  
Experimental Group

Vocabulary knowledge is a prerequisite for mastering any foreign language. It takes a lot of time and effort to develop English as a foreign language (EFL) vocabulary skills. Efficient ways to facilitate this process should be studied and analyzed. The present study aimed to investigate the role of the Discord application in teaching and learning EFL vocabulary. Discord is a free messenger with support for IP telephony and video conferencing, as well as the possibility to create public and private chats for exchanging text and voice messages. The study relied on pre-test and post-test design to get the necessary data of one experimental and one control group, 80 university students altogether. The results of the pre-test showed no significant difference between the two groups. The experimental group was taught with the help of the Discord application, while the control group was dealing with the traditional educational process, that is, 180 min every week in a classroom with a textbook and no electronic educational resources. Results of the t-test indicated that the experimental group significantly outperformed the control group on a researcher-made vocabulary post-test. A post-treatment speaking test was administered—the participants took part in speaking interviews where they were asked to give a short speech on one of the topics studied during the experimental training. The representatives of the experimental group managed to use more vocabulary items per person correctly (pronunciation, lexical combinability, etc.). The findings revealed that the suggested way of using the Discord application may positively influence the acquisition of EFL vocabulary and its further application in speaking. Hence, it is recommended that the Discord application be used as a tool in the EFL vocabulary teaching and learning process to reinforce in-class tasks and activities.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

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