scholarly journals Enhancing Technical Vocabulary Through Morphological Analysis Instruction For Biology-majored Students

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Kent-David Juen ◽  
◽  
Nhon Dang
Keyword(s):  
Morphological Analysis ◽  
Teaching Method ◽  
Control Group ◽  
Biology Students ◽  
Science Vocabulary ◽  
Technical Vocabulary ◽  
Catch Up ◽  
Morphemic Analysis ◽  
And Control ◽  
Experimental Group

This paper aims to investigate the effectiveness of morphological analysis instruction on gradetenbiology-major studentsin TanTaoHigh SchoolfortheGifted inLong An, Vietnam, andto find out whether they can catch up with the level of biotechnology students in Tan Tao University, in terms of science vocabulary performance. The instruction selectively targeted technical multisyllabic words that occur frequently in the participants’ corpus. Thirty-one students including eighteen grade-ten biology students as the experimental group and thirteen biotechnology students as the control group participated in the study. For data collection, pre-posttest was designed, validated and applied for the experimental and control group. Apart from the regular teaching method, the experimental group also received explicit morphemic analysis instruction, while the control group only received their regular teaching. Pretest to posttest results revealed that each group registered an increase in the respective means, however, the experimental group surpassed the control group up to 5.9 mean difference. Morphemic analysis confirms its effectiveness in boosting the students’ vocabulary acquisition of multisyllabic terminologies that facilitates their learning. The paper ended with some pedagogical implications for teaching technical terms.

scholarly journals The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

2021 ◽  
Author(s):  
Tuba Demirci ◽  
Sema Okur
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Teaching Method ◽  
Writing Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Story Writing ◽  
And Control ◽  
Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

scholarly journals The effect of the Zahoric model in learning some kinetic sentences

2020 ◽  
Vol 19 (2) ◽  
pp. 0045
Author(s):  
M. Maison Mohammed Dr. Luma Sameer
Keyword(s):  
Teaching Method ◽  
Control Group ◽  
Second Stage ◽  
Short Period ◽  
Post Test ◽  
And Performance ◽  
And Control ◽  
Experimental Group ◽  
Positive Results ◽  
Better Than

When teaching or training fencing we find that most learners are able to perform some fencing skills during learning within the lesson, but they find it difficult to perform the same skills when linked in one sentence after a short period or in subsequent lessons, or during practical exams, so I conducted those Study to develop solutions to this problem by investing the Zahoric model and its distinctive educational steps in learning the kinetic sentences in the female blinds, and its impact on the process of learning and linking kinetic sentences in the sport of fencing and make the learning process more effective and economical.   The experimental method was used by designing the experimental and control groups with pre- and post-test on a sample of the second stage students (B22), representing the experimental group and learning the skills using the Zahoric model in its five steps, while the (D26) student representing the control group, which is learning the fencing skills according to the teaching method. Followed. The learning and performance of some kinetic sentences were evaluated by a standardized form of fencing according to the parts of the movement and their manifestations.  An educational curriculum has been prepared using the Zahorik model to learn the kinetic sentences by fencing according to the sectoral vocabulary of the second semester by following the steps of the model (activating information - acquiring - understanding - using - thinking in information). After the statistical treatments, it was concluded that the Zoharic model, designed to learn some kinetic sentences in the experimental group, gave positive results in evaluating the kinetic sentences better than the teaching method used in the control group. In light of the conclusion, it is recommended to adopt the Zoharik model in learning some kinetic sentences with a blind weapon, as it gives the learner a positive in the analysis, composition and understanding of the movements that are combined to give a kinetic sentence that ends with a touch in favor of the attacker who clearly understands where it begins and ends the syntax of the correct kinetic sentence, which resolves the sentence in his favor.

scholarly journals The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Tuba Demirci ◽  
◽  
Sema Okur ◽  
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Teaching Method ◽  
Writing Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Story Writing ◽  
And Control ◽  
Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

scholarly journals THE EFFECTIVENESS OF TED TALKS TOWARDS STUDENTS’ PROFICIENCY LEVEL

2019 ◽  
pp. 296-304
Author(s):  
Azureen Abd Aziz ◽  
Suhaila Ngadiron
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Teaching Method ◽  
Private University ◽  
Control Group ◽  
Proficiency Level ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Ted Talks

Proficiency has become a crucial aspect of learning the English language. The aim of this study is to find out the effectiveness of using English videos from TED talks towards students’ proficiency level. This study employed a quantitative research design. To fulfill this purpose, 50 diploma students were selected from a private university in Negeri Sembilan. These participants were then divided into two equal groups of experimental and control. A graded presentation was administered as a pre-test for both groups prior to the treatment. There were three sessions of presentations conducted with both groups in which the experimental group watched the TED talks and the control group underwent the traditional teaching method. After the sessions, post-test was given to both groups. The scores of both tests were collected and analyzed using descriptive statistics. Results revealed that the experimental group experienced improvement in their speaking compared to the control group. Few recommendations are presented based on the research findings.

scholarly journals Effect of Interpersonal Intelligence Based Teaching Strategies on Students Academic Achievement

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Dr. Vinita Advani ◽  
Ms. Hema G
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Teaching Strategy ◽  
The Other ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Conventional Teaching ◽  
T Values ◽  
And Control ◽  
Experimental Group

The intent of the present study was to investigate the effect of interpersonal intelligence based teaching strategy (IBTS) on students’ academic achievement. Totally, 101 students who were found to be having higher mean scores in interpersonal intelligence participated in the study. The experimental and control group encompassed 51 and 50 students, respectively. All students were of IX standard students belonging to a school in Ahmedabad city. The sample was selected through purposive sampling. The experimental group was taught through IBTS whereas the control group received conventional teaching of same science topics. To determine the effectiveness of IBTS over conventional teaching method, an academic achievement test on the science topics which consisted of 30 multiple choice questions was administered. Mean, SD, SEd, and t-values were calculated to compare to test the hypotheses. The results showed that students who were taught through IBTS were achieved higher score than the other group. There was no difference in the academic achievement of boys and girls students who were taught through IBTS.

scholarly journals The effect of using the strategy of Analogy in the acquisition of chemical concepts among female students of tenth grade in Jordan: أثر استخدام استراتيجية المتشابهات في اكتساب المفاهيم الكيميائية لدى طالبات الصف العاشر الأساسي في الأردن

2019 ◽  
Vol 3 (30) ◽  
Author(s):  
Sahar Dhab Salman Ghoneim
Keyword(s):  
Teaching Method ◽  
Female Students ◽  
Control Group ◽  
Significant Difference ◽  
Chemical Concepts ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Girls School ◽  
And Control ◽  
Experimental Group

  The objective of this study was to identify the effect of using the strategy of Analogy in the acquisition of chemical concepts among female students of tenth grade in Jordan. The study adopted the Quasi- experimental method. The tool consisted of (Chemical Concepts Test), prepared by the researcher. The test was applied to a random sample of two divisions (B & C) of the tenth grade female students in the secondary school of Al- Sawari Comprehensive Girls' School, belonging to the Directorate of Education of Aqaba Governorate during the academic year 2018/2019. Division (B) represented the experimental group which consisted of (30) female students, and division (C) represented the control group which consisted of (30) female students. The results of t- test for two independent samples showed that there was statistically significant difference between the mean scores of the experimental and control groups students on the chemical concepts test due to the variable of the teaching method. The control group obtained a total mean of (13.25), whereas the total mean score of the experimental group was (18.02). In light of the results of the study, the researcher recommended the training of chemistry teachers on using the strategy of Analogy in the teaching of chemistry; due to their effectiveness in teaching, and recommended a performing of studies on other teaching methods.  

scholarly journals Application of Deep Learning-Based Integrated Trial-Error + Science, Technology, Reading/Writing, Engineer, Arts, Mathematics Teaching Mode in College Entrepreneurship Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Guangfu Qu ◽  
Wenbo Hu ◽  
Wenxiu Jiao ◽  
Jiangbo Jin
Keyword(s):  
Deep Learning ◽  
Teaching Methods ◽  
Scientific Literacy ◽  
Teaching Method ◽  
Entrepreneurship Education ◽  
Control Group ◽  
Teaching Concept ◽  
Depth Analysis ◽  
And Control ◽  
Experimental Group

The purpose is to achieve a high-quality teaching effect in quality education using the new teaching concept. Firstly, the Deep Learning (DL) theory is introduced to improve the trial-error teaching method, then the trial-error teaching is combined with STREAM education. Afterward, the conical section hyperbola teaching in college entrepreneurship education is specifically studied under experimental analysis using the proposed DL-based integrated trail-error + STREAM teaching methods. The experimental results read: student’s average veracity on the multiple-choice question is 93.4% and 90.1% for the experimental group and control group, respectively; student’s average veracity on short-answer questions is 92.3% and 90.3% for the experimental group and control group, respectively. The results show that the application of DL to the trial-error teaching method can cultivate students’ in-depth analysis and logical thinking ability for mathematical problems. Meanwhile, the DL-based integrated trial-error + STREAM teaching methods stimulate students’ initiative to learn more difficult knowledge, establish integral knowledge systems, and more comprehensively and deeply understand the teaching content. As a result, students’ scientific literacy and humanistic literacy are both improved. Therefore, the proposed DL-based integrated trial-error + STREAM teaching method in college entrepreneurship education has a guiding significance for other disciplines and provides ideas for the expansion and development of STREAM teaching in the future.

scholarly journals Oriented discovery and acquisition of scientific concepts according to the trend towards science at the request of the seventh grade basic: الاكتشاف الموجه واكتساب المفاهيم العلمية وفق الاتجاه نحو العلم لدى طلبه الصف السابع الأساسي

2019 ◽  
Vol 3 (28) ◽  
Author(s):  
Fatima Eisa ALrababah
Keyword(s):  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Scientific Concepts ◽  
Guided Discovery ◽  
Significant Difference ◽  
Research Population ◽  
And Control ◽  
Experimental Group ◽  
Research Tools

  The research aimed identify the effectiveness of the method of discovery oriented in the acquisition of scientific concepts according to the trend towards science in the 7th grade students in science unit (strength and pressure), In order to achieve the objective of the research, the researcher followed the experimental method. The research tools were also prepared, namely, an educational unit according to the method of guided discovery and testing of scientific concepts. The research population consisted of (7654) students from Jerash Education Directorate (7th grade) The sample consisted of (102) students divided into two groups (experimental, control), where the students of the experimental group, which numbered (52) students were taught according to the method of discovery oriented, While the students of the control group were taught according to the traditional teaching method, which reached (50) students, After applying the research tools, the researcher found a statistically significant difference between the average of the two groups (experimental and control) and for the benefit of the experimental group in acquiring the scientific concepts according to the trend towards science, The researcher did not find a statistically significant difference between the average members of the experimental group in acquiring scientific concepts due to gender.  

scholarly journals THE EFFECTIVENESS OF USING TASK BASED LANGUAGE TEACHING (TBLT) IN TEACHING THE STUDENTS’ ENGLISH SPEAKING ABILITY AT THE ELEVENTH GRADE OF SMK PENERBANGAN AAG ADISUTJIPTO YOGYAKARTA

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Yasmika Baihaqi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Language Teaching ◽  
Control Group ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This study is intended to find out that the task based language teaching method is effective in improving the students’ speaking ability at the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. The population of this research is the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. The researcher in this case takes two intact classes with a total number of 63 students selected as the samples of the study. To collect the data, the researcher utilizes a test and questionnaire. The test is employed to reveal the students’ speaking ability while the questionnaire is used to collect the data of the students’ learning activities during the teaching and learning process. The data are analyzed utilizing descriptive and inferential statistics. The task based language teaching (TBLT) method is effective on the students’ speaking ability at the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. It is supported from the mean of the pre test and post test for experimental group and control group. This study yields the mean in pre-test for experimental group is 37.13 and 34.71 for control group. In the post test, the mean of the experimental group becomes 69.13 and 37.94 for control group. The t-test value showed 20.509 with the degree of freedom 62. It was higher than the value of t-table (2.000) at the significant level of 0.05. It means that TBLT method is more effective than teacher’s own method to teach speaking.     Key words: TBLT, Speaking Ability, Teaching and Learning Process.

Effects of English and Yoruba interpreted biology picture label as an advanced organiser on students’ learning outcomes in senior secondary schools in Ife East local government area

2019 ◽  
Vol 9 (3) ◽  
pp. 57-65
Author(s):  
D. Elugbaju Feyisayo ◽  
Adeyinka Oluwaseun Kareem ◽  
Popoola Oluwasegun
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Teaching Method ◽  
Control Group ◽  
Control Groups ◽  
Senior Secondary School ◽  
Biology Students ◽  
Conventional Teaching ◽  
And Control ◽  
Senior Secondary

The study assessed the effect of English and Yoruba interpreted biology picture labels as an advance organiser on the achievement of senior secondary school biology students in Ile-Ife. It also investigated the effect of the labels on students’ attitude toward biology. The study adopted the non-equivalent pre-test-post-test control group research design. The population for the study consisted of senior secondary school students in Ife-East Local Government Area of Osun state. The study sample comprised 128 senior secondary school II biology students in three intact classes selected using simple random sampling technique. The three classes were randomly assigned to two experimental and one control group, namely: Picture labels in English advance organiser group, picture labels interpreted into Yoruba advance organiser group and the conventional teaching method group. Two research instruments were used for the study, namely: Students’ achievement test in biology and students’ attitudinal questionnaire. Data were analysed using analysis of covariance. The results of the study revealed that there was a significant effect in the achievement of students in the experimental and control groups. There was also a significant effect in the attitude of students in experimental and control groups, with Yoruba interpreted picture labels having a better effect on the learning outcomes of biology students than picture labels in English and the conventional teaching method. The study concluded that picture labels interpreted into Yoruba as advance organiser was a better strategy in improving students’ learning outcomes in biology.   Keywords: Achievement; advance organiser; attitude; picture; Yoruba language

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