scholarly journals Co-Teaching in EFL Classroom: The Promising Model

2019 ◽  
Vol 12 (12) ◽  
pp. 95
Author(s):  
Dalal E. Boland ◽  
Khalifa B. Alkhalifa ◽  
Mohammad A. Al-Mutairi
Keyword(s):  
Academic Performance ◽  
Basic Education ◽  
Control Group ◽  
College Of Basic Education ◽  
Class Average ◽  
Class Period ◽  
Teaching Programs ◽  
Goals And Objectives ◽  
Experimental Group ◽  
Two Bodies

The research aimed to examine whether co-teaching in EFL classrooms could have positive impacts on students’ learning outcomes and their overall academic performance, including the improvement of the four language skills (listening, speaking, reading and writing). The experiment of the study was conducted throughout the summer course of 2018 for six weeks at the College of Basic Education with a class of 24 female students. The classes were held every day for one hour and twenty minutes. A simultaneous comparison between two classrooms was conducted in which one class was taught by a single instructor (the control group), and the other class was based on co-teaching (the experimental group). The two groups were taught by Khalifa AlKhalifa and Dalal Boland who acted as “one brain in two bodies” in their EFL classroom. Numerous sittings took place before each class to discuss how the lesson was to be divided between them and to reach an agreement on several matters, such as which instructor would deliver the lesson, which activities were to be solved, and how the second instructor would be beneficial in providing support and assistance to students throughout the entire class period. Moreover, both instructors established goals and objectives for every lesson and made sure that students meet those objectives by the end of every class period. Well-established plans and ideas on how to grasp those targets were agreed upon throughout the implementation of different materials to cover the content of the syllabus. After the summer semester came to an end and when the class average of both classes was compared, the results proved that the students who were in a co-taught classroom showed a significant improvement in their academic performance, whereas students who were taught solely by one instructor showed less improvement in their overall academic skills. This shows that well-planned co-teaching programs could lead to better student support within classroom settings, which consequently leads to improved EFL learning.

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.

The Effect of Flipped Classroom technique on Iraq EFL Students’ Achievement in Learning Adjectives

2019 ◽  
pp. 587-563
Author(s):  
Assi. Prof. Saad Salal ◽  
Assi. Instr. Bilal Ali
Keyword(s):  
Flipped Classroom ◽  
Basic Education ◽  
Control Group ◽  
English Department ◽  
Validity And Reliability ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Efl Students ◽  
A New Technique ◽  
Experimental Group

The current study aimed at investigating the effect of flipped classroom technique on Iraq EFL students’ achievement in learning adjectives.        The sample of the current study was 3rd grade students from the English Department at the college of Basic Education/ Al-Mustansiriyha University.     To filful the aim of the study, the researcher adopted a null hypothesis which indicates that there was no significant difference between students’ achievement that used a new technique in learning adjectives of that do not use. To achieve the aim of the current study an eight weeks experiment was conducted on the experimental group with pre and posttest. The experiment was started on 11 October and ended in 11th January, 2017.        At the end of the experiment, the researcher has used t-test for two groups and he submitted the form of the test to experts to ensure its validity and reliability, the  calculated results had shown that there was a statistically significance difference between the achievement of the students of the experimental group on the posttest from control group. Finally, the researcher had put down some conclusions, recommendations and suggestions for further research.

The effectiveness of a selective counseling prenhancing the sportsmanship of some of the teams of the College of Basic Education for group games

2021 ◽  
Vol 20 (1) ◽  
pp. 0111
Author(s):  
أ. د. عكلة سليمان الحوري م. د منهل خطاب سلطان
Keyword(s):  
Basic Education ◽  
Research Community ◽  
Mentoring Program ◽  
Counseling Program ◽  
College Of Basic Education ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Extension Program ◽  
Experimental Group

Preparing a selective mentoring program in the field of enhancing the sportsmanship of some of the College of Basic Education teams in group games. Knowing the effectiveness of the selective counseling program on the sports spirit of some of the teams of the College of Basic Education in group games. The two researchers used the experimental method for its suitability and the nature of the research, and the research community consisted of the 38 players in the futsal, volleyball and basketball teams, and the research sample consisted of (24 players) representing 63.15% of the research community. The sample was divided into two experimental and control groups. Using the random selection method by lot and by (12) players for each group divided into three games and by (4) for each game. The measure of sportsmanship was applied before and after the application of the selective extension program, and we were keen to provide the same conditions in the two applications, and the researchers reached:1. The effectiveness of the selective counseling program in improving the level of sportsmanship among some of the teams of the College of Basic Education in the group games of halls.2. The presence of significant differences between the pre and post tests in sportsmanship in favor of the post test of the experimental group. The presence of significant differences between the control and     experimental groups in the two post-tests in sportsmanship and in favor    of the post test of the experimental group                                                  

scholarly journals The Effect of Using Group Work Technique on Developing Attitudes of non-English Major Students towards Learning English as a Foreign Language

2019 ◽  
Vol 25 (103) ◽  
pp. 1-22
Author(s):  
Asst. Instr. Hayder Abdulzahra Shalash
Keyword(s):  
Foreign Language ◽  
Group Work ◽  
Basic Education ◽  
Control Group ◽  
Significant Difference ◽  
English Major ◽  
And Control ◽  
Experimental Group ◽  
Work Technique ◽  
Learning English

       The present study aims at investigating the effect of applying group work technique on developing non-English major students' attitude towards learning English as a foreign language .Two null hypotheses have been formulated; the first hypothesis states that there is no statistically significant difference between the experimental and control group in their attitude towards learning EFL after the experiment. The second one states that there is no statistically significant difference in (pre-post questionnaire) of the experimental group students' attitude towards learning EFL. To achieve the aim of the study, and verify its hypothesis, the researcher has applied eight week experiment. A sample of 62 students has been chosen and divided into experimental and control groups. It has been chosen randomly from the second year students in the Basic Education College/ Department of History/Academic year (2017-2018).        The attitude questionnaire for both groups was applied before and after the experiment. After processing the results statistically, it was found that there is a statistically significant difference in favor of the experimental group. Having used the t-test formula, it was found that there is statistically significant development in the experimental group students' attitude towards learning EFL, which in turn indicates that the use of GWT is more effective than the traditional method.  Conclusion and recommendations were drawn.  

scholarly journals The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills

2020 ◽  
Vol 31 (4) ◽  
pp. 400-409
Author(s):  
Özlem Koray ◽  
◽  
Sercan Çetinkılıç ◽  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Problem Solving ◽  
Performance Level ◽  
Control Group ◽  
Critical Reading ◽  
Problem Solving Skills ◽  
Academic Level ◽  
Experimental Group ◽  
Science Performance

This study aimed to investigate the effect of critical reading (CR) practices in science courses on academic achievement, science performance level, and problem-solving skills. The experimental method and factorial design were used. The study was conducted with 102 seventh-grade students from a public school in Turkey during the 2014–2015 academic year. Experimental and control groups were formed. CR practices were followed in the experimental group and teaching practices appropriate to the curriculum were used in the control group. Data were collected with the “Multiple-Choice Academic Achievement Test” to determine the students’ academic level in the “Human and Environment Unit: The Science Performance Level Test” to determine their science performance level and the “Logical Thinking Group Test” to determine the level of their problem-solving skills. The variables of academic achievement and science performance levels were labeled “Academic Performance.” Independent samples two-way ANOVA was applied to analyze the data using SPSS 18.0 software. The results revealed that the students in the experimental group, who were taught science using CR practices, were significantly more successful than the students in the control group, whose teaching was appropriate to the current curriculum in terms of academic achievement, science performance level, and problem-solving skills. It is of critical importance to use such innovative practices, which combine various disciplines, to allow students to excel at reading, which is a basic skill, at all educational levels in order to raise contemporary and social individuals.

scholarly journals Using Word Study Approach to Improve Omani EFL Students’ Spelling Performance

2019 ◽  
Vol 12 (8) ◽  
pp. 112
Author(s):  
Zainab Al-Yahmedi ◽  
Saleh Al-Busaidi ◽  
Fawzia Al-Seyabi
Keyword(s):  
Basic Education ◽  
Female Students ◽  
Future Research ◽  
Control Group ◽  
Word Study ◽  
Study Approach ◽  
Spelling Performance ◽  
Significant Difference ◽  
Efl Students ◽  
Experimental Group

The purpose of this study was to investigate the effect of Word Study approach on the development of spelling performance of Grade Five female students in the Sultanate of Oman. The sample of the study consisted of 66 grade five female students from a Governmental Basic Education school in South Al Batinah Governorate. They were divided into two groups: an experimental group who studied spelling using Word Study approach and a control group who studied spelling using the traditional basal approach. The results showed a statistically significant difference between the two groups in favor of the experimental group. The study puts forward some recommendations for future research and for teaching.

scholarly journals Improving Flunked English Majors Performance through Enhancing Students' Perception of Self-Efficacy and Outcome Expectancy at Shaqra University

2020 ◽  
Vol 13 (9) ◽  
pp. 83
Author(s):  
Samah Ahmed Mohammed Elborolosy ◽  
Aziza Abdullah Abdulaziz Al Thenyan
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Outcome Expectancy ◽  
Control Group ◽  
Regular Method ◽  
English Majors ◽  
English Major ◽  
Perception Of Self ◽  
Experimental Group

Teachers have to support flunked English majors emotionally, academically and use creative methods to improve their academic performance. The present research examined the effect of self-efficacy and outcomes expectancy on improving the performance of flunking English majors at Shaqra’ University. The instruments required for the research were a follow-up interview, pre-posttests and a questionnaire of self-efficacy and outcomes expectancy. The sample size was thirty of flunking English major students. The research compared eight techniques to enhance self-efficacy and outcomes expectancy to regular method. To test the hypotheses, data were collected and statistically analyzed. The results showed that there was no significance difference between the control group and experimental related to regular method in the pre-tests, whereas there was a difference in the post-tests in favor of the experimental group attributed to the treatment. The findings of the questionnaire proved that students' perception of self-efficacy and outcome expectancy were crucial to enhance students' academic performance. The research suggested further investigations to examine the effect of self-efficacy and outcome expectancy on enhancing language oral and written skills.

scholarly journals “OUTDOOR TRAINING COMO METODOLOGÍA PARA POTENCIAR LA INTELIGENCIA EMOCIONAL EN NIÑOS DE 1.º CICLO”

2016 ◽  
Vol 2 (1) ◽  
pp. 429
Author(s):  
Mário Alberto Silva Santos ◽  
Maria Da Gloria Franco ◽  
Natalie De Nobrega Santos ◽  
Elisabete Porto Silva
Keyword(s):  
Public Schools ◽  
Basic Education ◽  
Self Concept ◽  
Cognitive Test ◽  
Control Group ◽  
Emotional Quotient ◽  
Emotional Quotient Inventory ◽  
Training Activities ◽  
Experimental Group ◽  
Outdoor Training

Abstract:Supported by a change of mentality, which coincides with the entry of the century, the investigations begin to question the intelligence quotient as a predominant factor in achieving social and professional success, going to defend the emotional quotient. Thus, we advocate its improvement in children and young people to equip them with differentiating competencies. Outdoor Training, which places individuals in natural settings outside their comfort zone, is shown as a methodology to better and faster learning than the traditional model. For this reason, it is being developed at this time a research project that aims to assess whether the methodology of outdoor training, used to work socio-emotional skills in executives, is also valid for working competences in children in basic education. For this, we chose an experimental study, which includes 162 students from two public schools in 1.º cycle of basic education Funchal Council, a group operating as an experimental group ( 83 students ) who participate in outdoor training activities during the academic year 2013/2014, and a control group (79 students). Children will be assessed at two points, at the beginning and end of the school year through the following instruments: the Bar -On Emotional Quotient Inventory test: Youth Version (Candeias & Rebocho, 2007), the Test of Emotional Comprehension (TEC, Ponst , Harris, & de Rosnay, 2004), the questionnaire Socially in Action (Socialmente em Acção, SA, Candeias, 2008), Social Cognitive Test Inteligência (Prueva Cognitiva de Inteligência Social, PCIS, Candeias, 2007); Raven’s progressive matrices (Simões , 2000) and the Piers-Harris Children’s Self-Concept Scale (PHCSCS -2, Veiga , 2006). By now it was made the first evaluation and are being developed outdoor training activities with the experimental group. In this paper, we present some qualitative results of the developments observed in the students who are participating in these activities.Keywords: Outdoor Training, Emotional Intelligence, Social IntelligenceResumen:Apoyados por un cambio de mentalidad, que coincide con la entrada del siglo XXI, las investigaciones comienzan a poner en duda el coeficiente de inteligencia como factor predominante para alcanzar éxito social y profesional, pasando a defender el coeficiente emocional. Así, defendemos su perfeccionamiento en niños y jóvenes para dotarlos de competencias diferenciadoras. El Outdoor Training, que coloca a los individuos en contextos naturales fuera de su zona de conforto, se ha mostrado como una metodología que permite mayor eficacia y rapidez de aprendizaje que el modelo tradicional. Por esta razón, está siendo desarrollado en este momento un proyecto de investigación que pretende evaluar si la metodología de outdoor training, utilizada para trabajar competencias socioemocionales en empresarios, es también válida para trabajar competencia de niños de educación básica. Para tal, optamos por un estudio experimental, que incluye 162 alumnos de dos escuelas públicas de 1.º ciclo de educación básica del Concejo de Funchal, funcionando un grupo como grupo experimental (83 alumnos), que participará en actividades de outdoor training durante el año lectivo 2013/2014; y un grupo de control (79 alumnos). Los niños serán evaluados en dos momentos, al inicio y al final del año lectivo a través de los siguientes instrumentos: el test Bar-On Emotional Quotient Inventory: Youth Version (Candeias & Rebocho, 2007); el Test of Emotional Comprehension (TEC, Ponst, Harris, & de Rosnay, 2004); el cuestionario Socialmente em Acção (SA, Candeias, 2008); la Prueba Cognitiva de Inteligência Social (PCIS, Candeias, 2007); las matrizes progressivas coloridas de Ravem (MPCR, Simões, 2000) y el Piers-Harris Children’s Self-Concept Scale (PHCSCS-2 Veiga, 2006). En este momento ya fue realizada la primera evaluación y están siendo desarrolladas las actividades de outdoor training con el grupo experimental. En esta comunicación presentaremos algunos resultados cualitativos de la evolución observada en los alumnos que están participando en estas actividades.Palabras Clave: Outdoor Training, Inteligencia Emocional, Inteligencia Social

scholarly journals Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Sara Wawrzyniak ◽  
Ireneusz Cichy ◽  
Ana Rita Matias ◽  
Damian Pawlik ◽  
Agnieszka Kruszwicka ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Primary School ◽  
Writing Skills ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Schooling Process ◽  
Experimental Group ◽  
Development Of Students

Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children’s graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N= 28) significantly improved these skills compared to the control class (N= 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.

scholarly journals Motivational Media and Academic Success

2015 ◽  
Vol 4 (1) ◽  
pp. 160-163
Author(s):  
Nicolle Grant
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Positive Emotions ◽  
Academic Motivation ◽  
College Graduates ◽  
Male Students ◽  
Control Group ◽  
Psychology Courses ◽  
Potential Impact ◽  
Experimental Group

Motivating students to do well in courses that fail to interest them can be challenging. The current study was designed to assess the potential impact of priming motivational media on academic performance. Students in six sections of introductory psychology courses (n = 128) completed a quiz after watching a 4 minute inspirational video (experimental group, n = 63), or without watching the video (control group, n = 65). The video selected showed scenes of individuals pushing their limits in all aspects of life and a commentary of a motivational commencement speech by Arnold Schwarzenegger given to college graduates. After completing the quiz participants were given a survey with questions pertaining to their motivation, positive and negative emotions, demographics, and their reactions to the video. Students who were primed by the video reported greater academic motivation and planned to study more for the next quiz than students who did not watch the video. Females reported lower GPA and lower positive emotions in the experimental condition. While there was not an overall effect of the video on quiz scores, male students who watched the video performed 10% better on the quiz than males in the control condition. Implications of these findings suggest that motivational information may be beneficial in inspiring academic performance in certain circumstances.

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