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 Teaching and Learning Science Using YouTube Videos and Discovery Learning in Primary School

2020 ◽  
Vol 7 (1) ◽  
pp. 106-118
Author(s):  
Irwan Koto
Keyword(s):  
Heat Transfer ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Discovery Learning ◽  
Learning Science ◽  
Control Group ◽  
Significant Difference ◽  
Hands On ◽  
Post Test ◽  
Youtube Videos

This research aims at comparing the changes in factual, conceptual, and procedural knowledge of heat transfer in learning science using YouTube videos accompanied by discovery learning among fifth graders. A pre-and post-test experimental design was conducted by two different groups. One of the groups was randomly assigned to conduct discovery learning and YouTube videos (n = 21) and the others were to conduct discovery learning and hands-on activities (n = 21). Students in the experimental group used YouTube videos to do the assignments, whereas those in the control group used hands-on activities. Before conducting the treatment, all the students carried out the pre-test. Pre-test analyses showed that there was no significant difference between the two groups in terms of factual, conceptual, and procedural knowledge of heat transfer. The post-test was conducted by students in two groups after completing four weeks throughout the fall semester of the 2018-2019 Academic Year. The research results revealed that both groups showed various effects on the acquisition of factual, conceptual, and procedural knowledge. Well-selected and related video material could enhance student knowledge related to the concept of heat transfer.

scholarly journals The effect of 10-week swimming and bosu exercises on dynamic balance parameter in 8-10 years old boys

2019 ◽  
Vol 16 (3) ◽  
pp. 807-814
Author(s):  
Hilal Kılınç ◽  
Hacı Bayram Temur ◽  
Hacalet Mollaoğulları
Keyword(s):  
Dynamic Equilibrium ◽  
Dynamic Balance ◽  
Exercise Group ◽  
English Summary ◽  
Control Group ◽  
Swimming Training ◽  
Significant Difference ◽  
Before And After ◽  
Package Program ◽  
Post Test

Bu çalışma 8-10 yaş arası erkek çocuklarda yüzme egzersiz ve bosu çalışmalarının dinamik dengeye etkisini incelemek amacıyla yapıldı. Yaşları ortalaması 8,9333±,78492 yıl olan 30 katılımcı veli ve antrenörlerinden gönüllü katılımları ile ilgili aydınlanmış̧ onamları alınarak çalışmaya dahil edildi. Bunların 20' si egzersiz grubu diğer 10'u da kontrol grubudur. Egzersiz grubunun en az 1 yıl yüzme eğitimi almış olmalarına ve haftada 3 gün düzenli olarak yüzme antrenmanı yapıyor olmalarına dikkat edildi. Egzersiz grubu rastgele yöntemle 2 gruba ayrıldı. Birinci gruba yüzme ve bosu çalışmaları, ikinci gruba ise sadece yüzme egzersizleri yaptırıldı. Bu çalışma 10 hafta süreyle uygulandı. Katılımcıların antropometrik ölçümler ile dinamik denge ölçümleri planlanan antrenman programı öncesi ve sonrası olmak üzere iki defa alındı. Çalışma Van Olimpik yüzme havuzunda uygulandı. Verilerin analizinde SPSS 21 paket programı kullanıldı.  Analizler sonucunda yüzme eğitimi alan grubun A (Anterior), PM (Posteromedial) ve PL (Posterolateral) ön test - son test ölçüm  değerleri arasında anlamlı (p<0,01) fark olduğu saptandı. Yine yüzme ve bosu eğitimi alan grubun PM ve PL ön test - son test ölçüm  değerleri arasında anlamlı (p<0,01) fark olduğu belirlendi. Seçilmiş değişkenlerin ön test- son test ölçüm değerleri arasındaki farkların gruplar arasında anlamlı (p<0,05)  bir farklılığın olmadığı görüldü.   ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet This study was carried out to investigate the effect of swimming exercise and bosu studies on dynamic equilibrium in 8-10 years old boys. They were included in the study by taking their enlightened consent about their voluntary participation from 30 participants parents and coaches with an average age of 8,9333 ±, 78492 years. 20 of them were exercise group and 10 of them were control group. The exercise group had at least 1 year of swimming training and swimming training 3 days a week was paid attention to be doing regularly. The exercise group was randomly divided into two groups. The first group had swimming and bosu exercises and the second group had only swimming exercises. This study was performed for 10 weeks. The participants' anthropometric measurements and dynamic balance measurements were taken twice before and after the planned training program. The work was carried out at the Olympic swimming pool in Van. SPSS 21 package program was used to analyze the data. As a result of the analyzes, it was found that there was a significant difference (p<0.01) between the A (Anterior), PM (Poateromedial) and PL (Poaterolateral) pre-test and post-test measurements of the swimming group. It was determined that there was a significant difference (p <0.01) between the PM and PL pretest - posttest measurements of the group receiving swimming and bosu training. There was no significant difference (p <0.05) between the pre-test and post-test values ​​of the selected variables.

scholarly journals The Effect of the round house strategy on the achievement of physical concepts at the ninth grade in Jordan: فاعلية استراتيجية البيت الدائري في إكساب المفاهيم الفيزيائية لطالبات الصف التاسع في الأردن

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Rida Ali Alsous
Keyword(s):  
Secondary School ◽  
Ninth Grade ◽  
The Other ◽  
Control Group ◽  
Average Performance ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of the study was to clear-out the effect of the round house strategy on the achievement of physical concepts at the ninth grade. The study consisted of (48) students at the Jufa Secondary School for girls for the second semester 2018/2019, distributed randomly to two divisions in the same school, one of which was experimental and the other experimental. This study found that there was a statistically significant difference in the post-test in the students' acquisition of physical concepts at (α = 0.05) between the average performance of the experimental group studied using the circular house strategy and obtained an average of (19.70), and the control group studied in the usual way and obtained Average (14.63), in favor of the experimental group. In light of these results, the researcher recommended using the circular house strategy because of its importance in gaining physical concepts among students. In light of these results, the researcher recommended using the round house strategy and its role in acquiring physical concepts in demand

scholarly journals Learning The Strategy of Reasoning Through Marzano Dimensional Mastery Learning Model Among Form Four Students for The Topic Of Differentiation

2017 ◽  
Vol 9 (1-4) ◽  
Author(s):  
Mohamad Nizam Arshad ◽  
Noor Azean Atan ◽  
Abdul Halim Abdullah ◽  
Mahani Mokhtar ◽  
Mohd Salleh Abu
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Implementation Process ◽  
T Test ◽  
Education Development ◽  
Paired Samples ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Reasoning Skills

Reasoning skills are very important in encouraging students to think more critically and logically, as depicted in the Malaysian Education Development Plan (2013-2025). Therefore, this study looked into improving the Differentiation Reasoning Level (DRL) of reasoning skills among students for a topic in the Additional Mathematics subject,  known as Differentiation, through reasoning learning strategy. The study participants consisted of a total of 31 students from a secondary boarding school in Johor, selected through a purposive sampling method. A pre-test was carried out for the participants, from the advanced level, followed by a number of repetition tests, before the post-test assessment was conducted. The data collection for this study employed a set of Reasoning Test on Differentiation (RTD) and 10 sets of learning activities on Differentiation based on modified Marzano Rubric for Specific Task of Situations (1992). This dimension involved four types of reasoning skills, namely,  comparison, classification, inductive, and deductive. The survey data, through paired samples t-test, revealed a significant difference between the mean scores in pre-test and post-test (p <0.05). In addition, the paired sample t-test showed a significant difference on the level of reasoning among students from each construct in the reasoning skills before and after using this module. In conclusion, the Marzano Model of Dimensional Learning (1992) is a thinking skill model that can help improve students' reasoning skills. The model covers analysis aspects of what has been learned by implementing the process of identifying reasons, which will help students to add and expand their knowledge. The findings also implied that, the processes of teaching and learning play an important role in ensuring students’ capability to emphasize on the implementation process of reasoning skills

scholarly journals uberty Health Education and Female Students’ Self-efficacy

2019 ◽  
Vol 5 (4) ◽  
pp. 231-238
Author(s):  
Simin Khatirpasha ◽  
◽  
Marhamat Farahani-Nia ◽  
Soghra Nikpour ◽  
Hamid Haghani ◽  
...  
Keyword(s):  
Public Schools ◽  
Health Education ◽  
Self Efficacy ◽  
Intervention Group ◽  
Female Students ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
General Self Efficacy

Background: Adolescence is an essential period in every human’s life. The lack of knowledge on puberty issues may adversely impact an adolescent’s future mental health and self-efficacy. The present study aimed to determine the effect of puberty health education on the general self-efficacy of female students. Methods: This was a quasi-experimental study with a pre-test; post-test and a control group design. This study was conducted on 100 female students of public schools with the onset of menstruation in 2018 in Ghaemshahr City, Iran. To prevent data contamination, the control group was selected from another similar public school. The required data were collected by Sherer General Self-efficacy Questionnaire and analyzed by SPSS using statistics, including mean, standard deviation, Chi-squared test, Fisher’s Exact test, one-way Analysis of Variance (ANOVA), and Paired Samples t-test. Results: The study groups were matched for demographic variables except for the mother’s age (P=0.01) and father’s education (P=0.001). Self-efficacy was not low in any of the groups before and after the training. Mean±SD pre-training self-efficacy scores in the intervention (63.68±9.72) and control (65.3±8.78) groups were not statistically significant (P=0.69). Comparing the students’ self-efficacy mean Pre-test-Post-test scores revealed a significant difference in the intervention group (P=0.017); however, there was no significant change in the control group (P=0.284) in this respect. Comparing between-group mean self-efficacy changes concerning before and after the intervention values suggested no significant difference (P=0.294). Conclusion: Puberty health education was effective in promoting the explored female students’ self-efficacy. Accordingly, it is recommended to include puberty education in female students’ courses. In addition, community health nurses are suggested to include this training in their programs.

scholarly journals To determine how the effect of station technique on students’ achievement in astronomy subjectsAstronomi konularında istasyon tekniğinin öğrencilerin akademik başarısına nasıl etki ettiğini belirlemek

2017 ◽  
Vol 14 (4) ◽  
pp. 4561 ◽  
Author(s):  
Hamza Albayrak ◽  
Paşa Yalçın ◽  
Sema Altun Yalçın
Keyword(s):  
Quantitative Methods ◽  
T Test ◽  
The Other ◽  
Control Group ◽  
Science Lesson ◽  
Test Model ◽  
Meaningful Difference ◽  
Control Groups ◽  
Other Hand ◽  
Post Test

In this research, it was aimed to determine the effect of learning stations designed for astronomy subjects on the academic achievement of students and give an alternative method for teaching astronomy in the literature. The mixed approach in which mixed quantitative and qualitative methods were used together was preferred in the study. Among the quantitative methods, the pre-test and post-test model of the semi-experimental method was used; in addition, the protocols were applied about the method, which was used. The research was carried out with 98 seventh class students, who were under education in a secondary school located in the Eastern Anatolia Region of Turkey in the education year of 2015-2016. The quantitative data were analysed via the Astronomy Achievement Test (AAT) developed by the researchers and had 0,795 Cronbach Alpha reliability coefficient. The astronomy subjects in science lesson of the seventh class were studied with the experimental group through the learning stations; on the other hand, they were studied with the students in the control group through the activities stated in the textbook prepared by the Ministry of Education. The AAT was applied for the experimental, control groups using the pre- and post-tests, and data were analysed with the t-test. Meaningful difference was determined in AAT pre-test average scores of experimental and control groups; on the other hand, a meaningful difference was determined between the groups according to the independent samples t-test results applied with the average scores of the post-test(p<0.05). As a result of the analysis of the data gathered with the Station Observation Form (SOF), developed for the research, it was found out that the students recognise the learning stations as a technique of useful, entertaining, engaging, and easy-to-learn that enable them to learn astronomy topics effectively.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmada, astronomi konuları için tasarlanan öğrenme istasyonlarının öğrencilerin akademik başarılarına etkisini belirlemek ve literatüre astronomi öğretimi için alternatif bir yöntem sunmak amaçlanmıştır.  Araştırmada karma nicel ve nitel yöntemlerin birlikte kullanıldığı karma yaklaşım tercih edilmiştir. Nicel yöntemlerden yarı deneysel yöntemin ön test- son test modeli kullanılmış olup ayrıca uygulanan yöntem hakkında öğrenci görüşmeleri yapılmıştır. Araştırma 2015- 2016 eğitim öğretim döneminde Doğu Anadolu Bölgesinde yer alan bir ortaokulda öğretim gören 98 yedinci sınıf öğrenci ile yürütülmüştür.  Nicel veriler için araştırmacılar tarafından geliştirilen ve cronbac’h alpha güvenlik katsayısı 0.795 olan Astronomi Başarı Testi (ABT) kullanılmıştır.  Yedinci sınıf fen bilimleri dersi içerisindeki astronomi konuları deney grubu ile öğrenme istasyonları yardımıyla, kontrol grubundaki öğrencilerle MEB’in ön gördüğü ders kitabında yer alan etkinlikler takip edilerek işlenmiştir. ABT deney ve kontrol gruplarına ön test- son test olarak uygulanarak t testi ile analiz edilmiştir. Araştırmada deney ve kontrol gruplarının ABT ön test ortalama puanları arasında anlamlı bir farklılık belirlenmişken, son test puan ortalamaları ile yapılan bağımsız örnekler t testi sonuçlarına göre gruplar arasında anlamlı bir farklılık belirlenmiştir (p<0.05). Araştırma için geliştirilen İstasyon Gözlem Formu (İGF) ile elde edilen verilerinin analizi sonucunda öğrenciler öğrenme istasyonlarını, astronomi konuları için etkili öğrenmeyi sağlayan, faydalı, eğlenceli, ilgi çekici ve kolay öğrenmeyi destekleyen bir teknik olarak gördükleri bulunmuştur.

scholarly journals Designing Big Story Book Project (BSBP) in Teaching Reading Comprehension

2017 ◽  
Vol 4 (1) ◽  
pp. 61-67
Author(s):  
Aswin Abbas
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Reading Test ◽  
The Other ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
Test Treatment

This research aimed find out the effectiveness of using big story book project (BSBP) in teaching reading comprehension and to know the advantages and the disadvantages of using BSBP in teaching reading comprehension. The researcher applied pre-experimental research design and consists of pre-test, treatment and post-test in order to find whether the big story book project (BSBP) effective in teaching reading comprehension. The instruments used in this research were reading test and questionnaire. The result from this research shows that using big story book project (BSBP) in teaching reading comprehension is effective. It is proved by the result that there is significant difference between the result of the students’ mean score in the pre-test and the post-test. In the pre-test, the students’ mean score is (43.79) and in the post-test is (80.37). Furthermore, it is proved by the probability value is smaller than α (0.00 < 0.05). On the other word, BSBP has advantages to the students if applied in teaching and learning process, especially in reading subject.

scholarly journals The Effect of 8 Weeks of Zumba Exercıse on Flexbılıty and Some Strength Parameters in Women Aged 25-45

2021 ◽  
Vol 15 (7) ◽  
pp. 2180-2184
Author(s):  
Mehmet Murat Beyaz ◽  
Gökçe Oktay
Keyword(s):  
Exercise Program ◽  
Strength Parameter ◽  
Control Group ◽  
Muscular Endurance ◽  
Leg Strength ◽  
Lower Extremity Strength ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Experimental Group

The aim of this study is to examine the effects of 6-week Zumba exercises on flexibility, leg strength, back strength and muscular endurance parameters in women aged 25-45. The research group consists of a total of (n=20) women, (n=10) in the experimental group and (n=10) in the control group, between the ages of 25-45 living in Istanbul. The participants in the experimental group were given 60 minutes of Zumba exercises 3 days a week for 6 weeks, and sit-reach, 1-minute sit-up and strength test measurements were made to the participants before and after the exercise program. Participants in the control group were not included in any exercise program. As a result of the analysis, it was determined that there was a statistically significant difference between the participants' flexibility, leg strength, back strength and muscular endurance values between the pre-test and post-test within the group (p< 0.05). In addition, there was no significant difference between the pre-test and post-test values between the groups (p< 0.05). In conclusion; It was determined that zumba exercises applied to the experimental group did not have a significant effect on flexibility, muscular endurance and back strength. In the leg strength parameter, the effect of zumba exercises applied to the experimental group on leg strength was found to be significant at a rate of 34%. In the light of these data, it was concluded that zumba exercises performed in sedentary women have a positive effect on lower extremity strength. Keywords: Zumba Fitness, Exercise, Women and Exercise

scholarly journals The Effects of the TPACK-P Educational Program on Teachers’ TPACK: Programming as a Technological Tool

2018 ◽  
Vol 7 (3.34) ◽  
pp. 636
Author(s):  
Seong Won Kim ◽  
Youngjun Lee
Keyword(s):  
Statistical Analysis ◽  
Training Program ◽  
Content Knowledge ◽  
Educational Program ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Technological Tool ◽  
Experimental Group

Background/Objectives: This study examined the effects of introducing programming as a technological tool for teachers’ Technological Pedagogical Content Knowledge (TPACK) development.Methods/Statistical Analysis: Thirty-two teachers were divided into two groups, completing different types of TPACK educational programs. The control group’s TPACK training program was based on information and communication technology (ICT), while that of the experimental group was based on programming. To verify the effectiveness of the TPACK training program, tests were administered before and after the educational program. A statistical analysis of questionnaire results also investigated changes resulting from TPACK.Findings: Both the control and experimental groups showed statistically significant improvements in the post-test compared with the pre-test. However, in the detailed areas of TPACK by group, the improvements in the two groups differed. Unlike the control group, the experimental group showed a statistically significant improvement in the knowledge related to technology. This result illustrated that programming is effective in solving the problem of integrating technology into the classroom. In contrast, there was no significant difference in the post-test, as this was applied in the short term. However, programming has been shown to affect Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and TPACK. In summary, the results showed that a TPACK educational program based on programming is effective for teachers’ TPACK development. Keywords: TPACK, In-service teacher, Programming, TPACK-P, Educational program

scholarly journals THE EFFECTIVENESS OF CHUNKING STRATEGY IN DEVELOPING STUDENT'S ABILITY IN STORY RETELLING

Prominent ◽  
2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Rohmaniyah Nia ◽  
Nur Ekaningsih
Keyword(s):  
Content Validity ◽  
Teaching And Learning ◽  
Face Validity ◽  
Control Group ◽  
Story Retelling ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Abstract: This research aims at finding out whether or not the use of chunking strategy is effective in developing students’ ability of story retelling to the tenth-grade students at MAN 01 Pekalongan. Quasi experimental research was applied as the method with two groups : experimental and control group. The total subject of this research was 52 students which were taken from two classes of X IPS 1 as a control group and X AGAMA 2 as an experimental group. Face and content validity were done by asking the English teacher and advisor to be expert judgements to validate the instrument by using a rubric appearance of test for face validity and its conformity by curriculum as a content validity. Inter-rater reliability in giving scores to the students’ was done to measure the reliability of the test. This research used SPSS in analysing the data of speaking test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significant difference in the story retelling ability between tenth grade students who were taught by using chunking strategy and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 89 and control class which is 83 and as a result Sig. (2-tailed) is 0.044 0.050. Therefore, the null hyothesis of this study is rejected. It means that the use of chunking strategy had significantly improved the tenth-grade students story retelling ability in English teaching and learning process of the experimental class at MAN 01 Pekalongan in the academic year 2019/2020. Keywords:     chunking, teaching speaking strategy, story retelling

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