scholarly journals The Effect of Manipulatives on Mathematics Achievement and Attitudes of Secondary School Students

2016 ◽  
Vol 5 (3) ◽  
pp. 10 ◽  
Author(s):  
Hakki Kontas
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Quasi Experimental ◽  
And Control

The purpose of this study is to investigate the effect of manipulatives (concrete learning materials) both on the academic achievement of secondary school students in mathematics and on their attitudes towards mathematics. Pretest-posttest control group experimental model, which is one of the quasi-experimental research designs, was used in the study. The study group consisted of 48 seventh grade students (24 in experiment group and 24 in control group) studying in a state school in the Southeastern Region of Turkey in 2014-2015 school year. The ages of students range between 13 and 14. Mathematics achievement test and mathematics attitude scale were applied in order to collect the research data. As a result of the research, posttest mathematics academic achievement scores of experiment and control groups were found to differ significantly in favor of posttests in both groups. The scores of attitude towards mathematics for experiment and control groups were significantly different in posttests in favor of the experiment group.

Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

2021 ◽  
pp. 025576142110059
Author(s):  
Alican Gülle ◽  
Cenk Akay ◽  
Nezaket Bilge Uzun
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Service Training ◽  
Quasi Experimental ◽  
Attitudes Toward Music ◽  
Experimental Group

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

scholarly journals Improvement of the Concept of Mitosis Instruction to Improve Biological Achievement Among Secondary School Students

2020 ◽  
Vol 3 (3) ◽  
pp. 164-169
Author(s):  
Akawo Angwal Yaki ◽  
Koroka Mohammed Sanda ◽  
Rabiu Mohammad Bello
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Instructional Materials ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Senior Secondary

The study examined the effects of Improvised Instructional Material Enhanced Biology Achievement among Secondary School Students in Lapai, Niger State. Quasi-experimental design which involved pretest, posttest, experimental and control group. A total of eight five (85) Senior Secondary two (SSII) students randomly selected from two sampled schools formed the sample size of the study. The instrument used for data collection was a researchers’ designed Biology Achievement Test (BAT). The instrument was validated, and pilot tested and yielded a reliability coefficient of 0.75. Two research questions were raised, and two corresponding null hypotheses were formulated to guide the study, the null hypotheses were tested at 0.05 level of significant. The result of the study showed among others a significant difference in achievement score of the experimental and control groups in favor of the experimental group. The finding also showed that both male and female students’ achievements were enhanced equally. It was recommended among others that Biology teachers should be encouraged to improvise instructional materials for effective teaching and learning of Biology.    

scholarly journals Effects Of Problem-Solving Method On Secondary School Students Achievement And Retention In Social Studies, In Ekiti State, Nigeria

2011 ◽  
Vol 8 (1) ◽  
pp. 19-26
Author(s):  
B.O. Abdu-Raheem
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
And Control

This study investigated the effects of problem-solving method of teaching on secondary school students achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six secondary schools in Ekiti State, Nigeria. The instrument used for the study is the Social Studies Achievement Test (SSAT) designed and validated by the researcher. Section A of the instrument consisted of the bio-data of the respondents while section B was made up of 40 multiple-choice items designed to measure the students achievement and retention in Social Studies. Four hypotheses were raised and tested at 0.05 level of significance. The data were analyzed using t-test and ANCOVA statistical tools. The results showed that there is a significant difference between the achievement mean scores of students in the experimental and control groups. There is a significant difference between the pre-test mean scores and achievement mean scores of students in the experimental and control groups. There is a significant difference between the retention mean scores of students in the experimental and control groups. There is a significant difference between the achievement mean scores and the retention mean scores of students in the experimental and control groups. It was discovered in the study that problem-solving method is more effective than conventional lecture method in improving students achievement in Social Studies. It was therefore recommended that teachers should be innovative in handling their lessons by relating them to the day-to-day life of students in such a way that the students will be challenged to put the lessons to practice as much as possible. Government should also emphasize the use of problem-solving method to teach Social Studies in secondary schools.

scholarly journals The Effect of Concept-Mapping on Secondary School Students’ Performance in Islamic Studies

2016 ◽  
Vol 4 (1) ◽  
pp. 120-132
Author(s):  
U.A. Ajidagba ◽  
Jamiu Abdur-Rafiu ◽  
Y.A. Fasasi
Keyword(s):  
Secondary School ◽  
Concept Mapping ◽  
Secondary School Students ◽  
Instructional Method ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Islamic Studies ◽  
Significant Difference ◽  
And Control

This study examined the effect of concept-mapping instructional method on secondary school students’ performance in Islamic Studies in Oyo State, Nigeria. The study employed a pre-test, post-test control group, quasi-experimental design. The sample comprised Senior Secondary School class 2 (SSS 2) students purposively drawn from three secondary schools in Oyo State. The students in experimental and control groups were in their normal classroom setting (intact classes) and were not reorganized. Experimental group consisted of 45 students exposed to concept-mapping while the control group consisted of 48 students who received no treatment. Data were analysed using t-test, standard deviation and Analysis of Covariance (ANCOVA). Findings of the study showed that there was a significant difference in the performance of experimental and control groups after the treatment. Concept-mapping had significant effect on students’ performance with mean score of x=53.92. Effect of Conventional method was x=22.62. No significant difference existed in the performance in Islamic Studies of students exposed to concept-mapping based on gender, t-cal.( 0.1469 < 2.021) at 0.05 alpha level of significance. The study concluded that concept-mapping instructional method positively improved students’ understanding of Islamic Studies and invariably their performance. The study recommended that concept-mapping should be adopted as a teaching method of Islamic Studies, and that teachers of the subject should improve their pedagogical skills through seminars and workshops.

scholarly journals The Effects of Argumentation-Based Teaching on Primary School Students’ Academic Achievement, Science Attitudes and Argumentative Tendencies

2021 ◽  
Vol 11 (1) ◽  
pp. 29
Author(s):  
Emrah Ateş ◽  
Muhammet Özdemir
Keyword(s):  
Academic Achievement ◽  
Science Achievement ◽  
Attitude Scale ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
And Control

This research aims to analyze the effects of argumentation-based teaching (ABT) on the 4th-grade students’ academic achievement, argumentative tendencies and attitude towards science. The universe of the research was 4th-grade students studying in Yığılca district of Düzce province in the 2017-2018 academic year, in Turkey. The sample of the research consists of 37 4th grade students studying in two different classes. The pretest-posttest matched control group design was used which is one of semi-experimental design techniques. While activities related to ABT were administered to the experimental group, the existing curriculum was applied for the control group. The data of the research were collected using three tools: science achievement test (AT), science attitude scale (SAS), and argumentativeness scale (AS). All data collection tools were administered to experiment and control groups as pre-test and post-test to determine if there was a difference after the application. The findings revealed that the academic achievement of the students was significantly influenced by the activities related to ABT. However, there was no significant difference between experimental and control groups in terms of argumentative tendencies and their attitude towards science.

scholarly journals Effectiveness of Cognitive Restructuring in the Management of Mathophobia Among Secondary School Students in Khana L.G.A of Rivers State, Nigeria

2017 ◽  
Vol 13 (32) ◽  
pp. 260
Author(s):  
Ernest-Ehibudu Ijeoma Regina ◽  
Wayii Augustine Lezorgia
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Cognitive Restructuring ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Rivers State ◽  
And Control

This study was developed and conducted to test the effect of cognitive restructuring in the management of mathophobia (that is, Mathematics anxiety) among secondary school students in Khana Local Government Area of Rivers State, Nigeria. To guide the study, two research questions and two null hypotheses were formulated for testing at 0.05 level of significance. In executing the study, the pre-test, post-test, and control group experimental research design was adopted using a randomized sample of 120 SS2 students drawn from three public secondary schools only. The researchers developed an instrument titled “Mathematics Diagnostic Questionnaire” (MDQ) which was adequately assessed for validity and reliability and was used in collecting pre-test and post-test data for the cognitive restructuring and control groups. Data analysis was done using mean, and standard deviation for the research questions, while independent sample and paired sample t-test were used for the hypotheses. The result obtained showed that the cognitive restructuring was significantly effective in the management of mathophobia among secondary school students. There is a slight reduction in the effect of cognitive restructuring during follow-up; there is a statistical significant difference in the mathophobic level of students treated with cognitive restructuring and those in the control group. Based on the major findings, recommendations were made among which is that functional guidance and counselling centers be established at all educational levels and be manned by professional counsellors who are competent in cognitive restructuring techniques to assist those who have mathophobia and other maladaptive behaviours. Suggestions for further study were made.

scholarly journals Effect of Brain-Based Learning Strategies on Secondary School Students’ Academic Achievement in Federal Capital Territory, Abuja, Nigeria

2020 ◽  
Vol 1 (3) ◽  
pp. 145-156
Author(s):  
Angela Orengwu Okatahi ◽  
Hosea Abalaka Apeh ◽  
Omolara Ayoka Iyiegbuniwe
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Learning Strategy ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Good Nutrition ◽  
Brain Based Learning

The study was on the effect Brain-Based Learning Strategies on the academic achievement of secondary school students in Abuja, Nigeria. The pretest post-test Quasi Experimental Research design was used with a sample of 142 Senior Secondary School Students drawn from two schools. Two intact classes were randomly selected from each school. Data for the study was sourced using the Economics Achievement Test (EAT). The hypothesis was tested at a significant level of 0.05 using ANCOVA. The findings revealed a significant difference in the academic achievement with mean difference of 15.82 in favor of the Experimental Group. The study concluded that Brain-based learning strategies have significant effect on students’ academic achievement as the result indicated that the effect of the treatment, (brain-based learning strategy) was significantly positive on students’ academic achievement in Economics. The study recommended that teachers should adopt the Brain-based learning strategies in teaching Economics by providing a relaxed environment with low threat, good nutrition, physical exercise, movement, drama, drinking of water before and during lessons.

scholarly journals ISLAMIC WEB COMICS AS VISUAL AID IN TEACHING ENGLISH FOR ISLAMIC SECONDARY SCHOOL STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 75
Author(s):  
Anni Widayanti ◽  
Muntaha Muntaha
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
T Test ◽  
Control Group ◽  
Teaching English ◽  
School Students ◽  
Visual Aid ◽  
Quasi Experimental ◽  
And Control

The rise of technology has influenced the education field much. It creates the popularity of online material which can help students in the teaching and learning process. One of it is a web comic, a comic or cartoon published on the internet for everyone to view can be a unique gateway medium to explore visual narrative or story. It is one of the online materials which can attract students especially teenager to read and comprehend the message without feeling bored and realize that they study English. This study aimed to find out whether using Islamic Web Comics is effective in teaching English especially reading comprehension at Islamic secondary school in the Indonesian context. This study is a quasi-experimental with pretest and posttest design; two homogenous groups were selected as experimental and control group. Descriptive analysis and Independent t-test were used for analyzing the data obtained. The result showed that the mean score of the post-test score of the experimental class was 70.88 and control class was 64.69. It was obtained that t-test result was 2.26 higher (2.26 >1.99). It means Islamic Web Comics as visual aid was more effective in teaching English especially reading comprehensions than animated video presentation.

scholarly journals Pedagogical pattern of running a course on secondary school students’ achievement in waves

2021 ◽  
Vol 10 (1) ◽  
pp. 336
Author(s):  
Nkwo Inyang Nkwo ◽  
Margaret Ndidiamaka Anugwo ◽  
J. O. Ugama
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Poor Performance ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Interaction Effect ◽  
Quasi Experimental ◽  
Research Questions ◽  
And Gender

<span>This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.</span>

Increasing Culture Knowledge and Growing Environmental Awareness Attitude of Junior Secondary School Students Through Chemistry Local Content Program

2020 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Ari Basuki
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Environmental Awareness ◽  
Control Groups ◽  
School Students ◽  
Local Content ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Chemistry Learning ◽  
And Control

The purpose of this research are increase of culture knowledge and grow of  environmental awareness attitude junior secondary school students at chemistry learning, by applying of chemistry local content program based on the “Orang Laut” culture. Research conduct used quasi-experiment method. Research subjects were 8th grade students in Tanjungpinang city that consist of 99 and 94 students on experiment and control groups, respectively. Score of culture knowledge and environmental awareness attitude collected by validated test and questionnaire instruments, respectively. Pretest and posttest culture knowledge scores used to calculate of normalized gain (N-gain) average of experiment and control groups. Average score of environmental awareness attitude used to identify of student environmental awareness attitude growth after chemistry learning on the experiment  group. To compare the increasing of  culture knowledge on the experiment and control groups conduct by statistical t-test with ?=0,05. The research result indicated that applying of chemistry local content program based on the “Orang Laut” culture at chemistry  learning could  increase of culture knowledge junior secondary school students better than conventional chemistry learning and growth of student environmental awareness attitude. The difference of  culture knowledge increased on the  experiment and control groups was significant ( tcalc = 10,023; p=0,000) with average of  N-gain percent  respectively 46 and 20 in the middle and low categories. Average score of student environmental awareness attitude in good criteria at 3,8 point.

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