Algebra Students' Knowledge of Equivalence of Equations

1991 ◽  
Vol 22 (2) ◽  
pp. 112-121 ◽  
Author(s):  
Ruth M. Steinberg ◽  
D. H. Sleeman ◽  
David Ktorza
Keyword(s):  
Success Rate ◽  
Ninth Grade ◽  
The Other ◽  
Algebra Students ◽  
Solving Equations ◽  
Ninth Grade Students

This study examined algebra students' understanding of equivalent equations. Ninety-eight eighth- and ninth-grade students were presented with pairs of equations and asked to judge whether the equations in each pair were equivalent. The students were also asked to justify their answers. The responses fell into three major groups: computed solutions, judgments based on transformations of equations, and incorrect solutions. Most of the students consistently gave justifications from one group. Children who gave reasons based on transformations had a significantly higher rate of correct responses than the children who calculated solutions. In the incorrect group, the success rate was much lower than in the other two groups. Most students in the transformations group were able to transfer their knowledge to transformations not used in solving equations.

scholarly journals Building Students’ Voices through Critical Pedagogy: Braiding Paths towards the Other

2011 ◽  
Vol 12 (2) ◽  
pp. 55 ◽  
Author(s):  
Silvia Patricia Umbarila Gómez
Keyword(s):  
Public School ◽  
Qualitative Study ◽  
Critical Pedagogy ◽  
Ninth Grade ◽  
The Other ◽  
Cultural Issues ◽  
Video Recordings ◽  
Cultural Recognition ◽  
Ninth Grade Students

This study attempts to promote social reflection and cultural recognition in the multicultural scenario of the classroom. This is a qualitative study carried out with ninth grade students at a public school in Bogotá. The main objective is enrolling the students in critical pedagogy practices that allow them the construction of the sense of Other. The experience was implemented through the students’ exposure to authentic historical facts in which they acquired knowledge about social, political, and cultural issues. This exposure then encouraged reflection during the classes, empowering the students with a voice to refuse and denounce. Students’ voices were identified and interpreted through the instruments used, video recordings and artifacts. The results highlighted the importance of giving students a voice that enriches their role as citizens in terms of their responsibility and commitment towards Others.

Cognitive Factors and Their Interaction with Instructional Mode

1975 ◽  
Vol 6 (1) ◽  
pp. 37-50
Author(s):  
Robert R. Hancock
Keyword(s):  
Regression Analysis ◽  
Ninth Grade ◽  
The Other ◽  
Cognitive Factors ◽  
Male Students ◽  
Aptitude Tests ◽  
Dependent Variables ◽  
Instructional Mode ◽  
Learning Test ◽  
Ninth Grade Students

Aptitude tests measuring cognitive factors from Guilford's Structure-of-Intellect model were given to 119 ninth-grade students who then studied 1 of 2 programmed units–one in a figural mode, the other verbal–for 3 class periods. Dependent variables were scores on a learning test administered the following day, as well as scores on a retention test four weeks later. Regression analysis revealed 17 instances of disordinal interaction of which 13 occurred on the test of retention and 11 were related to semantic factors. 8 of 9 sex-related interactions involved male students; however, as a group, female Ss scored higher on 5 of 6 criterion measures. Based on these findings, further study of memory factors, semantic factors, and sex difference is indicated.

scholarly journals Effect of Biology Teaching on Scientific Activities and Computer Simulation in Predictive Thinking among Ninth Grade Students in Amman Governorate, Jordan

2019 ◽  
Vol 1 (1) ◽  
pp. 1-15
Author(s):  
Rana Kamel Tabba
Keyword(s):  
Computer Simulation ◽  
Multiple Choice ◽  
Ninth Grade ◽  
The Other ◽  
Biology Teaching ◽  
School Year ◽  
The Mean ◽  
Ninth Grade Students

The aim of this study was to investigate the effect of biology teaching on scientific activities and computer simulation in predictive thinking among the ninth grade students in Jordan. The study was applied to 66 of the ninth grade students in the 2014 school year. They were divided into two experimental groups, one studied by scientific activities and the other studied by computer simulation. A measure of predictive thinking (test) has been constructed that includes (20) paragraph of the type of multiple choice. The validity of the instrument was confirmed by the arbitrators and their stability was in the Kronbach-Alpha method, which ranged from (0.87-0.95). The results of the study showed statistically significant differences at the mean level (α = 0.05); between the mean scores of the two experimental groups on the predictive reasoning scale in favor of the group studied using scientific activities, which means the advantage of scientific activities on computer simulation in improving predictive thinking.

scholarly journals Teachers’ Motivating Methods to Support Thai Ninth Grade Students’ Levels of Motivation and Learning in Mathematics Classrooms

2016 ◽  
Vol 5 (2) ◽  
pp. 250 ◽  
Author(s):  
Sansanee Nenthien ◽  
Jyrki Loima
Keyword(s):  
Ninth Grade ◽  
The Other ◽  
Group Activities ◽  
Mathematics Classrooms ◽  
External Sources ◽  
Asking Questions ◽  
Internal Sources ◽  
Ninth Grade Students ◽  
Level Of Motivation ◽  
Motivation And Learning

<p>The aims of this qualitative research were to investigate the level of motivation and learning of ninth grade students in mathematics classrooms in Thailand and to reveal how the teachers supported students’ levels of motivation and learning. The participants were 333 students and 12 teachers in 12 mathematics classrooms from four regions of Thailand. The results showed, first, that the students’ levels of learning ranged from low to moderate-high while the levels of motivation were from moderate to high. In addition, most students had intrinsic motivation; however, some students still lacked motivation and were only motivated by external sources. Second, teachers enhanced students’ learning by encouraging them to learn as a whole class the most by using lectures and asking questions. The other top methods were allowing time for self-paced learning and answering, and relying on internal sources of motivation using positive interpersonal and group activities. Most teachers employed both autonomy-supportive and controlling motivating styles in classroom. Even with a variety of motivating methods, the students’ learning did not seem to be supported adequately, especially for students who showed a low level of learning.</p>

scholarly journals The Effects of Practice Progressions on Learning Two Volleyball Skills

1991 ◽  
Vol 10 (3) ◽  
pp. 261-274 ◽  
Author(s):  
Karen E. French ◽  
Judith E. Rink ◽  
Linda Rikard ◽  
Amys Mays ◽  
Susan Lynn ◽  
...  
Keyword(s):  
Success Rate ◽  
Task Difficulty ◽  
Ninth Grade ◽  
Success Rates ◽  
Criterion Group ◽  
Advanced Level ◽  
The Third ◽  
Level Of Difficulty ◽  
Four Levels ◽  
Ninth Grade Students

The purpose was to compare the effectiveness of practice progressions on learning the volleyball serve and overhead set. Ninth-grade students were randomly assigned to three groups. Each group practiced the volleyball serve and set for 60 trials over 6 days. The progression group practiced four levels of difficulty of the set and serve. The criterion group began practice at the beginning level of difficulty and had to achieve an 80% success rate before practicing at a more advanced level. The third group practiced the AAHPERD volleyball skill tests for the serve and set for all 60 trials. At the end of practice, all subjects were posttested using these AAHPERD tests. The results indicated the progression and criterion groups had higher posttest scores than the third group. Profiles of the success rates across acquisition for each group showed that students in the third group and low-skilled students in the progression and criterion groups did not improve during practice. Students with some initial skill in the progression and criterion groups exhibited high success rates for acquisition and improvement. These results indicate that sequencing practice in progressive levels of difficulty enhances retention when task difficulty is appropriate for the learner. However, no condition was effective when task difficulty was inappropriate for the learner.

scholarly journals Stimulating Mechanistic Reasoning in Physics Using Student-Constructed Stop-Motion Animations

2021 ◽  
Author(s):  
Rayendra Wahyu Bachtiar ◽  
Ralph F. G. Meulenbroeks ◽  
Wouter R. van Joolingen
Keyword(s):  
Conceptual Understanding ◽  
Physical Phenomenon ◽  
Ninth Grade ◽  
Abstract Concepts ◽  
Projectile Motion ◽  
Mechanistic Reasoning ◽  
Stop Motion ◽  
Ninth Grade Students ◽  
Scientific Phenomena

AbstractThis article reports on a case study that aims to help students develop mechanistic reasoning through constructing a model based stop-motion animation of a physical phenomenon. Mechanistic reasoning is a valuable thinking strategy for students in trying to make sense of scientific phenomena. Ten ninth-grade students used stop-motion software to create an animation of projectile motion. Retrospective think-aloud interviews were conducted to investigate how the construction of a stop-motion animation induced the students’ mechanistic reasoning. Mechanistic reasoning did occur while the students engaged in creating the animation, in particular chunking and sequencing. Moreover, all students eventually exhibited mechanistic reasoning including abstract concepts, e.g., not directly observable agents. Students who reached the highest level of mechanistic reasoning, i.e., chaining, demonstrated deeper conceptual understanding of content.

Effect of Age on Congruence between Adults' and Youths' Ratings of Life Event Stressors

1989 ◽  
Vol 65 (3) ◽  
pp. 1017-1018 ◽  
Author(s):  
Ronald D. Taylor ◽  
Gary A. Spiess
Keyword(s):  
Sixth Grade ◽  
Ninth Grade ◽  
Life Event ◽  
Sixth Grade Students ◽  
Points Of View ◽  
Ninth Grade Students ◽  
Effect Of Age

Life event stressors were rated by 60 sixth grade students from their personal points-of-view and by two adult samples ( ns = 11 and 17) on the basis of how they believed a typical 12- to 14-yr.-old today would rate events. Ratings of adults and sixth grade youth indicated strong congruence and were significantly different from the rating relationship previously reported between adults and ninth grade students. Adults' familiarity with youth strengthened but did not significantly improve congruence of ratings.

Analysis of the Collaborative Learning Application in Reading Material at Ninth Grade of SMPN 7 Kinali Pasaman Barat

2021 ◽  
Vol 1 (1) ◽  
pp. 71-88
Author(s):  
Sukini Sukini ◽  
Hilma Pami Putri
Keyword(s):  
Qualitative Research ◽  
Collaborative Learning ◽  
Learning Strategy ◽  
Research Question ◽  
Ninth Grade ◽  
The Other ◽  
Reading Material ◽  
Other Hand ◽  
Object Based

This research was designed to find out and analyze of the collaborative learning application in reading material at ninth grade of SMPN 7 Kinali Pasaman Barat. This research conducted due to several problems found in the field which were students make a fuss when working in groups, students do not listen to given the assignment by the teacher. It can be seen that there were students who work on group assignments that care and others were just busy talking with others. This research was done in order to answer the research question “What were the role of student and what were the role of teacher in collaborative learning at the ninth grade of SMPN 7 Kinali Pasaman Barat?” This research was a qualitative research using collaborative learning strategy. The purpose of this research was to find out and analyze the collaborative learning applicationin reading material at the ninth grade of SMPN 7 KinaliPasaman Barat by analyzing the teacher’s and students’ role in the collaborative learning. The researcher used interview and observation as the instrument of the research. The interview was directed to both students and teacher, which for the students contained 12 questions and for the teacher contained 7 questions. The researcher took 2 classes namely IX1 and IX2 as the observation object.                    Based on the finding from interview and observation of the collaborative learning in SMPN 7 Kinali Pasaman Barat, it was found that the teacher already fulfilled her role in the collaborative learning effectively, in the other hand the students still lack of the role as the cheer leader. They still laughed at their friends mistake. Besides that, the other roles that the students supposed to have were already done effectively. As the conclusion, the collaborative learning in SMPN 7 Kinali Pasaman Barat was good since the students and the teacher were doing their role effectively

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