A Study of Transformational Geometry Instruction in the Primary Grades

1972 ◽  
Vol 3 (4) ◽  
pp. 260-271
Author(s):  
Harold J. Williford
Keyword(s):  
Spatial Ability ◽  
Rigid Motion ◽  
Primary Grades ◽  
Achievement Test ◽  
Third Grade ◽  
Control Groups ◽  
And Control ◽  
Transformational Geometry ◽  
Better Than ◽  
Geometry Instruction

The purpose of this study was to assess the performance of Ss who were given instruction in transformational geometry as compared with Ss who received minimal introductory instruction on transformational geometry terminology and concepts. The criterion measures were geometry achievement and spatial ability. 63 second- and third-grade Ss were randomly assigned to experimental and control groups. The experimental Ss received a 12 lesson treatment and the control Ss a 1 lesson treatment concerning rigid motion and congruence concepts. Results indicated that after instruction the experimental Ss performed significantly better than the control Ss on the achievement test, but not on the space test. The results imply that children can learn transformational geometry skills, but the evidence also suggests they have difficulty in applying these skills to a more general task.

scholarly journals The Effects of Dora the Explorer on Preschool Children's Spatial Concept Acquisition and Spatial Ability

2017 ◽  
Vol 13 (1) ◽  
pp. 39
Author(s):  
Duriye Esra Angın
Keyword(s):  
Spatial Ability ◽  
Spatial Abilities ◽  
Control Group ◽  
Group Model ◽  
Meaningful Difference ◽  
Control Groups ◽  
Spatial Concept ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The purpose of this research is to investigate the effects of Dora the Explorer cartoon on the spatial concept acquisitions and spatial abilities of the preschool children. The study was carried out with 80, 60-71 month old children attending preschools. Post-test only control group model is used in the research in order to identify the existing phenomena in a controlled manner. “The Bracken Basic Concept Scale, Third Edition: Receptive (BBCSIII:R) Form Direction/Position Subscale” and two different “Spatial Ability Games” were used to assess children’s spatial concept acquisitions and spatial abilities. Independent sample t-test was used in order to compare the average of post-test scores of the children in the experimental and control groups. According to the findings, it is found that there is meaningful difference between scores of post-tests of direction/position subscale and spatial ability games score. Comparing the scores of post-test of direction/position subscale and spatial ability games of experimental and control groups, it was found that there was a meaningful differentiation in favor of experimental group.

scholarly journals Effectiveness of using a role playing strategy in developing dialogue skills in a language subject for students in the third grade intermediate in Hafr Al-Batin: فاعلية استخدام استراتيجية لعب الأدوار في تنمية مهارات الحوار في مادة لغتي لدى طلاب الصف الثالث المتوسط بحفر الباطن

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Mohammed bin Majed bin Shariah al - Shammari
Keyword(s):  
Role Playing ◽  
Self Esteem ◽  
Third Grade ◽  
Control Group ◽  
Control Groups ◽  
Teaching Role ◽  
Third Grade Students ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The aim of this study was to identify the effectiveness of teaching role playing strategy in developing dialogue skills in the immortal language of the intermediate third grade students. To achieve the objectives of the study, the researcher used the semi-experimental method by designing the two equal groups. The sample contains 51 students, 26 students for the control group and 25 students for the experimental group. The researcher used the statistical treatments using the SPSS program, The study has resulted in The results showed that the level of dialogue skills on the student scale among the average third-grade students in the experimental and control groups was medium. The mean of the two groups was on all dialogue skills (2.23). The skill of expressing the opinion is one of the most common dialogue skills, (2.25), while the skill of listening and listening is second, with an average of (2.24), followed by self-esteem in third place with an average of 2.23. Finally, ). In addition, there were statistically significant differences at the level of α 0.05 0.05 in post-performance in all dialogue skills (self-esteem, good listening and listening, respect for others, expression of opinion). In the light of its findings, the researcher made a number of recommendations.

scholarly journals Effectiveness of employing the enrichment activities of mental thinking on the development of thinking and mathematical achievement among the students of the second cycle Education has been essential: فاعلية توظيف الأنشطة الإثرائية للتفكير الذهني في تنمية التفكير والتحصيل الرياضي لدى طلاب الحلقة الثانية من التعليم الأساسي

2019 ◽  
Vol 3 (28) ◽  
Author(s):  
Salim Ahmed Saif Al-rashdi
Keyword(s):  
Experimental Design ◽  
Mathematical Thinking ◽  
Achievement Test ◽  
Cognitive Achievement ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
Experimental Group

    The present study aimed at uncovering the effectiveness of employing the enrichment activities for mental thinking on the development of mathematical thinking and achievement among Grade 7 students. To achieve the research objectives, the researcher used the semi experimental design known as the design of the control group with the tribal and remote tests. In light of the experimental design, the average Grade 7 students tested the sample of the study in the second semester of 30 students who were divided into 15 students for the experimental group and 15 students for the control group after checking the validity and stability of the tools. The results showed that there was a statistically significant difference at (0.05) between the mean scores of the experimental and control groups in the cognitive achievement test related to the unit of Engineering in the second semester and the mathematical thinking test for the average of the experimental group. The results also showed a statistically significant difference) between the average scores of the experimental group students in the tribal and remote applications in the cognitive achievement test and the mathematical thinking test, and in favor of the average post-implementation. In the light of these results, the study presented a number of recommendations and suggestions.   ، ، ، ،

The Effect of Imagery Modality on Golf Putting Performance

2004 ◽  
Vol 26 (3) ◽  
pp. 385-395 ◽  
Author(s):  
Dave Smith ◽  
Paul Holmes
Keyword(s):  
Equivalent Amount ◽  
Control Groups ◽  
Performance Effectiveness ◽  
Golf Putting ◽  
Experienced Male ◽  
Time Reading ◽  
Video And Audio ◽  
And Control ◽  
Better Than

This study examined the effect of various imagery modalities on golf putting performance. Forty experienced male golfers were randomly assigned to one of four groups. A “written script” group received a personalized, response proposition-laden script. Participants in the audio and video groups either listened to an audiotape or watched an internal-perspective videotape of themselves putting. Control participants spent an equivalent amount of time reading golf literature. Each participant completed a 15-ball putting task twice a week for 6 weeks and also performed his imagery or reading daily during this period. Pretests revealed no significant differences in performance. Posttests, however, showed that the video and audio groups performed significantly better than the written script and control groups. This indicates that the form in which an imagery intervention is delivered can have a significant impact on its performance effectiveness.

Effects of the Eyerobics Visual Skills Training Program on Static Balance Performance of Male and Female Subjects

1989 ◽  
Vol 69 (3_suppl) ◽  
pp. 1123-1126 ◽  
Author(s):  
Bill McLeod ◽  
Edward Hansen
Keyword(s):  
Skills Training ◽  
Female Students ◽  
Static Balance ◽  
Balance Performance ◽  
Control Groups ◽  
Male And Female ◽  
Visual Skills ◽  
Experimental Subjects ◽  
And Control ◽  
Better Than

10 male and 10 female students in physical education aged 19 to 23 yr. were each randomly assigned to both the experimental and control groups. Experimental subjects were given the 4-wk. Eyerobics visual skills training to assess its effects on static balance performance as measured on a balance stabilometer. Analysis indicated that the women performed significantly better than the men over-all. Balance performance by the trained group improved significantly.

Evaluating a Treatment Program for Newly Widowed People

1989 ◽  
Vol 19 (3) ◽  
pp. 229-236 ◽  
Author(s):  
Lou Sabatini
Keyword(s):  
Treatment Group ◽  
Treatment Program ◽  
Waiting List ◽  
Control Groups ◽  
And Control ◽  
Better Than

This study evaluated the efficacy of a bereavement program for widowed people. The experimental and control groups each had twenty-five participants. The experimental participants were members who were partaking in a treatment group, while control participants were recruited from a waiting list for future groups. All participants were pre-and posttested on the Texas Revised Inventory of Grief (TRIG). Results showed no significant differences between experimental and control groups on posttest scores. However, recovery from grief was significantly influenced by factors such as circumstances of death and time. Furthermore, males fared much better than females but there were not enough (six) to test for significance.

scholarly journals The Effectiveness of the Implementation of the Flipped Classroom Learning Strategy on Motivation, Discipline and Learning Results

2019 ◽  
Author(s):  
Darmansyah
Keyword(s):  
Flipped Classroom ◽  
Learning Strategy ◽  
Control Group ◽  
Research Subject ◽  
Classroom Learning ◽  
Control Groups ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group ◽  
Better Than

This study examined the effectiveness of the flipped classroom learning strategy on student’s motivation, discipline and learning results on the classroom action research subject. The research subject consists of 66 students grouped into experimental and control groups which were taught separately by using the flipped classroom learning strategy and a conventional discussion strategy. Flipped classroom learning strategy with technology has a significant positive effect on student’s motivation, discipline and learning results. It can be concluded that the experimental group of students taught by flipped classroom strategy is better than the control group in all three domains.

Spontaneous Elaboration in Mexican-American and Anglo-American High School Seniors

1977 ◽  
Vol 14 (4) ◽  
pp. 383-388 ◽  
Author(s):  
Stephen P. Kennedy ◽  
Nancy S. Suzuki
Keyword(s):  
Mexican American ◽  
Noun Pair ◽  
Control Groups ◽  
Twelfth Graders ◽  
Main Effect ◽  
Low Iq ◽  
Anglo American ◽  
The Difference ◽  
And Control ◽  
Better Than

Noun-pair learning in twelfth-graders from similar socioeconomic backgrounds was assessed as a function of ethnicity (Mexican- vs. Anglo-American), IQ (low vs. average), and instructional conditions (control vs. instructed). Neither the main effect for ethnicity nor any of its interactions was significant. The main effect for IQ however, was significant such that average IQ learners recalled more noun pairs than low IQ learners. Furthermore, learners instructed to generate sentences performed significantly better than learners in the control condition. The interaction of lQ and instructions revealed that the difference between the instructed and control groups was signifinantly greater for low IQ learners than for average IQ learners.

scholarly journals Training program on developing reading skills in the english language among students with learning difficulties

2021 ◽  
Vol 25 (1) ◽  
pp. 84-101
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Training Program ◽  
English Language ◽  
Reading Skills ◽  
Reading Difficulties ◽  
Learning Difficulties ◽  
Achievement Test ◽  
Control Groups ◽  
Primary Stage ◽  
The Third ◽  
And Control

This study aimed at developing an electronic training program for the development of reading skills among students with reading difficulties in English language at the primary stage in Aseer region. The study used the reading difficulties assessment battery, the achievement test, and the training program in developing reading skills. The study sample included (29) students from the third and fourth grades, who are studying in resources rooms of students with learning difficulties. The ANCOVA analysis was used to analyze the data. The results revealed that the experimental outperformed the control groups in developing reading skills. The results also indicated the absence of significant differences between the experimental and control groups according to gender. Finally, the results also revealed the absence of significant differences between the two groups according to the grade (third/fourth).

scholarly journals Training program on developing reading skills in the english language among students with learning difficulties

2021 ◽  
Vol 25 (1) ◽  
pp. 84-101
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Training Program ◽  
English Language ◽  
Reading Skills ◽  
Reading Difficulties ◽  
Learning Difficulties ◽  
Achievement Test ◽  
Control Groups ◽  
Primary Stage ◽  
The Third ◽  
And Control

This study aimed at developing an electronic training program for the development of reading skills among students with reading difficulties in English language at the primary stage in Aseer region. The study used the reading difficulties assessment battery, the achievement test, and the training program in developing reading skills. The study sample included (29) students from the third and fourth grades, who are studying in resources rooms of students with learning difficulties. The ANCOVA analysis was used to analyze the data. The results revealed that the experimental outperformed the control groups in developing reading skills. The results also indicated the absence of significant differences between the experimental and control groups according to gender. Finally, the results also revealed the absence of significant differences between the two groups according to the grade (third/fourth).

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