The Impact of Visual Literacy Awareness Education on Verbal and Writing Skills of Middle School Students

The most important source for the acquisition of the skills targeted in Turkish language course is the texts included in the textbooks. However, recent advances in computers have allowed the visual elements to be included in the education system in addition to textual elements. Visual elements are used in several media, especially in television and the Internet as well as books, magazines, newspapers, etc. For the acquisition of visual reading and visual reading skills, visual reading education is of great importance. In the present study that investigated the effect of visual reading education and visual elements on writing and verbal skills of middle school students, pretest-posttest random sampling design with control group, an experimental design was used. The study researcher randomly assigned 17 students in the study group and 18 students in the control group who were attending the 5th grade in Ahmet Yesevi ISE Middle School during the 2018-2019 academic year. The Written Expression Evaluation Scale (WEES) and Effective Speech Skills in Turkish Language Scale (VRSTLS) were used as data collection instruments. The study data were analyzed with parametric independent and paired samples t-tests. SPSS-PASW Statistics (Version 22) was used in analyses. The study findings demonstrated that visual reading awareness education had a significant impact on the development of writing and verbal skills of the students.

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Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

Indian Journal of Science and Technology ◽

10.17485/ijst/v13i40.1236 ◽

2020 ◽

Vol 13 (40) ◽

pp. 4224-4233

Author(s):

Naseem Hyder Rajput

Keyword(s):

Middle School ◽

At Risk ◽

Middle School Students ◽

Cell Phone ◽

Drop Out ◽

School Level ◽

Control Group ◽

School Students ◽

Phone Calls ◽

The Impact

Background/Objectives: Regular attendance at school is essential for allround development of students. The fundamental objective of this study was to utilize low-cost technology of cell phones to report to parents/guardians about the attendance of their children at schools and ascertain the impacts of cell phone calls on the attendance of Middle School students placed at risk of Drop out. Methods/Statistical analysis: This study was Experimental with a PretestPosttest Control Group by design and descriptive by purpose. The participants were 30 eight graders belonging to a Public Middle School of District Shaheed Benazirabad in Pakistan. These participants were then randomly assigned to Control and Experimental Groups (15 each). For intervention of making cell phone calls to parents/guardians to inform and ask them about the reason for the absence of their child, a teacher in each participating school was assigned this responsibility. The intervention lasted for 3 months. The data was analyzed using SPSS repeated measure t-test to calculate the significance of the impact of intervention. Findings: Results of the present study indicated that the attendance of Experimental Group on Posttest (75.07 %) was significantly higher than that on Pretest (62.87%). Novelty : This study utilizes existing technology available to almost everyone and bridges the parents and school administration to get the best outcome quickly; mobile-based intervention is simple and docile to regulate students’ performance at school level; it also improves the safety of the students.

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The Effect of Web Applications (2.0) in Developing Criticism and Technical Tasting Skills among Middle School Students in Al Baha Area

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.k160217 ◽

2019 ◽

Vol 1 (1) ◽

Author(s):

Khaled Juman Al - Hasani Al - Zahrani

Keyword(s):

Middle School ◽

Middle School Students ◽

Web Applications ◽

Experimental Approach ◽

Control Group ◽

School Students ◽

Interactive Environment ◽

Descriptive Approach ◽

The Impact ◽

The Web

This study aimed to identify the impact of web applications (2.0) in developing the skills of criticism and artistic taste among middle school students in Al-Baha region, as well as to identify the interactive environment needed for web applications (2.0) to develop these skills. Development of those skills. The researcher used the descriptive approach and the experimental approach to achieve the objectives of the study as follows: The descriptive approach in constructing the questionnaire of criticism and technical taste skills, and the questionnaire of building the interactive environment for web applications (2.0). The researcher used the experimental approach in measuring the impact of the web in developing the skills of criticism and taste Technical. The study sample consisted of (40) middle school students in Al-Baha area in the Kingdom of Saudi Arabia. Divided into two groups, one experimental (20) students, and the other officer (20) students. The experimental group was exposed to web applications (2.0), while the control group did not receive any application on the web. It was taught in the traditional way. The test was used to measure the significance of the differences between the two study groups. Of the application; and whether that significance is large, medium or small ?.

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Implementing collaborative inquiry in a middle school science course

Chemistry Education Research and Practice ◽

10.1039/c9rp00231f ◽

2020 ◽

Vol 21 (4) ◽

pp. 1199-1217

Author(s):

Müge Özkanbaş ◽

Özgecan Taştan Kırık

Keyword(s):

Middle School ◽

Middle School Students ◽

Collaborative Inquiry ◽

Chemical Change ◽

Control Group ◽

School Students ◽

Class Instruction ◽

Whole Class ◽

The Impact ◽

Nature Of Matter

Process Oriented Guided Inquiry Learning (POGIL®) as a collaborative inquiry method has been widely used in teaching chemistry to high school and college students. This paper presents the impact of POGIL on 65 middle school students’ understanding about nature of matter. It is a quasi-experimental non-equivalent control group design study in which a control group taught by whole class instruction was compared to the experimental group which was taught by POGIL in the context of the “Particulate Nature of Matter (PNM) Unit” including PNM, physical and chemical change and density topics. A Nature of Matter Achievement Test was administered as both pre- and post-test. It was found that a POGIL method improved students’ achievement more than teacher-centered whole-class instruction. This study provides evidence supporting the fact that POGIL is an effective pedagogy to teach nature of matter to middle school students.

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