Learning Exercises on Science Process Skills Development of Biological Science Students

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Judith S. Rabacal
Keyword(s):  
Performance Test ◽  
Biological Science ◽  
Skills Development ◽  
Control Group ◽  
Process Skills ◽  
Science Class ◽  
Science Students ◽  
Science Process Skills ◽  
Significant Difference ◽  
Experimental Group

Science process skills are vital in science learning. This study aimed to determine the effect of learning exercises on the science process skills development of Biological Science class students. The pretest -posttest experimental design was utilized in this study. The research subjects of this study were the first year Biological science students of the Northern Negros State College of Science and Technology, Philippines. The data in this study were obtained using the Science Process Skills Performance Test. The instrument was content validated by panel of experts and was pilot tested. Frequency, means, t-test, Pearson-r, and Chi-Square Test were the statistical tools used in this study. Findings revealed that the level of science process skills of the biological science class students during the pre-test and posttest when taken as a whole was average. Experimental group pretest-posttest ranged from average to high, while control group ranged from average to average. Findings also revealed that there is a significant difference in the pretest and posttest in the basic and integrated science process skills of the experimental group. Student’s exposure to learning exercises enhanced and facilitated the acquisition of science process skills more than the lecture method. Learning exercises fosters acquisition of process skills when different variables in their profiles are considered. Keywords - Education, Learning exercises, science process skills, pre-test-posttest experimental control design, Philippines.

scholarly journals Examining the Effects of Geography Lessons Taught with Place Based Teaching to Science Process Skills for Classroom Teacher Candidates

2018 ◽  
Vol 7 (2) ◽  
pp. 36
Author(s):  
Nihal Yıldız Yılmaz
Keyword(s):  
Teacher Candidates ◽  
Classroom Teacher ◽  
Control Group ◽  
Process Skills ◽  
Mixed Method Research ◽  
Science Process Skills ◽  
Teaching Activities ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of this research is to examine the effects of the General Geography lessons, which are taught by using place, based teaching activities, on the science process skills for classroom teacher candidates. A nested pattern, which is one of the mix method research patterns, is used for this research. The quasi-experimental design with pre-test and post-test control group is used in the quantitative part, which is in accordance with the mixed method research; whereas in qualitative part, case study is used. The study group of the research consists of first year teacher candidates who study at Karamanoglu Mehmetbey University, Department of Classroom Teaching. In the experimental group of the study, in accordance with the place based teaching activities, the General Geography lesson was taught outside the classroom for 4 weeks, and in the control group, the course was taught in the classroom in accordance with the program. As a result of the research, between the experimental group and control group students, no significant difference is found in pre-test, while a significant difference is found in post-test. A significant difference is found between the pre test-post test average points, in favor of post-test, regarding science process skills of the students in the experimental group.

scholarly journals THE ROLE OF COOPERATIVE INSTRUCTIONAL STRATEGIES ON INTEGRATED SCIENCE PROCESS SKILLS

2021 ◽  
Vol 9 (5) ◽  
pp. 400-405
Author(s):  
Idachaba Stephen O. ◽  
◽  
Stephen Daikwo ◽  
Keyword(s):  
Instructional Strategies ◽  
Instructional Strategy ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Science ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

Research has shown that integrated science process skills are crucial in the modern-day world. In this study, we used secondary school students enrolled in the science classes to determine the role of cooperative instructional strategy on the students integrated science process skill. Ninety-eight students participated in the study. We adopted a pre-test post-test research design in the study. The participants were grouped into two different groups for the pre-test and post-test studies. The experimental group was exposed to the cooperative instructional teaching method, while the control group was taught conventionally. Test of Integrated Science Process Skills (TISPS) was used to assess the participants integrated science process skills. An independent-samples t-test was run to determine if there were differences between the experimental and the control groups on integrated science process skills in the post-test study. The integrated science process skills increased in the experimental group (4.71 ± 4.91) than the control group (23.01 ± 4.27), a statistically significant difference of 18.68 (95% CI, 16.83 to 20.54), t (96) = 20.026, p = .001 was established. It was concluded that cooperative instructional strategy enhances students performance integrated science process skills. The study recommends that teachers should be regularly trained on the use of cooperative instructional strategies.

scholarly journals Pengaruh Pembelajaran Demonstrasi Interaktif terhadap Keterampilan Proses Sains Dasar Siswa SMA pada Materi Perubahan Lingkungan

2019 ◽  
Vol 2 (2) ◽  
pp. 58
Author(s):  
Dwi Rahayu Lestari Noviani
Keyword(s):  
High School Students ◽  
Basic Science ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The achievement of students science process skills in Indonesia is relatively low, this is partly because learning has not yet explored and facilitated students science process skills. This study aims to identify the effect of interactive demonstrations to basic science process skills of senior high school students in environmental change concept, with global warming sub concept. The subjects of this study were X grade of science in second semester, academic year 2017/2018. The method used in this research was quasi experiment with non equivalent pre-test post-test control group design. The research data was collected by using basic science process skills test, observation form, and questionnaire. The results of data analysis using the Mann Whitney test with a significance level of 0,05 to the value of the post-test of basic science process skills showed a significant difference in basic science process skills of students between experimental group and control group. N-gain of basic science process skills in the experimental group is 0,56, while in the control group is 0,43. Improved basic science process skills in the experimental group and control group are in the medium category. Neverthless, the average of N-gain in the experimental group is higher than the control group. The results of this study indicate that 97,5% of learning activities performed well. Based on the results of the research, it can be concluded that the interactive demonstrations learning trains to improve students basic science process skills.

scholarly journals Using Google Docs in Omani EFL College Classes: Students’ Writing Performance and Perceptions towards Use

2019 ◽  
Vol 8 (1) ◽  
pp. 53
Author(s):  
Noura Al Burtamani ◽  
Fawzia Al Seyabi ◽  
Abdo Al Mekhlafi
Keyword(s):  
Performance Test ◽  
Control Group ◽  
Writing Performance ◽  
Google Docs ◽  
Significant Difference ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
College Classes ◽  
Experimental Group

This quasi experimental study aimed at investigating the effect of using Google Docs on EFL Omani college students’ writing performance and students’ perceptions of its use. The sample of the study included 81 Level 3 Foundation Program students in Nizwa College of Technology, Oman. The experimental group consisted of 39 students while the control group consisted of 42 students. The research instruments included a writing performance test that was administered as pre and post- test and a students’ perceptions questionnaire. Data analysis revealed that there was a statistically significant difference between the writing performance of the experimental and control groups in favour of the experimental group. The experimental group outperformed the control group in task achievement, task organization, grammar and vocabulary. Also, the students perceived using Google Docs in EFL writing as a very beneficial tool in improving their writing and collaboration skills. In light of these findings, a number of recommendations for practice are presented.

scholarly journals Explicit Affective Strategy Instruction to Develop Speaking Performance of Egyptian EFL University Students

2019 ◽  
Vol 12 (4) ◽  
pp. 85 ◽  
Author(s):  
Samah Mohammed Fahim El Sakka
Keyword(s):  
Performance Test ◽  
Strategy Instruction ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Speaking Performance ◽  
The Difference ◽  
Experimental Group

The purpose of the present study is to investigate the effect of explicit affective strategy instruction on the speaking performance of Freshmen English majors at Faculty of Education, Suez University, Egypt. The design of the study is a pre-post quasi experimental one. The instrument is a pre/post speaking performance test (designed by the researcher). Participants were eighty Freshmen English majors, randomly divided into two groups: a control group (N=40) and an experimental one (N=40). During the experiment, the experimental group was explicitly taught some affective strategies (lowering anxiety, encouraging yourself and monitoring emotions) while the control group was taught using the traditional method. All participants were tested using the pre/post speaking performance test before and after the intervention. The difference between the post test’s mean scores of the control and experimental groups were calculated using Independent Samples t-test and the difference in the mean scores between the pre- and post tests of speaking performance was calculated for each group separately using Paired Samples t-test. A significant difference was found between the post test’s mean scores of the control and the experimental groups in favor of the experimental group. Moreover, a significant difference was found between the mean scores of the pre and post test of the experimental group in favor of the post test. It was concluded that participants’ level of speaking performance significantly improved after receiving the explicit affective strategy instruction.

scholarly journals Pengaruh Pembelajaran Inkuiri dengan Scaffolding terhadap Keterampilan Proses Sains dan Pemahaman Konsep Siswa pada Materi Cahaya

2020 ◽  
Vol 5 (12) ◽  
pp. 1800
Author(s):  
Dimas Abdi Haidar ◽  
Lia Yuliati ◽  
Supriyono Koes Handayanto
Keyword(s):  
Inquiry Learning ◽  
Fourth Grade ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Significant Difference ◽  
Equivalent Control ◽  
Light Material ◽  
Class Iv

<p><strong>Abstract:</strong> The purpose of this study is to examine the effect of inquiry learning with scaffolding on science process skills and understanding of light material concepts in fourth grade students. This type of research is a quasi-experimental design with a non-equivalent control group. The samples taken were students of class IV A (experimental) with 25 students and class IV B (control) with 22 students. The results of this study indicate that the value of science process skills and the percentage of students' understanding of concepts in light material in the experimental class have a significant increase compared to the control class. From the results of Man-Whitney and Anacova statistics it can be concluded that, there is a significant difference in the use of Inquiry learning with scaffolding of science process skills and understanding of light material concepts in fourth grade elementary school students. </p><strong>Abstrak:</strong> Tujuan dari penelitian ini yaitu untuk menguji pengaruh pembelajaran Inkuiri dengan <em>scaffolding</em> terhadap keterampilan proses sains dan pemahaman konsep materi cahaya pada siswa kelas IV. Jenis penelitian ini merupakan eksperimen semu dengan desain <em>non-equivalent control group</em>. Sampel yang diambil merupakan siswa kelas IV A (eksperimen) dengan 25 siswa dan kelas IV B (kontrol) dengan 22 siswa. Hasil penelitian ini menunjukan bahwa nilai keterampilan proses sains dan persentase pemahaman konsep siswa pada materi cahaya di kelas eksperimen memiliki peningkatan signifikan dibanding kelas kontrol. Dari hasil statistik <em>Man-Whitney</em> dan Anacova dapat diambil kesimpulan bahwa, ada perbedaan signifikan penggunaan pembelajaran Inkuiri dengan <em>scaffolding</em> terhadap keterampilan proses sains dan pemahaman konsep materi cahaya pada siswa kelas IV SD.

scholarly journals Pengaruh Context-Rich Problems Berbentuk Multimedia Interaktif terhadap Keterampilan Proses Sains, Sikap Ilmiah, dan Pemahaman Konsep

2016 ◽  
Vol 4 (2) ◽  
pp. 83 ◽  
Author(s):  
Yusran Khery ◽  
Khaeruman Khaeruman
Keyword(s):  
Conceptual Understanding ◽  
Interactive Multimedia ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Scientific Attitudes ◽  
Experimental Group

The purpose of this study was to evaluate the effect of context-rich problems in the form of interactive multimedia on chemical students’ science process skills, scientific attitudes, and conceptual understanding in practical activities. This research is the quasi-experimental study with post test only control group design. The research sample consisted of 142 students divided into 3 groups. The 1st experimental group was treated using a context-rich problem in the form of interactive multimedia before practical activities, the 2nd experimental group used conventional rich problems, and control groups without context-rich problems. Data were collected by the science process skills observation sheets and portfolio, scientific attitude observation sheets, and conceptual understanding tests. Data were analyzed by inferential statistical methods using SPSS 15 software for windows. The results showed that the context-rich problems in the form of interactive multimedia had an effect on students' science process skills, scientific attitudes, and conceptual understanding.

scholarly journals Pengaruh Pembelajaran Berbasis Masalah melalui Metode Eksperimen Terhadap Keterampilan Proses Sains Fisika Siswa SMA Negeri 1 Selong Tahun Ajaran 2014/2015

2017 ◽  
Vol 1 (3) ◽  
pp. 161
Author(s):  
Dharmawan Susanto ◽  
Sutrio Sutrio ◽  
Wahyudi Wahyudi
Keyword(s):  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Significance Level ◽  
Academic Year ◽  
Experimental Group ◽  
Cluster Random Sampling

This study is an experimental aims to finding out the effect of problem based learning through experimental methods on student’s physics science process skills of SMA Negeri 1 Selong academic year 2014/2015. The design of this study used pretest-posttest control group design, while the sampling technique used cluster random sampling. The population of this study is students of grade X Science Program SMA Negeri 1 Selong, while the samples are the students of class X 1 (experimental group) and class X 4 (control group). The instrument of this study is the science process skills test. The result data was analyzed by t-test pooled variant two tails. Obtain values thint = 5.38, ttable = 1.99 at the significance level of 5%. Because - ttable < thint > + ttable, then Ho will be rejected and Ha will be accepted which indicates that there is significant the effect of problem based learning through the experimental method on physics science process skills of students of SMA Negeri 1 Selong academic year 2014/2015.

scholarly journals The Effect of Reflection-Supported Process-Based Writing Teaching on Iraqi EFL Students' Writing Performance and Attitude

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Salam Hamid
Keyword(s):  
Performance Test ◽  
College Of Education ◽  
Attitude Scale ◽  
Control Group ◽  
Writing Performance ◽  
Significant Difference ◽  
Efl Students ◽  
Writing Assignment ◽  
And Control ◽  
Experimental Group

The study aims at finding out the effect of process-based writing teaching supported by students' reflection on their performance in, and attitude toward writing. It hypothesizes that there is no statistically significant difference between the mean score of the experimental group taught writing according to the reflection-supported process-based approach and the control group taught writing according to the process-based approach in the writing performance test and writing attitude scale. To achieve the aims of the study, two second year sections in the Department of English of the College of Education/ Ibn Rushd for Human Sciences are randomly assigned as the experimental and control groups with 43 and 45 students respectively. The experiment in this study lasts for 15 weeks during which both groups are taught writing according to the process approach and given one writing assignment per week. Only the experimental group students are required to reflect on their writing performance in every writing assignment by using a reflection sheet prepared for this purpose. At the end of the experiment, the two instruments of the study, i.e., a writing performance test and attitude toward writing scale are administered on both groups. The statistical manipulation of the results achieved shows that supporting the process orientation to writing teaching with a phase of students reflection on their writing performance is effective in developing their writing performance and helping them formulate positive attitude toward writing. In the light of the results and conclusions achieved, a set of recommendations is put forward.

scholarly journals SETS-based guided experiment book: Empowering science process skills of elementary school students

2018 ◽  
Vol 4 (3) ◽  
Author(s):  
Pinkan Anita Tri Prasasti ◽  
Ivayuni Listiani
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Control Group Design ◽  
Science Process Skills ◽  
Before And After ◽  
And Control ◽  
Experimental Group

In this 21st–century, students are expected to have current competencies in which one of them is science process skills. The aim of this research was to empower science process skills through the SETS-based guided experiment book. This Posttest Only Control Group Design study involved 50 students of fifth grade which divided into two groups i.e. 25 students as the experimental group and 25 students as the control group. The activities were carried out for three months outside of school. The empowerment of science process skills was measured from the increasing scores before and after the implementation of the SETS Guided Experiment Book. The results showed that there was a significant different between experimental group and control group as the significancy value was 0.01 (sig. < 0.05). This means that the SETS-based guided experiment book can empower Science process skill of elementary school students.

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