scholarly journals Effectiveness of Convergent Mastery Technique in Teaching Selected Topics in High School Trigonometry

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Jean V. Sucuano
Keyword(s):  
High School ◽  
High School Students ◽  
Experimental Design ◽  
Teaching Style ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Trigonometric Identities

Trigonometry as a subject can be difficult to comprehend especially on proving identities and solving trigonometric functions. It is important that a teacher must incorporate a teaching style which could help students better comprehend the subject. Convergent mastery technique is a recommended technique for better mastery and comprehension. To provide empirical facts on the effect of convergent mastery technique in teaching Trigonometry to junior-high-school students, this study was conducted. This study used a quasi-experimental design called the pre-test-post-test control design. The participants were the two heterogeneous sections of the third-year level of Stella Maris Academy of Davao. The tool in this study used is a 40-item teacher-made test with 17 items for the topic “The Fundamental Trigonometric Identities” and 23 items for the topic “Verifying Trigonometric Identities.” This instrument was used in the pre-test and post-test to measure the achievement of the students both in the experimental and the control group. The data gathered were summarized, translated, and analyzed using the mean scores for both pre-test and post-test. At 0.05 level of significance, the t-test was used to find a significant difference between the experimental and control groups. Findings show the significant difference between pre-test and post-test scores as well as the mean gain scores of the two groups. Thus, convergent mastery technique is an operational strategy in improving the academic achievement of students and is recommended to be used in teaching mathematics or in any discipline.Keywords—Mathematics Education, effectiveness of convergent mastery technique, high school trigonometry, quasi-experimental design, Davao City, Philippines

scholarly journals The effects of authentic materials on students’ writing of procedural text

2011 ◽  
Vol 1 (2) ◽  
pp. 95
Author(s):  
Zulida Arifa
Keyword(s):  
Experimental Design ◽  
Test Score ◽  
Teaching Writing ◽  
Control Group ◽  
Authentic Materials ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Procedural Text

<p>The objective of the study was to find whether there was a significant difference between the students taught using authentic materials and the students taught using non-authentic materials on the students’ writing score. The quasi-experimental design was applied in this study. The population was all the tenth year students at MAN Model Palangka Raya. The samples were determined using purposive sampling. The samples were XA as the experiment group and XB as the control group. The collected data were obtained from test and documentation. The main data were analyzed using t<sub>test </sub>formula and SPSS 17.0. The results showed that the mean of pre-test score in experiment group was 59.76 and the mean of post-test score was 72.9. The value difference of both means was 13.14. The mean of pre-test score in control group was 53.8 and the mean of post-test score was 58. The value difference of both means was 4.2. It means that teaching writing procedural text using authentic materials was more effective than teaching writing procedural text using non-authentic materials because the authentic materials taught was appropriate with the level of students’ ability in this study.</p>

scholarly journals GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

scholarly journals The Effects of Task-Based Language Teaching on Writing Achievement at a High School in Vietnam

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Dang Thi Thu Huong ◽  
Keyword(s):  
High School ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Achievement ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
And Control ◽  
Experimental Group

The current study determines the effectiveness of using task-based language instructions in teaching writing at a high school in Thai Nguyen province. The participants consist of 92 grade 10 students from Bing Yen high school, Dinh Hoa district. The study employs a mix method research design (MMR) as the plan for the research. The results of the study reveals that the results of writing performance were reported at a low level (M=3.72). The results also confirmed that the intervention worked well for the experimental group. The mean score of the pre-test (the baseline for both groups) was M=3.72. The intervention focused on TBLT instructions. After first five weeks, the means of post-test1 were M=4.96 and M=3.83 for experimental group and control group respectively. There was a significant difference between the mean of pre-test and post-test1 for the experimental group (M=3.72 compared to M=4.96), while the control group showed a little improvement (M=3.72 compared to M=3.83) the difference was not significant. After another five weeks, the difference in the mean scores of the experimental group were far more than the mean scores of the control group, M=5.56 and M=4.45 respectively. By the end of the fifteenth week of the intervention, the mean of post-test 3 of the experimental group reached M=6.41, the mean for control group was M=5.54. The difference of the mean scores in the pre-test and post-test revealed a significant improvement in both groups. However, the experimental group showed a greater improvement, M=6.41 and M=5.54 respectively. It can infer that the uses of TBLT writing instruction improved writing achievement greatly.

scholarly journals Effectiveness of Al-Thariqah Al-Intiqaiyyah in Improving Arabic Learning Outcomes for Islamic Senior High School Students

IZDIHAR ◽  
2020 ◽  
Vol 2 (3) ◽  
pp. 201
Author(s):  
Miftachul Janah ◽  
Afif Kholisun Nashoih
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Test Score ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Science Major

This study aims to determine the effectiveness of learning Arabic in improving learning outcomes by using Al-Thariqah Al-Intiqaiyyah in tenth class of science major at Islamic Senior High School 3 Jombang. This study used a quasi-experimental method with a non-equivalent control group pre-test post-test design. The population in this study were all tenth classes of science major at Islamic Senior High School 3 Jombang while the sample was tenth class of science major 8 as a control class and tenth class of science major 6 as an experimental class. Data were analyzed descriptively and inferentially.  From the test data, it can be seen that the average outcomes of the experimental class and the control class has increased. The average pre-test score of the control class was 55.25 and the average post-test score was 79.25 while the average pre-test score of the experimental class was 55.25 and the average post-test score was 87. Based on the results of the SPSS 16.0 analysis, sig values were obtained. (2-tailed) of the experimental class and the control class post-test was 0.00 which means less than 0.05. So it can be concluded that H1 is accepted then there is a significant difference between the experimental class post-test and the control class post-test. H1 acceptance proves that Al-Thariqah Al-Intiqaiyyah was effective in improving Arabic learning outcomes in tenth class of science major at Islamic Senior High School 3 Jombang.

scholarly journals Stimulating Students’ Argumentation using Drawing – based Modeling on The Concept of Ecosystem

2017 ◽  
Vol 2 (1) ◽  
pp. 98
Author(s):  
E N Sumarni ◽  
A Widodo ◽  
R Solihat
Keyword(s):  
High School Students ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Group Data ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Level 2

<p class="Abstract">Drawing – based modeling as learning approach, it allows students to create models based on drawing which help them to run a simulation. Students can use drawing–based modeling to learn a pair of interacting population known as predato–prey system while they usually conducted practicum using diagram of organisms. This study was to explore students’ argumentation and students’ understanding on the concept of the ecosystem. The study was conducted quasi – experimental using the matching – only post-test – only control group design. The participants consist of 60 grade 10 senior high school students in Subang, West Java. They are placed into two groups, 30 students in the experimental group and 30 students in the control group. Data was collected through argumentation test and selected response test for assessing students’ understanding. Students’ argumentation were analyzed using Toulmin’s argumentation pattern and statistical analysis. The result showed there is no significant difference between the experimental group and the control group for students’ argumentation. Most of the students are predominantly at level 2. But the coherency of arguments of the experimental group is more coherent than the control group. It means that the students in experimental group can make logical claim and supported by the correct and relevant grounds (data, warrant, and backing). The result of students’ understanding showed there is a significant mean score between the experimental group and the control group whether 72.33 for the experimental group and 62.13 for the control group</p>

scholarly journals The Effectiveness of Realia in Writing Descriptive Text: a Case of the Seventh Grade Students of SMP N 4 Semarang

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Devi Budi Wijaya ◽  
Suwandi Suwandi ◽  
Sukma Nur Ardini
Keyword(s):  
Experimental Design ◽  
Sampling Technique ◽  
T Test ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Academic Year

This study is based on the research which attempted to examine the effectiveness of realia in writing descriptive text by the seventh grade students. The objectives of the research were (1) to analyze and find out  the students’ ability in writing descriptive text who are taught by using realia, (2) to analyze and find out  the students’ ability in writing descriptive text who are taught without using realia, (3) also to analyze and find out whether there is significant difference between students who are taught by using realia and those taught without using realia. Quasi experimental design was used with the population of 256 seventh grade students of SMP N 4 Semarang in the academic year 2017/2018. By using purposive sampling technique, there were two classes chosen as the sample of this study; vii a and vii b. The instruments of collecting data used were tests; pre-test and post-test. After the data were collected, they were analysed using t-test. The findings were as follows: (1) the ability in writing descriptive text by the students taught using realia was good with the mean of the post-test was 80.21. (2) the ability in writing descriptive text by the students taught without using realia was adequate with the mean of the post-test was 74.44. (3) there was significant difference of the two group students. t-test 4.89 > t-table 2.00. therefore, ha was accepted that realia was effective as a media in teaching writing of descriptive text.

scholarly journals Pengaruh Field Trip terhadap Kemampuan Literasi Sains dan Sikap terhadap Sains Siswa SMA pada Materi Ekosistem

2018 ◽  
Vol 1 (1) ◽  
pp. 8
Author(s):  
Anita Nurlela Dinata ◽  
Yusuf Hilmi Adisendjaja ◽  
Amprasto Amprasto
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Literacy ◽  
Field Trip ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental

The aim of this research is to know the influence of field trip on scientific literacy and attitude towards science of senior high school students before and after the field trip implemetation in ecosystem learning. The research was conducted in SMAN I Pangalengan. The method which was used in this research is Quasi Experimental with Nonequivalent Control Group Design as the design. The result shows that there are significant difference in scientific literacy between the control class where discussion was applied and the experimental class where field trip was applied, with t = 0.003 and α = 0.05. The result also shows that there is a significant attitude between the control and experimental class, with t = 0.003 and α = 0.05. Those results show that field trip gives significant effect on high school student's scientific literacy and attitude towards science in ecosystem concept.

THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGYON STUDENTS’ ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Irna Junita And Rahmah
Keyword(s):  
Experimental Design ◽  
Total Sample ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

This study deals with The Effect of Applying Think-Talk-Write Strategy on the Students’ Achievement in Writing Analytical ExpositionText. The method of the research was quasi experimental design. The population of the research was grade XI of SMA Swasta Al-Fattah Medan. There were two classes namely XI IPA 1 and XI IPA 2 and each class consist of 30 students with the total number 60 students. This study uses total sample which these two classes were chosen as sampling.XI IPA 1 as the experimental group and XI IPA 2as the control group. The experimental group was taught by applying Think-Talk-Write Strategy and the control group without applying Think-Talk-Write Strategy. The data were acquired by administrated the pre – test and the post – test. The mean score of the experimental group in pre – test = 57.7, Control Group = 57.53. In the post – test, mean score of the experimental group = 67.53 , while the control group = 63.7

THE EFFECT of SERIES of PICTURES MEDIA on STUDENTS’ ACHIEVEMENT in WRITING NARRATIVE TEXT

2013 ◽  
Vol 2 (3) ◽  
Author(s):  
Naomi Lamtio Hutapea And Anni Holila Pulungan
Keyword(s):  
Experimental Design ◽  
Narrative Text ◽  
Control Group ◽  
Purposive Sampling ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

This study deals with the effect of using media Series of Pictures on students’ achievement in writing narrative text. The method of the research was quasi experimental design. Population of the study was grade XI of SMA BUDI MURNI. Two classes were chosen as purposive sampling. The classes were divided into two group was taught by using series of pictures and the control group without using the picture. The data were acquired by administered the pre-test and post-test. The data were analyzed by using SPSS 17.00. The mean score of the control group in pretest = 40.46, experimental group = 40.40. In post-test, mean score of the control group =46.94 while the experimental group =53.71.

scholarly journals IMPROVING VOCABULARY MASTERY BY USING TALKING STICK METHOD TO THE EIGHT GRADE STUDENTS OF MTS ANNAJAH PETALING

2020 ◽  
Vol 6 (2) ◽  
pp. 94-100
Author(s):  
Hartati Hartati
Keyword(s):  
Control Group ◽  
Group Design ◽  
Effective Factor ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Word Classes ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

The objectives of this research was to find out whether or not there was any significant difference in vocabulary mastery between students who were taught by using talking stick method or students who were taught without using talking stick method. The research was limited on word classes consisted of noun, adjective and verb in descriptive texts with the topic of the material was animal, people, thing, and places.This research was conducted by using quantitative method with a quasi-experimental group design. The experimental group students were taught by using Talking Stick method, while the control group students were not taught by using Talking Stick method. The samples were 74 students that were taken from the eight grade students of MTs Annajah Petaling in academic year 2015/2016. The data were obtained through test, observation and documentation. The result of the test was analyzed by using paired sample t-test in SPSS 16 (Statistical Package for Social science).Based on the results analysis, there was a significance different between students who were taught by using Talking Stick method and the students who were not taught by using Talking Stick method. It was known from the result of mean of post-test in the experimental group (67.70) was higher than the mean of post-test in the control group (65.54). In addition, there was a significant difference in vocabulary mastery between students’ who were taught by using Talking Stick method and those who were not. Therefore, Talking Stick method was one of effective factor that could improve students’ vocabulary mastery.

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