scholarly journals THE EFFECT OF USING CONCEPT MAPS AS ADVANCE ORGANIZERS IN ENGLISH LESSONS ON THE ACADEMIC ACHIEVEMENT OF STUDENTS

2020 ◽  
Vol 8 (50) ◽  
Keyword(s):  
Academic Success ◽  
Test Scores ◽  
Concept Maps ◽  
Meaningful Learning ◽  
Advance Organizers ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
And Gender ◽  
Experimental Group

Meaningful learning is a learning model developed by Ausubel (1960). This learning model is based on expository teaching and advance organizers play an important role in it. In this study, concept maps are used as advance organizers. The purpose of this study is to determine whether the academic success of the experimental group in which advance organizers are used differs from the control group and whether there is a relationship between academic success and gender. The study was conducted with 56 undergraduate students who are in their first year at a private university in Istanbul in the academic year of 2019-2020. In the study which is carried out by using quasi-experimental design with pre-test post-test control group, there is 1 experimental group with 28 students, and 1 control group with 28 students. The treatment was applied for 6 weeks. In the experimental group, the lessons were taught by using concept maps as advance organizers. In the control group, traditional method was used. Data were collected using the multiple choice test formed by the researcher with 40 questions as pre-test and post-test. As a result of the data analysis done by SPSS 24 package program, no significant difference was found between pre-test scores of the two groups. A significant difference was found between post-test scores of the groups in favor of the experimental group. However, no significant difference was found between academic success and gender. Keywords: Meaningful learning, advance organizers, concept map, academic success

scholarly journals Manipulative Approach In Teaching Fractions

2021 ◽  
Vol 2 (5) ◽  
pp. 435-447
Author(s):  
Rea C. Parungao
Keyword(s):  
Test Scores ◽  
Traditional Method ◽  
Number Line ◽  
Virtual Manipulatives ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Fractions ◽  
Experimental Group

This study aimed to determine the effects of using manipulatives in teaching fractions.   Quasi- experimental method of research was used in this study. It was conducted during the first quarter of S.Y. 2019-2020 among the respondents were randomly selected. Two sections of Arayat National High School were the respondents of the study. The control group was the 7-Rosal while the 7-Sampaguita was the experimental group. Both groups were given a pretest prior to the discussion about fractions and a posttest after instruction using the traditional method (control group) and the use of manipulatives (experimental group). The results were then evaluated, analysed through SPSS, and interpreted. Mean, t-test and ANCOVA were utilized to analyze and interpret the data. This study found out that the post-test scores of the respondents from the two groups improved in comparison to their pre-test scores.  The mean pretest and mean posttest scores of both groups showed significant difference. The results showed that the use of virtual manipulatives in converting fractions to decimals had significant difference compared the use of the traditional method. On the contrary, teaching fractions on a number line did not have significant difference. Out of the four operations on fractions, three showed that the use of concrete manipulatives was highly effective. This study recommends that teachers must test the prior knowledge of their students before discussing about fractions to determine the students’ strengths and weaknesses. Although both traditional method and the manipulative approach showed improvement on the post-test results in teaching fractions, still, teachers are encouraged to use manipulatives in teaching fractions to improve students’ performance. It is important for teachers to provide their students opportunities for hands-on manipulation of objects in order to grasp the concepts of fractions more easily. Lastly, teachers must develop the use of concrete and virtual manipulatives in teaching fractions to promote active learning that can enhance students’ mathematics performance and can help them to realize that mathematics is an enjoyable subject.

scholarly journals The Effectiveness Of Classroom Discussion In Improving English Speaking Skill Among The Students Of SMP N 3 Depok

2015 ◽  
Vol 1 (2) ◽  
pp. 184
Author(s):  
Agustinus Hary Setyawan
Keyword(s):  
Standard Deviation ◽  
Test Scores ◽  
Classroom Discussion ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Experimental Group

The objective of the research is to investigate whether or not there is a significant difference in the mastery of the speaking skill between the students who are taught by using classroom discussion and those who are taught without using classroom discussion. This study is a quasi-experimental study employing two groups. The experimental group is 8A and the control group is 8C. The data were collected by using an achievement test. The data of both pre-test and post-test scores from the control and experimental groups were analyzed by using inferential statistics. To test the hypothesis, the researcher used t-test to find out the differences of speaking skill mastery achievement between control and experimental groups. The result of post-test indicates that t o is higher than the t value at the significance level of 5%, i.e. 2.106<2.000. The level significance is 0.037. It is lower than 0.05. It was found that the mean of the post-test scores and gained scores of the experimental group were higher than that of the control group. The standard deviation of the experimental group decreases from 7.30 to 6.92 or the scores of the experimental group from pre-test to post-test are more homogenous. While, the standard deviation of the control group increases from 7.53 to 8.36 or the scores of the control group from pre-test to post-test are more heterogeneous. Besides, the mean of experimental group increases 207% from the standard deviation of the pre-test. While the mean of the control group also increases 147% from the standard deviation of the pre-test. It is found that classroom discussion is effective in improving English learning achievement in student’s mastery of speaking and there is a significant difference in between the both class.

scholarly journals Using Anagram Technique to Develop Students’ Vocabulary Mastery to the Seventh Grade Students

2020 ◽  
Vol 3 (2) ◽  
pp. 86-96
Author(s):  
Indrawati Indrawati ◽  
Febya Resti
Keyword(s):  
Test Scores ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Research Problems ◽  
Quasi Experimental ◽  
Result Analysis ◽  
And Control ◽  
Experimental Group

Abstract The research problems of this study were (1) to find out the application of anagram technique in improving student’s vocabulary mastery and (2) to know whether there was a significant difference in vocabulary mastery between the experimental group where the anagram technique was implemented and the control group which no treatment was given during the experiment.  In this study, the writer used the quantitative method with quasi experimental group design. The samples of this study consisted of 36 students of VII E as Experimental Group and 36 students of VII F as Control Group taken from the second year students of seven classes of MTs N Pangkalpinang. The result of the test was analyzed by using statistical analysis of Paired sample t-test and Independent sample t-test. Based on the result analysis, there were two major findings, namely (1) the implementation of Anagram technique in developing students’ vocabulary mastery was successful and the result of difference analysis in post-test of experimental and control group showed that the value of t-obtained was 3.488 which was higher than t-table 2.03 (at the significant level p<0.05 in two tailed testing with degree of freedom 70). The result of this study showed when the means of the post tests between the two classes were compared, the post-test scores were better than the pre-test scores (43.31)for the experimental group (80.89).     

scholarly journals The Effect of Employing Electronic Static Infographic Technology on Developing University Students’ Comprehension of Instructional Design Concepts and ICT Literacy

2021 ◽  
Vol 9 (1) ◽  
pp. 54
Author(s):  
Abdulmajid Alsaadoun
Keyword(s):  
Instructional Design ◽  
University Students ◽  
Test Scores ◽  
Control Group ◽  
Ict Literacy ◽  
Design Concepts ◽  
Significant Difference ◽  
Post Test ◽  
Support Students ◽  
Experimental Group

The current study examined the effectiveness of the use of electronic static infographic (information graphic) technology to support university students’ learning, to develop their comprehension of instructional design concepts and to improve their Information and Communication Technology (ICT) literacy. The researcher used an experimental design in which 64 students in an instructional design course in the second semester of the 2019-2020 were randomly divided into an experimental group and a control group. The students in the experimental group received treatment on instructional design concepts and ICT literacy with the aid of electronic static infographic technology while the students in the control group received instruction about the same topic using regular method of instruction without the aid of electronic static infographic technology. Pretest and post-tests were administrated for the students in the two groups. Analysis of the pretest and post-test scores revealed that the implementation of electronic static infographic to support students’ learning contributed considerably in developing comprehension of instructional design concepts. There was significant difference at the level (0.05) between the post-test scores of the control and experimental groups with the benefit going to the experimental group. Based on the findings, the current study recommends the use of electronic static infographic technology to support students’ learning in teaching instructional design courses.

scholarly journals Impact of Scientific Calculators in Mathematics among Low- Achieving Students in a Secondary School in Kajang, Selangor

2021 ◽  
Vol 29 (S1) ◽  
Author(s):  
Fatimah Salihah Radzuan ◽  
Nurzatulshima Kamarudin ◽  
Mas Nida Md Khambari ◽  
Nurazidawati Mohamad Arsad
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Control Group ◽  
Low Achieving Students ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Gender ◽  
Experimental Group ◽  
Scientific Calculator

This study aims to investigate the effects of scientific calculators on mathematics achievement in support of problem-solving instructions. In this study, 49 low achieving mathematics students aged 14 years were selected from a secondary school in Kajang, Selangor, Malaysia. A pre-test post-test quasi-experimental design with two groups was employed in this action research study. The experimental group learned solid geometry and statistics topics, with the aid of a scientific calculator; while the control group did not use any technological aid to learn these topics. By controlling the pre-test score, the ANCOVA two-way test was applied to the post-test results. A positive significant difference was reported in favour of the experimental group. However, no significant interactions were noted between group and gender. The analysis results indicate that the use of a scientific calculator in the integrated teaching and learning of mathematics helped the students improved their mathematics achievements. These findings have important implications in the educational setting, particularly for educators to support and facilitate low-achieving students in mathematics.

scholarly journals BAŞLANGIÇ KEMAN EĞİTİMİNDE KULAKTAN ÖĞRETİMİN GÖRSEL VE İŞİTSEL REAKSİYON ZAMANINA ETKİSİ

2020 ◽  
Vol 15 (4) ◽  
pp. 258-277
Author(s):  
Canan Erten ◽  
Şeyda Çilden
Keyword(s):  
Reaction Time ◽  
Test Scores ◽  
Implementation Process ◽  
Test Group ◽  
Control Group ◽  
Group Model ◽  
Dominant Hand ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The purpose of this study is to demonstrate the effect of the learning by ear method on the duration of visual and auditory reaction in initial violin education. In the study, pre-test post-test control group model was used from real test models. In the implementation process, the violin lesson in the experimental group was processed without notes based on the learning by ear method, in the Control Group lessons processed using the note. SPSS program was used in the analysis of the data obtained as the result of the measurements. When the findings obtained from the study were evaluated statistically, there was a statistically significant difference (p<0.5). between the reaction time pre-test - post-test scores of all the variables of the test group. While there was no statistically significant difference (p<0.5). between the pre-test and post-test scores of dominant hand-auditory reaction time for the control group; a statistically significant difference was found between pre-test and post-test scores for the other eight variables (p<0.5). When we look at the final tests of both groups, there was a significant difference (p=.008) in favor of the experimental group, as opposed to expected, only between the points related to the left-hand visual reaction time.

scholarly journals The Outcomes of Multiple-Draft Method on the Performance of Secondary School Students in Continuous Writing

2013 ◽  
Vol 1 (1) ◽  
pp. 54
Author(s):  
Akinwamide Timothy Kolade
Keyword(s):  
Test Scores ◽  
English Language ◽  
West African ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Senior Secondary ◽  
Experimental Group

This study employed the Multiple-draft Method in the teaching of Continuous Writing in English<br />Language. The intent was to determine if there could be significant difference in the performance of a<br />group of students taught with the conventional method of Reading-Writing (a type of controlled writing)<br />and another group taught with Multi-drafts method of writing. The study employed the pre-test and<br />post-test controls and quasi-experimental research design. The sample consisted of 80 senior secondary<br />school students. The instrument which was used to gather data which was the West African<br />Examinations Council’s (WAEC) English Language Essay Questions. The data generated were<br />subjected to statistical analysis and the results of the analysis showed that at take-off the two groups<br />were homogenous. There was significant difference in the post-test scores of the experimental<br />outweighing the control group which came about as a result of treatment of the experimental group.<br />There was no significant difference between the pre-test and post-test scores of the students in the<br />control group. As evident from the out-come of the research, the Multiple- draft method (which allows<br />students to practice with many drafts before the final writing) had significant effect on students’<br />performance in Continuous Writing. Hence, the Multiple- draft Method was recommended for<br />Continuous Writing.

scholarly journals Improving English Pronunciation Through Computer-Assisted Programs In Jordanian Universities

2012 ◽  
Vol 9 (3) ◽  
pp. 201 ◽  
Author(s):  
Fatima Zaki Mohammad Al-Qudah
Keyword(s):  
English Language ◽  
Male Students ◽  
Control Group ◽  
Computer Assisted ◽  
Significant Difference ◽  
English Pronunciation ◽  
Post Test ◽  
And Gender ◽  
And Control ◽  
Experimental Group

The purpose of this research is to investigate the effect of using computer- assisted programs for teaching English pronunciation on students' performance in English Language pronunciation in Jordanian universities. To achieve the purpose of the study, a pre/post-test was constructed to measure students' level in English pronunciation. The sample of the study consisted of 149 third year students; (73) male students and (76) female students from Al Zaytoonah university during the second semester of the academic year 2010/2011. The subjects of the study were distributed into two groups (experimental and control). The experimental group was trained on English pronunciation using computer-assisted program while the control group was trained using the printed material. Descriptive statistical analyses were used (means and standard deviation) for the pre and post- tests of students' English pronunciation. Comparison statistical methods were used (Two Way ANOVA) analysis of variance to make a comparison between the control and the experimental groups and gender variable (male and female). The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group, and there was no statistically significant difference in the students' performance due to gender.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

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