scholarly journals Teaching Algebraic Word Problems through Constructivism: The Real Classroom Evidence

2020 ◽  
pp. 37-51
Author(s):  
Augustine Boadi ◽  
Emmanuel Acquandoh ◽  
Alfred Kofi Adams ◽  
Henry Kpai ◽  
Evans Atteh
Keyword(s):  
Conceptual Understanding ◽  
Word Problems ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Poor Performance ◽  
Female Students ◽  
Male Students ◽  
Test Items ◽  
Post Test ◽  
Main Instrument

Aim: Due to constant effort by educators to find lasting solution to student’s poor performance in classrooms, there is the need to elaborate on the systematic processes that can be adopted and employed in mathematics classroom when teaching algebraic word problems to bring about meaningful learning in improving performance. Therefore, the study gathered data and analyzed it in the end to find out the effect of teaching through constructivism. Study Design: Action research design was used for the study. Methodology: The main instrument used for the study was test items (pre-test and post-test). The sample size for the study comprised of forty-six (46) students of which nineteen (19) were female students, and twenty-seven (27) were male students. Results: In the pre–test (see Table 1), forty- two (42) out of the forty- six (46) students scored marks which are either less than half or half of the 30 marks for the test representing 91.3% of the total number of students as compared to the frequency distribution of the post – test scores (Table 2), where out of the forty six (46) students who took part in the test, thirty-eight (38) of them obtained more than half of the total mark of 30 for the test representing 82.7% of the total students number. Conclusion: The findings from the results of the study confirmed that the use of constructivist approach of teaching and learning will assist the students to have the opportunity of using their own experience to create their conceptual understanding (ability and capability), which will consequently improve their academic performance. Therefore, it is recommended that regular professional development should be organized for mathematics teachers at all levels to refresh them on practical approaches to teaching mathematics through constructivism.

scholarly journals Flipbook KVISOFT Teaching Development Language about the Leaf of Historical Tradition in SMA Negeri Karang Pandan

2021 ◽  
Vol 4 (1) ◽  
pp. 187-192
Author(s):  
Isa Maryati ◽  
Leo Agung ◽  
Musa Pelu
Keyword(s):  
Student Achievement ◽  
Test Data ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Electronic Book ◽  
Learning Resource ◽  
Post Test ◽  
Improve Student Achievement ◽  
Historical Tradition

This study aims to determine whether through the development of flipbook learning media on the material of the legacy of historical traditions can be used to improve student achievement in its function, namely as a learning resource for students in the classroom. This research method includes research and development (R&D). The subjects of this study were 36 students of class X MIPA 1 consisting of 26 female students and 10 male students. The instruments used in this study were interview sheets or questionnaire sheets and observation sheets. The results of this research are in the form of electronic books, flipbooks, legacy of historical traditions. The data taken at the time of the research are validity test data and reliability test data. Based on the results of the research, it shows that the development of flipbook learning media on the material of the legacy of historical traditions as a source of student learning is effective to improve student achievement in history subjects with the results of pre test = 67.2%, post-test 1 = 72.1%, and post. -test 2 = 78.14%. This electronic book, in the form of a flipbook, from the heritage of historical traditions, is used as a teaching and learning resource at SMA N Karangpandan.

Modeling Incomplete Scaled Questionnaire Data with a Partial Credit Hierarchical Measurement Model

2002 ◽  
Vol 27 (3) ◽  
pp. 271-289 ◽  
Author(s):  
Kimberly S. Maier
Keyword(s):  
Mathematics Classroom ◽  
Hierarchical Linear Model ◽  
Measurement Model ◽  
Female Students ◽  
Male Students ◽  
Partial Credit ◽  
Combined Model ◽  
Student Responses ◽  
Classroom Activities ◽  
Irt Model

The partial credit hierarchical measurement model (HMM) results when a partial credit IRT model and a hierarchical linear model are combined ( Bryk & Raudenbush, 1992 ; Masters, 1982 ). This combined model enables the standard errors of parameters to be estimated accurately. The partial credit HMM is illustrated using a subset of data from the Sloan Study of Youth and Social Development, a five-year longitudinal project studying the career aspirations of adolescents. The data used for this study consisted of a subset of students’ responses to multiple administrations of an attitudinal questionnaire, as well as student-level covariates. Using student responses to seven seven-point semantic differential items tapping student mood, the partial credit HMM was used to explore the effects of gender and classroom activity upon student mood as students were engaged in a mathematics classroom. Gibbs sampling and the Metropolis-Hastings algorithm were used to impute values for the missing data and to estimate the parameters of the model. The results of the data analysis indicated that female students had lower mood than male students did for all classroom activities.

scholarly journals Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

2020 ◽  
Vol 15 (15) ◽  
pp. 133
Author(s):  
Sohail Iqbal Malik ◽  
Mostafa Al-Emran ◽  
Roy Mathew ◽  
Ragad M Tawafak ◽  
Ghaliya Alfarsi
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Game Based Learning ◽  
Introductory Programming ◽  
Problem Solving Skills ◽  
Programming Education ◽  
E Learning

Learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a ‘PROBSOL’ application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students’ responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

scholarly journals Meningkatkan kemampuan passing bawah bolavoli menggunakan metode bermain

2020 ◽  
Vol 1 (2) ◽  
pp. 88-96
Author(s):  
Muhammad Reza Atsani
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Research Instrument ◽  
The Future ◽  
Classroom Action Research ◽  
Passing Ability

This study aims to improve the ability of passing volleyball under class XI Mekatronika EPCOS SMK Negeri 1 Batam through the playing method. This type of research uses classroom action research. The subjects of this study were 20 people consisting of 13 male students and 7 female students. The research instrument used a rubric for the assessment of the volleyball passing performance. The results showed that there was an increase in conducting this research, so it was concluded that the playing method could improve the volleyball under-passing ability of class XI Mekatronika EPCOS SMK Negeri 1 Batam. It is hoped that this research can serve as a reference for the future or a reference in the teaching and learning process.

scholarly journals Students’ Perspective towards Arabic Class Based on Gender

2019 ◽  
Vol 11 (1) ◽  
pp. 149-165
Author(s):  
Nuril Mufidah ◽  
Filza Aina Hanini
Keyword(s):  
Teaching And Learning ◽  
Qualitative Method ◽  
Development Program ◽  
Arabic Language ◽  
Female Students ◽  
Learning Activities ◽  
Male Students ◽  
Men And Women ◽  
Heterogeneous Classes ◽  
Mixed Classes

The grouping system of students in learning can effect on the learning process. This research used a descriptive qualitative method to describe the perspective of students of the Arabic Language Development Program (PKPBA) on the classifying system based on gender, which is divided into homogeneous classes (separate classes between students and college students) and heterogeneous classes (mixed classes of students). Data collection used observation of teaching and learning activities and interviews. The results of the study show a different perspective between men and women. Female students are more comfortable learning in homogeneous classes, especially beginner classes' so they are not ashamed to learn and practice Arabic even though their abilities are minimal. In contrast to the perspective of male students who are more comfortable in heterogeneous classes, they feel they can learn better. Learning feels vibrant and increases academic competitiveness because they are challenged to perform well in front of female students, including when practicing Arabic. To make students learn better and the ability to speak Arabic tends to increase.

scholarly journals Penggunaan Metode Pembelajaran Drill terhadap Perkembangan Artikulasi Anak Tunarungu

2019 ◽  
Vol 2 (2) ◽  
pp. 34-39
Author(s):  
Arifah Nurhadiyati
Keyword(s):  
Elementary School Students ◽  
Female Students ◽  
Male Students ◽  
Deaf Children ◽  
Test Results ◽  
Initial Number ◽  
School Students ◽  
Learning Methods ◽  
Post Test ◽  
The Subject

This study was used to improve the articulation ability of deaf children of grade 2 elementary school students at SDN Kebonsari 5 Jember through the Drill learning method. The subject of this research supports 6 people, namely 3 male students and 3 female students. Data collection techniques using collection techniques and tests of articulation skills. Analysis of the data used is a comparative technique that compares the results of pre-test and post test. The process of enhancing the ability of articulation is carried out from the pre-test to determine the students' initial abilities. The pre-test shows that the subject has not yet reached the specified KKM, which is 60. Then training is carried out using the Drill method or repetition. After a number of training sessions were carried out. Post test results show students who have increased grades. From the initial number 50 and below, it is now 60 and above. Furthermore, considering the results of Zh (2.05) is greater than the value of Z table 5% (1.96), or Zh (2.05)> Z table (1.96), then Ho is rejected, which means it needs to be added to learning methods dirll towards the development of articulation of deaf children. Conclusion, that is the significance of the significant importance between Bor learning methods on the development of articulation of deaf children. Keywords: Drill, Articulation, Deaf Method

scholarly journals PENGGUNAAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING MENINGKATKAN KETERAMPILAN PASSING BOLA BASKET PADA MATA PELAJARAN PENJAS ORKES KELAS IX MTS NEGERI 1 KOTA SERANG

2021 ◽  
Vol 2 (1) ◽  
pp. 49-63
Author(s):  
Ahpudin Ahpudin
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Initial Conditions ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Female Students ◽  
Learning Activities ◽  
Male Students ◽  
Contextual Teaching ◽  
Academic Year

This research was conducted in class IX G MTs Negeri 1 Kota Serang with 28 students, nine male students, and 19 female students in the 1st semester of the 2015-2016 academic year. The stages are planning, implementing, observing, and reflecting in each cycle, and this research was completed in two cycles. The research data obtained through observations by researchers is data on the results of learning the skills of passing big ball games obtained through performance from the psychomotor domain. Data analysis in this study used descriptive analysis using percentage techniques to see trends that occur in learning activities. This study aims to determine the effectiveness of the Contextual Teaching and Learning learning model in improving basketball passing skills in the IX class of Penjas Orkes subjects at MTs Negeri 1 Kota Serang semester 1 of the 2015-2016 academic year. Based on the results of this study, it can be concluded that the Contextual Teaching and Learning learning model can improve basketball passing skills in the IX class of Penjas Orkes subjects at MTs Negeri 1 Kota Serang in the 2015-2016 academic year, where learning outcomes in the initial conditions are 67.86% or 19 students, at the end of the first cycle it became 78.57% or 22 students. Atat the end of the second cycle, it became 92.86% or 26 students.

scholarly journals Use of Comic-based Learning Module in Physics in Enhancing Students’ Achievement and Motivation

2021 ◽  
Vol 32 (2) ◽  
pp. 131-136
Author(s):  
Jeah May O. Badeo ◽  
◽  
Bee Ching U. Ong Kian Koc ◽  
Keyword(s):  
Conceptual Understanding ◽  
Learning Experience ◽  
Group Discussion ◽  
The Philippines ◽  
Choice Test ◽  
Test Items ◽  
Learning Module ◽  
Grade Levels ◽  
Post Test ◽  
Quasi Experimental

This study investigated the effect of using a comic-based learning module in Physics as a learning tool on students’ conceptual understanding and motivation. A mixed method approach using a quasi-experimental pre-test-post-test design was used in this study. An adapted 50-multiple choice test items and the physics version of the “Science Motivation Questionnaire-II’ (SMQ-II) were used to measure changes of students” conceptual understanding and motivation respectively. Two intact classes of 68 Grade 8 students in a public school in Cavite, the Philippines participated in this study with corresponding parental consent. Quantitative data were analyzed using Paired-Sample t-test and qualitative data were gathered from students’ interviews. After the integration of the comic-based learning module for 4 weeks, results showed that it provided significant increase on students’ conceptual understanding in Physics. Meanwhile, the four components of students’ motivation such as intrinsic motivation, self-efficacy, self-determination, and grade motivation showed significant increase. Finally, students’ learning experience on the use of the module as revealed on focus group discussion showed that the module helped them to understand better the Physics topics being discussed and to become more motivated to learn Physics. Future studies would have to consider the appropriateness and suitability of comic-based learning module in other subject areas and grade levels.

Computer Assisted Learning For Enhancing Mastery Of Concepts In Science

2020 ◽  
Vol 2 (2) ◽  
pp. 134-142
Author(s):  
Sharon Anyango Onditi ◽  
Stephen Oloo Ajwang
Keyword(s):  
Teaching And Learning ◽  
Poor Performance ◽  
Target Population ◽  
Computer Assisted ◽  
First Year ◽  
Computer Assisted Learning ◽  
First Year Students ◽  
Post Test ◽  
Science Concepts ◽  
And Control

This study examined the effects of Computer Assisted Learning (CAL) on the mastery of Science concepts by learners in universities. Teaching and learning of Science concepts present learners with numerous challenges. Of critical concern is the negative perception by learners that Science based subjects are difficult, thus contributing to widespread poor performance by the learners in the national examinations and subsequently poor choice of the subject in the universities. Solomon Four Group experimental design was employed for the study. The target population comprised all first-year students taking science subjects in 8 universities in western Kenya. A sample size of 335 students was determined using Krejcie Morgan table (1970). The universities were divided into two forming experimental and control groups.  The study was carried out in 4 months spanning 16 weeks where pretest was administered after the first 8 weeks of conventional teaching and post-test administered after the next 8 weeks of treatment. Pretest and post-test Science Achievements Test (SAT) on two topics, digestive system and light and optics, were designed and administered by the respective lecturers, and scores recorded. Piloting was carried before the use of the instruments, and a reliability coefficient of 0.85 on SAT was recorded.  Data were analyzed using t-test one-way ANOVA. The study found that 171 students taught using CAL achieved significantly higher scores in SAT compared to164 students taught through conventional methods with a mean gain of 2.851. The study demonstrated that CAL enhanced active manipulation of content and promoted interaction with content, and gave reality to abstraction. The study may be significant to educationists, lecturers, researchers, and policy makers as it provides insight on the benefits of applying Computer Assisted Learning in Science Education. 

scholarly journals Pre-service Physics Teachers’ Beliefs about Learning Physics and Their Learning Achievement in Physics

2021 ◽  
pp. 1-22
Author(s):  
Hong-Jeong Kim ◽  
Sungmin Im
Keyword(s):  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Learning Achievement ◽  
Physics Teachers ◽  
Positive Correlation ◽  
Teachers Beliefs ◽  
Cognitive Beliefs ◽  
Post Test ◽  
Physics Course ◽  
Beliefs About Learning

Abstract This study investigates pre-service teachers’ beliefs about learning physics and explores how beliefs correlate with learning achievement as evidenced by conceptual understanding and grades in a year-long physics course. To investigate beliefs about learning physics, 14 second-year pre-service teachers in a teacher training program in South Korea completed a Likert-style questionnaire called the Beliefs About Learning Physics Survey (BAPS). To measure learning achievement, final grades for the physic course were obtained and the Force Concept Inventory (FCI) was used to assess conceptual understanding. Analysis revealed that pre-service physics teachers’ beliefs about learning physics had a positive correlation with conceptual understanding but not with motivational beliefs. Students’ grades in physics had a positive correlation with cognitive beliefs, regardless of changes in pre- and post-test responses. Implications about how to utilize pre-service physics teachers’ beliefs about learning physics as an epistemological resource for teaching and learning physics are discussed.

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