scholarly journals Effectiveness of Strategic Intervention Material in Mathematics as Remediation for Grade 9 Students in Solving Problems Involving Quadratic Functions

2019 ◽  
pp. 1-10
Author(s):  
Myrell P. Dumigsi ◽  
Jem Boy B. Cabrella
Keyword(s):  
Academic Achievement ◽  
Standard Deviation ◽  
Relative Frequency ◽  
Quadratic Functions ◽  
Control Groups ◽  
School Year ◽  
Proficiency Level ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

This study aimed to investigate the effectiveness of Strategic Intervention Material (SIM) in Mathematics as remediation for Grade 9 students in solving problems involving quadratic functions. The SIM was designed as a remediation tool for students in teaching one of the least learned competencies. It was personally conducted by the researcher in Digos City NHS – Igpit HS Annex, Igpit, Digos City, Davao del Sur, Philippines during the School Year 2016-2017. A total of 16 Grade 9 students were the respondents of the study. Quasi-experimental design was used. The data were gathered using the researcher-made pretest and posttest. Frequency, relative frequency, mean and standard deviation were used to describe the academic achievement of students in problem solving involving quadratic functions. One-way analysis of co-variance (ANCOVA) was utilized to test if the significant difference existed between the experimental and the control groups. Findings revealed that the proficiency level of Grade 9 students in the posttest when remediated using the SIM was “satisfactory”; while the students remediated with the Grade 9 Learner’s Material was described as “did not meet expectations.” A significant difference in the academic achievement of students on the topic in favor of the experimental group was noted; hence, the Strategic Intervention Material in Mathematics was found effective as a remediation tool for Grade 9 students in solving problems involving quadratic functions. Recommendations were offered.

scholarly journals The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates

2021 ◽  
Vol 5 (2) ◽  
pp. 82
Author(s):  
Thouqan Saleem Masadeh
Keyword(s):  
Academic Achievement ◽  
Flipped Classroom ◽  
Learning Method ◽  
Course Content ◽  
Significant Difference ◽  
New Learning ◽  
Quasi Experimental ◽  
University Undergraduates ◽  
Classroom Use ◽  
Experimental Group

<p>The present study aimed to investigate the effectiveness of Flipped Classroom in developing the achievement of university undergraduates. The quasi-experimental approach was used and three achievement posttests were carried out. Participants were (32) students who were in advance distributed to two groups, control and experimental. Analysis of Students' achievement grades revealed that the effectiveness of Flipped Classroom use, as a learning method needs time to take place in students' academic achievement and understanding of the learning materials because of  the nature of the Flipped Classroom that flipped the whole learning process. Thus, students needed time to be familiar with this new learning method for them. Results showed that there was no significant difference between participants' achievement mean scores in the first posttest at the end of the fifth week due to the use of the Flipped Classroom or the ordinary methods. However, there was a significant difference between students' achievement mean scores in the second posttest in favor of the experimental group students who learnt the course content through the use of  Flipped Classroom. In addition, there was a significant difference in student participants' mean scores in the third posttest in favor of  the experimental group students, too. In light of these findings, it was concluded that the instructor and his students should be patient for some time for the effectiveness of using the Flipped Classroom learning method to be noticed. Moreover, considerable time should be spent on familiarizing students with this new learning method.  </p>

scholarly journals Improving the reading skills of Jordanian students with auditory discrimination problems

2016 ◽  
Vol 5 (1) ◽  
pp. 51
Author(s):  
Afaf Abdullah Mukdadi ◽  
Abdul-Monim Batiha ◽  
Jose Luis Ortega Martin
Keyword(s):  
Training Program ◽  
Reading Skills ◽  
Auditory Discrimination ◽  
Ministry Of Education ◽  
Developmental Problems ◽  
School Year ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Resource Rooms ◽  
Experimental Group

<p><strong>Background:</strong> Some of the developmental problems facing students with difficulties in learning are those related to auditory perception which, in turn, can negatively affect the individual’s learning process.</p><p><strong>Aim:</strong> Evaluating a training program prepared to develop the auditory discrimination skills of students who suffer from auditory discrimination problems.</p><p><strong>Design:</strong> A quasi-experimental research design was used in this study. The study sample was divided into two equal groups: experimental and control.</p><p><strong>Participants and setting:</strong> The population of the study consists of students with learning difficulties from the second, third and fourth grades, whose ages range between 7-9 years old. Also involved were those enrolled in the resource rooms affiliated to the Jordanian Ministry of Education in Irbid province, amounting to (120) boy and girl students for the school year 2013- 2014.</p><p><strong>Results:</strong> The study showed that there was a significant difference in favor of the experimental group which indicated that the training program was effective. It helped the students with auditory discrimination problems to improve their reading skills. The results also showed a significant difference in favor of the students of older age in the experimental group. At the same time there were no significant differences in reading performance changes concerning gender.</p>

scholarly journals Enhancement of Cognitive Functioning and Self-Regulation of Learning in Adolescents

2001 ◽  
Vol 4 (1) ◽  
pp. 55-64 ◽  
Author(s):  
María Luisa Sanz de Acedo Lizarraga ◽  
Mª Dolores Iriarte Iriarte
Keyword(s):  
Cognitive Functioning ◽  
Self Regulation ◽  
Philosophy For Children ◽  
Control Groups ◽  
Instrumental Enrichment ◽  
School Year ◽  
Decision Making Problem ◽  
Quasi Experimental ◽  
Enrichment Program ◽  
Experimental Group

This study assessed the effects of the administration of a package of activities, known asPortfolio, on adolescents' cognitive functioning and self-regulation of learning. The study was carried out with a group of 109 students (mean age 15 years old) from the first level of Vocational Training. The students had learning difficulties, were unmotivated to study, and had behavior problems. A quasi-experimental pretest-posttest design was employed. The intervention involved group sessions in which certain, specially selected tasks from the psychopedagogic Instrumental Enrichment Program, the Philosophy for Children Program, and Project Intelligence were carried out. The intervention tasks were distributed over the entire school year. Statistically significant differences were observed between the experimental and the control groups on measures of general intelligence, cognitive flexibility, and metacognitive strategies (allp< .01). Statistically significant gains were observed for the experimental group on measures of decision making, problem solving, and self-regulation of learning (allp< .01).

scholarly journals The Effects of Learning Stations on Socioeconomically Disadvantaged Students’ Achievement and Self-Regulated Learning

2021 ◽  
Vol 9 (6) ◽  
pp. 51-69
Author(s):  
Reem Alsaadi ◽  
Adam Al Sultan
Keyword(s):  
Academic Achievement ◽  
Low Socioeconomic Status ◽  
Control Group ◽  
School Students ◽  
Saudi Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Experimental Group

The aim of this study was to investigate the effects of learning station strategies on developing academic achievement and self-regulated learning among middle school students of low socioeconomic status. The sample group consisted of 68 female Saudi students. We applied a quasi-experimental design with an experimental and control group and a pretest and posttest. We examined the correlation between academic achievement and self-regulated learning. The data collection instruments included an academic achievement test and self-regulated learning questionnaire. The results revealed a statistically significant difference between the mean scores of both instruments in favor of the experimental group. Additionally, there was a positive relationship between development of academic achievement and self-regulated learning among the students for the experimental group. The study’s findings suggest that the learning stations created a dynamic classroom, which prompted students to engage in self-regulatory behaviors and develop their knowledge and understanding.

scholarly journals The Impact of Dialogic Learning on Students’ Attention and Academic Achievement

2018 ◽  
Vol 1 (1) ◽  
pp. 47-55
Author(s):  
Ali Nouri ◽  
Fataneh Esmaeilli ◽  
Saman Seifpour ◽  
Mahmoud Talkhabi ◽  
Anahita Khorami
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Control Groups ◽  
Dialogic Learning ◽  
Achievement Data ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study is a mixed method design which employed both quantitative and qualitative methods in order to investigate the impact of dialogic learning on students’ attention and academic achievement. Data were collected using several instruments, including: the Attention Network Test; academic performance tests and semi-structured interviews. Results of Analysis of Covariance (ANCOVA) indicated that there is a statistically significant difference between the mean scores of students of the experimental and control groups on the executive control in favor of the experimental group after controlling the IQ score and pre-test scores. Further, there is a statistically significant difference between the mean scores of student of the experimental and control groups on the academic achievement tests (except of mathematics) in favor of the experimental group. The qualitative data also supported the quantitative findings. Therefore, dialogic teaching has significantly greater and more positive changes on some aspects of attention and academic performance.

scholarly journals Effect of the 5E Instructional Model on Physics Academic Achievement Based on Gender and Students’ Ability: A Case of Berekum Senior High Schools in Ghana

2021 ◽  
Vol 2 (Issue 1 (January to March 2021)) ◽  
pp. 1-10
Author(s):  
Eric Appiah-Twumasi ◽  
Daniel Nti ◽  
Richard Acheampong ◽  
Cosmos Eminah
Keyword(s):  
Academic Achievement ◽  
Instructional Model ◽  
Control Groups ◽  
Traditional Group ◽  
Physics Students ◽  
High Ability Student ◽  
5E Instructional Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This study examined the effect of the 5E instructional model on Physics students’ academic achievement based on gender and students’ ability. The study employed a quasi-experimental design using the pre-test, post-test and delayed-post administered instruments to the experimental and control groups. The study involved two instructional strategies (5E instructional model and traditional teaching). Instruments known as Physics Students’ Academic Achievement Test (PSAAT) and Delayed Post Test (DPT) were used to gather data for the study. Mean scores, standard deviations and normalized gains were used to analyses data while ANCOVA and independent-sample t-test were used to test the hypothesis at the 0.05 level of significance. A significant difference was found between Physics students instructed with the 5E instructional model and those taught through the traditional classroom. Similarly, a significant difference was found between Physics high-ability student in the 5E instructional group and those in the traditional group. However, a non-significant difference was found between Physics low-ability students in the experimental and the control groups. Similarly, a non-significant different was found among gender concerning pre-test and post-test means scores. However, a significant difference was found among gender in favor for the male students. The study recommended that Physics teachers wanting to improve their students learning outcomes should adopt the 5E instructional model.

Examining Language Related Episodes (LREs) of Arabic as a Second Language (ASL) Learners During Collaborative Writing Activities

2017 ◽  
Vol 7 (4) ◽  
pp. 256 ◽  
Author(s):  
Mohammed A. Alwaleedi
Keyword(s):  
Second Language ◽  
Collaborative Writing ◽  
Group Interaction ◽  
Experimental Writing ◽  
Control Group ◽  
Writing Groups ◽  
Control Groups ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

Previous studies have increasingly examined the nature of collaborative writing in English as a foreign/second language settings. However, little research has been conducted on its nature in Arabic as a second language (ASL) contexts. This study investigated the nature of 64 students’ Language Related Episodes (LREs) while performing collaborative writing in ASL classrooms. Employing a quasi-experimental design with a mixed methods approach, the frequency and the focus of the students’ LREs in collaborative (experimental) writing groups and in traditional (control) groups were compared. The findings showed that there was a statistically significant difference between the LREs produced by the experimental and the control groups which can be attributed to the collaborative writing approach. In particular, the analysis of LREs per minutes indicated that LREs were more frequent in the experimental group interaction than in control group interaction. In addition, the experimental groups paid more attention to language and were more successful at resolving language related problems than the control ones which may explain the differences in their performance. Specimens of dialogues of both groups are presented to explain their differential performance.

scholarly journals The Effect of Computer-Assisted Educational Games on Teaching Grammar

2020 ◽  
Vol 10 (1) ◽  
pp. 117
Author(s):  
Adil Kayan ◽  
İbrahim Seçkin Aydın
Keyword(s):  
Academic Achievement ◽  
Educational Games ◽  
Control Group ◽  
Computer Assisted ◽  
Significant Difference ◽  
Methods And Techniques ◽  
Quasi Experimental ◽  
Teaching Grammar ◽  
The Impact ◽  
Experimental Group

Discussions on how grammar should be taught have continued for decades. Previous studies have reported that today’s students called as Generation Z have shown negative attitudes toward grammar teaching with traditional methods and techniques, and that their academic achievements have failed to meet expectations. Not using methods and techniques that are consistent with the adopted philosophy of education hinders the success of this process. The study investigated the impact of computer-assisted instruction and correspondingly computer-assisted educational games on grammar academic achievement and attitudes toward grammar and Turkish course of students. In this study, a quasi-experimental design based on a quantitative study with a pretest-posttest nonequivalent group was applied. Participants of the study consisted of two classes of 6th grade students studying at a middle school. Computer-assisted educational games were designed and practiced in the experimental group within a 12-week period. For the control group, activities in the curriculum were followed during lessons. Results showed that grammar academic achievement of students between the experimental group in which computer-assisted educational games were practiced and the control group in which the existing curriculum was followed showed a significant difference in attitudes toward Turkish course and grammar on the behalf of the experimental group. Findings demonstrated that this kind of practice in teaching grammar made a significant difference on achievement and attitude of students. In addition, there was a positive, moderate and statistically significant relationship between attitudes toward grammar and Turkish course. Attitudes toward grammar of students determine attitudes toward Turkish course of students.

scholarly journals EFFECTS OF COMPUTER ASSISTED INSTRUCTIONAL PACKAGE ONACHIEVEMENT AND INTEREST OF SENIOR SECONDARY SCHOOLSTUDENTS IN MATHEMATICS IN BIDA METROPOLIS, NIGER STATE,NIGERIA.

2014 ◽  
Vol 15 (1) ◽  
pp. 10
Author(s):  
R. W. Gimba ◽  
A. A. Hassan ◽  
M. Abdulrahman ◽  
A. Bashir
Keyword(s):  
Standard Deviation ◽  
Teaching Method ◽  
Computer Assisted ◽  
Control Groups ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
Senior Secondary ◽  
Instructional Package ◽  
Experimental Group

This study compared the effects of the researcher designed Computer Assisted Instruction (CAI) package on achievement and interest of senior secondary school students in set theory to the traditional teaching method. The study was carried out in Bida Metropolis. Two senior secondary schools were purposively chosen because of the availability of computers in these schools. A sample of one hundred and nine (109) SSI students was involved in the study. The design used was a quasi-experimental design. Two intact classes were used; four research questions and four hypotheses guided the study, while Mean, standard deviation and t-test were used to test the hypotheses at 0.05 level o f significant. The result revealed that the mean and standard deviation of the post-test achievement score of experimental and control groups are 60.25 and Standard Deviation 0.12, and 31.15 and Standard Deviation 0.10 respectively in favour of the experimental group and the interest inventoiy score of experimental and control groups are 58.43 and Standard Deviation 0.18, and 32.23 and Standard Deviation 0.23 respectively in favour of the experimental group. The study revealed no significant difference in the mean achievement and interest scores of male and female students taught using CAT package. Some recommendations were made among which is mathematics teachers should include the use of computer assisted instructional package as one of the strategies to be employed in classroom teaching and learning.

The Effect of Psycho-education Program on Resilience in the Caregivers of Clients with Bipolar Disorder

2020 ◽  
Author(s):  
Talieh Khalifi ◽  
Raheleh Bahrami
Keyword(s):  
Bipolar Disorder ◽  
Experimental Study ◽  
Standard Deviation ◽  
Repeated Measures ◽  
Behavioral Pattern ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

Abstract BACKGROUND: Resilience in family refers to the flexible and developed behavioral pattern in the caregivers of clients with mental disorders that face challenges during the caring process. The aim of this study was to investigate the effect of psychoeducation program on resilience in the caregivers of clients with bipolar disorder. METHODS: This is a quasi-experimental study with a control and an experimental group. The participants of the study were 64 caregivers of clients with bipolar disorder in Sanandaj. The experimental group received the intervention for 4 weeks. The control group did not receive any intervention. The instrument of this study included a demographic questionnaire and a Connor-Davidson (CD-RISC) Resilience Scale. The data analysis was performed using descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (independent t-test, paired t-test and repeated measures analysis of variance) using SPSS-22 software. RESULTS: The results showed that there is no difference between the experimental and control groups in terms of the distribution of contextual variables. There was no statistically significant difference between the mean and standard deviation of the resilience score before the intervention in the control group and in the experimental group (P = 0.059). However, after the intervention, the difference was statistically significant (P <0.001) and showed an increase in the experimental group. CONCLUSION: This Quasi-experimental study indicates that psychoeducation is an effective way for the resilience in the caregivers of clients with bipolar disorder and it can be promote resilience in the caregivers.

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