scholarly journals The Influence of Human Development Skills on First Intermediate Grade Female Students’ Creative Expression

2021 ◽  
Vol 13 (2) ◽  
pp. 1190-1198
Author(s):  
Haider Mohamed Hana ◽  
Mersal Abdulhameed Oudah Al-Hasnawi
Keyword(s):  
Human Development ◽  
Pearson Correlation ◽  
First Grade ◽  
Female Students ◽  
Creative Expression ◽  
Control Group ◽  
Intermediate Grade ◽  
Chi Square ◽  
Significant Difference ◽  
Experimental Group

The present study aims to identify the influence of human development skills on creative expression among first-grade intermediate female students. The two researchers chose a sample of (61) female students from the first intermediate grade in Al-Siyadah School for Girls affiliated to the Directorate of Education in the Province of Babylon. They were divided into two groups, with (30) female students in the experimental group and (31) female students in the control group. The two researchers studied the experimental group according to Human development skills. They studied the control group in the traditional way. They prepared a test that consisted of (20) items of the type of true and false. The total score of the test was (60) scores, with three scores for each item. The second part was an essay question with a higher score of (40). After verifying the validity and difficulty of its items, the strength of its distinction, and the stability of correction according to the criteria used by the two researchers with a duration of the experiment that lasted an entire semester, the two researchers used the t-test for two independent samples, the item discrimination coefficient, the CHI square, the difficulty coefficient, Pearson correlation coefficient, And the Spearman-Brown equation. The results showed the superiority of the experimental group students who studied according to human development skills over the control group students who studied in the traditional way in the creative expression skills test. The results indicate that there is a statistically significant difference between the average scores of the experimental group students which is (79,57) and the average scores of the control group students which is (69,74) in the creative written expression skills test.

The effect of 4H strategy on achieving science for the fifth grade of primary school

2021 ◽  
Vol 26 ◽  
pp. 729-768
Keyword(s):  
Primary School ◽  
Educational Psychology ◽  
Pearson Correlation ◽  
Correlation Factor ◽  
Fifth Grade ◽  
Control Group ◽  
Chi Square ◽  
Significant Difference ◽  
Level Of Significance ◽  
Experimental Group

The aim is to identify (the effect of the 4H strategy on achieving science for the fifth grade of primary school). The two researchers randomly selected the Riyadh Al-Salihin School for Boys from among the schools affiliated to the Baghdad Governorate Education Directorate Al-Karkh Third, and the sample reached (78) students distributed into two groups, the group is experimental and of (39) The student and the control group and the adult (39) students, and the researchers rewarded the students of the two groups in a number of variables that may affect this type of experimental designs. The two researchers formulated (124) behavioral goals and teaching plans that were presented to a group of experts and arbitrators with experience and competence in measuring And evaluation, educational psychology and teaching methods, and one of the two researchers studied the research himself, and after making sure of the indicators of honesty and consistency, his experiment was applied on Tuesday (10/21/2019) and ended on Tuesday (31/12/2019), the researchers used The appropriate statistical means for his research (chi-square, T-test for two independent samples, paragraph difficulty coefficient, discrimination factor, efficacy of dimorphisms, Pearson correlation factor, Gettmann's equation, A-test, ETA square, torsion) and the results indicated: There is a statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who study the science subject using the 4H strategy and the average scores of the students of the control group who study the same subject in the usual way, as the experimental group surpassed Key words: Strategy 4H, Active Learning, Fifth Grad

scholarly journals Effectiveness of the Flipped Classroom Strategy in Teaching Qur’an Recitation Skills and Attitude Towards It among First Grade Students in Saudi Arabia

2021 ◽  
Vol 20 (11) ◽  
pp. 215-236
Author(s):  
Ali Tared Aldossari ◽  
Munirah Saud Alhamam
Keyword(s):  
Flipped Classroom ◽  
Design Method ◽  
Age Groups ◽  
First Grade ◽  
Attitude Scale ◽  
Female Students ◽  
Control Group ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

This study aims to identify the effectiveness of the flipped classroom strategy in developing the skills of reciting the Holy Qur’an, and the attitude towards the strategy among first grade intermediate school female students. The research sample was a random sample of 48 intermediate female students divided into two 24-student groups: a control group and an experimental group. To collect data according to the quasi-experimental design method, a note card was designed to measure recitation skills of the Qur’an, and a scale developed to record attitude towards the flipped classroom strategy. The note card was applied to the research sample. The results revealed a statistically significant difference (α ≤ 0.05) in favor of the experimental group between the average scores of the two groups in the post application of the note card. The results also showed a statistically significant difference between the average scores of the experimental group (α ≤ 0.05) in the post application of the attitude scale towards the flipped classroom strategy. Lastly, the results showed a statistically significant correlation between the skills of reciting the Holy Qur’an and the attitude towards the flipped classroom strategy among first grade intermediate female students. Based on these results, we present a number of recommendations and suggestions, including expanding the application of the flipped classroom strategy to other age groups and different courses.

scholarly journals Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

2020 ◽  
Vol 11 (5) ◽  
pp. 815
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mino Bargnil
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Reading And Writing ◽  
Significant Difference ◽  
Cloze Procedure ◽  
And Control ◽  
Experimental Group

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

scholarly journals The Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh: فاعلية استراتيجية الفصول المقلوبة في تنمية الدافعية نحو تعلم اللغة الإنجليزية لدى طالبات أول متوسط في الرياض

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Ohud Suliman Al- Henaki
Keyword(s):  
Classroom Environment ◽  
Flipped Classroom ◽  
First Grade ◽  
Female Students ◽  
Experimental Methodology ◽  
Control Group ◽  
Intermediate School ◽  
Significant Difference ◽  
School Girls ◽  
Learning English

The research aimed to investigate the Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh. The research used a semi- experimental methodology to measure the independent variable (teaching technique) on the dependent variable (motivation toward learning). The population included all the students of the first grade in the public schools attending the second term, school year (1439- 1440 AH.). The sample consisted of (82) students, divided into two groups, one experimental consisted of (41) female students, while the other one is a control group consisted of (41) female students. The research tool was the motivated strategies for learning questionnaire (MSLQ). After analyzing the collected data with suitable statistical techniques, the following result was reached: -  There is a statistically significant difference at (α ≥ 0.05) between the means of the students of the two groups (control and experimental) in favor of the experimental group. Therefore, the research proved that the positive effect of teaching using flipped classes in improving the motivation towards learning by middle level female students in English language. Accordingly, various recommendations were presented. Most importantly, develop units for designing school curricula by using flipped classes in the educational administrations. In order to be ready to supply the schools with various subjects (English, Mathematics, Science… etc.) for various levels. Besides, offering incentives for applying, cultivating the specialists, teachers and others who are interested in education by using the flipped classroom strategy, basics and applications. Expand the applications of the flipped classroom strategy in various school levels to improve the motivations of students towards classroom environment and improve the skills of students' using computers and internet, as well as train them on the various technological skills.

scholarly journals The Effect of IELTS Listening Strategy Use on the Reduction of IELTS Listening Test Anxiety and on IELTS Listening Performance

2017 ◽  
Vol 7 (11) ◽  
pp. 1025 ◽  
Author(s):  
Ali Reza Nemat Tabrizi ◽  
Mahnaz Ranjbar
Keyword(s):  
Test Anxiety ◽  
Pearson Correlation ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Control Group ◽  
Listening Test ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The study investigates the impact of IELTS listening strategy use on the reduction of listening test anxiety and on the listening performance of the IELTS test takers in light of the data of 80 participants on the pretest and post-test IELTS listening along with the participants' score on pre-anxiety and post anxiety scale. So, drawing on the instruments including a proficiency test, pre/post-test, anxiety questionnaire, materials for strategy instruction, the participants were randomly divided into two groups: Control Group and Experimental Group, each including 40 participants. As per the procedure, after tackling their pre-listening performance and pre-anxiety score, one group was treated with IELTS-Listening related strategies and the other group was not treated, but both were administered listening test. The results of the study indicated that those treated with IELTS strategy outperformed ( t (78) = 4.57, p = .000, r = .460 ) those receiving no listening-related strategy. Furthermore, the results of a t-test run on the post-test of the groups anxiety arrived at a statistically significant difference (t (78) = 5.77, p = .000, r = .547), representing that the control group outperformed the experimental group. Also, Pearson Correlation done for finding out a potential relationship between anxiety and listening performance indicated a negative and weak to moderate relationship ((r (78) = -.26, p = .020). The pedagogical implications of the study are in detailed argued.

scholarly journals The Effectiveness of Using the Flipped Learning Strategy Using Pen Tablet in the Achievement and Motivation towards Mathematics among Tenth Grade Female Students in Wadi Al-Seer District: فاعلية استخدام استراتيجية التعلم المقلوب باستخدام Pen Tablet في التحصيل والدافعية نحو مادة الرياضيات لدى طالبات الصف العاشر الأساسي في لواء وادي السير

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Suha Mohammad Amawi, Hamzeh Abd alftah Alassaf
Keyword(s):  
Learning Strategy ◽  
Female Students ◽  
Control Group ◽  
Flipped Learning ◽  
Significant Difference ◽  
Tenth Grade ◽  
Pen Tablet ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study aimed to identify the effectiveness of flipped learning strategy using pen tablet in the achievement and motivation towards mathematics among tenth grade female students in Wadi Al-Seer district. The study used a Quasi-experimental design, Where the study was applied to a sample of (93) female students from the tenth grade, it was divided into (48) female students in the experimental group and (45) female students in the control group. The experimental group was taught using a flipped learning strategy by activating the pen tablet, while the control group studied in the traditional way. The Study tools were used achievement test and Motivation scale for learning mathematics. The results of the study showed a statistically significant difference at the level of significance (α = 0.05) between the mean achievement of female students in mathematics in the two experimental and control groups on the post test for the benefit of the experimental group students who studied using the flipped learning strategy using the pen tablet, where the arithmetic mean reached (15.96) of (20), The results also showed a statistically significant difference at the level of significance (α = 0.05) in the scores of the motivation scale towards mathematics between the experimental and control groups on the dimensional scale in favor of the experimental group students who studied using the flipped learning strategy using the pen tablet, where the arithmetic mean reached (2.89) From (3.) the differences were in favor of the experimental group. In light of the results of the study; it recommends the use of the flipped learning strategy by activating the pen tablet tool in teaching math for the tenth grade, and further research into the use of the pen tablet in teaching other educational materials and for other educational stages.

scholarly journals Kemampuan Komunikasi Matematik Siswa Berdasarkan Gender: Suatu Kasus di Sekolah Berbasis Pesantren

2021 ◽  
Vol 9 (2) ◽  
pp. 140
Author(s):  
Wa Ode Dahiana ◽  
Tatang Herman
Keyword(s):  
Communication Skills ◽  
Metacognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Average Score ◽  
Control Group ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Significant Difference ◽  
Experimental Group

<p><em>The purpose of this study was to determine differences in students' mathematical communication skills based on gender with learning using metacognitive strategies. This research method is a quasi-experimental design using a pretest-posttest control group design. The sampling technique used was saturated sampling which consisted of 19 male students as the first experimental group and 17 female students as the second experimental group. The instrument used was in the form of a five-point essay test to measure the aspects of students' mathematical communication skills after being given a treatment, namely learning using metacognitive strategies. The pre-test mean score shows that female students are higher than male students, on the contrary, the average score of the post-test results, it is known that male students are higher. The data were analyzed using the t-test, it was concluded that there was a significant difference between the mathematical abilities of male and female students. This difference is consistent with several previous research results, although not a few studies also state that there is no significant difference between students' academic abilities based on gender.</em></p>

scholarly journals Using Word Study Approach to Improve Omani EFL Students’ Spelling Performance

2019 ◽  
Vol 12 (8) ◽  
pp. 112
Author(s):  
Zainab Al-Yahmedi ◽  
Saleh Al-Busaidi ◽  
Fawzia Al-Seyabi
Keyword(s):  
Basic Education ◽  
Female Students ◽  
Future Research ◽  
Control Group ◽  
Word Study ◽  
Study Approach ◽  
Spelling Performance ◽  
Significant Difference ◽  
Efl Students ◽  
Experimental Group

The purpose of this study was to investigate the effect of Word Study approach on the development of spelling performance of Grade Five female students in the Sultanate of Oman. The sample of the study consisted of 66 grade five female students from a Governmental Basic Education school in South Al Batinah Governorate. They were divided into two groups: an experimental group who studied spelling using Word Study approach and a control group who studied spelling using the traditional basal approach. The results showed a statistically significant difference between the two groups in favor of the experimental group. The study puts forward some recommendations for future research and for teaching.

scholarly journals The Effect of the place mat Strategy in the collection of geographical material and the development of deductive thinking among the average first-grade students skills

2018 ◽  
Vol 226 (3) ◽  
pp. 205-228
Author(s):  
Dr.Mohammed Saddej Abu Daga
Keyword(s):  
Correlation Coefficient ◽  
Deductive Reasoning ◽  
Pearson Correlation ◽  
First Grade ◽  
Achievement Test ◽  
Control Group ◽  
Strategic Location ◽  
Discrimination Coefficient ◽  
Inferential Thinking ◽  
Experimental Group

   The present research aims at identifying the effect of the mat place a strategy to collect geographical material and the development of deductive thinking among the average first-grade students the skills of ID, the study sample consisted of (72) students distributed into two groups by 35 students in the experimental group which studied the use of mat strategic location and ( 37) students in the control group who studied the same material in the traditional manner, rewarded researcher between the two sets of search variables (prior knowledge, IQ test, chronological age, test inferential thinking) promising researcher Uday achievement test consisting of (50) ) Items of multiple choice and make sure his sincerity and persistence and characteristics psychometric and adopted Ready thinking deductive prepared Scale (Obeidi, 2010), and used statistical methods (Altaia test for two independent samples, the difficulty factor, discrimination coefficient, Pearson correlation coefficient, Spearman correlation - coefficient Brown), the study found to outweigh the experimental group students on the control group students in achievement test and test deductive reasoning.  

scholarly journals The Effect of Robinson Strategy and Self- Inquiry on Eighth class student's Achievement in Kurdish literature

2018 ◽  
Vol 226 (3) ◽  
pp. 311-336
Author(s):  
Surror Abdul Kareem Ali
Keyword(s):  
Test Validity ◽  
Female Students ◽  
Control Group ◽  
Validity And Reliability ◽  
Pearson Coefficient ◽  
Significant Difference ◽  
Multiple Choice Items ◽  
Formula Recognition ◽  
Academic Year ◽  
Experimental Group

    The present research aims at identifying the effect of Robinson strategy and Self- Inquiry on the student's achievement in Kurdish literature. To achieve the study aim, the researcher has chosen randomly eighth class students (2nd intermediate) from Hemin school, pishder directorate/ Suliymania for the academic year 2014- 2015. The sample of the study is 76 male and female students and it is distributed as 27 studenets as the first experimental group, 24 student as the second expermintal group, and 25 students as the control group.               The Three groups have been matched according to the following variables: the student's age, their intelligence, their last year grades in kurdish. The experiment lasted one academic semester which is the first one during which the researcher herself has taught the three groups. The researcher has constructed an objective test consist of  35 items, some are multiple choice items, other are true/ false items and completion items. The test validity and reliability have been ascertained. The following statistical tools have been used: ANOVA, Difficulty Coefficient Formula, Recognition Coefficient, Scheffe's test, pearson coefficient Formula. The results of this study have been proven the effectiveness of Robinson strategy which was taught to the first experimental group. Also self Inquiry has proven its success upon the traditional way of teaching. Also, no statistically significant difference is found at 0.05 between the first experimental group, which is taught by Robinson strategy, and the second experimental group which is taught by self- Inquiry. 

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