scholarly journals The Effect of the SAMR Model on Acquiring Teaching Skills for Students of Colleges of Education in the Subject of Teaching Applications

2021 ◽  
Vol 13 (2) ◽  
pp. 1289-1296
Author(s):  
Ruaa Ibrahem Radhi ◽  
Dr. Dawood Abdulsalam Sabri
Keyword(s):  
Control Group ◽  
Teaching Skills ◽  
Colleges Of Education ◽  
Random Fashion ◽  
Significant Difference ◽  
The Subject ◽  
Level Of Significance ◽  
Group Control Group ◽  
The Impact ◽  
Experimental Group

This research aims to identify the impact of the model (SAMR) in acquiring teaching skills among students of the colleges of education in the subject of teaching applications. The research sample consisted of (50) students selected from the department of educational and psychological sciences in the College of Education Ibn Rushd For the academic year (2020-2021). This was then divided in a simple random fashion into two groups: the first group (experimental group) included (25) students trained in scientific education lessons according to the teaching program prepared for it while the second group (control group) included (25) students. The researchers conducted the process of balance between the two groups in a number of variables to achieve a goal and choose its hypotheses. After collecting, analysing and processing data statistically using the statistical package (SPSS) and performing t-test on two independent samples and the equation of the ETA box to measure the size of the effect, we obtained the following results: There is no statistically significant difference at the level of significance (0.5) between the average grades of students of the experimental group and the control group in acquiring teaching skills for the experimental group. In light of the findings, the researchers reached several conclusions and presented several recommendations and suggested several future studies.

The effect of Bayer’s strategy on developing divergent thinking among students Second intermediate grade in the subject of Arab Islamic history

2021 ◽  
Vol 26 ◽  
pp. 273-304
Keyword(s):  
Divergent Thinking ◽  
Second Grade ◽  
Control Group ◽  
Intermediate School ◽  
Islamic History ◽  
Intermediate Students ◽  
Significant Difference ◽  
The Subject ◽  
Level Of Significance ◽  
Experimental Group

The current research aims to know (the effect of Bayer's strategy on developing divergent thinking among second-grade intermediate students in the subject of Arab-Islamic history) . In order to achieve the goal of the research, the researcher puts the following null hypothesis : 1.There is no statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group students who study according to the Bayer strategy and the average scores of the control group students who study in the traditional way in the dimensional divergent thinking test . The researcher chose an experimental design with two groups, one experimental and the other a control, and the two research groups (experimental - control) were rewarded with the following variables : (Chronological age in months, grades of the previous year, IQ test, pre-branched thinking test ) . The current research was limited to second-grade intermediate students in (Al-Furat Intermediate School for Boys), which is one of the schools affiliated to the city of Baghdad / Directorate of Education Al-Karkh First. (32) students, and the second represented the control group who were studying the same subject in the traditional way, and they numbered (31) students. Thus, the number of the research sample reached (63) students. 2017-2018 . The researcher prepared the divergent thinking test in light of the steps and main questions of the Sheikhly test (2001) in measuring the ability of divergent thinking of the students of the research sample . : The search results showed .The experimental group students who study history according to the Bayer strategy outperformed the control group students who study history using the traditional method in the dimensional branched thinking test . Keyword: Divergent thinking Bayer Stratagy

The Impact of the Flipped Classroom on Students' Academic Achievements in Secondary Schools

2020 ◽  
pp. 175-192
Author(s):  
Meruyert Koshegulova ◽  
Yerkhan Mindetbay
Keyword(s):  
Flipped Classroom ◽  
Placement Test ◽  
Control Group ◽  
Flipped Learning ◽  
Academic Achievements ◽  
Significant Difference ◽  
Before And After ◽  
The Subject ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to analyze the effects of flipped learning on students' academic achievements in the subject of science at Bilim Innovation Lyceums (BIL) in Kazakhstan. For this purpose, pre and post surveys were conducted on 168 students who were divided into two groups; the experimental group consisting of 84 students who took part in flipped learning classes for seven weeks and the control group consisting of 84 students who experienced the traditional method of classroom instruction at the same period. To achieve the objectives of the study, a final placement test score was used before and after the introduction of the flipped classroom model. The results of the study are summarized as follows. There were a significant difference between the two groups in terms of academic achievement when it measured by test scores before and after the concerned semester. On the basis of these findings, several suggestions were made for the schools to utilize innovative instructional methods including flipped learning for sustainable education in the future.

scholarly journals The Effect of the five pillars model in the acquisition of geographical concepts and the development of deductive thinking among first-graders average

2018 ◽  
Vol 225 (3) ◽  
pp. 343-368
Author(s):  
Dr. Ahmed Ali Abdul-Sada
Keyword(s):  
Traditional Method ◽  
First Graders ◽  
Pearson Correlation ◽  
Control Group ◽  
Partial Adjustment ◽  
Research Scholar ◽  
Significant Difference ◽  
Level Of Significance ◽  
The Impact ◽  
Experimental Group

The current research aims to identify the impact of a specimen of the five pillars in the acquisition of geographical concepts and the development of deductive thinking among first-graders average, and to achieve this research scholar put Elsafreeten following two hypotheses:  1. There is no statistically significant difference at the level of significance (0.05) between the average scores of the experimental group that studied conform to the form of the five pillars, and the average grades control group that studied according to the traditional method of acquiring geographical concepts students. 2. There are no teams with a statistically significant at the level of significance (0.05) between the average scores of the experimental group that studied conform to the form of the five pillars, and the average grades control group that studied according to the traditional method of testing deductive thinking students. To achieve the aim of the research Atia researcher experimental approach with a partial adjustment measures, if included sample (60) by students (30 students) and the experimental group (30 students) for the control group The dish researcher tested concepts gain on the two groups dated 11/05/2015 and stakes in a row with the help of geographical teacher at the school, as well as dish test deductive thinking on the two groups on 05/12/2015 The researcher used the following statistical methods (Altaia test for two independent samples, equation difficulty coefficient, and the equation of discrimination coefficient, and the equation of effective alternatives coefficient, Pearson correlation coefficient, and the equation Cronbach alpha) The study resulted in the following results outweigh the experimental group that studied Bonmozj columns Alakhmsh a control group that was taught according to the traditional method of testing the acquisition of geographical concepts, as well as the superiority of the experimental group that studied Bonmozj columns Alakhmsh a control group that was taught according to the traditional method of testing the acquisition of thinking inferential.

scholarly journals The Effect Of The Infographic Strategy On The Achievement And Development Of Visual Thinking Among The Second-Year Intermediate Students In The Social Subject

2021 ◽  
Vol 58 (2) ◽  
pp. 1261-1274
Author(s):  
Hanaa Ibrahim Mohamed
Keyword(s):  
Social Studies ◽  
Female Students ◽  
Control Group ◽  
Visual Thinking ◽  
Intermediate Students ◽  
The Social ◽  
Significant Difference ◽  
The Subject ◽  
Level Of Significance ◽  
Experimental Group

The current research aims to find out the impact of the infographic strategy in the achievement and development of visual thinking among second-grade intermediate students in the subject of social science by verifying the validity of the following null hypotheses. There is no statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who study the social subject according to the infographic strategy and the average scores of the students of the control group who study the same subject in the usual way in the post-achievement test.There is no statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who study social studies according to the infographic strategy and the average scores of the students of the control group who study the same subject according to the usual method of the dimensional visual thinking test.There is no statistically significant difference at the level of significance (0.05) between the average grades of the experimental group students who study the social subject according to the infographic strategy in the pre- and post-visual thinking scale.There is no statistically significant difference at the level of significance (0.05) between the average scores of the control group students who study the subject of social studies according to the usual method in the pre- and post-visual thinking scale.To verify this, the researcher used an experimental design with partial control with the experimental and control groups, and the pre- and post-tests. According to the infographic strategy and Division (E), the control group is represented, which is taught in the usual way. The number of female students in the two groups was (56), of which (26) were students in Division (D) and (30) were students in Division (E). The researcher did not find female students who had failed in the same phase year. The researcher used the same conditions for the two groups of research in the following variables: academic achievement of fathers, academic achievement of mothers, chronological age calculated in months, scores for the pre-visual thinking scale, IQ test scores, degrees of social science from the 2016/2017 academic year.

scholarly journals The Effect of the P.L.A.N Strategy on Developing the Cognitive Representation of Fourth-grade Literary Students in the Subject of History

2021 ◽  
Vol 13 (2) ◽  
pp. 1297-1307
Author(s):  
Dr. Nidal Muzahem Rashid Al-Azzawi ◽  
Nofal Abbas Karim
Keyword(s):  
Control Group ◽  
Stability Factor ◽  
Cognitive Representation ◽  
Education Department ◽  
Test Items ◽  
Significant Difference ◽  
The Subject ◽  
The Stability ◽  
The Impact ◽  
Experimental Group

The current research aims to identify the impact of the PLAN strategy on the development of knowledge for students of the fourth literary grade in the subject of history, and the researcher has put the hypotheses, including that there are no statistically significant differences at the level (0,05) between the average scores of the students of the experimental group who study the subject of history B (PLAN strategy) and the students of the control group who study the same subject (the usual method) in the post-cognitive representation test. Cognitive representation, tribal and dimensional. The researcher chose two schools in the Samarra Education Department to conduct his experiment, the number of students of the research groups reached (69).) Students of (34) students for the experimental group and (35) students for the control group prepared a test of cognitive representation that consisted of (25) items, which were presented to a group of experts and specialists to verify the validity of the test and to analyze its paragraphs and calculate its stability, and after analyzing the results of the answers of the sample students and treating them statistically Using the appropriate statistical means, it was found that all the test items are valid, and to calculate the stability of the test, Couder-Richardson coefficient-20 was used, as the reliability was (0.84), which is Good stability factor. After the procedures we figured to the average scores of the experimental group students in a test of cognitive representation and in favor of the post, and the results also showed a statistically significant difference between the average scores of the experimental group students in the pre and post tests Cognitive representation.

EFFECT OF YOGA ON CARDIOVASCULAR EFFICIENCY

2019 ◽  
pp. 12-16
Author(s):  
Brij Bhushan Singh ◽  
Shubi Mirja ◽  
Samiya Husain
Keyword(s):  
Statistical Technique ◽  
Step Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Group A ◽  
Cardio Vascular ◽  
Level Of Significance ◽  
Group B ◽  
Experimental Group

The purpose of this study was to investigate the effects of yogic practices on cardio-vascular efficiency. Material and methods: Total Forty (40) subject’s boys/girls were selected as the sample of the study through the random sampling and their age ranged between 20 to 25 years from the Department of Physical Education, Aligarh Muslim University, Aligarh. The subjects were divided into two groups comprising 20 subjects in each group, namely group “A” (the experimental group) performs yogic practices (Asanas, Pranayamas and Kriyas) and group “B” (the control group) served as control. Statistical technique: for the assessment of the cardiovascular efficiency through Harvard step test pre and post-test was conducted and t-test was applied for the analysis. Result: revealed that there exist a significant difference between group A and group B, at .05 level of significance. On the basis of the pre and post-test among experimental and control group, experimental group found better than the control group on cardiovascular efficiency and significant result were found in this study.

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

scholarly journals The impact of using the strategy of self-questioning in the achievement of students in the fifth grade in mathematics: أثر استخدام استراتيجية التساؤل الذاتي في تحصيل طلاب الصف الخامس الابتدائي في مادة الرياضيات

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Latif Al-Zakri
Keyword(s):  
Achievement Test ◽  
Experimental Methodology ◽  
Fifth Grade ◽  
Control Group ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of the use of self-questioning in the understanding of fifth grade students in mathematics material. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 42 students from the fifth grade students from Khubayb bin Udai School in Riyadh; equally divided into two groups of 21 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in mathematics material

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.

Sign in / Sign up

Export Citation Format

Share Document