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.

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 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

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.

scholarly journals The Influence of Teaching Vocabulary by Using Picture

2016 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Hanik Nuzulimah
Keyword(s):  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
And Control ◽  
Data Analysis Result ◽  
Experimental Group ◽  
Better Than

This paper attempts to explore whether there is significant difference of achievement in vocabulary between students taught by using pictures and those are not. The subject of this study is the first year students of SLTP Muhammadiyah Simo Susukan, Semarang where the sample contains 50 students that is divided into experimental group (with treatment) and control group (without treatment). The data is gathered from participants’ score obtained from pre test and post test. Using t test as technique of data analysis, result shows that students taught by using pictures perform better than those are not. It means that there is significant difference between the two groups. Keywords: Vocabulary Teaching; Picture

scholarly journals The influence of a community intervention on influenza vaccination knowledge and behavior among diabetic patients

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Lili Tao ◽  
Ming Lu ◽  
Xiaoning Wang ◽  
Xiaoyan Han ◽  
Shuming Li ◽  
...  
Keyword(s):  
Influenza Vaccine ◽  
Influenza Vaccination ◽  
Community Intervention ◽  
Vaccination Rate ◽  
Control Group ◽  
Diabetic Patients ◽  
Vaccination Rates ◽  
Significant Difference ◽  
The Impact ◽  
Experimental Group

Abstract Background This study was conducted to evaluate the impact of a comprehensive community intervention on cognition and inoculation behaviors of diabetic patients immunized with influenza vaccine. Methods A total of 1538 diabetic patients aged 35 years and above for outpatient visits and follow-up treatments were selected from six community health service centers (three for the experimental group, and the other three for the control group) in Chaoyang District, Beijing. Comprehensive interventions applied to the experimental group include patient intervention and community climate interventions. We compared the total awareness of influenza vaccine knowledge and influenza vaccination rates between the two groups before and after the intervention. Results Before the intervention, the total awareness rate of influenza vaccine in the experimental group and the control group was similar (50.6 and 50.2%, respectively. P = 0.171). After the intervention, the awareness rate of influenza vaccine in the experimental group and the control group increased. The amplitude of the increase was similar (70.3 and 70.1%, respectively. P = 0.822,). Before the intervention, there was no significant difference in the influenza vaccination rate between the experimental group and the control group (29.0 and 26.8%, respectively. P = 0.334). After the intervention, the vaccination rate of the experimental group was higher than that of the control group. The difference was statistically significant (The vaccination rate 45.8 and 27.4% for the experimental group and the control group, respectively. P < 0.001). Conclusion Comprehensive community interventions had a positive effect on vaccination in diabetic patients. Trial registration ChiCTR1900025194, registered in Aug,16th, 2019. Retrospectively registered.

The Effects of Using Instructional Conversation Method on Oral Autonomy of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (6) ◽  
pp. 1191
Author(s):  
Sahar Ghaffari ◽  
Mohammad Ali Fatemi
Keyword(s):  
Proficiency Test ◽  
Role Playing ◽  
T Test ◽  
Control Group ◽  
Instructional Conversations ◽  
Efl Learners ◽  
Significant Difference ◽  
Instructional Conversation ◽  
The Impact ◽  
Experimental Group

This study was conducted with the aim of investigating the impact of instructional conversations on oral autonomy of Iranian English as Foreign Language (EFL) learners. Forty-nine Iranian intermediate EFL learners from three language institutes in Sarakhs were selected as the participants of the study based on their scores in Nelson Proficiency Test. Administering Nelson General Proficiency Test, participants were measured to make sure they are homogeneous. These participants were randomly assigned into to control and experimental groups.  Participants in both groups sat for Learner Oral Autonomy Questionnaire with some modifications from Kashefian's learner autonomy questionnaire (2002). Results of independent samples t-test lack of any significant difference between the two groups in oral autonomy at the outset of the study. Throughout the study which lasted for 12 sessions participants in experimental group received the treatment, instructional conversations, as a tool for teaching speaking materials. Participants in the control group were taught the same materials as those practiced in the former group through such techniques as role playing, peer dialogues, and oral presentations. Finally, the posttest being the same as the pretest was administered. Results of independent samples t-test showed that the experimental group significantly outperformed the control one in Oral Autonomy Questionnaire. The present findings provide pedagogical implications for employing instructional conversation in EFL speaking classrooms.

Sign in / Sign up

Export Citation Format

Share Document