Can ESA Method Through Quizizz Games Enhance Vocabulary Knowledge?

The teaching of vocabulary is essential in the world of teaching English as a foreign language (EFL). EFL learners have problems in learning vocabulary. To attract the students' attention, the teachers should have adequate teaching methods. One of the teachers' efforts to engage the students is by applying ESA (engage, study, and activate) through Quizizz to find out the enhancement of students' vocabulary knowledge. The study was done in a public junior high school. This was a quantitative research with a sample of 65-students. The students were divided into two groups as experimental and control group. The result of this study showed that both groups have enhanced their vocabulary knowledge. Also, there is a significant difference between the experimental and the control group. Student responses through the questionnaire show they like the learning model. Therefore, it can be concluded that ESA through Quizizz games are effective methods for teaching vocabulary, and also the use of Quizizz can be done at all academic levels from the primary to the tertiary level. The students enjoy and are excited to learn through this model.

The impact of teaching using the strategy of vee in the development of religious concepts in the field of Islamic education among the ninth grade students in Jordan.: أثر التدريس باستخدام استراتيجية الشكل (vee) في تنمية المفاهيم الدينية في مبحث التربية الإسلامية لدى طلاب الصف التاسع الأساسي في الأردن

The present study aimed to find out the impact of teaching using the(vee) strategy in the development of religious concepts in the 9th- grade students. The study adopted the semi- experimental method. The tool consisted of (test religious concepts) Of the ninth grade students at the Abu Ayyub Al- Ansari Elementary School for Boys, Directorate of Education in the Governorate of Aqaba during the academic year 2018/2019, for the Division (A) as a pilot group, consisting of (30) students, and Division B as a control group, student. Results showed (T) There were statistically significant differences between the average scores of students on the test of religious concepts due to the variable of teaching method. The control obtained average of (12.65(versus the experimental score on average of (17.25) and in favor of the vee strategy. The researcher trained the teachers on the strategy of the form (V) in the teaching of Islamic education; for their effectiveness in teaching, and recommended studies to introduce other teaching methods for comparison in achievement.

The Effect of Science Teaching Enriched With Technological Applications on the Science Achievements of 7th Grade Students

This study aims to research the impacts of science teaching enriched with technological applications on the science course achievement levels of 7th grade students. 13 weeks long research was carried out with 7th grade students studying at a state secondary school in Turkey in 2016. In the study, quasi-experimental method, experimental design with the pretest-posttest control group was used. There were 83 students (control=42, experiment=41) in the study group. “Science Achievement Test” developed by the researchers was used as data collection tool. There are 28 multiple-choice, four-choice items in the achievement test covering subjects taught, and the KR 20 reliability coefficient is 0.78. “Science Achievement Test” was used as the pretest, posttest, and follow-up test. Teaching was carried out by the same science teacher in the science class in both the control and experiment groups. In the control group, student-centered learning approach suitable to the 2013 Science Course Curriculum was given to the students, and no experimental procedure was applied. In the experiment group, 2013 Science Course Curriculum was followed, and teaching was carried out with technology enriched science teaching applications. At the end of the research, it was found that the achievement levels of the experiment group with the technology enriched science teaching applications increased significantly and was higher at a meaningful level than the achievement of the control group students. According to this findings, it can be suggested that technology enriched teaching should also be used in science teaching to address individual differences by enriching teaching.

Student perceptions regarding the usefulness of explicit discussion of “Structure of the Observed Learning Outcome” taxonomy

One method of grading responses of the descriptive type is by using Structure of Observed Learning Outcomes (SOLO) taxonomy. The basis of this study was the expectation that if students were oriented to SOLO taxonomy, it would provide them an opportunity to understand some of the factors that teachers consider while grading descriptive responses and possibly develop strategies to improve scores. We first sampled the perceptions of 68 second-year undergraduate medical students doing the Respiratory System course regarding the usefulness of explicit discussion of SOLO taxonomy. Subsequently, in a distinct cohort of 20 second-year medical students doing the Central Nervous System course, we sought to determine whether explicit illustration of SOLO taxonomy combined with some advice on better answering descriptive test questions (to an experimental group) resulted in better student scores in a continuous assessment test compared with providing advice for better answering test questions but without any reference to SOLO taxonomy (the control group). Student ratings of the clarity of the presentation on SOLO taxonomy appeared satisfactory to the authors, as was student understanding of our presentation. The majority of participants indicated that knowledge of SOLO taxonomy would help them study and prepare better answers for questions of the descriptive type. Although scores in the experimental and control group were comparable, this experience nonetheless provided us with the motivation to orient students to SOLO taxonomy early on in the medical program and further research factors that affect students' development of strategies based on knowledge of SOLO taxonomy.