Learning of Science among Students at Risk of Dropping out (Sardo) Using Technology-Driven Intervention

The purpose of this study was to determine the efficacy of Technology-Driven Intervention in improving science learning among Alegria National High School students at risk of dropping out. This study focused on two groups of twenty (20) Grade 8 Students at Risk of Dropping Out. Ten SARDOs served as the control group and received work text intervention, while the other ten SARDOs received technology-driven intervention. Both groups performed POORLY in Science knowledge at the start of the experiment, according to the results. T-test results also revealed that both the work text intervention and the technology-driven intervention were effective in the learning of SARDOs. The mean gain scores of SARDOs that used technology-driven intervention, on the other hand, were significantly higher. The study concludes that a technology-based intervention is more effective than a traditional intervention for students at risk of dropping out.

Expanding Reach of Extension Programming Through Partnerships with State Park Naturalists

Partnerships between natural resources agencies and Extension have existed for years and Extension has served in many roles. These roles include writing grants, facilitating meetings, training, and designing collaborative programming. Herein, we highlight a partnership between Purdue Extension and the Indiana Division of State Parks (IDSP) where Purdue Extension used an existing partnership to create programming about eastern hellbenders in a format presentable by interpretive naturalists, Extension educators, and K-12 teachers. The program increased pre/post knowledge gain scores for attendees by 129.27%. This model has successfully expanded Purdue Extension’s outreach efforts while satisfying a need expressed by IDSP. Forming reciprocal partnerships with nontraditional partners can have a tremendous positive impact on the success of outreach and education efforts.

The Effect of PjBLL Online Platform on Student Collaboration Skills and Basic Science Process Skills During the Covid-19 Pandemic

The purpose of this research to describe the effect of Project Based Laboratory Learning (PjBLL) on collaboration skills and basic science process skills of students. This type of research is quasi-experimental with one group pretest-posttest design. The subjects of this study were 60 first year students from two different classes who were enrolled in the Basic Physics course at the Department of Chemistry, Universitas Negeri Surabaya Indonesia. The collaboration ability test on kinematics and particle dynamics was used to measure students’ collaboration skills, the basic science process skills test was used to measure students’ science process skills as a pre-test and post-test. The analysis of the results showed that students’ collaboration skills were complete on all indicators with gain scores in the high and sensitive categories, while basic science process skills were completed on all indicators with gain scores in the medium and high criteria. PjBLL Online platform can be used for lectures during the COVID-19 pandemic.

Pengaruh Model Guided Inquiry dan Problem-Based Learning terhadap Pemahaman Konsep Siswa

This study aims to determine the influence of the guided inquiry model and problem-based learning on the conceptual understanding of class VII A and VII K students of State Tsanawiyah Madrasa (MTs N) 3 Sragen on environmental pollution material. This research is a quasi-experimental research with a non equivalent control group design. After being treated with the guided inquiry model, the average of students' learning outcomes was 89.5, while the problem-based learning model was 88.3. To prove that there is an effect of the two models on students' conceptual understanding, a paired sample t-test was conducted, in which the two classes showed a significance <0.05 so that H1 was accepted or H0 was rejected. Its means that the two models influence students' conceptual understanding of environmental pollution material. The guided inquiry model in this study has a higher impact than problem-based learning. These results are also supported by the N-Gain score on the guided inquiry model, which is higher than the problem-based learning model with scores of 0.67 and 0.53, respectively. Both N-Gain scores are in the “medium” improvement category.

Student’s scientific literacy on environmental pollution material based on SETS learning approach combined with Vee Diagram

The student’s scientific literacy is vital in improving students’ awareness of several issues. This study was intended to describe the effect of the SETS learning approach combined with Vee Diagram on students’ scientific literacy especially on Environmental Pollution Material. This study used a nonequivalent pretest-posttest control group design. The survey involved 60 students who were selected using cluster random sampling technique. The quantitative data, in terms of pretest, posttest, and N-gain scores were analyzed using Independent-sample t-test at the 5% significance level. The results showed that, based in the N-gain scores, the experiment class was classified in moderate category and the control class belonged to low category. This means that the SETS learning approach combined with Vee Diagram influence student’s scientific literacy on Environmental Pollution Material. Therefore, this combination is recommended to be implemented in class to enhance students' scientific literacy skills.

Cooperative Learning Strategy: Its Effects on Enhancing the Vocabulary and Reading Compression Skills of MSU-ILS Grade Six Pupils

The research conducted was quasi-experimental in nature. It was undertaken in order to determine the effects of cooperative learning strategy in enhancing the vocabulary and reading comprehension skills among the Grade Six pupils of MSU-ILS, A.Y. 2011-2012. Specifically, it sought to find out the profile of the respondents in terms of age, gender, parents’ occupation, and parents’ monthly income; the significant difference between the pretest and the posttest mean scores of the control group in vocabulary and reading comprehension skills; the significant difference between the pretest and the posttest mean scores of the experimental group in vocabulary and reading comprehension skills; and the significant difference between the mean gain scores of the respondents of both groups in vocabulary and reading comprehension skills. This research involved seventy-five (75) Grade Six pupils of Mindanao State University-Integrated Laboratory School (MSU-ILS). One group consisting of 37 pupils was identified as the experimental group. This study was analyzed by the SPSS (Statistical Program for Social Sciences) The data were treated using one-way ANOVA (Analysis of Variance). The study revealed the following findings: 1) majority of the respondents were aged 13 years old; 2) majority of the respondents are females and few of them are males for both the experimental and the control groups. 3) majority of the parents of the respondents were employees or faculty members; and 4) most of the parents of the respondents were receiving an average level of income (10001-20000). Moreover, the study has a significant difference between the pretest and the posttest mean scores of the experimental group in vocabulary and reading comprehension skills. Statistically, there is also a significant difference between the pretest and posttest mean scores of the control group in vocabulary and reading comprehension skills. Finally, the two groups have the same variance. It means that on the average, the mean gain scores of pupils in both the control and experimental groups are the same. Based on the findings, cooperative learning strategy is effective in teaching vocabulary and reading comprehension skills to the learners, traditional learning strategy is also effective in teaching vocabulary and reading comprehension skills to the learners or effective learning, whichever teaching strategy is used by the teacher the learners need to be participative in high order thinking exercises, such as analysis, synthesis, and evaluation and the cooperative learning strategy and traditional strategy are both effective. There is no single “best” learning strategy to teach vocabulary and comprehension skills to learners and whatever learning strategy is used in the classroom, there is a need to take into account the learners’ current knowledge so that they can work within their zone of proximal development and thus progress will be implied in this study.

Effect of Dramatization on Speaking Skills ond Academic Achievement In English Among Primary Students

The present study intends to examine the effect of dramatization on speaking skills and academic achievement in English among primary students. The sample consisted of 240 fifth class students from four co-educational private schools of district Fazilka. The sample was divided into two groups randomly. One of the two groups was designated as Experimental Group and the other as Control Group. Experimental group was taught through Dramatization and the control group was taught through traditional method. The obtained data was analysed using two way Analysis of Variance. The results revealed that (i) Teaching through dramatization was found effective than traditional method with respect to achievement of students in English and gain scores in speaking skills (ii) Boys outperformed girls in case of achievement gain scores (iii) Girls outperformed boys in case of gain scores of speaking skills.

Improving Students’ Mathematical Representation of Physics and Critical Thinking Abilities Using the CAKA Mobile Media Based on Local Wisdom

<p class="0abstract">This study aims to develop a learning media based on the local wisdom of <em>becak</em> (pedicab) assisted by the Android to improve the mathematical representation and critical thinking abilities. It used the 4D model. The data were collected using a written test, and analysed by using the analysis of the gain scores. The result shows that the developed media based on the local wisdom of pedicab assisted by the Android (CAKA) is in a very good category and can be used as a learning media. The CAKA media can improve the mathematical representation and critical thinking abilities of grade X students of senior high school.</p>

New Evidence for the Psychometric Properties of the Spanish Version of the Gain in Alzheimer Care Instrument

The aim was to analyze the psychometric properties of the Spanish version of the Gain in Alzheimer Care Instrument (GAIN), providing validity evidence based on its internal structure, reliability, item analysis, and relationships with other variables. A sample of 113 informal caregivers of people with dementia completed the GAIN, along with questionnaires assessing burden, general mental health, stress, anxiety, depression, and life satisfaction. Confirmatory factor analysis showed a single-factor structure with adequate fit indices. Reliability of GAIN scores was satisfactory, with McDonald’s omega equal to .91. Items yielded adequate homogeneity indices. Validity evidence based on relationships with other variables was provided by positive correlations between GAIN scores and life satisfaction, and negative correlations with burden, general mental health problems, stress, anxiety, and depression. All these correlations were statistically significant, and most of them were of moderate magnitude. The Spanish version of the GAIN has a single-factor structure and satisfactory psychometric properties. It is quick and easy to apply and given the association between GAIN scores and other variables, it may be used to provide information about a caregiver’s psychological health status.