scholarly journals The Effect of In-service Training of Computer Science Teachers on Scratch Programming Language Skills Using an Electronic Learning Platform on Programming Skills and the Attitudes towards Teaching Programming

2017 ◽  
Vol 5 (11) ◽  
pp. 1
Author(s):  
Ahmed Alkaria ◽  
Riyadh Alhassan
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Programming Language ◽  
Achievement Test ◽  
Control Group ◽  
Electronic Learning ◽  
Learning Platform ◽  
Service Training ◽  
Programming Skills ◽  
Experimental Group

This study was conducted to examine the effect of in-service training of computer science teachers in Scratch language using an electronic learning platform on acquiring programming skills and attitudes towards teaching programming. The sample of this study consisted of 40 middle school computer science teachers. They were assigned into two groups; 20 teachers were in the control group and 20 teachers in the experimental group. The study tools consist of an achievement test in Scratch programming language and a measure of attitudes toward programming instruction. After the experimental treatment at the end of the second semester, the teachers were examined and the results showed that there were statistically significant differences between the achievement test mean scores in favor of the experimental group that trained using an electronic training platform. The results also showed a positive effect on attitudes toward teaching programming for the experimental group.

scholarly journals The effectiveness of participatory electronic games in developing the skill of numerical sense for a mathematics course for elementary school students: فاعليَّة الألعاب الإلكترونيَّة التَّشاركية في تنمية مهارة الحِسّ العددي لمُقرَّر الرياضيَّات لتلميذات المرحلة الابتدائيَّة

2021 ◽  
Vol 5 (29) ◽  
pp. 113-127
Author(s):  
Mai Bandar Naif Al-Kathiri Mai Bandar Naif Al-Kathiri
Keyword(s):  
Elementary School ◽  
Achievement Test ◽  
Female Students ◽  
Control Group ◽  
School Students ◽  
Electronic Learning ◽  
Post Test ◽  
Electronic Games ◽  
Experimental Group ◽  
Mathematics Course

    The study aimed to determine the numerical sense skills that can be developed using participatory electronic games for fourth-grade students, used the semi-experimental approach, and the study sample consisted of (40) female students The fourth elementary school was divided into two groups, an experimental group of 20 students, who studied the skill of numerical sense through participatory electronic learning games, and a group of 20 students who studied the skill of numerical sense in the traditional learning method; Where the two groups applied to the pre / post achievement test, and the study found that the experimental group students exceeded the control group in the post test. The higher levels of the experimental group students in the post-test than their degrees in the pre-test in the achievement test, and thus the study for the effectiveness of the electronic study Participatory skill development in the numerical sense of mathematics course for female students of experimental group compared to female students of control group.    

scholarly journals The Effect of Using Flipped Classroom Strategy on the Academic Achievement of Fourth Grade Students in Jordan

2018 ◽  
Vol 13 (02) ◽  
pp. 110 ◽  
Author(s):  
Shereen Mazen Elian ◽  
Diala Abdul Hadi Hamaidi
Keyword(s):  
Academic Achievement ◽  
Science Teachers ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Fourth Grade ◽  
Achievement Test ◽  
Control Group ◽  
Fourth Grade Students ◽  
Study Population ◽  
Experimental Group

This study aimed at investigating the effect of flipped classroom strategy on the academic achievement in the subject of science among fourth grade students in Jordan. The study population consists of all fourth grade students in the Directorate of Private Education in Amman area, totaling 2134 students during the second semester of the academic year 2015-2016. The study sample consists of 44 male and female students who were chosen purposely from the study population. The study sample was distributed into two groups: the experimental group that consisted of 22 students, who has studied according to flipped classroom strategy, and the control group that consisted of 22 students, who has studied in the ordinary method. To achieve the objectives of the study, an achievement test was prepared and its validity and reliability were checked. ANCOVA, Means, and Standard Deviations were used to analyze the collected research data. The study deduced the following results: 1) There are statistically significant differences in the Means on the educational achievement test attributed to the teaching strategy, in favor of the members of the experimental group, and 2) there are no statistically significant differences in the Means on the academic achievement test attributed to gender. In light of the findings, the study recommended encouraging science teachers to teach students using teaching strategies emanated from the use of modern technologies, particularly the flipped classroom strategy. In addition, the study suggested that colleges of education should train prospective teachers on the use of teaching strategies stemming from modern educational theories and strategies such as the flipped classroom strategy during the period of preparing them to teach. Furthermore, the study recommended re-applying this experience and identifying its effectiveness at other schools stages and other subjects in other content areas.

scholarly journals The Effect of Teaching Science Using McCarthy's' Model (4 MAT) on the 8th Grade Students' Retention of Learning in Jordan

2017 ◽  
Vol 11 (1) ◽  
pp. 191
Author(s):  
Abdelsalam M. Adili
Keyword(s):  
Science Teachers ◽  
Experimental Approach ◽  
Achievement Test ◽  
Learning Science ◽  
Control Group ◽  
City School ◽  
8Th Grade ◽  
Quasi Experimental ◽  
Academic Year ◽  
Experimental Group

This study aimed at finding the effect of using McCarthy's' Model (4 MAT) on 8th grade students' retention of learning in Jordan. The subjects of the study consisted of 86 students from the eighth grade from one Zarqa city school in the second semester of the academic year 2014/2015. The sample was divided into two groups: the experimental group which was taught using 4 MAT model, and the control group which learned in the traditional way. To achieve the objectives of the study, a quasi-experimental approach was followed, and the researcher prepared a valid and reliable achievement test which aimed at measuring students' achievement and retention of learning science. The results revealed statistically significant differences in the students' achievement and retention of learning science due to the method of teaching, and in favor of the experimental group which learned by using the 4-MAT model. In the light of the results, the study recommended the invitation of science teachers to use 4 MAT model in their teaching.

scholarly journals Effectiveness of Practical Work in Physics on Academic Performance among Learners at the selected secondary school in Rwanda

2020 ◽  
Vol 16 (2) ◽  
pp. 97-108
Author(s):  
Jean Twahirwa ◽  
Etienne Twizeyimana
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Science Teachers ◽  
Teaching Method ◽  
Achievement Test ◽  
Practical Work ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Experimental Group

The current study investigates the effectiveness of practical work in physics on academic performance among learners of a secondary school in Rwanda. The study employs a quasi-experimental research design specifically pretest-posttest control group design (control group and experimental group). Two groups of learners of senior one at Groupe Scholaire Rugoma were treated differently through an expository and practice-based approach respectively. Physics achievement test prepared to evaluate the effect of practical work indicated that learners in the experimental group outperformed those of the control group treated by the expository teaching method. Various factors that may advance or hinder the implementation of practical work were identified and views from science teachers were collected. Most of the respondents strongly agreed that those factors have a significant impact on the implementation of practical work which in turn influence learners’ overall academic performance during Physics Achievement Test (PAT). A significant difference was observed from the statistical analysis performed by using SPSS version 21.0. (Pretest and posttest among learners in the experimental group; t = 27.243; 32.743; MD = 8.4239; 13.12500 respectively whereas the pretest and posttest among learners are as follow, t = 28.442; 32.627; MD = 9.82500; 2.38005 respectively and for all performance evaluation hypotheses were tested at .05 level of significance. Based on the observed results, it was found that practical work was more effective in improving learners’ performance in Physics. It was therefore concluded that practical work continues to be a promising approach in teaching sciences, particularly teaching Physics in secondary schools.

scholarly journals Effectiveness of Practical Work in Physics on Academic Performance among Learners at the selected secondary school in Rwanda

2020 ◽  
Vol 16 (2) ◽  
pp. 97-108
Author(s):  
Jean Twahirwa ◽  
Etienne Twizeyimana
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Science Teachers ◽  
Teaching Method ◽  
Achievement Test ◽  
Practical Work ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Experimental Group

The current study investigates the effectiveness of practical work in physics on academic performance among learners of a secondary school in Rwanda. The study employs a quasi-experimental research design specifically pretest-posttest control group design (control group and experimental group). Two groups of learners of senior one at Groupe Scholaire Rugoma were treated differently through an expository and practice-based approach respectively. Physics achievement test prepared to evaluate the effect of practical work indicated that learners in the experimental group outperformed those of the control group treated by the expository teaching method. Various factors that may advance or hinder the implementation of practical work were identified and views from science teachers were collected. Most of the respondents strongly agreed that those factors have a significant impact on the implementation of practical work which in turn influence learners’ overall academic performance during Physics Achievement Test (PAT). A significant difference was observed from the statistical analysis performed by using SPSS version 21.0. (Pretest and posttest among learners in the experimental group; t = 27.243; 32.743; MD = 8.4239; 13.12500 respectively whereas the pretest and posttest among learners are as follow, t = 28.442; 32.627; MD = 9.82500; 2.38005 respectively and for all performance evaluation hypotheses were tested at .05 level of significance. Based on the observed results, it was found that practical work was more effective in improving learners’ performance in Physics. It was therefore concluded that practical work continues to be a promising approach in teaching sciences, particularly teaching Physics in secondary schools.

scholarly journals Cooperative Learning Approach as Innovation to Improve Students’ Academic Achievement and Attitude in Teaching Biology

2021 ◽  
Vol 3 (1) ◽  
pp. 01-10
Author(s):  
Resty C. Samosa
Keyword(s):  
Academic Achievement ◽  
Cooperative Learning ◽  
Science Teachers ◽  
Achievement Test ◽  
Control Group ◽  
Attitude Score ◽  
Learning Approach ◽  
Attitude Survey ◽  
Teaching Biology ◽  
Experimental Group

The quality of education that teachers provide to student is highly dependent upon what teachers do in the classroom. Thus, in preparing the students of today to become successful individuals of tomorrow, science teachers need to ensure that their teaching is effective. This study aimed to compares the application of Cooperative learning approach on the students’ academic achievement and attitudes in teaching biology. The study sought to determine the effectiveness of cooperative learning approach against conventional teaching. The study employed the experimental type of research. The design compared the result obtained from researcher – made - achievement test and attitude survey in biology in experimental sample which is cooperative learning approach with the control sample exposed to Direct Instruction. The study revealed that the gained scores of the experimental group gained 41.86 % from the pre- and post-achievement test greater than the controlled group gained score of 36.49 %. Furthermore, in the attitude survey showed that the experimental group gained 81.90 % from the pre- and post-attitude survey which greater than the control group gained 81.69%. Using t- test of significance in both control group and experimental group showed that there is no significance difference between pre – achievement test and post – achievement test at probability level of greater than 0.05. In F -test revealed that there is no significant difference between the mean scores of pre-attitude score and post- attitude score of the control and experimental groups.

Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

2021 ◽  
pp. 025576142110059
Author(s):  
Alican Gülle ◽  
Cenk Akay ◽  
Nezaket Bilge Uzun
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Service Training ◽  
Quasi Experimental ◽  
Attitudes Toward Music ◽  
Experimental Group

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

scholarly journals The Effect of Using Prezi on Al Zaytoonah University Students’ Performance in French Language Reading Skills

2018 ◽  
Vol 12 (1) ◽  
pp. 128
Author(s):  
Samer Al-Hammouri
Keyword(s):  
Public Schools ◽  
Reading Skills ◽  
Reading Skill ◽  
Achievement Test ◽  
French Language ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The purpose of this study is to investigate the effect of using Prezi on Al Zaytoonah students’ performance in French Language reading skill. To achieve the purpose of the study, a pre/post-test was constructed to measure students’ performance in French language reading skill. The sample of the study comprised 128 students from Al Zaytoonah University and was distributed into two sections, which were selected purposefully. The sample of the study was distributed into two groups (one experimental and one control groups). The experimental group’s students were taught the reading skill using Prezi while the control groups’ students were taught using the traditional way. The sample of the study was 64 students in the experimental group and 64 students in the control group. Those groups were distributed into two purposefully selected sections in public schools in Amman. The results of the study showed a variance in the means of the achievement test according to group, it also showed that there were statistically significant differences on the achievement test due to the Strategy variable. There were statistically significant differences between using Prezi Strategy and the Current Strategy in favor of the Prezi Strategy, and there was no statistically significant difference in the students’ achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researchers recommend that researchers focus on new teaching strategies and conduct more studies related this topic. They also recommend that other researchers conduct studies and focus on the role play strategy.

scholarly journals USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

2019 ◽  
Vol 18 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Burcu Alan ◽  
Fikriye Kirbağ Zengin ◽  
Gonca Keçeci
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Control Group ◽  
Problem Solving Skills ◽  
Teaching Knowledge ◽  
Mixed Method Design ◽  
Post Test ◽  
And Control ◽  
Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

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

Sign in / Sign up

Export Citation Format

Share Document