scholarly journals THE ROLE OF COOPERATIVE INSTRUCTIONAL STRATEGIES ON INTEGRATED SCIENCE PROCESS SKILLS

2021 ◽  
Vol 9 (5) ◽  
pp. 400-405
Author(s):  
Idachaba Stephen O. ◽  
◽  
Stephen Daikwo ◽  
Keyword(s):  
Instructional Strategies ◽  
Instructional Strategy ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Science ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

Research has shown that integrated science process skills are crucial in the modern-day world. In this study, we used secondary school students enrolled in the science classes to determine the role of cooperative instructional strategy on the students integrated science process skill. Ninety-eight students participated in the study. We adopted a pre-test post-test research design in the study. The participants were grouped into two different groups for the pre-test and post-test studies. The experimental group was exposed to the cooperative instructional teaching method, while the control group was taught conventionally. Test of Integrated Science Process Skills (TISPS) was used to assess the participants integrated science process skills. An independent-samples t-test was run to determine if there were differences between the experimental and the control groups on integrated science process skills in the post-test study. The integrated science process skills increased in the experimental group (4.71 ± 4.91) than the control group (23.01 ± 4.27), a statistically significant difference of 18.68 (95% CI, 16.83 to 20.54), t (96) = 20.026, p = .001 was established. It was concluded that cooperative instructional strategy enhances students performance integrated science process skills. The study recommends that teachers should be regularly trained on the use of cooperative instructional strategies.

scholarly journals Examining the Effects of Geography Lessons Taught with Place Based Teaching to Science Process Skills for Classroom Teacher Candidates

2018 ◽  
Vol 7 (2) ◽  
pp. 36
Author(s):  
Nihal Yıldız Yılmaz
Keyword(s):  
Teacher Candidates ◽  
Classroom Teacher ◽  
Control Group ◽  
Process Skills ◽  
Mixed Method Research ◽  
Science Process Skills ◽  
Teaching Activities ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of this research is to examine the effects of the General Geography lessons, which are taught by using place, based teaching activities, on the science process skills for classroom teacher candidates. A nested pattern, which is one of the mix method research patterns, is used for this research. The quasi-experimental design with pre-test and post-test control group is used in the quantitative part, which is in accordance with the mixed method research; whereas in qualitative part, case study is used. The study group of the research consists of first year teacher candidates who study at Karamanoglu Mehmetbey University, Department of Classroom Teaching. In the experimental group of the study, in accordance with the place based teaching activities, the General Geography lesson was taught outside the classroom for 4 weeks, and in the control group, the course was taught in the classroom in accordance with the program. As a result of the research, between the experimental group and control group students, no significant difference is found in pre-test, while a significant difference is found in post-test. A significant difference is found between the pre test-post test average points, in favor of post-test, regarding science process skills of the students in the experimental group.

scholarly journals Pengaruh Pembelajaran Demonstrasi Interaktif terhadap Keterampilan Proses Sains Dasar Siswa SMA pada Materi Perubahan Lingkungan

2019 ◽  
Vol 2 (2) ◽  
pp. 58
Author(s):  
Dwi Rahayu Lestari Noviani
Keyword(s):  
High School Students ◽  
Basic Science ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The achievement of students science process skills in Indonesia is relatively low, this is partly because learning has not yet explored and facilitated students science process skills. This study aims to identify the effect of interactive demonstrations to basic science process skills of senior high school students in environmental change concept, with global warming sub concept. The subjects of this study were X grade of science in second semester, academic year 2017/2018. The method used in this research was quasi experiment with non equivalent pre-test post-test control group design. The research data was collected by using basic science process skills test, observation form, and questionnaire. The results of data analysis using the Mann Whitney test with a significance level of 0,05 to the value of the post-test of basic science process skills showed a significant difference in basic science process skills of students between experimental group and control group. N-gain of basic science process skills in the experimental group is 0,56, while in the control group is 0,43. Improved basic science process skills in the experimental group and control group are in the medium category. Neverthless, the average of N-gain in the experimental group is higher than the control group. The results of this study indicate that 97,5% of learning activities performed well. Based on the results of the research, it can be concluded that the interactive demonstrations learning trains to improve students basic science process skills.

scholarly journals Pengaruh Context-Rich Problems Berbentuk Multimedia Interaktif terhadap Keterampilan Proses Sains, Sikap Ilmiah, dan Pemahaman Konsep

2016 ◽  
Vol 4 (2) ◽  
pp. 83 ◽  
Author(s):  
Yusran Khery ◽  
Khaeruman Khaeruman
Keyword(s):  
Conceptual Understanding ◽  
Interactive Multimedia ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Scientific Attitudes ◽  
Experimental Group

The purpose of this study was to evaluate the effect of context-rich problems in the form of interactive multimedia on chemical students’ science process skills, scientific attitudes, and conceptual understanding in practical activities. This research is the quasi-experimental study with post test only control group design. The research sample consisted of 142 students divided into 3 groups. The 1st experimental group was treated using a context-rich problem in the form of interactive multimedia before practical activities, the 2nd experimental group used conventional rich problems, and control groups without context-rich problems. Data were collected by the science process skills observation sheets and portfolio, scientific attitude observation sheets, and conceptual understanding tests. Data were analyzed by inferential statistical methods using SPSS 15 software for windows. The results showed that the context-rich problems in the form of interactive multimedia had an effect on students' science process skills, scientific attitudes, and conceptual understanding.

scholarly journals The Effectiveness of Predict-Explain-Observe-Discuss-Explain (PEODE) Based Laboratory Work Activities on Pre-Service Science Teachers’ Science Process Skills

2021 ◽  
Vol 8 (1) ◽  
pp. 21-40
Author(s):  
Fatma Coştu ◽  
Hale Bayram
Keyword(s):  
Science Teachers ◽  
Service Science ◽  
Laboratory Work ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Work Activities ◽  
Laboratory Activities ◽  
Post Test ◽  
Experimental Group

This research aims at investigating the effectiveness of the Predict-Explain-Observe-Discuss-Explain (PEODE) based laboratory work activities on pre-service science teachers’ science process skills. A quasi-experimental research model with pre- and post-test via control group was employed in the research. The semi-experimental study was based on 46 pre-service science teachers enrolled in the primary Science Education Program a state university. In the research, randomly selected two groups were used, one experimental group (EG; n = 22) and one control group (CG; n = 24). While the control group participated in traditional laboratory activities work, the experimental group took part in the PEODE-based laboratory work activities. Laboratory activities were carried out in both groups for a total of 9 weeks, two hours a week. Science process skills test (SPST) measuring five different scientific process skills were presented to them as pre- and post-test in order to assess pre-service science teachers’ science process skills. The test scores were analyzed quantitatively with a statistical analysis program. At the end of the research, while there was no significant differences total score of the SPST, significant statistical differences were found between the experimental and control groups in "Making Operational Comments" and "Designing the Research" sub-skills.

scholarly journals The Concept of Neuro- Linguistic Programming in Improving the Receptive Skills in English

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
S. Sunitha ◽  
◽  
A .Catherin Jayanthy ◽  
G. Kalaiyarasan ◽  
N. Annalakshmi
Keyword(s):  
Control Group ◽  
Brain Anatomy ◽  
School Students ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Catch Up ◽  
The Brain ◽  
Experimental Group

From the long years ago, education have been trying a proper way to improving the skills of English. Educators tried several methodologies in English to choose the better one. This paper brings out the effect of teaching Receptive skills by implementing NLP (Neuro- Linguistic Programming) in second language as English. Neuro- Linguistic Programming is one of the methods to catch up the English by giving focus on the brain anatomy. Brain anatomy can motive the creativity as well as the skills of using language. It also exist the role of Neuro Linguistic Programming in teaching the Receptive skills of English, which could make the students to improve the Receptive skills such as listening and reading. The study, in short, affirms that NLP strategies could be quite efficacious in making the students procure the skills that are indispensable in workplaces effortlessly. As it involves teaching a reading comprehension course by NLP concepts and techniques, the approach used in this study is experimental. In addition, the experimental method involves pre-and post-tests conducted before and after the course by the control group (40 students) and the experimental group (40 students). The students of the experimental community are chosen from the secondary school students. After the NLP experimentation, it was revealed from the study that there was a significant difference in the level of the experimental group in pre and post-test.

scholarly journals Enhancing integrated science process skills: Is it better to use open inquiry or guided inquiry model?

Biosfer ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 307-319
Author(s):  
Rizky Restu Romadhona ◽  
Slamet Suyanto
Keyword(s):  
Control Group ◽  
Cluster Sampling ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Integrated Science ◽  
Open Inquiry ◽  
10Th Grade ◽  
Significant Difference ◽  
Quasi Experimental

This study aimed to examine the effectiveness of implementing a real object-based open inquiry model towards integrated science process skills of 10th- grade students in the material of plants (Plantae). This study used quasi-experimental research with nonequivalent control group pretest-posttest design. This study's population was all 10th- of Senior High School S of Yogyakarta, Indonesia, in the academic year grade students of 2018/2019. The technique sampling used in this study was random cluster sampling. The samples consisted of 30 students in the experimental class using the open inquiry model and 30 students in the control class using the guided inquiry model. The instrument used in this study was an essay test consisting of four questions that represent the aspects of science process skills. Analyze data use the independent-sample t-test. The results indicated a significant difference between the means of science process skills post-test of the 10th-grade students in the material of plants. The percentage of N-gain score in the experimental class categorized to low was 0%, categorized to moderate was 17%, and categorized to high was 83%.  The most influential aspect of integrated science process skills in the experimental class is communication with 95,33. To sum up, the open inquiry learning model is useful in the 10th-grade students' integrated science process skills, particularly the aspect of communication in plants' material.

Learning Exercises on Science Process Skills Development of Biological Science Students

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Judith S. Rabacal
Keyword(s):  
Performance Test ◽  
Biological Science ◽  
Skills Development ◽  
Control Group ◽  
Process Skills ◽  
Science Class ◽  
Science Students ◽  
Science Process Skills ◽  
Significant Difference ◽  
Experimental Group

Science process skills are vital in science learning. This study aimed to determine the effect of learning exercises on the science process skills development of Biological Science class students. The pretest -posttest experimental design was utilized in this study. The research subjects of this study were the first year Biological science students of the Northern Negros State College of Science and Technology, Philippines. The data in this study were obtained using the Science Process Skills Performance Test. The instrument was content validated by panel of experts and was pilot tested. Frequency, means, t-test, Pearson-r, and Chi-Square Test were the statistical tools used in this study. Findings revealed that the level of science process skills of the biological science class students during the pre-test and posttest when taken as a whole was average. Experimental group pretest-posttest ranged from average to high, while control group ranged from average to average. Findings also revealed that there is a significant difference in the pretest and posttest in the basic and integrated science process skills of the experimental group. Student’s exposure to learning exercises enhanced and facilitated the acquisition of science process skills more than the lecture method. Learning exercises fosters acquisition of process skills when different variables in their profiles are considered. Keywords - Education, Learning exercises, science process skills, pre-test-posttest experimental control design, Philippines.

scholarly journals The effect of an enrichment unit on climate change awareness and basic science process skills among gifted female primary school students

2021 ◽  
Vol 3 (1) ◽  
pp. 32-46
Author(s):  
Fatema Saeed Sanad ◽  
Fatima Ahmed Aljasim ◽  
Huda Soud AlHendal
Keyword(s):  
Climate Change ◽  
Primary School ◽  
Basic Science ◽  
Sixth Grade ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Post Test ◽  
Experimental Group

This study investigated how introducing climate change-themed lessons into the curriculum of gifted primary school females in Bahrain affected Climate Change Awareness and Basic Science Process Skills. Students included Students included 40 gifted sixth grade females divided into two groups: a 20-student experimental group and a 20-student control group. Basic Science Process Skills Activities and Climate Change Awareness Scale were used as the pre- and post-test to measure the science skills and climate change awareness among both groups. The experimental group received the enrichment unit. The Mann-Whitney & Wilcoxon tests showed that Significant differences emerged between experimental and control groups on the climate change awareness scale, but not in the behavioral domain of the scale. Possible explanations are included.

scholarly journals Video Instructional Strategy on Biology Student’s Academic Performance in Port Harcourt, Nigeria

2021 ◽  
Vol 3 (3) ◽  
pp. 194-202
Author(s):  
Umunnakwe ◽  
Bernadine Akuoma ◽  
Isa Mohammed Juliana
Keyword(s):  
Academic Performance ◽  
Instructional Strategy ◽  
Performance Test ◽  
Teaching Strategy ◽  
Control Group ◽  
Port Harcourt ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Experimental Group

The study investigated the efficacy of Video Instruction as a teaching strategy on Senior Secondary Schools Biology Students’ academic performance in Port Harcourt, Rivers State. The study adopted pretest, post-test, control group quasi–experimental design. Two Intact classes were taught using video instructional strategy as experimental group and another two classes taught using Instructional Diagrams as control group. Two research questions and two hypotheses were formulated to guide the study. Biology Performance Test on Genetics (BPTG) with 25 Objective items was developed and validated. Pilot test was carried out with reliability coefficient of 0.76 obtained, before using it for data collection. The instrument was administered as pre-test and latter reshuffled and administered as post-test. The data were analyzed using mean and standard deviation to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. The result revealed that the experimental group obtained higher mean performance score and no significant difference existed between location and academic performance. It is therefore, recommended that teachers should use video instructional strategy in the teaching and learning of sciences as it promotes internalization of abstract concepts.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

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