Comparing the Effectiveness of Using ICT for Teaching Geometrical Shapes in Kindergarten and the First Grade

2018 ◽  
Vol 13 (1) ◽  
pp. 50-63 ◽  
Author(s):  
Nicholas Zaranis
Keyword(s):  
Teaching And Learning ◽  
First Grade ◽  
Kindergarten Students ◽  
Information And Communications Technology ◽  
Control Group ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Geometrical Shapes ◽  
Positive Effect ◽  
Experimental Group

The purpose of this study is to investigate if information and communications technology (ICT) helps to improve first grade and kindergarten students' basic geometry achievement. The author's research compares the level of geometrical competence of the first grade students and kindergarten students taught using an ICT oriented learning method specifically targeting ‘Realistic Mathematics Education' (RME) for geometry concepts, as opposed to traditional teaching methodology. The study dealt with first grade and kindergarten students in Crete and Athens. The experimental group of the consisted of 237 students who were taught shapes with the support of computers and the control group had 247 students. The results of the study indicated that teaching and learning through ICT is an interactive process for students at the first grade and kindergarten level and has a positive effect for the learning of shapes using the background of RME theory.

scholarly journals Does the use of Information and Communication Technology through the use of Realistic Mathematics Education help kindergarten students to enhance their effectiveness in addition and subtraction?

2017 ◽  
Vol 5 (1) ◽  
pp. 46 ◽  
Author(s):  
Nicholas Zaranis
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Educational Software ◽  
Kindergarten Students ◽  
Information And Communications Technology ◽  
Control Group ◽  
Teaching Methodology ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Addition And Subtraction

The purpose of this research is to answer the question if and how information and communications technology (ICT) combined with the Realistic Mathematics Education (RME) helps kindergarten students to enhance their effectiveness in addition and subtraction. Our research compares the level of mathematical competence of the students taught using our ICT oriented learning method which specifically takes advantage of Realistic Mathematics Education (RME) for the concept of addition and subtraction, as opposed to traditional teaching methodology. The study dealt with kindergarten students in the city of Crete Rethymno, who were divided into two groups (experimental and control) during the school year 2012-13. The experimental group consisted of 165 students who were taught addition and subtraction with the support of computers and RME. There were 170 students in the control group which were not exposed to the computer oriented curriculum. Students in both groups were pre-tested and post-tested for their mathematical achievement. The educational software consisted of math activities, designed following the background of realistic mathematics education and more specifically that of the learning teaching trajectory for the domain of addition and subtraction. The results of the research support a positive correlation between kindergarten children’s early numeracy competence and the integration of computers in teaching and learning addition and subtraction based on Realistic Mathematics Education.

Teaching Interpretation for English Majors of Vocational Colleges - A Workshop Approach

2011 ◽  
Vol 109 ◽  
pp. 703-706
Author(s):  
Ting Mao
Keyword(s):  
Public Speaking ◽  
Cultural Background ◽  
Learning Ability ◽  
Control Group ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Work Situation ◽  
Psychological Mechanisms ◽  
Real Work ◽  
Experimental Group

Interpretation involves a great amount of practice. However, under the traditional teaching methodology the students do not have much opportunity to work in a real work situation. The class is usually organized with the help of simulated exercises. In that case, it is hard for the students to improve their interpretation ability. Therefore, the “workshop” methodology is introduced in the teaching of interpretation to cultivate the students’ autonomous learning ability and improve their interpretation ability by practice. Through an experiment it was found that compared with the control group, the experimental group was found to have made significant improvement in terms of pragmatical ability, cultural background knowledge, public speaking, conversion and psychological mechanisms. In addition, a questionnaire completed by the subjects in the experiment also proved that the workshop approach is in line with the characteristics of interpretation.

scholarly journals Sekvencijalni pristup obradi nastavne teme voda u okruženju sustava za e-učenje Moodle

2015 ◽  
Vol 10 (1.) ◽  
Author(s):  
Sanda Šimičić
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Traditional Teaching ◽  
Final Test ◽  
School Year ◽  
Significant Difference ◽  
Chemical Content ◽  
E Learning ◽  
Source Of Information ◽  
Experimental Group

The aim of this study was to determine whether the teaching and learning of chemical content of a teaching topic Water in the seventh grade in the framework of CMS MOODLE more effective than traditional teaching. The research was conducted in primary school Split 3 during the school year 2012/2013 and included 24 pupils of one class. The main source of information was an experiment with parallel groups that included two groups of participants. The control group (N=12) was taught in the traditional way and the experimental group (N=12) with the help of e-learning. Results of the final test indicates no statistically significant difference in learning achievement between groups. The larger effect size of experimental group indicates that teaching of chemistry topic Water in the framework of the CMS Moodle can be quality supplement to traditional teaching.

scholarly journals Investigating the Effect of Blending MOOCs with Flipped Classroom on Engagement in Learning and Course Grades

2019 ◽  
Vol 2 (2) ◽  
pp. p8
Author(s):  
Nahed F. Abdel-Maksoud
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Teaching Methodology ◽  
Control Group Design ◽  
Course Grades ◽  
The Impact ◽  
Experimental Group

Though MOOCs are usually used as stand-alone online courses, more and more instructors are using them to complement their traditional lectures, others are using them to flip their classrooms. This study investigates the impact of MOOCs-based flipped classroom on engagement in learning and course grades. This quasi-experimental study employed post-test only control group design. Participants of the study consisted of 155 pre-service teachers studying the undergraduate "EFL Teaching Methodology course at one of the universities in Egypt in the year 2018-2019. Participants were randomly assigned to either an experimental (flipped classroom) (N=78) or a control group (traditional) (N=77). Both groups were taught by the same instructor, the control group was taught in the traditional method, while the experimental group were required to enroll in two English Language Teaching MOOCs, assigned by the course instructor, and complete specific parts of each course, students had to watch videos, read articles, complete quizzes, and come to class prepared to discuss what they have read and watched, and complete in-class activities. Ten weeks later, the instrument of the study, Engagement Scale, was administered to both groups to assess their engagement in learning. Course grades were obtained from the instructor. Results showed that there were statistically significant differences in both engagement and course grades in favor of the ‎experimental group (flipped classroom group). Using MOOCs to flip traditional courses is found to improve students' engagement and learning, this is because students were able to use limited class time to engage in higher‐level interactive learning activities. There is no fear that technology or video lectures will replace faculty, rather it can make their teaching more effective. Integrating MOOCs and flipped classroom can harness technology to radically redesign teaching and learning experiences.

Teaching and learning how to make requests in different contexts in Italian as a foreign language

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Adriana Mendes Porcellato
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Control Group ◽  
Short Term ◽  
Pedagogical Intervention ◽  
Post Test ◽  
Quasi Experimental ◽  
Positive Effect ◽  
Experimental Group

This study is motivated by the dearth of research in pragmatic instruction in Italian as a foreign language (IFL) with beginner learners. Based on the limitations in the way IFL textbooks present requests, instructional material was designed with the following objectives: to improve learners’ pragmalinguistic and sociopragmatic competences and to raise their awareness of request realisation across different contexts. The material, designed for a 60-minute pedagogical intervention, was then used in an Italian language school in Sao Paulo with five intact classes of beginner Brazilian learners of Italian. We implemented a pre- and post-test quasi-experimental methodological design, where three classes were randomly selected to serve as the experimental group, and two classes served as the control group. The data collected through written DCTs and simplified retrospective questionnaires revealed that the learners in the experimental group showed a more significant improvement in their socio pragmatic, pragmalinguistic and metapragmatic competence compared to the control group. These results suggest a positive effect of consciousness-raising activities on learners’ declarative knowledge in the short term.

scholarly journals The effectiveness of theatrical teaching in the development of concepts of intellectual security in the curriculum of Sunnah students in the intermediate stage in Riyadh: فاعلية التدريس الممسرح في تنمية مفاهيم الأمن الفكري في مقرر الحديث لدى طالبات المرحلة المتوسطة بمدينة الرياض

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Abeer Bint Abdul Aziz bin Nasser Al - Dharman
Keyword(s):  
Science Teachers ◽  
Intermediate Stage ◽  
First Grade ◽  
Control Group ◽  
Traditional Teaching ◽  
Course Content ◽  
Riyadh City ◽  
Quasi Experimental ◽  
The City ◽  
Experimental Group

The study aimed to demonstrate the effectiveness of theatrical teaching in the development of the concepts of intellectual security in the Curriculum of the Prophet's biography among the students of the intermediate stage in Riyadh city. In order to achieve the objectives of the study, the two methods (descriptive based on content analysis and experimented with quasi-experimental design) During the course content of modern middle school, and a test of the concepts of intellectual security, and prepared two manuals: one for the teacher, the other for the student. After the verification of the validity of the study tool, its stability and materials, the experiment was applied on a randomly selected sample of the first grade students in the city of Riyadh, numbering 57 students. The sample was divided into two groups: one experimental, 29 students, The number of (28) students, and studied experimental using teaching theater, while studying the control using traditional teaching. The results showed that the experimental group obtained an average of 32.79 from 38, while the control group (21.79) was (38) with a difference of (11) points for experimental benefit, which confirms the effectiveness of the use of teaching theater In the development of concepts of intellectual security in the curriculum of modern students in the middle stage. In light of the findings of the study, she recommended a number of recommendations, including the establishment of specialized training programs for forensic science teachers, to train them to use theater teaching effectively, and to develop the concepts of intellectual security through the use of modern teaching methods such as theatrical teaching, ; Given the results of the study.

scholarly journals THE EFFECT OF HAMBURGER STRATEGY TOWARDS STUDENTS’ WRITING SKILL IN RECOUNT TEXT AT THE FIRST GRADE OF MAN 4 KEDIRI

2020 ◽  
Vol 2 (2) ◽  
pp. 33
Author(s):  
Ahmad Jalil
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
First Grade ◽  
T Test ◽  
Teaching Writing ◽  
Control Group ◽  
Research Approach ◽  
Content Organization ◽  
Written Test ◽  
Experimental Group

The aim of the research was to analyze whether Hamburger strategy was effective to be used in teaching writing recount text at the first grade of MAN 4 Kediri. This research was quantitative research approach, whereas the research design used was posttest-only control-design. This research used two classes which became experimental group (X MIA 2) and control group (X MIA 1). In experimental group was taught by using Hmaburger strategy, whereas control group was taught without Hamburger strategy. The instruments used in the research was written test. The procedure lasted 6 meetings and 1 meeting to do test. The result of t-test showed that: the mean score of experimental group (M = 74.1) was higher than control group (M = 69.12), and independent-samples t-test which values of the sig. 2-tailed was 0.3% or 0.003 and 0.003 < 0,05. Thus, it could be concluded that Hamburger strategy was effective in teaching and learning of English writing recount text. This result suggests that the writing aspects which the students significantly outperformed were content, organization, vocabulary, language use, and mechanics.

Соматические дисфункции у детей с задержкой речи

2017 ◽  
pp. 61-65
Author(s):  
E. L. Kuznetsova ◽  
L. A. Dultsev ◽  
E. V. Safin
Keyword(s):  
Standard Treatment ◽  
Control Group ◽  
Complex Therapy ◽  
Osteopathic Treatment ◽  
Positive Effect ◽  
Experimental Group

Goal of research - the study aims to examine the osteopathic profi le of children with dysarthria and to develop recommendations for osteopathic correction of somatic dysfunctions in 2-3 year old children presenting this pathology.Materials and methods. 30 2-3 year old children with the symptoms of dysarthria took part in the research. All the children were divided into 2 groups: the control group of 15 children received standard treatment, and the experimental group of 15 children received both standard and osteopathic treatment. The dysarthria severity and the osteopathic profi le were evaluated with account of the number of somatic dysfunctions at global, regional, and local levels.Results. The osteopathic correction was shown to have a positive effect on dysarthria severity. The study established a correlation between the dysarthria severity in children and the number of somatic dysfunctions at the local level.Conclusion. The study suggests using osteopathic correction of somatic dysfunctions in the complex therapy of dysarthria in children.

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

scholarly journals UTILIZATION POSSIBILITIES OF PREBIOTICS AND PROBIOTICS IN PREVENTION AND HEALTH CARE OF CALVES

2013 ◽  
Vol 17 (2) ◽  
pp. 121-127
Author(s):  
Luboš Zábranský ◽  
Miloslav Šoch ◽  
Pavel Novák ◽  
Jan Brouček ◽  
Anna Šimková ◽  
...  
Keyword(s):  
Health Care ◽  
Statistical Significance ◽  
Control Group ◽  
Seaweed Extracts ◽  
Weight Gains ◽  
Positive Effect ◽  
Experimental Group

Abstract the aim of our study was to evaluate influence of probiotic agents (Lactovita) and seaweed extracts (Biopolym) with antidiarrheal effects on the prevention of diarrhoea in calves. In the experiment 22 experimental and 22 control calves were observed. The results of the observed incidence of diarrhoea in the control and experimental groups showed a positive effect of probiotic Lactovita and seaweed extracts Biopolymer. 32% of calves in the experimental group and 45% of calves in the control group became sick. Unfortunately, we could not demonstrate the statistical significance of these differences. The weight gains found in the 4th week after birth were by 37.6% higher in the group with Lactovita and Biopolym than in the control group.

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