Journal articles on the topic 'Achievement tests – Study guides'
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RADU, MIRUNA, and CHRISTOPHE LOUÉ. "MOTIVATIONAL IMPACT OF ROLE MODELS AS MODERATED BY "IDEAL" VS. "OUGHT SELF-GUIDES" IDENTIFICATIONS." Journal of Enterprising Culture 16, no. 04 (December 2008): 441–65. http://dx.doi.org/10.1142/s0218495808000223.
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This experimental study tests the hypothesis that symbolic role models' impact on entrepreneurial self-efficacy and behavioural intention varies according to whether models appeal to the observers' "ideal self" or "ought self". We measure the effects of exposure to role models narratives appealing to the desire of either self-achievement or self-commitment as motivators to engage in an entrepreneurial project while still in the university and to start a business after graduation. 44 French undergraduate students enrolled in an entrepreneurial curriculum participated to this research during the Fall 2006.
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Phaiboonnugulkij, Malinee, Rujira Srisupha, Mayuree Kanta, and Wijitporn Janpong. "English for Geotourism Speaking Achievement of the Youth Guides at Khorat Geopark Area in Nakhon Ratchasima via Language Instruction Innovation." Advances in Language and Literary Studies 12, no. 4 (August 31, 2021): 79. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.79.
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This study aims to compare the youth guides’ speaking scores before and after learning through English for Geotourism Instruction Innovation at Khorat Geopark Area in Nakhon Ratchasima, investigate the differences among their tasks’ mean scores and their speaking components. The sample group consists of 109 youth guides who are Grade 11 English-major students from, Mueang Nakhon Ratchasima, Sung Noen and Chaloem Phrakiat Districts. The instruments include lesson plans for English for Geotourism Youth Guides, Students Manual, English Instruction Innovation for Geotourism Communication at Khorat Geopark Area Nakhon Ratchasima, and Pre-post speaking tests for English for Geotourism Youth Guides. Paired-samples t-test, One-Way ANOVA, descriptive statistics including minimum, maximum, means and standard deviations are used in data analysis. Results showed that the youth guides had a significant difference between pre-and post-test scores at.00 level in English for Geotourism. They gained significantly higher post-test scores than that of the pre-test scores. A significant difference indicates that learning through English for Geotourism Instruction resulted in higher post-test tasks scores. The significant differences are also found in pre- and post-task scores and the speaking components’ scores at.00 level. These findings confirm that this language innovation instruction is an effective open learning resource that can facilitate self-regulated learning and languages used in English for Geotourism. The findings can be applied to construct language innovation instruction to exclusively develop speaking skill in other English for specific purposes field.
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Nugraheni, Putranty Widha. "Collaborative Guided Inquiry for Chemistry Learning Outcomes Improvement on Solubility Product Concept." PSEJ (Pancasakti Science Education Journal) 7, no. 1 (August 1, 2022): 31–40. http://dx.doi.org/10.24905/psej.v7i1.134.
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This research aims to know the implementation of the learning model and the effect of the performance of the guided inquiry collaborative learning model on the students' achievement on solubility and solubility product concepts. This study used the design of experiments and was conducted in 11th grade at Malang High School in the group's pretest and post-test design. Data were collected using a multiple-choice test and analyzed using descriptive and inferential statistics (t-test). Student worksheets and proficiency tests in solubility and solubility product concepts were classified as valid and very effective. In addition, each learning phase of the timetable was adequately implemented. The study showed an effect of implementing the guided inquiry cooperative learning model on the students' achievement on solubility and solubility product. The student's cognitive achievements taught by collaborative guided inquiry had higher achievement (the average score was 80.83) than those led by guided inquiry (the average score was 70.93).
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Mutisya, Muthusi Francis, David M. Mulwa, and James M. Muola. "AN ASSESSMENT OF THE INFLUENCE OF MATHEMATICS TEACHERS’ TRAINING ON USE OF QUESTIONING TECHNIQUE AND STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN MWALA SUB-COUNTY, MACHAKOS COUNTY, KENYA." Journal of Education and Practice 3, no. 2 (November 25, 2019): 41. http://dx.doi.org/10.47941/jep.352.
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Purpose: Mathematics’ teachers play an important role in teaching of concepts in mathematics and ensuring that students register good grades in tests. However, in Mwala Sub-county, the scenario is different with many students registering low achievement in mathematics. Thus, the purpose of this study was to assess the influence of mathematics’ teachers training on use of questioning technique on students’ achievement in mathematics in public secondary schools in Mwala Sub-county, Machakos County, Kenya.Methodology: The study was guided by the learning theory. This study adopted mixed methodology and thus applied concurrent triangulation research design. Questionnaires were used to gather quantitative data from mathematics’ teachers whereas interview guides were used to collect qualitative data from principals. Qualitative data were analyzed thematically based on study objectives and presented in narrative form. Quantitative data were analyzed using descriptive statistics and inferentially using linear regression analysis in Statistical Package for Social Sciences (SPSS Version 23) and presented using tables.Findings: The study established that many mathematics’ teachers have basic training on how to use the questioning technique in teaching mathematics. However, this has not improved students’ achievement in mathematics.Contribution to theory, policy and practice: The study recommends that mathematics’ teachers should undergo many in-service trainings on how improve the questioning technique skills. Mathematics’ teachers interact more with experienced colleagues by attending seminars and workshops designed to improve their experience and levels of exposure to different approaches of questioning. The Ministry of Education should create room for more in-service trainings for the newly recruited mathematics’ teachers.
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Chehade, Hanadi Mohammed, and Said Taan EL Hajjar. "An Empirical Study to Examine the Effect of Realistic Job Preview on Expectancies, Personal Goals and Performance." International Journal of Business and Management 11, no. 2 (January 25, 2016): 164. http://dx.doi.org/10.5539/ijbm.v11n2p164.
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<p>Several research studies confirmed that the administration of job preview information (J.P.I) guides to such desirable organizational outcomes as augmented satisfaction and reduced firing among new employees. Fewer studies have discovered the effects that J.P.Is hold other outcome variables such as attrition from the recruitment process, managerial commitment, and performance. The purpose of the present paper discovers the influences of J.P.I on outcome expectations and on performance through personal goals. An empirical study takes the opportunity to implement this case study on two well-known communication companies in the Kingdom of Bahrain that explores the effect of Management people on the relationship between expectancies and job achievement. The results of the Chi –square tests partially support the main hypothesis of this study which asserts that expectancies and goals that individuals set for themselves are not independent. </p>
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Yudho, Firdaus Hendry Prabowo, Dikdik Fauzi Dermawan, Rekha Ratri Julianti, Rahmat Iqbal, Dhika Bayu Mahardhika, Akhmad Dimyati, Setio Nugroho, and Citra Resita. "The Effect of Motivation on Increasing Students’ Cognitive Ability Through Guided Discovery Learning." European Journal of Education and Pedagogy 4, no. 1 (January 30, 2023): 78–83. http://dx.doi.org/10.24018/ejedu.2023.4.1.559.
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Motivation becomes a very important aspect in various activities carried out by everyone, including students while studying in college. Many works of literature and publications have revealed the relationship between motivation and learning outcomes at the school level with traditional methods and this study tries to explore the topic again by using the Guided Discovery Learning (GDL) method which is different from traditional/classical learning methods. To find out differences in achieving learning outcomes through the method are based on the level of achievement motivation of students at the college level of physical education program. This study uses a quasi-experimental method with a sample of 38 college students, and the learning process is 12 offline face-to-face meetings. The level of students’ motivation was measured using a motivational questionnaire consisting of 38 questions regarding achievement motivation, and students’ cognitive abilities were measured using three lecture material tests conducted at the beginning, middle, and end of the class term. The results of the study were processed quantitatively using statistical software to see the descriptive and inferential analysis in concluding the significance of the difference between low and high-motivated samples in their achievements in sports nutrition lectures. This study reveals a significant difference in the achievement of the sample after going through GDL learning based on the level of motivation. The results of the Student T-test and Wilcoxon’s statistical difference test on the Low-Motivated (LM) sample showed an insignificant difference on the 1–2 test, and a significant difference in the achievement of tests 2–3 and 1–3 at the level of α.05. The High-Motivated (HM) sample showed the consistency of significant changes in each test carried out (1–2, 2–3, and 1–3) at the level of α.05.
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Rini, Rini, Mery Napitupulu, and Tri Santoso. "Implementation of the Guided Inquiry Learning Model with High and Low Achievement Motivation on Student Learning Outcomes in Acid Base Material in Class X Depertement of Computer and Network Enginering (TKJ) in Vocational High Schools." Jurnal Riset Pendidikan MIPA 6, no. 2 (December 30, 2022): 69–76. http://dx.doi.org/10.22487/j25490192.2022.v6.i2.pp69-76.
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The aims of the study were to describe: 1. the application of the guided inquiry learning model, 2. student interaction in the guided inquiry learning model between high and low achievement motivation, 3. student responses to the application of the guided inquiry learning model, 4. improvement in student learning outcomes with achievement motivation high and low, and 5. student learning outcomes using guided inquiry learning models on acid-base material. The research method used is quasi-experimental. Data collection through learning achievement tests, achievement motivation questionnaires and student responses as well as observation sheets. The results showed that: (1) the application of the guided inquiry learning model was well implemented, (2) there was student interaction in the guided inquiry learning model between high and low achievement motivation as indicated by the sig value (0.000) < a (0.05), (3) student responses were very high, both those with high and low achievement motivation, (4) there was an increase in the learning outcomes of students who had high and low achievement motivation, and (5) there were differences in learning outcomes before and after using the guided inquiry learning model. acid-base material.
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Awad, Amal. "The Effect of Guided Imaginary Strategy on Improving Achievement in Science among the Fifth Grade Students and their Level of Spatial Perceptions." Hebron University Research Journal (HURJ): B- (Humanities) 15, no. 2 (December 31, 2020): 56–90. http://dx.doi.org/10.60138/15220203.
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This study investigated the effect of guided imaginary strategy on improving achievement in science among Grade five students in Al- Natheif Girl School No:2 and their level of spatial perceptions. The sample of the study consisted of (74) students enrolled in (2) sections (A & B) of Grade five in Al - Natheif Girl School No:2 in the school year 2018/2019. A test of (38) items was used to assess students’ achievement in science after verifying the validity of its content by a group of experts, and its reliability using Kuder Richardson-20 (KR-20) equation, and 2 tests of the spatial perception tests prepared by Okström et al, arabized by (Kasaji, 2010), were used after verifying its validity and reliability. The results of the study indicated the effect of guided imaginary strategy in improving the achievement of Grade five students in science and developing their spatial perception abilities. In light of these results, the researcher recommends conducting more research on using guided imaginary strategy in teaching other subjects, and testing their impact on other variables like creative thinking and reflective thinking.
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Hartini, Mimi. "PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENINGKATKAN PARTISIPASI DAN PRESTASI BELAJAR PESERTA DIDIK (Studi Pada Mata Pelajaran Fisika Kelas X TR SMK Negeri Pagar Alam)." Diadik: Jurnal Ilmiah Teknologi Pendidikan 11, no. 1 (October 14, 2021): 264–79. http://dx.doi.org/10.33369/diadik.v11i1.18388.
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This study aims to describe the application of the Guided Inquiry learning model to increase the participation and learning achievement of students, as well as describing the effectiveness of the Guided Inquiry learning model application that can improve student learning achievement. This research is a Classroom Action Research (CAR) which is carried out in three cycles then followed by a quasi experiment. Each cycle consists of four stages, namely planning the action, implementing the action, observing, and reflecting. The subjects of this study were students of class X TR at SMK Negeri Pagar Alam in the academic year 2020/2021. The technique of collecting data through observation and tests. Technique of data analysis using the mean formula and t test. From the research results it can be concluded that the application of the Guided Inquiry learning model can increase the participation and learning achievement of students, as well as effectively improve the learning achievement of class X TR students at SMK Negeri 1 Pagar Alam.
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Lin, Su-Ching, and Hsiao-ping Lee. "The Impact of Process-oriented Guided Inquiry Learning on Students’ Academic Achievement and Capacities for Collaboration and Problem-solving." Journal of Social Science Studies 10, no. 2 (December 22, 2023): 111. http://dx.doi.org/10.5296/jsss.v10i2.21548.
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This study investigates the impact of Process-oriented Guided Inquiry Learning (POGIL) on students' academic performance, collaboration, and problem-solving capacities. This study adopted a two-group experimental design comprising an experimental group that received POGIL pedagogy and a control group that received traditional pedagogy. The 98 seventh-graders from a junior high school in central Taiwan comprised 51 experimental and 47 control group students. The data were collected over one semester using tests to assess academic achievement and scales to measure collaboration and problem-solving. This study used descriptive statistics: distribution frequencies, percentages, mean values, standard deviations, and inferential statistics: ANCOVA to analyze data. The results revealed that the experimental group acquired significantly higher scores on the collaboration and problem-solving scales and academic tests than the control group, indicating that POGIL pedagogy is more effective than traditional pedagogy at improving students' academic achievement and capacities for collaboration and problem-solving. The study confirmed that POGIL pedagogy positively affected student academic achievement, collaboration, and problem-solving capacities.
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ŞAHİN, Melek Gülşah, Yıldız YILDIRIM, and Nagihan BOZTUNC ÖZTÜRK. "Examining the Achievement Test Development Process in the Educational Studies." Participatory Educational Research 10, no. 1 (January 30, 2023): 251–74. http://dx.doi.org/10.17275/per.23.14.10.1.
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Literature review shows that the development process of an achievement test is mainly investigated in dissertations. Moreover, preparing a form that will shed light on developing an achievement test is expected to guide those who will administer the test. In this line, the current study aims to create an “Achievement Test Development Process Control Form” and investigate the achievement tests for Maths based on this form. Document analysis was conducted within the framework of qualitative research and was done based on descriptive analysis. Within the scope of the research, 1683 articles published in designated journals between 2015-2020 were reviewed. It was determined that a mathematics achievement test was developed in 39 of these articles, which were coded on the control form. The articles that were included in the scope of the current study were investigated in terms of the type of items used in the tests, the theory or practice on which the test was developed, the use of rubric for open-ended items, the number of items in the pilot and final form, features of the test form as well as those pertaining to the table of specifications, the features of item pool, the evaluation of pilot testing, the evaluation of real study, test validity and reliability, and the setting in which tests were administered. The current study findings show that mostly an item pool was not prepared, the pilot application was not conducted or was not specified, and even if it was conducted, item analysis was not performed, test forms or example items were not included in the articles, and there were some deficiencies regarding validity. On the other hand, it was clear that the articles mostly specified the test goal and reported the reliability coefficient. In light of the current findings, some suggestions are provided for test developers and those who will administer these tests.
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Hidayah, Maya Firda, Suryadi Budi Utomo, and Sri Yamtinah. "Implementation of The Guided Inquiry Learning Model With Chemmind Map to Improve Chemistry Learning Activities And Achievements In The Topic Redox Reaction." PAEDAGOGIA 24, no. 1 (July 29, 2021): 72. http://dx.doi.org/10.20961/paedagogia.v24i1.55500.
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<div class="WordSection1"><p>This study aims to increase student learning activities and achievement on redox reactions subject matter in class X IPA 2 SMA Negeri 1 Ngemplak Boyolali through the implementation of a guided inquiry learning model with chemmind map media. This study applies the Classroom Action Research procedure according to Kemmis and Mc Taggart in two cycles. Each cycle consists of planning, implementation, observation, and reflection. The research subjects were students of class X IPA 2 SMA Negeri 1 Ngemplak Boyolali in the 2016/2017 academic year as many as 37 students. The object of research is student learning activities and achievements. Activities include visual activities, oral activities, listening activities, and writing activities. Sources of data come from teachers and students. Data collection techniques through observation, interviews, tests, questionnaires, and documentation studies, then analyzed using qualitative and quantitative methods. The validity of the data using the method triangulation during the learning process from home and the use of technology as an alternative solution to these challenges. technique. The results showed an increase in student activity and achievement. The percentage of achievement of student learning activities during the first cycle was 97.30%. The learning achievement in the knowledge aspect in the first cycle was 54.05% increased to 86.49% in the second cycle, the attitude aspect was 97.30% in the first cycle, and the skills aspect was 100% in the first cycle. With the guidance of the teacher, students have able to compile the chemmind map media according to Buzan's theory with 100% achievement in cycle I.</p></div>
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Munir, Javeria, Mehreen Faiza, Bakht Jamal, Sana Daud, and Khurshed Iqbal. "The Impact of Socio-economic Status on Academic Achievement." Spring 2023 3, no. 2 (June 30, 2023): 695–705. http://dx.doi.org/10.54183/jssr.v3i2.308.
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This study analyzes how Socio-economic status (SES) affects student academic performance. The study examines how Socio-economic background affects academic performance. This study can help explain how SES affects academic achievement and guide educational policy and actions to close achievement inequalities.300 varied secondary school pupils was sampled. Parental income, education, and occupation were used to calculate Socio-economic status. Standardized tests and GPAs measured academic performance. Data analysis used correlation and regression analysis. The regression study explored how SES predicted academic outcomes while adjusting for other factors like family engagement and school resources. Correlation analysis examined the relationship between SES and academic achievement. The Socio-economic position appears to affect academic performance. Higher-Socio-economic students fare better academically. However, parental participation and school resources may buffer the SES-academic achievement association. This study suggests focused treatments for low-income students. Policymakers and educators may reduce the achievement gap and promote fair education by understanding how Socio-economic status affects academic performance.
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Siska, Siska, Okianna Okianna, Hadi Wiyono, Sri Buwono, and M. Zainul Hafizi. "Penerapan Model Pembelajaran Kooperatif Tipe STAD (Student Team Achievement Division) di SMP Negeri 4 Sungai Raya Kabupaten Kubu Raya." Indo-MathEdu Intellectuals Journal 5, no. 3 (July 2, 2024): 3417–23. http://dx.doi.org/10.54373/imeij.v5i3.1320.
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This study aims to determine the application of the STAD (Student Team Achievement Division) type cooperative learning model at SMP Negeri 4 Sungai Raya, Kubu Raya Regency. This study uses a quasi-experimental quantitative experimental method. The research subjects were 74 people (37 students in grades VII, C and E). Multiple-choice objective tests in the form of pretest and posttest are used as data collection techniques, and observation guides are used as data collection tools. The hypothesis was tested by paired sample t-test, and Shapiro Wilk's normality test was used in the data analysis method. Empirical evidence shows that the STAD model has been effectively applied in an educational environment. The results of the analysis showed that before and after the test of the normality test of the experimental class. After that, a parametric hypothesis test was carried out, and the results of the paired sample t-test showed a significance level (asymbiotic growth) of the asymptotic sig of 0.000<0.05 for the type of 2-tailed cooperative learning type which represents the 2-tailed asymptotic sig cooperative learning model. The STAD model influences students' learning goals.
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Pankrasia, Natalia. "UPAYA MENINGKATKAN PRESTASI BELAJAR IPA SISWA KELAS IV SDI NGALUPOLO ENDE DENGAN METODE PENEMUAN TERBIMBING." Prima Magistra: Jurnal Ilmiah Kependidikan 3, no. 3 (June 26, 2022): 288–95. http://dx.doi.org/10.37478/jpm.v3i3.1831.
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Every elementary school student has a high curiosity. Therefore, this curiosity must continue to be fostered in science learning. However, it was found that the fourth grade students of SDI Ngalupolo did not show good science learning outcomes. Students' curiosity needs to be used in learning by using the guided discovery method so that science learning achievement can be improved. The purpose of this study was to improve the science learning achievement of Class IV SDI Ngalupolo students using guided discovery learning through classroom action research (CAR). CAR is carried out in 3 cycles where each cycle consists of planning, implementation, evaluation and reflection. Data were collected using teacher observation sheets, student observation sheets and tests. The results showed that student achievement increased from cycle I to cycle III, namely, cycle I (63.75%), cycle II (70%), cycle III (80%). Thus the guided discovery learning method can improve the learning achievement of Class IV SDI Ngalupolo students.
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Nurhayani, Nurhayani, Raden Rosnawati, and Tuslikhatun Amimah. "OPTIMIZATION OF GUIDED DISCOVERY LEARNING MODELS TO INCREASE STUDENTS' INTEREST IN MATHEMATICS." Infinity Journal 9, no. 1 (February 3, 2020): 69. http://dx.doi.org/10.22460/infinity.v9i1.p69-80.
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Student interest in learning is a very important factor in determining student success in learning mathematics. Various attempts were made by educators and educational researchers to increase student interest in learning. This research is a classroom action research model by Kemmis and Mc Taggart that aims to describe the application of Guided Discovery learning in optimizing students' interest in learning mathematics. The increase in students' interest in learning mathematics is also supported by the results of student achievement. The research data consisted of students' interest in learning mathematics, learning achievement data, and observations of learning outcomes. Data on learning interest in mathematics is obtained through a questionnaire, data on learning achievement is obtained through tests and data on the results of observations of learning achievement are obtained through observation sheets during learning. In general, the results of the study showed that the average student interest in learning mathematics at 83.93 reached the good category. The completeness of student achievement test results reached 83.87% of students achieving the minimum completeness criteria with an average student score of 85.61. The percentage of teacher and student learning outcomes respectively at 83.80% and 76.91% reached the good category. Therefore it can be concluded that the Guided Discovery learning model can be applied to optimize students' interest in mathematics learning especially by paying attention to the results of reflections from this study.
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Sardin, Sardin. "Perbandingan Keefektifan Pembelajaran Guided Inquiry dan Problem Solving Ditinjau dari Prestasi Belajar Peluang, Kemampuan Penalaran, dan Sikap Siswa terhadap Matematika." PYTHAGORAS: Jurnal Pendidikan Matematika 10, no. 2 (December 11, 2015): 189. http://dx.doi.org/10.21831/pg.v10i2.9158.
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Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran guided inquiry dan problem solving, serta perbedaan kedua pembelajaran tersebut yang ditinjau dari prestasi belajar peluang, kemampuan penalaran siswa, dan sikap siswa terhadap matematika. Penelitian ini adalah penelitian quasi eksperimen dengan desain pretest-postest nonequivalent comparison-group design. Populasi dalam penelitian ini adalah seluruh siswa Kelas XI SMA Negeri 2 Baubau yang dikelompokan sebanyak 10 kelas. Sampel dalam penelitian ini sebanyak dua kelas yang dipilih secara acak. Untuk mengetahui keefektifan pembelajaran digunakan uji one sample t-test; untuk mengetahui perbedaan keefektifan menggunakan uji MANOVA (multivariate tests); untuk mengetahui pembelajaran mana yang lebih efektif menggunakan uji independent sample t-test. Adapun hasil penelitian ini adalah: (1) pendekatan pembelajaran guided inquiry dan pembelajaran problem solving masing-masing efektif ditinjau dari prestasi belajar, kemampuan penalaran siswa, dan sikap siswa terhadap matematika, (2) pendekatan pembelajaran guided inquiry sama efektifnya dengan pembelajaran problem solving ditinjau dari prestasi belajar dan sikap siswa terhadap matematika, dan (3) pendekatan pembelajaran guided inquiry lebih efektif dari pada pembelajaran problem solving ditinjau dari kemampuan penalaran siswa.Kata Kunci: pembelajaran guided inquiry, pembelajaran problem solving, prestasi belajar, penalaran matematika, dan sikap siswa terhadap matematika Comparison of Effectiveness Between Guided Inquiry Learning Approach and Problem Solving on Learning Achievement Probability, Reasoning Ability and Attitude Toward Mathematics AbstractThis study aimed to describe the effectiveness of guided inquiry learning and problem solving, as well as those learning a second difference is in terms of achievement of learning opportunities, reasoning ability of students, and students' attitudes toward mathematics. This research is a quasi-experimental design with pretest-posttest nonequivalent comparison-group design. The population in this study were all students of Class XI SMAN 2 Baubau to be grouped as much as 10 classes. The sample in this study were two randomly selected classes. To determine the effectiveness of study used a test of one sample t-test; to determine differences in the effectiveness of using test MANOVA (multivariate tests); to know which one is more effective learning using independent sample t-test test. The results of this study are: (1) guided inquiry approach to learning and teaching problem solving each effective in terms of achievement of learning, reasoning ability of students, and students' attitudes toward mathematics, (2) guided inquiry learning approach is as effective as the learning problem solving in terms of achievement learning and students 'attitudes toward mathematics, and 3) guided inquiry learning approach is more effective than learning problem solving in terms of students' mathematical reasoning abilities.Keywords: guided inquiry learning, problem solving learning, academic achievement, mathematical reasoning, and students' attitudes toward mathematics
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Kariuki, Damaris, Florence Itegi, and Norbert Ogeta. "Effects of Teacher Participation in in-service Training on Achievement in Kenya Certificate of Primary Examination in Kirinyaga County, Kenya." Msingi Journal 4, no. 1 (November 26, 2020): 1–14. http://dx.doi.org/10.33886/mj.v4i1.176.
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Teacher Professional Development is a key component of educational reforms across the world due to its effects on teacher effectiveness and learner outcomes. Teachers engage in different professional development programs to improve learner achievements. However, the effects of teacher participation in in-service courses on learners’ achievement have come under scrutiny due to persistent low learning outcomes. The study adopted convergent parallel mixed methods approach design. A sample of 194 teachers in 68 public and private primary schools was selected using stratified random and purposive sampling. Data collection instruments were questionnaires and focus group discussion guide. Data were analyzed using descriptive and inferential statistics. The study established that teacher participation in formal training programs had statistically insignificant effects on Kenya Certificate of Primary Examination achievement indicating that other factors like individualized attention to learners, prompt marking and revision of tests as well as supervision of teaching and learning contributed greatly. The in-service courses were found to be short term and infrequent. The study recommends engagement of teachers in continuous and frequent professional development activities and establishment of school infrastructure to support daily collaborative teacher professional development activities at the school level.
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ŞENSOY, Aslı, and Munise GÜNEŞ. "Rehberlikli Araştırma-Sorgulamaya Dayalı Öğrenme Uygulamaları." Bartın University Journal of Faculty of Education 12, no. 3 (July 11, 2023): 471–87. http://dx.doi.org/10.14686/buefad.795391.
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This study was aimed to examine guided inquiry-based learning effect, which is in the "human body systems" unit at the seventh-grade level, on academic achievement and scientific process skills. In this direction, the study was conducted with 46 seventh-grade students. One of the groups consisting of 23 students constituted the experimental group where the guided inquiry practices designed by the researchers were performed. And the other group constituted the control group where learning was provided through the direct instruction method. Data were obtained by the scientific process skills test and academic achievement test. These tests applied before and after the lessons to both groups. When the data were analyzed, the academic achievement test mean score of the experimental group was higher if we compare with the control group. But the mean score was not statistically significant. In the mean scores of the scientific process skills test, it was concluded that there was a statistically significant difference in favor of the experimental group. Accordingly, it is thought that guided inquiry-based learning can contribute the basic scientific process skills of the students but there is no extra contribution found to academic achievement if the concepts are easy to remember.
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PAHRIAH, PAHRIAH. "Pengaruh Pendekatan Inkuiri Terbimbing dipadu dengan Diagram Alir terhadap Prestasi Belajar Siswa SMA." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 3, no. 2 (December 26, 2015): 59. http://dx.doi.org/10.33394/j-ps.v3i2.973.
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This study aims to compare student achievement in teaching chemical equilibrium topics using a guided inquiry approach combined with and without flow charts. This research is a quasi-experimental study with a pretest-posttest control group design. The study sample consisted of 31 experimental class students and 24 control class students. The instruments in this study consisted of two types, namely (1) the instrument of treatment in the form of learning devices using a guided inquiry approach combined with flow diagrams in the experimental class students and guided inquiry learning in control class students, while (2) measurement instruments in the form of learning outcomes tests students, student activeness observation sheets, and student performance assessment sheets. The instruments are declared valid by 2 chemistry lecturers and 1 chemistry teacher who has good competence and experience in chemistry and chemistry learning. The results showed that the guided inquiry approach combined with the flow diagram provided students’ cognitive learning achievements (83.87 experimental classes and 70.83 control classes), affective (79.00 experimental classes and 74.00 control classes), and psychomotor (84.00 experimental class and 80.00 control class) were better than guided inquiry approaches without flow diagrams.
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Mahmud, Lida Holida, and Tryana. "Promoting Reading Comprehension by Using Socratic Questioning." Jurnal Onoma: Pendidikan, Bahasa, dan Sastra 9, no. 1 (March 8, 2023): 218–26. http://dx.doi.org/10.30605/onoma.v9i1.2221.
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The purpose of this study is to describe the atmosphere in improving reading comprehension of Pamulang University students in reading class using Socratic questioning method. The study emphasized the technique of reading comprehension by promoting Socratic Question. It particularly focused on helping students’ achievement in Reading Comprehension. The subjects of this study were second semester students from the English Department at Pamulang University. Two cycles of Classroom Action research were conducted by implementing the actions, observing the class and analyzing the results. The instruments used in this study were observation lists, questionnaires and reading tests. The data were analyzed qualitatively. Based on the data analysis it was found that Socratic Questioning promoted reading comprehension. It is presented on improvement in mean score between pre and posttest in the first phase. In the second phase, the differing mean score was likewise seen. This improvement shows that students learn that by implementing Socratic questioning on the text given. It also leads to the conclusion that the Socratic questioning method encourages them to ask questions, meaning that the Socratic questioning method stimulates their critical thinking to think about the text they read and guides them to comprehend the text.
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Ulfah, Maria. "Keefektifan pembelajaran penemuan terbimbing dengan budaya lokal ditinjau dari prestasi dan motivasi belajar." PYTHAGORAS: Jurnal Pendidikan Matematika 11, no. 2 (December 6, 2016): 149. http://dx.doi.org/10.21831/pg.v11i2.10636.
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Penelitian ini bertujuan untuk: (1) mendeskripsikan keefektifan pembelajaran penemuan terbimbing, pembelajaran dengan budaya lokal, dan pembelajaran konvensional dalam pembelajaran matematika ditinjau dari prestasi dan motivasi belajar; (2) mendeskripsikan ada tidaknya perbedaan keefektifan ketiga metode pembelajaran tersebut; (3) mendeskripsikan pembelajaran mana yang lebih efektif diantara pembelajaran penemuan terbimbing dan pembelajaran dengan budaya lokal dalam pembelajaran matematika ditinjau dari prestasi dan motivasi belajar. Penelitian ini merupakan eksperimen semu dengan rancangan non equivalent group design menggunakan dua kelompok eksperimen. Populasi penelitian semua siswa kelas X SMK Negeri 4 dan SMK Negeri 6 Yogyakarta. Hasil penelitian menunjukkan bahwa: (1) pembelajaran penemuan terbimbing, pembelajaran menggunakan budaya lokal, serta pembelajaran konvensional tidak efektif ditinjau dari prestasi dan motivasi belajar; (2) terdapat perbedaan keefektifan yang signifikan antara pembelajaran penemuan terbimbing, pembelajaran dengan budaya lokal, dan pembelajaran konvensional dalam pembelajaran matematika ditinjau dari prestasi dan motivasi belajar; (3) pembelajaran menggunakan budaya lokal lebih efektif daripada pembelajaran penemuan terbimbing ditinjau dari prestasi dan motivasi belajar.Kata Kunci: pembelajaran penemuan terbimbing, budaya local, prestasi dan motivasi belajar. The effectivnees of the guided discovery learning with local culture in tearm of students achievement and motivation AbstractThis study aimed to: (1) describe the effectiveness of guided discovery learning, local cultural learning, and conventional learning in terms of students’ achievement and motivation; (2) describe wether there was difference of effectiveness among the three methods; and (3) describe learning method which was more effective between guided discovery learning and local cultural learning in terms of students’ achievement and motivation. This study was a quasi-experimental design with non-equivalent group design using two experimental groups. The study population were all grade X students of SMKN 4 and SMKN 6 Yogyakarta. Instruments used were in the form of achievement tests and questionnaires. The results show that: (1) guided discovery learning, local cultural learning, and conventional learning were not effective in terms of students’ achievement and motivation;( 2) there were differences significantly in the effectiveness between guided discovery learning, local cultural learning, and conventional learning; and (3) local cultural learning was more effective than guided discovery learning in terms of students’ achievement and motivation.Keywords: guided discovery learning, local cultural learning, achievement, learning motivation.
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Nyinge, Baraka. "Differences between Portfolio and Traditional Test to Prospective Teachers’ Academic Achievement: A Case of Ruaha Catholic University, Tanzania." March to April 2022 3, no. 2 (April 30, 2022): 178–86. http://dx.doi.org/10.46606/eajess2022v03i02.0172.
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The use of portfolios towards prospective teachers’ competence acquisition as compared to tests has been of concern to most scholars worldwide. This study therefore sought to determine differences between test and portfolios in academic achievement among Ruaha Catholic University prospective teachers. It involved the use of descriptive survey research design and was guided by one null hypothesis and one alternative hypothesis. The population of the study was four 450 Ruaha Catholic University second year prospective teachers who were studying research methods in education course for the academic year 2020/2021. The sample of the study was 50 participants who were selected by using simple random sampling. Data was collected by using two instruments namely test and portfolio which were administered and then later scores were used for comparison. Findings indicated that there is a statistically significant difference between test and portfolio in academic achievement among the prospective teachers. The study recommends that higher education institutions should put effort on the use of portfolios as one of authentic assessment tools rather that dominantly using traditional paper and pen tests.
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Cristobal, Jay-ar. "Test Construction Principles Violated in Selected Summative Tests in English." American Journal of Arts and Human Science 1, no. 2 (June 22, 2022): 33–39. http://dx.doi.org/10.54536/ajahs.v1i2.317.
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Teachers give many forms of assessment to measure their students’ performance and achievement. Paper and pencil test might be considered as an old and traditional form of assessment, but it is still effective until now. However, it has been observed that many test papers contain erroneous test papers. Thus, this descriptive study aimed to determine the test construction principles violated in sixteen summative tests in English gathered from high school teachers in a public secondary school in San Nicolas, Ilocos Norte, Philippines. Frequency counts and percentages were used to treat the data gathered. Interpretation and analysis of data were guided by the test construction principles used in the study of Lin (2002). Results of the study show that most of the vocabulary items violated the principle on making all the options with the same word class. On the other hand, the majority of the grammar test items used mixed options. When it comes to the reading comprehension section, most of the items can be answered from general knowledge. These test construction violations, in many ways, could hamper effective and successful assessments.
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Hermansyah, Sam, and Andi Sadapotto. "Interplay of writing skill and inquiry–based learning strategy in EFL classroom." UAD TEFL International Conference 2 (January 19, 2021): 236. http://dx.doi.org/10.12928/utic.v2.5765.2019.
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The objective of the study is to improve the students’ writing skills through inquiry-based learning strategy of the first-year students of UMS Rappang. It employs collaborative classroom action research. The researcher and the collaborator teacher work together in designing the lesson plan, implementation, and reflection. Each cycle of the study comprises four meetings: three meetings for the treatment, one meeting for the writing test. The data were collected through observation checklists, writing tests, portfolios, field-notes, and the students’ writing performance. Inquiry-based learning takes five major steps. First, students answer the questions given by the teachers about a particular topic. Second, students observe the given pictures, objects, and reading texts, and share their ideas about the observation. Third, students take notes of the observation. Fourth, students discuss the results of the observation and do peer editing. Fifth, the students re-read their writing for content and clarity of meaning and produce the final version to be submitted to the teacher. During the process, the students are grouped heterogeneously, regardless of their achievement, so they can interact and help each other. The teacher controls and guides the learning activities.
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Idus, Fransiska Debi, Sudi Dul Aji, and Muhammad Nur Hudha. "Application of Guided Inquiry Learning Model Assisted by PowerPoint Media to Improve Student Physics Achievement and Motivation." Bulletin of Educational Science and Technology 1, no. 1 (June 25, 2020): 25–33. http://dx.doi.org/10.33292/best.v1i1.4.
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This study aims to determine: 1) Improvement of student learning motivation, 2) Improvement of student learning achievement by using Guided Inquires model assisted by PowerPoint media on the subject matter of Vibration, Waves and Sound class VII A SMP PGRI 6 MALANG 2019/2020 academic year consisting of 24 students. The object of data collection is student achievement and student motivation. Data sources are students and teachers in schools. Data collection techniques using the method of observation, interviews, documentation, and tests. The data obtained were then analyzed using descriptive analysis while this class action research (PTK) procedure used II cycles, and at the end of each cycle a test was performed to determine student achievement. Based on the results of the study found that the results of student motivation in the first cycle obtained mastery learning by 70.24% with enough categories and in the second cycle 80.51% with good categories. Improved learning achievement in the first cycle obtained by mastery learning by 62.5% and students who completed there were 15 participants, students who did not complete 9 participants, with a pretty good category. In cycle II the increase was 87.5% and 21 students were complete while those unfinished were 3 participants in either category. The application of the Guided Inquiri learning model assisted by PowerPoint media can improve the motivation and achievement of physics learning for Grade VII A students of SMP PGRI 6 MALANG.
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Rismawati, Rismawati, Sarwanto Sarwanto, and Budiyono Saputro. "Project-Based (PjBL) and Guided Inquiry Learning: Students’ Response to Rectilinear and Circular Motion Phenomena." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 8, no. 2 (October 30, 2019): 187–96. http://dx.doi.org/10.24042/jipfalbiruni.v0i0.4422.
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The learning method is one of the essential factors that influence the success of learning. To build good quality learning, choosing the right method is a crucial step. This study aims to identify differences in student learning achievement by applying two learning methods, project-based learning (PjBL) and guided inquiry (GI) in rectilinear motion and circular motion. The quasi-experimental method was used in this study. The participants were selected by cluster random sampling consisting of two classes (36 students and 35 students) from one of the Vocational Schools in Surakarta. Data collected through multiple-choice tests and interviews were analyzed in descriptive and inferential statistics using ANOVA and t-test. The results show that there is an influence of the learning method on student learning achievement in which both the PjBL and GI method. Students who learned rectilinear motion and circular motion using PjBL got higher scores than the GI method. The implication of this research is as a teacher's reference in choosing learning methods relevant to the rectilinear motion and circular motion and its implementation is expected to improve student learning achievement.
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Gyamfi, George, and Panida Sukseemuang. "Effect of Tell Me More on EFL undergraduate students’ English Language achievement." Open Praxis 9, no. 4 (December 16, 2017): 449. http://dx.doi.org/10.5944/openpraxis.9.4.724.
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This descriptive study aimed at finding the impact of Tell Me More (TMM), an online language-learning program, on English as a foreign language (EFL) undergraduate learners’ achievement in a University in Thailand. The study also looked at whether the time of use of TMM had an effect on learners’ achievement. Data was collected from the scores of students at four proficiency levels who did the placement, progress and achievement tests in the TMM program for the 2015 academic year. The analysis of the data indicated an improvement in English language achievement for the beginner and advanced proficiency levels after the use of the TMM program. However, TMM did not have any effect on students of intermediate+ and intermediate proficiency levels. The ANOVA and pairwise comparison analysis revealed a significant difference between the proficiency levels. The analysis of the time on task was striking. It raises concerns about the use of time as the sole indicator for assessment. The findings suggest that learning goals and assessment have the capacity to influence the use of computer-assisted language learning technologies. The study therefore will guide instructors on how to design curriculums for autonomous online learning and improve ways of assessment.
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Lumentut, Regina S., Irwan Said, and Kasmudin Mustapa. "Pengaruh Model Pembelajaran Guided Inquiry dengan Mind Map terhadap Hasil Belajar dan Motivasi Siswa pada Materi Redoks di Kelas X SMA Negeri 5 Palu." Jurnal Akademika Kimia 6, no. 2 (December 8, 2017): 113. http://dx.doi.org/10.22487/j24775185.2017.v6.i2.9242.
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This study aimed to investigate the effect of guided inquiry learning model with mind map toward learning achievement and motivation of students on Reduction-Oxidation in Class X at SMA 5 Palu. This study was a quasi-experimental design with a non-randomized pretest-posttest control group design. This study was carried out by holding two groups of Class X Sciences 1 as the experimental group (n = 31) and Class X Sciences2 as the control group (n = 32). Testing of learning achievement data of students used t-test statistical analysis of two parties with the prerequisite tests: normality and homogeneity tests of written test given after learning (posttest). Results of the data analysis showed the average value (i) of the experimental class was 56.48 with a standard deviation of 11.07, and (ii) of the control class was 46.25 with a standard deviation of 11.98. Based on the hypothesis test results with t-test statistical of two parties obtained -ttable ≤ tcountt≥ + ttable (tcount = 2.43 and ttable= 1.67) with a significance level of α = 0.05 and degrees of freedom of 61, then H0 is rejected and Ha is accepted. Results of the data analysis of students motivation by using descriptive statistical analysis from the questionnaire of students motivation showed that the experimental class was currently on attitudes agree with the positive category of 82.58%, and the control class was on attitudes agree with the positive category of 83.78%.It can be concluded that there was an effect of guided inquiry learning model with mind map toward learning achievement of students, but it had no effect on the motivation of students in Class X at SMA 5 Palu on Reduction-Oxidation.
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Khasanah, Annisa Nur, Slamet Santosa, Meti Indrowati, and Arifin Septiyanto. "Effect of Picture and Picture Integration with Guided Note Taking accompanied by Optimization of Teaching Aids Learning Outcomes." Jurnal Penelitian Pendidikan IPA 8, no. 2 (April 30, 2022): 724–30. http://dx.doi.org/10.29303/jppipa.v8i2.1420.
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The objective of this study is to determine the impact of the Picture and Picture application integrated with Guided Note Taking (GNT) on students' biology learning achievement by optimizing teaching aids. The study is categorized as a quasi-experiment. The research design used is Post-test Only Control Group Design with group experiment, which implements Picture and Picture application coupled with Guided Note Taking (GNT) through the optimization of the use of teaching aids, and control group, which implements discussion technique, speech, and presentation. The population of the research is students of class XI IPA (grade 11 in Natural Science) from Public Senior High School (SMA N) 2 Boyolali. The sample in the research is students of class XI IPA 4 as the experiment group and students of class XI IPA 3 as the control group. Cluster random sampling was used to collect the sample. Multiple-choice tests, questionnaires, observation forms, and documentation are used to collect data. The t-test was used to test the hypothesis. This study concludes that Picture and Picture application integrated with Guided Note Taking (GNT) through the optimization of teaching aids utilization affects students' biology learning achievement in cognitive, affective, and psychomotor domains.
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Le, Vi-Nhuan. "Do Student-Level Incentives Increase Student Achievement? A Review of the Effect of Monetary Incentives on Test Performance." Teachers College Record: The Voice of Scholarship in Education 122, no. 3 (March 2020): 1–34. http://dx.doi.org/10.1177/016146812012200304.
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Background Policymakers have debated whether test scores represent students’ maximum level of effort, prompting research into whether student-level financial incentives can improve test scores. If cash incentives are shown to improve students’ test performance, there can be questions as to whether test scores obtained in the absence of financial incentives accurately reflect what students know and can do. This can raise concerns as to whether test scores should be used to guide policy decisions. Purpose This study used meta-analysis to estimate the effect of student-level incentives on test performance. The study also included a narrative review. Research Design: Twenty-one studies conducted in the United States and internationally were included in the meta-analysis. Effect sizes were estimated separately for mathematics, reading/language arts, and overall achievement. Findings Financial incentives had a significantly positive effect on overall achievement and on mathematics achievement, but no effect on reading/language arts achievement. The narrative review suggested mixed effects with regards to whether treatment estimates could be sustained after the removal of the incentives and whether larger cash payments were associated with stronger program impact. Programs that offered monetary incentives in conjunction with other academic supports tended to show stronger effects than programs that offered incentives alone. Conclusion The findings raise questions as to whether policymakers should use scores from low-stakes test to inform high-stakes policy decisions. The study cautions against using scores from international assessments to rank order countries’ educational systems or using scores from state achievement tests to sanction schools or award teacher bonuses.
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Nnoli, Juliana Nkiru, and Flourence Uju Onwudinjo. "The effect of e-learning-assisted instruction on students’ achievement in chemistry." Forum for Education Studies 1, no. 1 (December 28, 2023): 308. http://dx.doi.org/10.59400/fes.v1i1.308.
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This study investigates the impact of e-learning on students’ achievement in chemistry, guided by three research questions and one hypothesis. Using a quasi-experimental pretest-posttest design with a non-randomized control group, 21 Senior Secondary School Two (SS2) chemistry students from four coeducational schools in Nnewi North were randomly selected. Data collection involved a Chemistry Achievement Test (CAT) sourced from WAEC past questions, a Computer Assisted Instructional Package (CAIP), YouTube, and the Chemistry Performance Test (CHEMPET). Instrument reliability, verified through Cronbach alpha procedures, yielded a value of 0.83. Analysis of the data, employing mean, standard deviations, and a significance level of 0.05 in the t-test for the hypothesis, revealed that students using e-learning performed better on post-tests and knowledge retention exams. Notably, female students outperformed males in e-learning-supported teaching. The study underscores the significant difference in performance between male and female pupils exposed to e-learning. Recommendations emphasize the importance of supporting educational computer programs like e-learning for effective teaching and learning of chemistry, calling on curriculum designers, policymakers, and educators to integrate such practical approaches.
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Sangsawang, Thosporn. "An Instructional Design for Online Learning in Vocational Education according to a Self-Regulated Learning Framework for Problem Solving during the CoViD-19 Crisis." Indonesian Journal of Science and Technology 5, no. 2 (September 1, 2020): 283–198. http://dx.doi.org/10.17509/ijost.v5i2.24702.
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This study used multimedia games as instruments for critical thinking activities based on the Self-Regulated Learning (SRL) framework for the CoViD-19 crisis, supported by achievement tests and questionnaires. The results showed that the present method is effecttive to improve students' learning achievement, confirmed by the higher posttest results compared to than those of the pretest. The educational goals of SRL theories were developed through student-directed instructional design online where the students' guide made some input into their learning processes. The students' satisfaction in learning with the SRL framework for the CoViD-19 crisis gained a high level, informing that the SRL framework for problem solving during the CoViD-19 crisis was useful for teaching and career training. Teaching styles (such as the stable focus, orientation, or intent) constituted the entire patterns of teaching behaviors. This study implies that a self-directed learner can be described as being self-managing in a situation where the individual is engaged in student-centered instructions.
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Ozoji, B. Ebele, Godiya B. Iliya, Saad A. Garba, and S. Damjik Isuwa. "Achieving Gender Equity in Nigerian Basic Science and Technology Classrooms with Metacognitive Skills Package." Kashere Journal of Education 3, no. 1 (June 16, 2022): 159–70. http://dx.doi.org/10.4314/kje.v3i1.20.
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The study investigated the possibility of achieving gender equity in Basic Science and Technology classrooms with Metacognitive Skills Package in Pankshin, Plateau State, Nigeria. The study adopted the non-randomized pre-test, post-test quasi-experimental control group design. The population comprised 1,873 Junior Secondary two students out of which 235 students constituted the sample. Two research questions and two hypotheses guided the study. The Basic Science and Technology Achievement Tests with reliability index of .85 established using the Cronbach alpha method was used to collect data from the sample. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 25.0. Research questions were answered using mean and standard deviation while hypotheses were tested using Analysis of Covariance at .05 level of significance. The study revealed that students taught with metacognitive strategy achieved better in Basic Science and Technology when compared to those taught using the lecture method. It was also revealed that metacognitive skills package enhanced achievement of both male and female students thereby improving gender equity in Basic Science and Technology. Based on the findings of this study, it was recommended that Basic Science and Technology teachers should teach their students with metacognitive skills package to enhance students’ achievement in the subject. Metacognitive skills package should also be used by teachers as a gender-friendly package to improve gender equity in Basic Science and Technology.
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Moore, Danielle M., Melanie A. Porter, Saskia Kohnen, and Anne Castles. "Detecting Different Types of Reading Difficulties: A Comparison of Tests." Australasian Journal of Special Education 36, no. 2 (November 2, 2012): 112–33. http://dx.doi.org/10.1017/jse.2012.11.
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The focus of this paper is on the assessment of the two main processes that children must acquire at the single word reading level: word recognition (lexical) and decoding (nonlexical) skills. Guided by the framework of the dual route model, this study aimed to (1) investigate the impact of item characteristics on test performance, and (2) determine to what extent widely used reading measures vary in their detection of lexical and nonlexical reading difficulties. Thirty children with reading difficulties were administered selected reading subtests from the Woodcock-Johnson III, the Wechsler Individual Achievement Test – Second Edition, the Castles and Coltheart Reading Test 2 (CC2), as well as a measure of nonverbal IQ. Both within-subjects analyses and descriptive data are presented. Results suggest that in comparison to a pure measure of irregular word reading, children with reading difficulties perform better on word identification subtests containing both regular and irregular word items. Furthermore, certain characteristics (e.g., length, similarity to real words) appear to influence the level of difficulty of nonword items and tests. The CC2 subscales identified the largest proportions of children with reading difficulties. Differences between all test scores were of statistical and clinical significance. Clinical and theoretical implications are discussed.
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Gao, Zan, and Ping Xiang. "College Students’ Motivation Toward Weight Training: An Application of Expectancy-Value Model." Journal of Teaching in Physical Education 27, no. 3 (July 2008): 399–415. http://dx.doi.org/10.1123/jtpe.27.3.399.
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Guided by an expectancy-value model of achievement choice (Eccles et al., 1983; Wigfield & Eccles, 2000), the relationships among expectancy-related beliefs, subjective task values (importance, interest, and usefulness), and achievement outcomes (intention, engagement, and performance) were examined in a college-level beginning weight training class. A total of 156 students (73 males, 83 females) completed questionnaires assessing their expectancy-related beliefs, subjective task values, and intention for future participation. Their engagement was measured via self-recorded workout log entries in class, and their performance was determined by two skill tests. Results of the study supported the application of the expectancy-value model in the context of a college weight training class. Importance and interest were significant predictors of intention and engagement, whereas expectancy-related beliefs emerged as the only predictor of performance. Males reported higher scores on expectancy-related beliefs and performed better than females.
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Suoth, Stoni, Patricia Silangen, and Jeane Rende. "PEMBELAJARAN FISIKA BERBASIS PRAKTIKUM PHYPHOX MENGGUNAKAN MODEL PEMBELAJARAN INKUIRI TERBIMBING." Charm Sains: Jurnal Pendidikan Fisika 4, no. 1 (February 27, 2023): 26–30. http://dx.doi.org/10.53682/charmsains.v4i1.230.
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This study aims to determine the ability of students to understand the concept of rolling motion through Phyphox practicum-based learning using the guided inquiry model. This study uses a guided inquiry model which consists of three stages, namely initial knowledge tests, practicum-based learning activities and final knowledge tests. This study uses a percentage analytical descriptive technique, namely by calculating the percentage value of the initial ability test results, the final ability test using the N-Gain and practicum performance assessment scores (roll's experiment) in the learning process. The research is located in the Department of Physics FMIPA-K UNIMA. A sample of active semester 5 students majoring in physics for the 2022/2023 academic year with 15 research subjects. The results of data processing and analysis obtained an average initial test score of 14.33 and an average final test value of 89.2 and performing statistical tests with the N-Gain test obtained an average result of 0.87 so that there was an increase in student physics learning outcomes after applying the treatment and the results of the practicum performance assessment (Roll's Experiment) in the learning process with an average task achievement of 88.75% so that there is an understanding of physics concepts in students.
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Ramdani, Agus, I. Putu Artayasa, Muhammad Yustiqvar, and Nina Nisrina. "Enhancing prospective teachers’ creative thinking skills: A study of the transition from structured to open inquiry classes." Jurnal Cakrawala Pendidikan 40, no. 3 (October 18, 2021): 637–49. http://dx.doi.org/10.21831/cp.v40i3.41758.
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Creative thinking skills are considered to have a positive correlation with students’ academic achievement. Thus, they need to be developed through the learning process. To successfully develop these skills, an appropriate learning model is needed. This research aims to determine the improvement of the creative thinking skills of prospective teachers who learned using structured, guided, and open inquiries. This quasi-experimental research used an untreated control group design with pretest and posttest. A total sample of 118 students was selected and distributed into structured, guided, and open inquiry classes. The research instrument consisted of 18 creative thinking skill items applied to the pretest and posttest. The data analysis was performed using ANCOVA and LSD tests. The results show that the mean score of the open inquiry class was higher and significantly different compared to those of the other two classes. However, the mean scores of the two classes were not significantly different. Therefore, it can be concluded that the implementation of the open inquiry model led to a higher increase in creative thinking skills compared to those of the structured and guided inquiry models.
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Sharif, A. M., S. W. Ong, N. A. Rahim, T. T. Lee, S. Mustafar, M. S. Rosmi, M. Z. Mahmood, and M. Nuswowati. "A Green Electrochemistry Experimental Kit: Student’s Achievements on Lectrofun 2.0." Jurnal Pendidikan IPA Indonesia 10, no. 1 (March 31, 2021): 24–34. http://dx.doi.org/10.15294/jpii.v10i1.25475.
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The study aimed at developing and evaluating a simple green electrochemistry experimental kit named Lectrofun 2.0. Lectrofun 2.0 is an educational kit equipped with a module built with the criteria of user-friendly, costeffective, and laboratory free. The basic concept of electrochemistry was introduced through a guided learning approach via the module. The objectives of this research were to (1) develop Lectrofun 2.0 module using green chemicals, recyclable and easily accessible materials and (2) evaluate the module effectiveness in terms of student achievement/understanding of the Electrochemistry topic. This is a Design and Development Research (DDR) using the ADDIE model as an instructional design model. The development phase involves the first objective of the study, while the evaluation phase involves the second objective. Total of 46 respondents of pre-post tests were involved in evaluating effectiveness of Lectrofun 2.0 in terms of student achievement/understanding of the topic. The findings showed that 73.9% of students from the treatment group showed 4-grade increment (from grade E to grade A). This study showed that Lectrofun 2.0 has a significant impact on enhancing learner comprehension of Electrochemistry topic, enjoyment in learning, and learning to care for the environment.
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Nurahman, Arip, Widodo Widodo, Ishafit Ishafit, and Butch O. Saulon. "The Development of Worksheet Based on Guided Discovery Learning Method Helped by PhET Simulations Interactive Media in Newton's Laws of Motion to Improve Learning Outcomes and Interest of Vocational Education 10th Grade Students." Indonesian Review of Physics 1, no. 2 (May 30, 2019): 37. http://dx.doi.org/10.12928/irip.v1i2.776.
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This research was aimed to produce students worksheet (LKPD) based on PhET Interactive Simulations Software in cognitive through the application of physics-based guided discovery learning model that is devoted to the concept of Newton's Law of Motion. Guided Discovery-based approach is expected and is believed to develop students' skills in various aspects of one study that showed achievement levels mastery of physics students after participating in the learning process under the expected educational purposes. Researchers conducted a study on the process of learning physics for the discovery-oriented at vocational senior high school students in Newton's law of motion with R&D. Subjects were students of class X TKRO in the first semester of the academic year 2018-2019 in vocational high school in Ciamis, West Java Province as many as 35 students. Data collected through tests, observations and interviews.
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Wissiak, Grm, and Iztok Devetak. "The influence of active learning and submicrorepresentations on 14-year-old students’ understanding of the alkaline earth metal concepts." Journal of the Serbian Chemical Society, no. 00 (2021): 71. http://dx.doi.org/10.2298/jsc210328071w.
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This study aimed to examine the impact of two different approaches on students? understanding of selected chemical concepts. The first treatment group was taught by a method comprising guided active learning demonstrations, and the second treatment group was exposed to guided active learning demonstrations with explanations at the submicroscopic level. In a control group, the selected topic was taught without guided active learning demonstrations and without explanations at the submicroscopic level. The instruments used in this research included the test of logical thinking (TOLT), Knowledge Pre-Test (KPT), two achievement tests (AT-1 and AT-2) and a questionnaire for students. One hundred and seventy-one students (average age 13.9 years) participated in the study. The results indicate that both approaches (i.e. guided active learning demonstrations and guided active learning demonstrations with explanations at submicroscopic level) are more effective than only symbolic teaching. It can be concluded from the results that students? knowledge, obtained by either method that includes guided active learning, is retained in the students? long-term memory. Some suggestions for implications for the primary science curriculum are also discussed.
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FALOYE, Bankole Olagunju, and Oluwatoyin Tolu Obateru. "Virtual Instructional Packages and Pre-Service Language Teachers' Communicative Skills: Empirical evidence from Nigerian Colleges of Education." Archives of Business Research 9, no. 2 (February 11, 2021): 33–40. http://dx.doi.org/10.14738/abr.92.9592.
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The study investigated the effect of virtual instructional tools on the learning outcomes of pre-service English language teachers in Nigerian Colleges of Education. The rationale of the study was hinged on the premise of virtual instructional adaptation in a post-OVID-19 era. The design for the study was a two- group pre-test post-test quasi-experimental design. The research design comprised pretest and post-test observations, treatment with virtual instruction and normal instruction in a non-virtual space. Using multistage sampling strategy, 100 samples were randomly selected from two Colleges of Education in Southwest Nigeria. The experimental and controls groups consisted of 50 samples each comprising 25 females and 25 males. The instruments for the study were validated achievement tests and marking guides including a test-retest reliability study with a reliability coefficient of 0.87 which was considered as moderately high for the reliability of the instruments. Two null hypotheses were raised and tested at 0.05 levels of significance using Two- Way ANOVA as statistical tools. The findings revealed that there was significant effect of virtual instructional tools on pre-service English language teachers’ learning outcomes using the pre-test mean scores and post-test mean scores. Also, the findings showed that there was significant gender effect of virtual instructional tools on the virtual learning outcomes of pre-service English language teachers’ communicative skills in English. Pedagogical implications of the findings in respect to virtual instructional tools in a post-COVID-19 era were highlighted and suggestions preferred towards enhancing pedagogical and communicative competencies of pre-service English teachers in Nigerian Colleges of Education.
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Hassan Abbas, Mina Mohammed, and Madeha Saif AI-Deen Saleh. "The Effect of Suchman Strategy as a Style in Cognitive Skill (TEOSSAASICS)." JOURNAL OF LANGUAGE STUDIES 7, no. 4 (December 31, 2023): 458–69. http://dx.doi.org/10.25130/lang.7.4.24.
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The goal current study is to determine how the Suchman strategy effects on EFL Iraqi intermediate pupils achievement. When implemented well, they will have real effect on pupils' performance and provide diversity in the method that pupils process new knowledge. In order to achieve the study aims, the following hypotheses have been formulated. In the post achievement test, there is no statistical significant difference between the mean scores of experimental group, which is taught using Suchman strategy and control group, which is taught using prescribed method. A sample of sixty pupils have been randomly selected from the first intermediate class at AL-Marab Intermediate School for Boys at Kirkuk City for the academic year 2022-2023 in order to carry out the pupils' and validate its assumptions. Both groups are equalized in some important factors including educational levels of the parents, the age of pupils', their test results from their previous schooling year, and their pretest scores for both groups. The researcher himself has taught both groups. The two groups are equally divided into the experimental group, group (A), that made up of (30) pupils which have been taught according to the Suchman strategies. The control group, group (B), made up of (30) pupils which have been taught according to the prescribed method. According to the results, there is a statistically significant difference between the mean scores of the experimental group in the pre-test achievement. Moreover, the pupils in the experimental group were guided by the Suchman strategy to attain better achievement at the post tests. Finally, appropriate conclusions, recommendations and suggestions for further studies are put forward.
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Nasrun, Muh. "PENGGUNAAN LEMBAR KERJA SISWA MODEL GUIDED NOTE TAKING DALAM MENINGKATKAN HASIL BELAJAR SISWA SMK MUHAMMADIYAH BULUKUMBA." Jurnal Riset Guru Indonesia 2, no. 1 (March 31, 2023): 67–73. http://dx.doi.org/10.62388/jrgi.v2i1.279.
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This study uses the ex post facto method, namely by collecting data such as data on learning achievement scores based on the average before getting treatment and after getting treatment or treatment. The population in this study were 18 students of Class XII of the Computer and Network Engineering Department of Muhammadiyah Bulukumba Vocational School. To determine the size of the sample in this study using a non-probability technique, namely the saturated sample technique using the entire population as a sample, namely as many as 18 students. Data collection techniques used are observation techniques, interviews, documentation and evaluation tests. The data analysis technique used is the arithmetic mean method. The results of this study indicate that the average student learning outcomes reached 6.72 before using the GNT Model Student Worksheet, after being treated or using the GNT model LKS, the value of learning outcomes increased with an average value of 8.98.
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Zawawi, M. Anis. "Persiapan Menghadapi Kejuaraan Nasional Wushu Taolu 2021 Kota Kediri Ditinjau Dari Profil Kondisi Fisik Atlet." Jurnal Porkes 4, no. 2 (December 31, 2021): 198–203. http://dx.doi.org/10.29408/porkes.v4i2.5068.
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In its development, the study of sports achievement is always closely related to the physical readiness of athletes. In addition to other supporting factors, such as nutritional status or mental competition as well as good technical mastery, the physical condition factor is still considered to have a major impact on athlete achievement. relation to the determination of the exercise program is still not optimal. For this reason, in this study, the main objective was to find out about the physical condition of the taolu athletes before participating in the national championship which would later be used as the basis for determining the training program. In this research, the researcher used a quantitative descriptive method using surveys as well as tests and measurements. The instrument used in taking the data is a test instrument that has been arranged in a test and measurement guide book and is in accordance with the needs of the physical conditions used in the Wushu Taolu sport. The results showed that athletes with very good condition were 17.32%, in the good category as much as 34.70%, in the sufficient category as much as 23.46%, in the less category as much as 13.29%, and in the poor category as much as 11.23%. . From the results of the tests carried out, the physical condition of the Wushu Taolu athletes in Kediri City was in the good category. Furthermore, researchers who will develop this research can cover a wider area, because this research is only limited to wushu taolu athletes in the city of Kediri.
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KOCABATMAZ, Handan, and Gülçin Kezban SARAÇOĞLU. "The Effect of Educational Digital Games on Academic Success and Attitude in 3rd Grade Mathematics Class." Participatory Educational Research 11, no. 2 (March 3, 2024): 230–44. http://dx.doi.org/10.17275/per.24.28.11.2.
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Educational digital games are games designed for educational purposes. These games are used to provide students with certain knowledge, and designated with a with a view to improving their skills or to shaping their behavior. The aim of this study is to determine the effect of educational digital games Wordwall and Matific used in teaching primary school mathematics course on student achievement and attitude. Pre-test and post-test were applied to the experimental and control groups of the study in which quasi-experimental method was used. The study group consisted of 48 students studying in the 3rd grade of a public primary school. In the experimental group of the study, educational digital games Wordwall and Matific were used in the measurement unit of the mathematics course (length, perimeter, area, and liquid measurement). In the control group, the same subject was presented in accordance with the instructions in the third grade mathematics teacher's guide provided by Republic of Türkiye Ministry of National Education. The data were collected with the 20-question "Mathematics Achievement Test", which was jointly determined by the classroom teachers and the researchers, and the "Mathematics Course Attitude Scale" consisting of 13 items developed by Ayvaz (2010). In the analysis of the data, t-test for independent and dependent groups, which is one of the parametric tests appropriate to the research hypotheses, was applied. The findings of the study show the effectiveness of educational digital games in affecting students' academic achievement and attitudes. Based on this result, it is recommended that teachers should benefit from trainings in order to use educational digital games effectively in lessons.
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Parahiba, Yefona. "Digital Flashcards as Media to Engage Students’ Vocabularies: A CAR Conducted to Young Learners at Windeerlust Course." Foremost Journal 3, no. 2 (September 1, 2022): 79–88. http://dx.doi.org/10.33592/foremost.v3i2.2692.
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One of the issues in teaching English to young learners is students’ low mastery of vocabulary due to unattractive learning activities. The lack of vocabulary mastery causes students’ low achievement. This case also happens in Windeerlust Course. Therefore, the researcher conducted this study. The purpose of this study was to find out how digital flashcards were integrated into the learning process. The study was carried out in a class that consist of seven students at Windeerlust Course. The methodology implemented in this study was Classroom Action Research (CAR), which entails four steps: planning, data collection, observation, and reflection. The researcher used field notes, questionnaires, an interviewing guide, an observation checklist, documentation, and tests to gather data. Both qualitative and quantitative analyses were used for the research data analysis. Qualitative analysis was implemented to find the student learning behavior that was represented in their learning using flashcards. Quantitative analysis was implemented to measure students' vocabulary scores both before and after the research. The findings of this study demonstrate that utilizing digital flashcards to teach vocabulary increases students' attention and enthusiasm. Additionally, it has been discovered that using digital flash card might help children comprehend language better. After being taught vocabulary utilizing flashcards as a learning tool, students' vocabulary achievement has significantly improved.
Keywords: Digital Flashcard; Vocabulary; Classroom Action Research; Young Learner; Language Learning.
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Abdelkader, Guebli, Reguieg Madani, Sba Bouabdellah, Nurtekin Erkmen, Zerf Mohammed, and Ekrem Boyali. "The Contribution Of Biomechanical Analysis Technology To Improve The Assessment Of Students During Certain School Sports Activities (Long Jump)." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5, no. 2 (June 30, 2021): 429–36. http://dx.doi.org/10.33369/jk.v5i2.14529.
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The purpose of this study was to determine the contribution of biomechanical analysis technology to improve the assessment of students during certain school sports activities (long jump), this by (1) determining the statistical differences between groups in variables analyzed. (2) revealing the relationship between the kinematical variables analyzed and the digital level & evaluation result. The sample included 32 students in the 1st year of secondary school (16 males, 16 females), two groups for each gender. Group ? working on the use of kinetic analysis in a correction the kinetic performance and evaluated, and group ? is guided by the observation only. The study involved the kinematical analysis of performance during long jumping activity, by using the software; Coach's Eye & MyDartfish Express. The data were analyzed in SPSS 22.0 program, the descriptive statistics (mean ± SD, Std. E), the Anova & T-tests for difference statistical between groups, and the P test for the correlations between variables. In conclusion, our assessment problem is that it depends on the digital level only in the learning phase. Besides, these results indicate that the professors who use this kinetic analysis software have adjusted the way they evaluate students, where Improving digital achievement should depend on proper evaluation in the stages of achievement for the physical education and sports teaching process.
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A., Kombat, Asigri V.N., Amanyi C.K., Atepor S., Adugbire J.A., Akwensi V.K., and Apara M.B. "Determining the Most Effective Stage of the Think-Pair-Share Teaching Strategy." British Journal of Education, Learning and Development Psychology 6, no. 3 (August 14, 2023): 7–24. http://dx.doi.org/10.52589/bjeldp-hsfxtk2f.
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This investigation was carried out to examine the effect of think-pair-share on high school learners’ academic attainment in fractions and the most effective stage of the think-pair-share. Two research questions and five hypotheses guided this study. An explanatory sequential mixed method design was used. Purposive and convenience sampling techniques were used to select the first-years and the 78 participants, respectively. Teacher-made fractions achievement tests and interviews were used as the data-gathering instruments. Students’ academic achievement was analysed using independent and paired samples t-tests whilst the interview data was analysed thematically. The study found that learners who received fractions instructions using the think-pair-share model outperformed their colleagues who were taught fractions without think-pair-share. Also, the performance of students at the pair stage was higher than the performance of the same students at the think stage on the same test items. It was again found that intolerance, lack of self-confidence and inability to build consensus on the part of some students affected their performances at the pair stage. It was, therefore, concluded that Think-Pair-Share is effective in teaching fractions and that the most effective stage of the Think-Pair-Share strategy is the pair stage. It was therefore recommended that teachers be encouraged to use the think-pair-share teaching strategy in their teaching and that think-pair-share should be made to form an integral part of the Senior High School mathematics curriculum. Again, teachers and the Ghana education service should consider assessing students in pairs. Also, teachers should encourage students to be tolerant and confident in themselves.
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Liu, Meihua, and Tianhao Li. "Predictive Effects of English Classroom Anxiety and Motivation on Chinese Undergraduate EFL Learners’ English Achievement." Journal of Language and Education 10, no. 2 (June 17, 2024): 84–94. http://dx.doi.org/10.17323/jle.2024.16906.
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Background: Second language (L2) learning is complex, multifaceted, and greatly influenced by various factors, of which individual factors like anxiety and motivation are important ones. Though anxiety and motivation have been shown to be strongly correlated with each other and interact with other variables to collaboratively affect L2 learning, mixed findings have been revealed, demonstrating the complexity of the interrelationship between L2 anxiety and motivation and their interactive effects on L2 learning. Purpose: Guided by the self-determination theory, this study aimed to explore the levels of and the relationship between English classroom anxiety and motivation as well as their predictive effects on Chinese undergraduate EFL (English as a foreign language) learners’ English achievement. Method: The participants were 571 Chinese university students who answered an 8-item English Classroom Anxiety Scale, a 35-item English Learning Motivation Scale, and a 5-item Demographic Information Questionnaire. They also reported their scores in tests that they had recently taken and self-rated their overall English proficiency as indicators of their English achievement. Results: The study revealed the following major findings: (a) the participants had a small to moderate level of English classroom anxiety, and a medium level of intrinsic motivation, extrinsic motivation, personal goals and expectancy/control in English learning, (b) English classroom anxiety was significantly negatively correlated with all motivation scales, (c) English classroom anxiety was not only significantly negatively related to but negatively predicted the students’ English achievement, and (d) significantly positive correlations existed between English learning motivation and English achievement. Of different motivation dimensions, intrinsic and extrinsic motivation positively predicted the latter. Conclusion: The findings of this study further demonstrate the importance of anxiety and motivation in L2 learning and the need to explore anxiety-reduction strategies, increase students’ intrinsic and extrinsic motivation, and strengthen their expectancy in L2 teaching and learning, thus contributing to the understanding of foreign language anxiety and L2 motivation and enriching the current literature on the two issues.