Which Online Quiz Platform Works Best for Arabic at Senior High School?: A Comparative Empirical Study of Blooket, Quizizz, Wordwall, and Kahoot

The present study ascertains the effectiveness of the Think-Pair-Share (TPS) Cooperative Learning Model over the lecture-based conventional teaching of Environmental-Science (EVS) on a sample of 78 students at the secondary level. Pre-test-Post-test Intact group design was adopted for this purpose. TPS Cooperative learning Instructions were followed for 4 weeks with the experimental group and data collected through TPS based Lesson-plan and EVS-Achievement test. The Validity of the test was established through experts’ opinions and its reliability was tested by Split-half-method and Spearman’s Brown Prophecy formula obtaining reliability coefficients of 0.886 and 0.940, respectively. Pre-test and Post-test were administered on both groups to determine the difference in achievement levels before and after the intervention. Independent sample t-test, Dependent sample t-test and ANCOVA were performed at 0.05 significant level for testing the tenability of hypothesis. Results from the independent sample t-test revealed the significant difference in Posttest scores of both groups. A dependent sample t-test was run to differentiate the effect of the intervention on scores of the experimental group. The t-value obtained is significant for P= 0.000 (p<0.05), showing a significant difference in Pre-test and Post-test scores before and after the treatment. ANCOVA on the Post-test mean scores of the samples reported a significant effect on the achievement levels with TPS-Cooperative learning mode. The findings reflected that learners who taught EVS using the TPS instructional-strategy gave outstanding performance when compared to the control group. The TPS strategy is thus recommended at different levels in various disciplines for better academic gain towards action-oriented participatory learning.

Background: Reproduction health in migrant workers is complicated and difficult to handle. Health education is one of the methods to increase the knowledge about health reproduction. Aims: The study aimed to analyze the knowledge of migrant workers related to reproductive health through case study learning method. Methods: The study is an intervention research. Total respondents were 135 participants. The intervention was conducted in 3 groups of female migrant workers. The intervention given was related to reproductive health with 4 meetings in the first group, 8 meetings in the second group and 12 meetings in the third group. Group 2 and 3 used case study as learning method. The measurement of knowledge of the three groups was through pre-test and post-test. The statistical test used ANOVA to determine differences between intervention groups and T Test to determine the difference between pre-test and post-test scores. Results: There were significant differences in pre-test and post-test scores in all groups and there was significant difference in post-test scores in groups 1 and 3 of p=0.001. Conclusion: Health education given to migrant workers is proven to be able to increase the level of knowledge related to reproductive health. The group that received case study as learning method and more number of meeting, had a better level of knowledge.

The objective of this research is to investigate the effect of the implementation of Storybird in writing a recount text for tenth-grade students in Surabaya Senior High School. Storybird is a web application that supports the educational process. Storybird is a creative digital storytelling website that allows students to write their own stories using its writing feature. Therefore, this study aimed to determine if there was a significant difference in the post-test score for producing a recount text between the experimental and control groups after Storybird was implemented. A quantitative method was used in this study, and a true experimental randomized subject posttest-only control group was the design. The samples of this study were 61 tenth-grade students of Senior High School in Surabaya from the experimental class and control class. The data were gathered through post-test and analyzed by the t-test formula using SPSS computation. The findings of this study revealed that there was a significant difference in post-test scores between the experimental and control groups. The independent sample t-test results were significant at .012 < .05, showing a significant difference in the post-test results. In conclusion, it suggested that students can implement Storybird in writing a recount text.

Objective: To investigate the effect of cognitive orientation to daily occupational performance (CO-OP) programme on playfulness in children with attention deficit hyperactivity disorder.Material and Methods: Seventy Attention deficit hyperactivity disorder participants (N=70), aged between 6-8 years were recruited from a local community-based setting. The children were divided into an experimental (n=35) and a control group (n=35). The experimental group participants received CO-OP and the control group participants received the conventional occupational therapy programme; for 12 weeks. The test on playfulness was used to measure playfulness in children.Results: There were statistically significant differences between pretest and post-test scores of the test of playfulness (TOP) in the experimental group (p-value≤0.05) components of: Extent, Intensity and Skillfulness, and there were statistically significant differences between pretest and post-test group of TOP in the control group (p-value≤0.05) in Intensity and Skillfulness. There was no statistically significant difference in pretest and post-test scores of TOP in the component of Extent. Further analysis revealed that clinically there was significant differences in the post-test scores of TOP between the control and experimental group components of Extent, Intensity and Skillfulness.Conclusion: CO-OP was effective in improving playfulness in children with attention deficit hyperactivity disorder.

This study aimed to investigate the effectiveness of Project-Based Learning (PjBL) tools integrated with STEM and local content—specifically the cultural practice of Jambi coffee brewing—in enhancing students’ learning outcomes in the physics topic of temperature and heat. The research employed a quasi-experimental method using a non-equivalent control group design. The participants were 11th-grade students from SMA Negeri 11 Muaro Jambi in the 2024/2025 academic year, selected through purposive sampling. A total of 54 students participated, divided evenly into two classes: the experimental class, which was taught using STEM-integrated PjBL tools incorporating local content, and the control class, which was taught using conventional PjBL tools without STEM or local context integration. Both groups underwent pretest and posttest assessments. Data were analyzed using paired sample t-tests and independent sample t-tests with a significance level of 0.05. The paired t-test results indicated a statistically significant improvement in both classes (p = 0.000). However, the independent sample t-test revealed a significant difference in posttest scores between the two groups (p = 0.011), with the experimental class showing greater gains. These results suggest that the integration of STEM and local cultural context into PjBL can deepen students’ conceptual understanding, enhance engagement, and improve learning outcomes more effectively than PjBL alone. The contextualization of physics content using familiar real-world practices, such as coffee brewing, provides meaningful learning experiences that connect abstract scientific concepts to students' daily lives.

The purpose of this research is to determine whether or not the Modelled Talk strategy improved the speaking skills of EFL Preparatory Pupils as measured by post-test recognition and production scores, as well as whether or not there was a significant difference in the performance of the experimental group between pre- and post-tests. Hypotheses for this research include,there is no significant difference in post-test scores between the Modelled Talk and control groups and there is no significant difference in post-test scores between the Modelled Talk and Post-Test 1 and Post-Test 2 experimental groups.The present study sampled (60)sixth grade class of the al-shaheed ahmed Fattah primary school in Bayji town during academic year (2021-2022). There are two groups for research , A and B, each with 30 pupils , A serves as an experimental group and B serves as a control group.Both groups have been equalized in terms of educational of parents testee’s age and English achievement.Six weeks have passed since the beginning of the experiment in the first semester of the academic year 2021–2022. Multiple statistical methods, including the T-test, weighted mean, and percentile mean, have been used to examine data that was gathered from students' post-tests .These results show that utilizing a modelled conversation technique is more efficient than the conventional approach. The report wraps off with some last thoughts, comments, and recommendations

Grounded in cognitive neuroscience, Brain-Based Teaching (BBT) enhances science instruction by aligning classroom practices with how the brain optimally learns and processes information. This mixed-methods study investigated the effectiveness of BBT in improving Grade 8 students' conceptual understanding of Newton's Laws of Motion. Conducted in a public school in Manila, Philippines, the study involved 51 students who participated in an intervention utilizing BBT strategies, including relaxed alertness, orchestrated immersion, and active processing. Quantitative data were collected through a validated 25-item concept test, daily performance worksheets, and a Student Perception of Instruction Questionnaire (SPIQ). Qualitative data came from student journals and semi-structured interviews. Findings showed a significant improvement in post-test scores (M = 9.35), as confirmed by a paired-sample t-test (t(50) = 3.80, p < .001) and a moderate effect size (Cohen's d = 0.67). Daily worksheets consistently received "Very Good" to "Excellent" ratings. One-way ANOVA results revealed significant differences in post-test scores across prior ability levels (F(2, 48) = 10.07, p < .001, η² = .30), suggesting that BBT's effectiveness varied depending on students' initial competence. The SPIQ survey revealed positive perceptions, with the highest mean score (3.6) indicating student satisfaction with the classroom environment and instructional support. Thematic analysis identified three key themes: enhanced instruction through various classroom activities, insightful learning, and retention of learning. Overall, BBT was found to be effective in fostering conceptual understanding and promoting a positive learning environment. Its novelty lies in highlighting the differentiated impact of BBT based on prior achievement in a resource-constrained public school context.

Requiring college students to engage in basic resistance training, locomotor, and non-locomotor exercises has shown mixed results in decreasing and improving BMI. This study aimed to assess the effectiveness of an online activity-specific skills program on college students’ BMI. An experimental research design was employed, with students participating in activity-specific exercises for eight consecutive weeks. Demographic factors, including gender, pre- and post-test BMI, and the Physical Activity Readiness Questionnaire, were considered. An Independent Sample T-Test was used to determine significant differences in post-test scores based on gender, while a Paired Samples T-Test was used to analyze differences between pre- and post-test scores. The results indicated no significant difference in the pre-test scores. Moreover, after the eight-week activity-specific skills program, there was no significant difference observed between the pre- and post-test scores. The movement patterns taught in PE 1, encompassing locomotor, non-locomotor, and basic resistance training, did not impact students’ body mass indexes. These findings may prompt educators to reassess the effectiveness of current physical education methods or to explore alternative approaches that might be more successful in reducing students’ BMI. As the results are inconclusive, further research with a larger sample size is needed to validate the assertions made in this study.

The lack of integration between science and local wisdom in science education remains a challenge in developing students' critical thinking skills and cultural literacy. This study aims to analyze the effect of STEM-based science learning integrated with ethnoscience on critical thinking skills and cultural literacy of elementary school students. This research is a quantitative study with a quasi-experimental method using a nonequivalent control group design. Samples were selected purposively and consisted of experimental and control groups. The instruments used include a critical thinking skills test and a cultural literacy questionnaire. Data analysis was performed using a paired sample t-test. The results showed a significant difference in posttest scores between the experimental and control groups, with a significance value of 0.000 <0.005. The average difference was 19.78 points for critical thinking skills (81.14 - 61.36) and 16.86 points for cultural literacy (82.50 - 65.64). This finding suggests that integrating STEM-based science learning with ethnoscience can significantly enhance students' critical thinking skills and cultural literacy. The novelty of this study lies in the learning approach that combines the STEM framework with local ethnoscience values, providing an innovative alternative for shaping students who think reflectively while developing cultural awareness from an early age.

PT X Klaten is a subcontractor in the road construction project, responsible for manufacturing road barriers that function as safety signs and lane dividers. This type of work involves multiple occupational hazards, such as injuries from sharp materials, falling objects, and accidents involving project vehicles, particularly during night shifts. An initial survey revealed that 70% of workers had limited knowledge of Personal Protective Equipment (PPE), contributing to low compliance and an increased risk of workplace accidents. This study aims to examine the effect of educational videos on improving PPE knowledge among road barrier workers at PT X Klaten. A quasi-experimental design was employed using a pre-test and post-test control group. Total sampling was applied to recruit 50 respondents, who were equally divided into experimental and control groups. The intervention consisted of a two-week educational video program incorporating animations and real-life demonstrations that explained the types, functions, and proper use of PPE in construction settings. Data were collected using structured questionnaires and analyzed through Paired Sample T-tests and Independent Sample T-tests. The results have shown a significant increase in PPE knowledge in the experimental group, p-value = 0.001 (p ≤ 0.05), while the control group exhibited no significant change, p-value = 0.422 (p> 0.05). The comparison between groups has revealed a statistically significant difference in post-test scores, Sig (2-tailed) value = 0.017 (p ≤ 0.05). These findings demonstrate that educational videos are an effective medium for enhancing PPE-related knowledge among construction workers. This approach can be applied more broadly in other high-risk industries as a practical strategy to improve occupational safety, increase PPE compliance, and reduce the incidence of work-related accidents.

Pronunciation clarity is one of the most crucial aspects in mastering English for EFL learners, yet many students still struggle with phoneme articulation, word stress, and intonation. Preliminary observation at MA Birrul Walidain NW Rensing revealed that 11th-grade students frequently mispronounced phonemes such as /θ/ and /ð/, misplaced stress, and produced monotonous intonation, which hindered their intelligibility and confidence. This highlights the urgency of applying an effective and structured phonological training method to improve students’ pronunciation. The present study aimed to examine the impact of the Repeated Reading (RR) technique as a phonological practice tool to enhance pronunciation clarity. This research employed a quantitative approach with a quasi-experimental non-equivalent control group design. The study was conducted at MA Birrul Walidain NW Rensing during the 2025/2026 academic year, involving 26 eleventh-grade students selected randomly into experimental (n=12) and control groups (n=14). Data were collected through pre-test and post-test oral reading tasks, assessed with a pronunciation rubric covering both segmental and suprasegmental features. The instrument was validated by two English teachers, and data were analyzed using SPSS through Shapiro-Wilk test, Levene’s test, Paired Sample t-Test, and Independent Sample t-Test. The results showed that the experimental group’s mean score increased from 9.00 to 12.58 (SD=2.49 to 2.30), with a mean difference of 3.58 (t=10.62, p=0.000). In contrast, the control group only improved from 9.00 to 9.64 (mean difference=0.64, t=1.64, p=0.125). Independent Sample t-Test confirmed a significant difference in post-test scores between groups (mean diff=2.94, t=2.83, p=0.009). These findings indicate that RR significantly enhances pronunciation clarity, particularly in phoneme accuracy, stress placement, intonation, and rhythm. Thus, repeated reading can be considered an effective strategy for EFL pronunciation instruction.

The study examines the impact of lens exploration and navigation stations (LENS) activity on students’ academic performance in bio-inspired optics, focusing on the gain score, to provide empirical evidence on its effectiveness in fostering deeper comprehension and engagement. The design of the study is quantitative research and uses a pretest-posttest control group in a quasi-experimental approach. The design makes it possible to compare the LENS activity’s efficacy with the traditional method of teaching by comparing the students’ pre- and post-test scores. The researcher chooses one class comprising 56 students from academic track, science, technology, engineering, and mathematics (STEM) strand where random assignment was used to determine the treatment group and control group (N=28). The study utilizes dependent sample comparing pretest and posttest scores, and independent sample comparing posttest mean scores between experimental and control groups. The study found that there is a significant difference in post-test scores between the experimental group using LENS activity and the control group using traditional teaching methods. The study indicates that LENS activity significantly increased students’ academic performance in understanding bio-inspired optics, demonstrating its effectiveness in enhancing learning outcomes and deeper understanding of the subject. This highlights the importance of activity-based learning (ABL) in enhancing learning outcomes.

The aim of the present study is developing “Working Memory Training Software”, and investigating its content validity and the efficacy of this computerized cognitive training on students working memory. This study is in R & D research category, and it is performed in a semi-experimental design. Its data were collected from students of the third grade (30), fourth grade (30), and fifth grade (12) of primary school. After specifying the software content validity by asking expertise opinions, and investigating these opinions through Spearman Test (rs = 1), these children attended in intervention program for 10 sessions. The subtests of working memory in “Tehran-Stanford-Binet Intelligence Scale” and “Wechsler intelligence scale for children” were conducted in all three groups on the pre-test and post-test. After elimination of the pre-test effect, Paired-Samples T-Test on total scores of subtests of working memory in “Tehran-Stanford Binet Intelligence Scale” (t = 10.869, df = 71, r = 0.967 & P < 0.05) and in “Wechsler intelligence scale for children” (t = 16.809, df = 71, r = 0.983 & P < 0.05) reveals a significant difference in post-test scores. Based on this study the Working Memory Training Software has proper psychometric properties and causes significant improvement in students working memory performance.

Indonesian students learn English as a Foreign Language (EFL). Indonesian students who are second language users (L2 learners) have limited knowledge of frequently used words compared to first language users (L1 learners) and native English speakers. EFL students made more mistakes and errors in EFL writing classes due to limited vocabulary. A frequent word is a single word in the first three frequency levels of the 1000 words. To fill this gap, this study aimed to examine the effectiveness of a genre-based approach (GBA) and a process approach to writing (PAW) on student writing skills. In this study, a quasi-experimental study design was applied in the form of a pre-test and post-test control group design. As a sample for this study, two classes of 3rd semester undergraduate students from the Faculty of Economics and Business in Sumenep, East Java, Indonesia were randomly selected. Seventy students participated in the study, of which 35 students in the experimental group received the GBA and another 35 students in the control group received the process approach to writing. Data were analysed using independent and dependent (paired) sample t-tests. The resulting findings showed that: 1) There was a significant difference in post-test scores between students taught using a genre-based approach and those taught using a process approach to writing. 2) Adopting a genre-based writing approach or a process approach has had a big impact. This study shows that the genre-based approach contributes more than the writing approach. In conclusion, the GBA or PAW was effective in teaching English writing skills.

This study investigates the effect of the Schema Activation Strategy on EFL students’ reading comprehension, particularly in analyzing and interpreting narrative texts. A quasi-experimental design was employed involving 68 eleventh-grade students divided into an experimental group and a control group. Over four weeks, the experimental group received instruction using schema-based activities such as K-W-L charts, pre-teaching vocabulary, visual aids, and case-based reading, while the control group was taught using conventional methods. Pre-tests and post-tests were administered to both groups, and the data were analyzed using descriptive statistics and inferential analysis (paired and independent samples t-tests). The results showed that both groups improved their reading comprehension performance; however, the experimental group demonstrated a significantly higher mean gain (9.94 points) compared to the control group (8.83 points). Furthermore, an independent t-test revealed a statistically significant difference in post-test scores between the groups (t = 2.439, p = 0.017), favoring the experimental group. These findings confirm that schema activation strategies, which engage learners' prior knowledge, effectively enhance inferential understanding, critical thinking, and textual interpretation in EFL contexts. The study suggests incorporating schema-based reading instruction into the EFL curriculum to foster deeper comprehension and metacognitive skills.