Post-test Achievement Research Articles

THE EFFECTS OF MULTIMEDIA LEARNING MATERIAL ON STUDENTS’ ACADEMIC ACHIEVEMENT AND ATTITUDES TOWARDS SCIENCE COURSES

This study implemented multimedia learning material developed for the 5th grade science course topic "Food and Healthy Nutrition" and examined its effect on students' academic achievement and science attitudes. The study used a control group, a pre-test-post-test quasi experimental research design, and a convenience sample consisting of 62 5th grade students. The research instruments were an achievement test and a science attitude scale. During the implementation process the experiment group learned using multimedia learning material and the control group learned with traditional methods. Data were analyzed using an independent-samples t test, a paired-samples t-test, and ANCOVA statistics. According to the findings there is a statically significant difference between post-test achievement scores of the experimental and control groups, with the experimental group scoring higher. Also there is a statically significant difference between students' post-test scores in terms of gender, favoring females over males. In terms of science attitude there is also a significant difference between post-test scores of the experimental and control groups. In conclusion it may be said that multimedia learning promotes more effective learning in science education. Key words: healthy nutrition, multimedia learning, science achievement, science attitudes.

The effect of concept mapping- guided discovery integrated teaching approach on Chemistry students achievement and retention

This study investigates the effects of Concept Mapping-Guided Discovery Integrated Teaching Approach on the achievement and retention of chemistry students. The sample comprised 162 Senior Secondary two (SS 2) students drawn from two Science Schools in Nasarawa State, Central Nigeria with equivalent mean scores of 9.68 and 9.49 in their pre-test. Five instruments were developed, validated and used by the investigator for the study; they are namely; Chemistry Achievement Pre-Test (CAPE), Chemistry Achievement Post-Test (CAPO), Chemistry Achievement Retention Test (CART), Lesson Plans for the Control Group (LPCG) and the Lesson Plan for the Experimental Group (LPEG). Pre-test / post-test control group design was employed. Results of the Scheffe’s test for multiple comparisons revealed that boys in the experimental group performed better than girls in the experimental group. The results of the t-test analysis of the retention test showed that the mean score of the experimental group was significantly better than that of the control group (p<0.05). It is strongly recommended that chemistry teachers should be encouraged to adopt this method for teaching difficult concepts. Key words: Integrated teaching approach, concept mapping- guided discovery, achievement, retention, scheffe’s test.

English

Modules in Computer Algebra Systems (CAS) make Mathematics interesting and easy to understand. The present study focused on the implementation of the algebraic, tabular (numerical), and graphical approaches used for the construction of the concept of absolute value function in teaching mathematical content knowledge along with Maple 9. The study group consisted of pre-service teachers attending Department of Primary Education Mathematics teaching at a state university. The pretest (open ended questions) achievement and the posttest (open ended questions) achievement of the group were compared based on their answers. It was concluded that CAS was influential on pre-service teachers’ usage of the said learning approaches. Key words: CAS (Computer Algebra Systems), teaching Pre-Calculus, absolute function.

Evaluating the Efficacy of Using Predifferentiated and Enriched Mathematics Curricula for Grade 3 Students

Despite the potential of differentiated curricula to enhance learning, limited research exists that documents their impact on Grade 3 students of all ability levels. To determine if there was a difference in achievement between students involved in 16 weeks of predifferentiated, enriched mathematics curricula and students using their district’s curricula, we conducted a multisite cluster-randomized control trial with 43 schools in 12 states. A series of three-level models, using pre- and postachievement test data, failed to show a main effect for treatment, but the results suggested a treatment by achievement-level interaction that was moderated by the achievement level of the school. As a result, the highest achieving students in the lower achieving schools seemed to receive the greatest benefit from the treatment curricula. An analysis of researcher-developed unit tests revealed that treatment students successfully learned and applied the curricula’s challenging mathematics. Thus, using the predifferentiated and enriched mathematics curricula with heterogeneous ability students appeared to “do no harm”—students who completed the treatment curricula did as well as their control counterparts, on average. Evidence of its achievement-related benefits is more ambiguous; however, the findings do suggest some benefits for the highest achieving students in lower achieving schools.

The Effects of Learners' Differences on Variable Manipulation Behaviors in Simulation-Based Learning

The present study examined the relationship among learners' differences, behaviors in manipulating variables, and learning achievements in a simulation-based program that supports discovery learning in the subject of C-programming algorithm. Participants ( n = 66) took the Group Embedded Figures Test, Action Control Scale, and Computer Self-Efficacy Scale to determine their field dependence, action-state orientation, and computer self-efficacy before interacting with the simulation program. Results from this study have shown that reading domain information supported learners to manipulate more simulation variables systematically. In addition, manipulating simulation variables in a systematic manner positively affects learning post-test achievement. In the context of individual differences, failure-related action control and computer self-efficacy were found to affect learners' behaviors in manipulating variables, while field dependence was shown to affect learning post-test achievement. Implications for both theoretical and instructional designs are discussed in terms of how various support types can accommodate the needs of different learners in simulation programs.

EFFECTS OF COMPUTER ASSISTED INSTRUCTIONAL PACKAGE ONACHIEVEMENT AND INTEREST OF SENIOR SECONDARY SCHOOLSTUDENTS IN MATHEMATICS IN BIDA METROPOLIS, NIGER STATE,NIGERIA.

This study compared the effects of the researcher designed Computer Assisted Instruction (CAI) package on achievement and interest of senior secondary school students in set theory to the traditional teaching method. The study was carried out in Bida Metropolis. Two senior secondary schools were purposively chosen because of the availability of computers in these schools. A sample of one hundred and nine (109) SSI students was involved in the study. The design used was a quasi-experimental design. Two intact classes were used; four research questions and four hypotheses guided the study, while Mean, standard deviation and t-test were used to test the hypotheses at 0.05 level o f significant. The result revealed that the mean and standard deviation of the post-test achievement score of experimental and control groups are 60.25 and Standard Deviation 0.12, and 31.15 and Standard Deviation 0.10 respectively in favour of the experimental group and the interest inventoiy score of experimental and control groups are 58.43 and Standard Deviation 0.18, and 32.23 and Standard Deviation 0.23 respectively in favour of the experimental group. The study revealed no significant difference in the mean achievement and interest scores of male and female students taught using CAT package. Some recommendations were made among which is mathematics teachers should include the use of computer assisted instructional package as one of the strategies to be employed in classroom teaching and learning.

Examining the Effect of Enactment of a Geospatial Curriculum on Students’ Geospatial Thinking and Reasoning

A potential method for teaching geospatial thinking and reasoning (GTR) is through geospatially enabled learning technologies. We developed an energy resources geospatial curriculum that included learning activities with geographic information systems and virtual globes. This study investigated how 13 urban middle school teachers implemented and varied the enactment of the curriculum with their students and investigated which teacher- and student-level factors accounted for students’ GTR posttest achievement. Data included biweekly implementation surveys from teachers and energy resources content and GTR pre- and posttest achievement measures from 1,049 students. Students significantly increased both their energy resources content knowledge and their GTR skills related to energy resources at the end of the curriculum enactment. Both multiple regression and hierarchical linear modeling found that students’ initial GTR abilities and gain in energy content knowledge were significantly explanatory variables for their geospatial achievement at the end of curriculum enactment, p < .001. Teacher enactment factors, including adherence to implementing the critical components of the curriculum or the number of years the teachers had taught the curriculum, did not have significant effects on students’ geospatial posttest achievement. The findings from this study provide support that learning with geospatially enabled learning technologies can support GTR with urban middle-level learners.

Enhancement of Grade 7 Students’ Learning Achievement of the Matter Separation by using Inquiry Learning Activities

This study aimed to enhance students’ learning achievement of matter separation by using five science inquiry learning activities (12hours) on separation of natural substances. The participants, purposively selected, were 33 Grade 7 students in the first academic semester of 2011 at Ban-Nathung School in Sisaket province of Thailand. The data collecting tools consisted of a learning achievement test of matter separation and a survey of students’ attitudes towards learning science. The dependent sample t-test analysis indicated that the students obtained a post-achievement test score (mean 14.24, SD 2.45) higher than the pre-achievement test score (mean 7.73, SD 2.76) at the 0.05 level of statistical significance. However, the students obtained a retention test score (mean 14.09, SD 2.17) 30 days after the post-achievement test that was not different from the post- achievement test score at the 0.05 level of statistical significance. In addition, students’ attitudes towards learning science after the implementation of science inquiry learning activities (mean 89.00, SD 8.97) was statistically significantly higher than prior to using the activities (mean 77.76, SD 8.39) at the 0.05 level of statistical significance. In conclusion, the implementation of inquiry learning activities was effective to enhance students’ learning achievement of matter separation as well as their attitudes towards learning science.

The Effect of Protein Synthesis Game in the Class on the Students’ Understanding of Protein Synthesis Subject

Abstract Protein synthesis is a difficult subject to be learned by students. The aim of this study is to determine the effect of the activity of protein synthesis game in the class, on the students’ understanding protein synthesis subject with this activity. It was applied in Balikesir University Necatibey Education Faculty with 59 students at Science Teaching department. The students’ level of understanding the subject of protein synthesis were defined with “Understanding Protein Synthesis Test” including 10 questions. The data obtained were analyzed on SPSS 17.0. According to the results of analysis, in experiment groups there is a meaningful difference between the pre-test and post-test achievement scores which are positive for post-test and it appeared that there is a meaningful difference between experiment groups and control groups which are positive for experiment group. In conclusion, it has been defiend that the activity of protein synthesis is very effective on teaching.

Effect of Pre-Theoretic Intuitions Quiz Constructivist Strategy on Student’s Achievement in Environment-Related Concepts in Biology

One strategy proved in literature to have exposed students to a higher thinking order to recognise assumptions, evaluate controversies, and scrutinise inferences is needed in alleviating the problem of low achievement in the teaching of environmental concept in biology. This study, therefore, determined the effects of Pre-theoretic intuition quiz constructivist strategy on students’ achievement in environment-related concepts in Biology; it also investigated effects of cognitive styles and gender. The pretest-posttest, control group, quasi-experimental design with 2x2x2 factorial matrix was adopted.451 students from four local government areas of Nigeria were used for the study. Instruments used for data collection were: Teachers Instructional Guides for treatments and control groups; Students’ Environmental Achievement Test (r= 0.80), Cognitive Style Test (test-retest r= 0.81) and Assessment Sheet for the research assistants. Three null hypotheses were tested at 0.05 level of significance. Data collected were analyzed using Analysis of Covariance (ANCOVA) . Treatment had significant effect on students’ Post-test achievement score (F(1,438) = 209.620; P< 0.05). Pretheoretic intuition quiz improved students’ achievement than conventional strategy in environment-related concepts in Biology. It is, recommended that teachers, curriculum developers and textbook writers should adopt the instructional strategy for enhancing students’ achievement in environmental education in Biology.

الاستعداد التقنی لدى طلاب الملابس والنسیج لتعلم مهارات التشکیل ثلاثی الأبعاد کمدخل للتصمیم على المانیکان

هدف البحث إلى قياس الاستعداد التقني لدى الطلاب لتعلم مهارات التشکيل ثلاثي الأبعاد مع توظيف تقنية الديکوبوکو في تصميم مبتکر للکورساج، وتوظيف تقنية الأوتوشيانا في تصميم مبتکر للجونلة،بالإضافة إلىقياس آراء الطلاب واستجاباتهم نحو تعلم التشکيل ثلاثي الأبعاد.ويعتمد البحث على المنهج شبه التجريبي والوصفي. تکونت عينة البحث من 33 طالب وطالبة من طلاب الفرقة الرابعة بقسم الملابس والنسيج- الفصل الدراسي الثاني للعام الجامعي 2011/ 2012، وکانت أدوات البحث عبارة عن اختبار تحصيلي قبلي بعدي لتقويم المعارف، ومقياسي تقدير لتقويم المهارات، وکذلک استبانه لقياس آراء الطلاب حول التشکيل ثلاثي الأبعاد کعامل مساعد في التصميم على المانيکان، وکذلک آرائهم في التقنيات ومدى تقبل الفکرة،ومن أهم النتائج التي توصل إليها البحث أن الطلاب قد استفادوا من المعلومات والمعارف التي تضمنها تدريس مهارات التشکيل ثلاثي الأبعاد، بالاضافة إلى اکتساب الطلاب لتقانتي الديکوبوکو والأوتوشيانا مما يدل على الاستعداد التقني لدراسة مهارات التشکيل ثلاثي الأبعاد، کما أوضحت النتائج أن آراء الطلاب إيجابية نحو تعلم مهارات التشکيل ثلاثي الأبعاد، ومن أهم توصيات البحث تضمين مقرر التشکيل على المانيکان (2) لمهارات التشکيل ثلاثي الابعاد. الکلمات المفتاحية التشکيل، التصميم على المانيکان، ثلاثي الأبعاد، الاستعداد، تقانات. Abstract Technical aptitude of clothes and textile students to learn the skills of a three dimensional configuration as an input to the design on the mannequin The aim of this research was to measure the students' technical aptitude for learning 3D draping skills and employment technique dekoboko in designing innovative bodice, and the employment of otoshiana technique in designing innovative skirt. Moreover, the purpose of the research is to find out the opinions of students and their response to the learning skill of 3D draping. The research adopted semi-empirical and descriptive methodologies.Its sample comprised of 33 male and female students, enrolled in the fourth year, in the second semester of the academic year 2011/2012. All students in the sample were studying at the clothing and textile department, Helwan University. The research instruments included pre and post achievement tests for cognitive evaluation, scales for skills evaluation, and the scales of the student's opinions about the skill of learning 3D draping as an aid to the design of mannequin. The research also investigated students' opinions on the techniques used and how much they were willing to embrace the idea of the 3D learning skill. The most important results revealed that students have benefited from the cognition that comprised the teaching of 3D draping skill. In addition, students benefitted from the skill of acquisition of dekoboko and otoshiana techniques. The result also revealed that students' opinions were positive regarding the skill of learning 3D draping. This research's most important recommendations are to include the skills of 3D draping on the modeling on the dress stand Celebs.

Creative and playful learning on technology-enriched playgrounds: an international investigation

The purpose of this quasi-experimental study was to determine the degree that creative and playful learning (CPL) in a technology-enriched playground influences academic achievement of students and what factors are responsible for successes. The participants were 276 students from 12 elementary classrooms in the Netherlands and Finland. The research used a pretest–posttest, without control design. The dependent variable was academic achievement on teacher-created tests; the independent variable was participation in the intervention; and the control variables were pretest scores, gender, academic subjects previously studied, age, satisfaction with schooling, country of the school, and classroom within the school. The results showed that there were significant gains in academic achievement and that the pretest was the only significant predictor of posttest achievement. Other variables, including gender, academic subjects studied, age, satisfaction with schooling, country of school, and classroom, were not statistically significant predictors of posttest scores. While students’ academic achievements are only one measure of progress in the current debate about learning in the education system, this article provides insight on education through analyses of the relationships among the integration of curriculum-based learning, CPL practices, and outdoor playgrounds.

Focus on Students: A Blended Business English Writing Class in Sabah

Blended learning (BL) has scored itself numerous zoom-in sessions in language teaching and learning discussions as it globally evolves rapidly as one of the leading 21st century learning approaches in Higher Education Institutes (HEIs). BL has just begun to be introduced in a private higher education institution in Sabah, despite its global acclaim. In this study, the effectiveness of a BL approach with first year Diploma in Commerce Students (N=30) in learning Business English writing skills was investigated. The BL approach involved a combination of traditional face-to-face classroom activities such as lectures, group discussions, individual consultations/ explanations with digital classroom activities such as discussion threads, online responses and links to relevant articles, videos and interactive website through Schoology©. Quantitative as well as qualitative methodologies were employed in this study for data elicitation, which includes pre and post achievement tests, questionnaires and interviews to explore the issues of learning, course management and challenges faced in operating the BL approach. A fundamental analytical lens- Engeström’s Activity Theory was employed in this study and was most useful in revealing overall positive views from students as well as certain limitations within the system. The findings showed that what was uncovered about the relevance of the BL approach might just be the tip of the iceberg.

Self-, peer-, and teacher-assessment: An investigation into Iranian EFL students’ attitudes

Student-directed teaching and assessment techniques are gradually dominating educational systems almost all over the world. This study investigated a cohort of male and female Iranian EFL students’ attitudes toward self-, peer-, and teacher-assessment experiences. Sixty three students at Urmia University and Tabriz Islamic Azad University, in the form of three intact classes, experienced self-, peer-, and teacher assessment activities for one academic semester (having taken a knowledge pretest, four assessment series, and a course achievement posttest). Of all the participants, 38 completed a 5-point Likert-scale attitude questionnaire. The application of ANOVA, across and within group dependent samples t tests, as well as some qualitative analyses, indicated that the three experimental groups had positive attitudes toward their assessment experiences. While the peer-assessment group was the most positive in this regard, slight differences were found in the groups’ attitudes and beliefs. Further findings and implications are discussed in the paper.

Effects of Problem-Based and Discovery-Based Instructional Strategies on Students’ Academic Achievement in Chemistry

The study investigated effect of Problem-based and Discovery-based instructional strategies on students’ Achievement in Chemistry in Agbani Education Zone of Enugu State. The research adopted a quasi-experimental pre-test, post-test, non-equivalent control group design involving two experimental and one control groups. The sample comprised 375 senior secondary class two Chemistry students from three intact classes randomly drawn from a clustered sample of three senior secondary schools in Agbani Education Zone. The classes were assigned randomly to experimental and control groups. Experimental groups were taught selected topic in Chemistry using problem-based and discovery-based strategies. Control groups were taught the same topic using expository method. Pre-test was administered to both groups before the commencement of the treatment. Treatment was administered for a period of 6 weeks after which a post-test was administered. Data was collected using two instruments, pre and post-achievement tests in Chemistry duly validated and a reliability co-efficient of .71 obtained using Kuder Richardson 20 (KR – 20) formular. Data were analyzed using mean and standard deviation to answer the research questions while analysis of Coveriance (ANCOVA) tested hypotheses at .05 significance level. It was revealed among others that problem-based strategy significantly enhanced students’ achievement in Chemistry more than the discovery-based and the expository strategies. DOI: 10.5901/jesr.2013.v3n6p105

Web-supported effective human rights, democracy and citizenship education?

The aim of the study is to investigate the possible effect of web-supported teaching on students' academic achievement in Human Rights, Democracy and Citizenship Education. To examine weather web-supported instruction would make a difference in attainment level of the subjects, a mixed method research design i.e. focus group interview and Solomon-four-group experimental design was employed. Solomon design contains two extra control groups to the experimental design, which serve to reduce the influence of confounding variables and allow researchers to test whether the pre-test itself has an effect on the subjects. An achievement test designed for this study was employed to collect data on dependent measures. After subjecting experimental group students to a 12-week-long web-supported learning, the same test (as post-test) was applied to all control and experiment groups in both universities, 8 in total. The data was analyzed by using t test and one-way ANOVA. There was no statistically significant difference between experimental and control groups in achievement post-test scores.

Here and now mobile learning: An experimental study on the use of mobile technology

Mobile technology opens the door for a new kind of learning called here and now learning that occurs when learners have access to information anytime and anywhere to perform authentic activities in the context of their learning. The purpose of this study was to investigate the effects of here and now mobile learning on student achievement and attitude. The research questions addressed were (1) Does ''Here and Now'' mobile learning significantly improve student achievement when compared with Computer based Instruction? (2) Does ''Here and Now'' mobile learning significantly improve student attitude when compared with Computer based Instruction? (3) Are there differences in student achievement and attitudes when ''Here and Now'' mobile learning is delivered using a tablet versus ipod? 109 undergraduate students enrolled in preservice instructional design and instructional technology courses at a regional southeastern university participated in the study. Participants took a pretest at the beginning of the study, and then were assigned to one of the versions of an art lesson (CBI version and iPad/iPod version) which were developed using Lectora Inspire incorporating information on five different paintings in the education building. After the lesson, they completed the posttest and an attitude survey. ANOVA was conducted on data obtained from the achievement posttest and on the attitude survey results for the Likert type items (Items 1-12). Analyses on achievement and attitude data revealed positive significant differences. The CBI treatment achieved positive posttest scores on the posttest while the iPad/iPod treatments had positive attitudes. This study has implications for those designing and implementing mobile learning.

The Effect of Assessment Type (Self Vs. Peer) on Iranian University EFL Students’ Course Achievement

For education to be improved, there must be some indications of the efficiency in its developmental stages toward the ultimate objectives. In educational settings, the outcomes have traditionally been evaluated by authorities, i.e. by teachers themselves. Nowadays, parallel with the developments in teaching whereby students are seen as having more control over their own learning, the task of evaluation too is assigned to the students. In the present research, the effect of self- and peer-assessment was studied on Iranian university EFL students’ course achievement. The participants (19 and 21 students in self- and peer-assessment groups, respectively, and all from Urmia University) were pretested on their current Teaching Methods knowledge (based on Techniques and Principles in Language Teaching, Larsen-Freeman, 2006). After receiving relevant instruction and training, while the peer-assessment group was engaged in peer-assessment activities for four sessions, the self-assessment group was busy with self-assessment tasks. An achievement post-test (with phi dependability index of .90) was used to gauge performance differences at the end of the course. The application of ANCOVA indicated that the peer-assessment group outperformed the self- assessment group significantly, F(1,37) = 7.13, P = .01. Further findings and implications are discussed in the paper.

The Effect of Brain- Based Learning on Iranian EFL Learners’ Achievement and Retention

It has been a long time since it was first suggested that there could be connections between brain function and educational practice. Brain based learning theory focuses on using research about how the brain works and how teachers can use this knowledge to help students learn English quickly and efficiently. The aim of this study is to investigate the effects of brain-based learning in sophomore students majoring in Aircraft Repair & Maintenance on academic achievement and retention. This experimental study, which was designed as pre- and post-test control group model, was conducted at Civil Aviation Technology College in Tehran, Iran. The study lasted 16 weeks for a total of 63 class hours. During the research process, the experimental group was administered a brain-based learning approach, while the control group was administered a traditional teaching approach. Analysis of post-test achievement and retention tests revealed a significant difference between the groups favoring brain-based learning.

Effect of Computer Assisted Instruction on the Achievement of Basic School Students in Pre-Technical Skills

The study compared the effects of Computer Assisted Instruction (CAI) on the achievement of Junior High School (J.H.S) students in Pre-Technical skills after exposing them to CAI and the traditional methods of instruction. The theoretical framework for the study is that people learn most things better through construction of computer games or multimedia composition rather than through traditional methods of directly teaching content. The study involved 59 students from two schools in Kumasi Metropolis. Twenty eight of the students formed the CAI group while 31formed the traditional group. Quasi-experimental design was used for the study. Structured pre-test and post-test achievement test with a reliability co-efficient α = 0.74 and 0.75 respectively were used to collect data. The data was analyzed using Predictive Analysis Software (PASW) version 18. The study revealed that the CAI group performed better than the traditional method of instruction group. However, there was no statistically significant difference between the achievements levels of the two groups. It was recommended that CAI should be introduced in the teaching of Pre-Technical skills throughout the country. DOI: 10.5901/ajis.2013.v2n1p77