Control Group Taught Research Articles

EFFECT OF SOCIAL MEDIA WHATSAPP ON READING INTEREST OF TENTH GRADE STUDENTS OF SMA NEGERI 1 PENEBEL

The aim of this study was to find out the significant effect of social media WhatsApp on students’ reading interest at the tenth-grade students of SMA Negeri 1 Penebel in the academic year 2022/2023. In this study there were 32 students who taken as the sample and it determined using cluster random sampling technique. First, this sample used as control group taught using Google Classroom. Then, it used as experimental group taught using WhatsApp. The research method used in this study was a quantitative approach using pre-experimental design with type One Group Pretest-Posttest. The data collection is using questionnaires as pre-test and post-test in order to find out students’ English reading interest respectively. The data collection of students’ reading interest was carried out using 21 questionnaires as pre-test and post-test. It calculated with descriptive analysis and inferential analysis using SPSS version 26 for windows. The results of the study were the t-test obtained tcount > ttable obtained (5.668 > 0.3440). It means null hypothesis (H0) in this research is rejected and the alternative hypothesis (Ha) which stated there is significant effect of social media WhatsApp toward students’ reading interest is accepted. Thus, it can be concluded that there was a significant effect of social media WhatsApp toward students’ reading interest at tenth-grade students of SMA Negeri 1 Penebel.

Enhancing students’ achievement in biology using inquiry-based learning in Rwanda

<span lang="EN-US">Students in secondary schools in Rwanda manifest difficulties in learning science subjects including biology. Studies revealed that inadequate teaching methods dominated by teacher-centered traditional or conventional educational strategies are some of the factors that cause difficulties in learning, which in turn leads to poor achievements in biology. This study investigated the effect of inquiry-based learning (IBL) using 5Es instructional model (Engage, Explore, Explain, Elaborate and Evaluate) on secondary school students’ achievement in biology. There were 231 secondary school students from six schools in Rwanda constituted the sample. A quasi-experimental quantitative approach consisting of pre- and post-tests was used for data collection. Descriptive statistics were used for data analysis. Results indicated that the mean of post test score of experimental group was higher than the mean of counterparts in control group. Further, t-test and ANCOVA were used for inferential statistics. Findings showed once again significant differences between experimental groups taught with IBL and control group taught with conventional teaching methods. There was no significant effect on gender while a significant difference based on school location was identified. The study recommends educational stakeholders to use the IBL designed by 5Es instructional model at school level to solve problems related to poor performance in biology.</span>

Quipper School and the Reading Comprehension Performance of Grade 11 Students

The main objective of this study was to determine the effect that Quipper School Instruction may have on the reading comprehension of 52 purposively selected Grade 11 Senior High School students of Jaro National High School enrolled in the course English for Academic and Professional Purposes (EAPP) for the First Semester, School Year 2017-2018. Employing the quasi-experimental design, the six-week study focused on how technology might usher in the development of the following critical reading skills: differentiating academic from non-academic texts, determining text types through their structure, locating the main idea, critical reading strategies like skimming, scanning, and making inferences, paraphrasing, summarizing and outlining. The instruments utilized to gather data were the validated teacher-made reading comprehension test given both as a pretest and a posttest and the participants’ scores in Quipper School (QS) exercises readily provided by the researcher as part of the enrichment tasks. A pretest was given to the participants to determine their initial reading comprehension performance. The experimental group was taught with the aid of Quipper School used by the researcher as an online platform for delivering enrichment activities while the control group was taught using the conventional instruction – the Lecture Method. At the post-experimentation stage, a posttest was given to the participants in both groups. It was found that the respondents in both groups had almost the same performance in reading comprehension, i.e., they were comparable prior to the interventions. This implies that using the two methods for both groups in teaching reading comprehension could yield comparable performance. In terms of the pretest and posttest of the experimental group, no significant difference was found. This means that regardless of the method (instruction with Quipper School) employed by the teacher, the performances of the students in reading comprehension reflected in their pretest and posttest did not significantly improve. However, a significant difference was noted in the pretest and posttest performance in favor of the control group. This means that the students in the control group taught using conventional instruction have significantly improved their performance in reading comprehension. This likewise implies that conventional instruction as a teaching method may yield a better result in teaching reading comprehension to students. In fact, the control group showed a higher mean gain performance than the experimental group. Generally, no significant difference was noted between the performance gain in reading comprehension made by the experimental group over the performance gain made by the control group. Although both groups gained significantly after the intervention, their reading comprehension performances remained comparable, though the control group achieved a higher gain than the experimental group. This further implies that instruction using Quipper School is as beneficial as conventional instruction in teaching reading comprehension.

THE ROLE OF TREFFINGER STRATEGY ON IRAQI INTERMEDIATE EFL PUPILS’ ACHIEVEMENTS

Treffinger Strategy is a framework that focuses on developing creativity and problem-solving skills in students. One of the main problems related to achievement skills identified by this model is the overemphasis on standardized testing and rote memorization. It is designed to help individuals develop their cognitive and metacognitive abilities, enabling them to become more effective problem solvers and achievers. The aim of this study is to investigate how Treffinger Strategy affects the achievement of EFL secondary school students in Iraq. The study's null hypothesis is that there would be no statistically significant difference between the experimental group, which is taught the Treffinger technique, and the control group, which is taught by the traditional strategy, in terms of mean scores on the post-hoc exam. The second premise is that there is no statistically significant difference between the means of the experimental and control groups at the posttest. A sample of 60 students is randomly selected from the 2022-2023 school year at the Al-Dibis Secondary School for Girls in Kirkuk as a sample. The study sample is divided into two equal groups. Group (A) represents the experimental group consisting of (30) students taught using the Treffinger Strategy. Group (B) represents a control group which also includes (30) appropriately educated students to the conventional method. Encouraging results are obtained from the data analysis, showing a statistically significant difference in mean scores on post-performance tests between the experimental group taught using the Treffinger strategy and the control group taught using the traditional strategy.

ការអនុវត្តវិធីសាស្រ្តបង្រៀននិងរៀនតាមបែបសហការ ដើម្បីធ្វើឱ្យលទ្ធផលសិក្សារបស់សិស្សក្នុងមុខវិជ្ជាជីវវិទ្យាថ្នាក់ទី៨កាន់តែប្រសើរឡើង

The quality of teachers is an important factor in improving education. Qualified teachers need to have professional knowledge and the richness of teaching methods. Teaching methods are one of the factors that influences students’ participation in learning activities and influences their learning outcomes. This research aims to study the effectiveness of the implementation of a cooperative learning (CL) method to improve students’ learning outcomes in biology in Grade 8 and to understand students’ perceptions of CL. The study was based on a randomly selected sample of 22 students, consisting of two groups: the experiment group taught by the CL method and the control group taught by a traditional teaching and learning method (TM). Data was collected through a pre-test, post-test and questionnaires (using Likert scales), and the data were analyzed using Microsoft Excel, focusing on descriptive and inferential statistics. The results of the study showed that the mean score of the students who were taught by CL (M = 33.73, SD = 5.14) was higher than the mean score of those taught by TM (M = 24.82, SD = 7.14), and the p value was smaller than 0.05 (p<0.05). Therefore, the implementation of the CL method enabled students to have better learning outcomes than that of the TM method. Cooperative learning does not only increase students’ learning outcomes but also enables students to work collaboratively, have a sense of responsibility, and enjoy participating in learning, as well as feel satisfied with the CL method. Overall, CL should be applied in teaching and learning in Cambodia more widely because it helps students learn to cultivate their knowledge and skills, including the 21st-century skills.

Cooperative learning “three-steps-interview” to enhance students’ speaking skill from the perspective of students’ creativity

The aim of this research is to find out whether: (1) cooperative learning three-steps-interview is more effective than direct method for the 11th grade students; (2) students having low creativity have better speaking skill than those having low creativity; and (3) there is an interaction between teaching methods and students’ creativity in teaching speaking skill for the 11th grade of SMAN 8 Kediri. This research was an experimental research conducted in SMA N 8 Kediri. The population was all the 11th grade of SMA N 8 Kediri. The researcher took the sample of the research by using cluster random sampling and devided the group into two. One became the experimental group taught using cooperative learning three-steps-interview and one another became the control group taught using direct method. The number of sample was arround of 60 students. The technique of the data collection was done by giving oral test for speaking skill and written test for verbal creativity test. After collecting the data of the research sample, further the data was analyzed using ANOVA 2x2 and Tukey formula to test the research hypothesis. The result of this research shows that: (1) cooperative learning three-steps-interview (TSI) is more effective than direct method (DM) to teach speaking skill for the 11th grade of SMA N 8 Kediri; (2) students having high creativity have better speaking skill than those having low creativity; and (3) there is an interaction between teaching methods and students’ creativity to teach speaking skill for the 11th grade of SMA N 8 Kediri. At last, it is recomended that: (1) teacher should apply cooperative learning three-steps-interview (TSI) to teach speaking skill; (2) the students should apply three-steps-interview to explore their speaking skill; and (3) other researchers should make such an improvement by trying to use this research topic with different subject of the research and different psychological point of view besides creativity which may have correlation with students’ speaking skill.

Computer-Assisted Learning versus Conventional Methods for Pathology Tutorials: A Longitudinal Interventional Study

Introduction: One of the important objectives of undergraduate pathology teaching is to enable the student to correlate the normal and altered morphology of different organ systems in common diseases. The conventional chalk and board method of tutorials for imparting this training is not free of disadvantages. ComputerAssisted Learning (CAL) is the trend of the day worldwide. Aim: The present study aimed to compare the effectiveness of CAL with the conventional method for pathology tutorials, with special emphasis on the retention of knowledge in students. Materials and Methods: The present study was a longitudinal interventional study involving 110 students of the second Professional MBBS batch of the Department of Pathology at North Bengal Medical College, Darjeeling, a rural area Medical College, for a period of six months from December 2017 to June 2018. The students were divided into an intervention group taught by the CAL method and a control group taught by the chalk and board method. On the day of teaching and one month after that, assessment was done by histopathology slide spotting. Focus Group Discussion (FGD) and a pre-tested and validated questionnaire completion were also undertaken. Paired t-test was used for comparison in both groups. Results: Those instructed by the CAL Method scored significantly higher than the control group students in both Spotting-1 and Spotting-2. In Spotting-1, the average score of group A (interventional group) and group B (control group) students was 71.11±27.67 (SD) and 38.89±24.75, respectively (p-value 0.01). In Spotting-2, the average score of group A and group B students was 67.78±28.52 (SD) and 29.44±28.85 (SD), respectively (p-value-0.01). Conclusion: The present study concluded that the CAL method is acceptable to both students and facilitators. It resulted in a significantly improved performance of students in the diagnosis of histopathology slides assessed immediately after teaching and one month after teaching. Hence, CAL also assists in the retention and recall of information.

Computer 3D Animation Use and Its Effect on Secondary School Students’ Conceptual Understanding of Mammalian Circulatory System in Kiambu County, Kenya

When students lack the basic information required to appreciate specific biological issues, they may believe biology is a difficult subject to learn. It may be easier to teach abstract biological processes or concepts in biology classes with the help of 3D computer animation, which may improve students’ recall and retention of knowledge of the lesson being taught and increase motivation and engagement in the learning process. The main objective of this study was to determine the effect of computer 3D animation in enhancing students ’conceptual understanding of the mammalian circulatory system: structures, functions, and blood circulation in the mammalian heart. The study design was quasi-experimental. In order to gather data before and after treatment, pretests and posttests were given to students placed in the experimental and control groups. One hundred sixty students, eighty in each group, comprised the study’s sample size. The performance of students in the experimental group showed that computerized 3D animation treatment was effective in improving students’ conceptual understanding of the mammalian circulatory system as well as their retention of key biological terminologies as compared to students in the control group taught using conventional techniques, which resulted in no significant change in performance-conceptual understanding. Pretest and post-test items were reviewed by biology teachers and subject experts before being administered to students to validate test items. Additionally, it is advised that teachers be given the fundamental training necessary to operate or handle C3D animations and that C3D animations be made available to teachers and students in school libraries.

Impact of a Proposed Strategy According to Luria’s Model in Realistic Thinking and Achievement in Mathematics

The research aims to find the impact of a proposed strategy according to the Luria model on realistic thinking among fifth-class scientific students and their achievement in mathematics. To achieve it, the experimental research method and the quasi-experimental design were used for two equal groups, one of them is a control group taught in traditional way and the other is an experimental one taught according to strategy based on Luria model. The research community represents the students of the fifth scientific class from the General Directorate of Education of Karkh First. The research sample (40) students were deliberately chosen and distributed equally between the two groups after making sure that they were equals in their previous achievement in mathematics, their level of intelligence, and their chronological age. For the purpose of collecting data for the experiment, 2 test were built both of them were objective, i.e., multiple choice; a realistic thinking test consisted of (15) items, in addition to the achievement test, which in its final form consisted of (20). The results indicated that the students of the experimental group who studied according to the proposed strategy outperformed the students of the control group who studied by usual method. In light of the results, the researcher recommended a number of recommendations.

The Effect of Multi-Word Expression Technique on Iraqi Preparatory School Students' Writing Skills

The purpose of this study is to determine the effect of the multi-word expression technique (MWE) on the writing ability of Iraqi preparatory school students and to determine the level of writing competence of Iraqi preparatory school students. "In order to perform the study and achieve its objectives, the following hypotheses are established": 1- There is no "statistically significant difference in post-test mean scores between the experimental group taught using the multi-word expression approach and the control group taught using the standard method". 2- There are statistically significant differences between the mean scores of the experimental group's achievements at the recognition and the production levels in the post-test. To accomplish the objective and validate the hypotheses, a quasi-experimental design with Group Pretest-Posttest is used. The current study sampled (86) fifth-stage students from schools selected from Omar Al-Mukhtar preparatory school during the academic year 2021- 2022 "for males." "Both groups have been equalized in terms of educational attainment of parents, testees" age, English grade accomplishment in the fourth stage, and both groups' post- and pre-test performance". The trial lasted three months, and the researcher taught the two groups from 2011 to 2012. "Various statistical methods were utilized to assess the gathered data, including many T-tests for two independent samples. “Following statistical treatment of the data, the following conclusions are drawn: 1. Teaching students utilizing the multi-word expression technique has been shown to be successful in improving students' writing abilities. 2. Based on the findings and conclusions reached in this study, relevant "recommendations and ideas for more research are made".

THE REALIZATION OF SEMANTIC MAPPING STRATEGY IN READING OF ENGLISH FOR FOREIGN LANGUAGE CLASS IN SMK BARDAN WASALAMAN BATANG

The purpose of this study is to gain a better understanding of the effectiveness of Semantic Mapping strategies in teaching reading comprehension in second grade students of SMK Bardan Wasalaman Batang. The research question is whether Semantic Mapping strategies are effective in Reading of English for Foreign language Class. Forty-two eleventh grade of in SMK Bardan Wasalaman Batang was chosen as a subject and divided equally into two groups; one group is the experimental group and the other is the control group. There are several procedures carried out in data collection to answer research questions; first, a pre-test is given before the experiment is performed to ascertain whether there are no significant differences in English proficiency in the two subject groups of lesson. Subjects are required to complete a reading comprehension test consisting of forty-five multiple-choice tests within ninety minutes. Second, after the experiment, a post-test was carried out using the same test for the pre-test. Finally, the t-test was used to determine whether there were significant differences in the achievement of reading comprehension between the two groups. The data showed that there were significant differences in the achievement of reading comprehension between the experimental groups - treated with Semantic Mapping strategies and the control group taught with KWL strategy. It means that the Semantic Mapping Strategy is more effective than KWL Strategy. The data indicate that there is significant difference in reading comprehension achievement between the experimental group - treated and Semantic Mapping strategy, and the control group taught with KWL strategy. It means that Semantic Mapping Strategy is more effective than KWL Strategy.

The Effects of STAD Method on Chinese Students’ Motivation in Learning English Communicative Competence

Many studies revealed that students have difficulties in learning English communicative competence and some are even resistant in learning the language. This study aimed to examine the effects of the STAD method in students’ motivation towards learning English communicative competence. The study adopted a quasi-experimental design lasting for 8 weeks which compared the performance between the Experimental Group taught using the STAD method and the Control Group taught using the conventional method. The sample were 80 first-year non -English major students from two polytechnic colleges in Guangdong, China. The samples were chosen as intact-groups (40 students in the Experimental Group and 40 students in the Control Group). The questionnaire on learning motivation was adapted from Keller’s ARCS model. The questionnaire was used to gauge student’s motivation in learning English communicative competence before and after the intervention. SPSS (Statistical Pakage for Social Sciences) Program for Windows version 25 was applied to analyze the data using the independent-samples t-test. The findings of this study revealed that the students in the Experimental Group showed significantly higher motivation in learning English communicative competence than the Control Group in their overall motivation and in all the ARCS components (Attention, Relevance, Confidence and Satisfaction). This empirical study has strong pedagogical implication as it suggests that STAD method can be used by English lecturers to enhance students’ motivation in learning English communicative competence.

The Effect of Multi-Word Expression Technique on Iraqi Preparatory School Students' Writing Skills

The purpose of this study is to determine the effect of the multi-word expression (MWE) technique on the writing ability of Iraqi preparatory school students and to determine the level of writing competence of Iraqi preparatory school students. "In order to perform the study and achieve its objectives, the following hypotheses are established": 1- There is no statistically significant difference in post-test mean scores between the experimental group taught using the multi-word expression approach and the control group taught using the standard method. To accomplish the objective and validate the hypotheses, a quasi-experimental design with Group Pretest-Posttest is used. The current study sampled (86) fifth-stage students from schools selected from Omar Al-Mukhtar preparatory school during the academic year 2021-2022 "for males." Both groups have been equalized in terms of educational attainment of parents, testees' age, English grade accomplishment in the fourth stage, and both groups' post- and pre-test performance. The trial lasted three months, and the researcher taught the two groups from 2011 to 2012.

THE EFFECT OF PICTURE AS MEDIA TO THE STUDENTS’ ACHIEVEMENT IN VOCABULARY

The objective of this research is to find out the significant effect of applying pictures on the students’ achievement in mastering vocabularies. The research was conducted at MTs. Hidayatullah Tanjung Morawa Medan. The research method used was experimental research design. The total population was 60 students in the seventh grade. There were two parallel classes that were selected as samples by using the cluster random sampling technique. One class was selected as an experimental group taught using pictures as media to master vocabulary and the other was selected as a control group taught using the lecturing method. Each group consisted of 30 students for each. The total sample was 60 students. The research instrument used was multiple-choice tests. Obtaining the mean score, standard deviation, and standard error of both groups, the statistic t-test was then carried out. It was obtained that to=1.681 and ttable=1.67 with df=58 at tcritical 0.05. This value determined that to was higher than ttable or 1.68>1.67, thus, the alternative hypothesis (Ha) was accepted, and the null hypothesis (Ho) was rejected. In a conclusion, there was a significant effect of using pictures as media on students’ achievement in vocabulary mastery.

Effect of Computer-Based Programmed Instructional Strategy on Tertiary Institution Students’ Retention in Nigeria

This study was conducted to determine the effect of computer-based programmed instructional strategy (CBPIS) on tertiary institutions students’ retention in Nigeria with the intention of proffering solution to the evident need to improve tertiary students’ low retention of knowledge. Three research questions and hypotheses guided the study. The study was delimited to Year two cost accounting students in the tertiary institutions in the South East zone of Nigeria. It adopted the Quasi-experimental design of pre-test, post-test non-randomized control group. Two (2) universities were simple randomly sampled for the experiment. The sampled universities were divided into two groups again by simple random sampling, one university in each group. One of the groups comprised 45 students of both gender and was used as the treatment group. The other group made up of 31 students of both gender used as the control group. All the classes used in the experiment were intact classes. The instructional package developed for the treatment group was a teaching procedure that made use of the computer-based instructional strategy while another teaching procedure that used the conventional teaching strategy was the package for the control group. The instrument for data collection was a 50-item multiple choice Cost Accounting Achievement Test (CAAT), which was face and content validated by three experts in measurement and evaluation and cost accounting experts. The reliability was tested using Kuder Richardson 20 (K-R20) estimate of reliability with a coefficient of internal consistency of 0.89 and test re test estimate of reliability with the coefficient of stability of 0.84. Data collected were analysed using mean and standard deviation for the research questions while the three null hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Based on the data analysis, the result revealed that students taught Cost Accounting using computer-based programmed instructional strategy had significantly higher retention scores than the control group taught with conventional lecture method. The study revealed that there were no gender differences on students’ retention in Cost Accounting. Also there was no interaction effect of treatments and gender on students’ knowledge retention in Cost Accounting. The implication of the study is that Computer-based Programmed Instructional Strategy enhances students’ interaction with the learning environment which in turn helps to sustain students’ interest in learning and consequently improve students’ retention generally. It was recommended based on the findings that (i) Every Department in the tertiary institutions should be firm in ensuring that newly admitted students come along with their computer systems for effective implementation of this strategy. (ii)Lecturers and students were advised to adopt computer-base programmed instructional strategy in the teaching/learning of cost accounting and all other courses studied in the tertiary institutions. (iii) A software that can centrally monitor its usage should also be developed by software designers to guard against inappropriate application of this strategy by the students. Keywords: Computer-based Instructional Strategy, Cost Accounting, Achievement, gender and Tertiary Institutions DOI: 10.7176/JEP/13-18-09 Publication date: June 30 th 2022

The effect of employing computerized clouds to develop creative thinking among tenth grade students in computer science Irbid Governorate: أثر توظيف السحب المحوسبة في تنمية التفكير الإبداعي في مبحث الحاسوب لدى طلبة الصف العاشر بمحافظة إربد

The study aimed at recognizing the effect of cloud computing method (represented by the Google Drive application) on developing tenth grade creative thinking at the computer school subject. The study used the semi-experimental approach. The forty subjects study sample were selected by using the intentional method and divided into 20 unit for both of the experimental and control groups. It was found that using the cloud computing method in teaching, positively affects the tenth graders' creative thinking with its three domains (fluency, originality, and flexibility) and its development. There is significant statistical difference at the ratio of(a 0.05) in the creative thinking scale prepared by the researcher (proved creditable and constant) for the experimental group attributed to the cloud computing teaching method compared to the control group taught by conventional method. For these results the researcher recommend to use cloud computing in all different courses in school.

Non-linear didactic technology-based intervention to enhance basic motor competencies with MOBAK-5: a pilot study in primary school

Introduction: Technologies in physical education, as Exergames (EXGs) or Active Videogames (AVGs), represent a useful tool to increase levels of physical activity and reduce sedentary behavior, but their effectiveness on motor competence development is still unclear. The aim of the study is to gain new knowledge about the development of motor competences, assessed under two different experimental conditions: (a) technology-based intervention protocol without teacher mediation, and (b) technology-based intervention with teacher mediation, based on the variation of teaching styles in a non-linear didactic approach. Material and methods: The sample consisted of 120 primary school children, ranged from 10 to 11 years, divided in Normal weight (Nw) and Overweight-Obese (Ow-Ob), according to BMI, and assigned to Experimental Group (EG) and Control Group (CG). EG followed a non-linear didactic approach, based on the use of different teaching styles, proposing different variants of motor tasks, and soliciting various learning methods, while in CG teachers explained and demonstrated only one variant of the proposed task, with children practicing and performing sequentially what was proposed. Motor competencies development was assessed with MOBAK-5, pre- and after one week at the end of intervention. Results: Evidenced positive effects on both Nw and Ow-Ob groups in EG, and on total sample, improving scores in all MOBAK subtest and total motor qualifications, while less positive effects can be observed in Control group for Normal-weight sample. Discussion: The integration of technology into physical education lessons, combined with non-linear didactics approaches represents an innovative and effective way to develop motor competencies in primary school. However, further studies are needed to confirm the results of this study.

Study on Effectiveness Analysis of Multi-Media Combined with PBL Teaching in Breast Surgery

To explore the effectiveness of multi-media combined with PBL teaching in breast surgery. Methods: 56 interns who came to our hospital for breast surgery from January 2019 to December 2020 were randomly divided into two groups: traditional teaching control group (n = 28) and multi-media PBL teaching observation group (n = 28). Two groups’ theoretical knowledge, skill operation, teaching quality, student’s evaluation and satisfaction with the teaching model were compared before ending the internship. Results: The total scores of breast examination, differential diagnosis, imaging reading, diagnosis and treatment scheme and total scores of the students in the observation group were higher than those of the students in the control group, and the total scores of body position, surgical site selection, disinfection and local anesthesia, surgical operation, postoperative treatment and clinical operation skills were also higher than those of the students in the control group (P < 0.05), but there was no significant difference between the two groups in medical history collection, professional knowledge and preoperative preparation (P > 0.05). The teaching quality of the students in the observation group was also significantly higher than that in the control group (P < 0.05). In addition, the students’ satisfaction with the teaching method, the teaching effect and the overall satisfaction in the observation group were significantly higher than those in the control group (P < 0.05). Conclusion: Multi-media combined with PBL teaching can effectively improve students’ professional knowledge theory level, operation skills, enhance students’ enthusiasm and initiative, develop good clinical thinking habits, and have high teaching satisfaction. It is worthy of being popularized in the clinical teaching of breast surgery.

English

The study aims to identify the effect of using word processor in teaching writing skill among secondary students in private schools in Jordan, clear out the differences in writing skill between the control group taught in the ordinary method and the experimental group taught using word processor. The study follows the descriptive and experimental approach to identify the effect of using word processor in teaching writing skills among secondary students in schools in Jordan. The study sample selected in random way consisted of 30 in Al - Jubaiha secondary school in the second semester (2018/2019). The study found that there are significant positive differences in the achievement of the students (experimental group) in writing skill as a result of using word processor in their teaching. The study also found that there are significant positive differences in the achievement of students (experimental group) in spelling and grammar because of the use of word processor in their teaching. This indicates the effectiveness of the word processor for the ninth grade students in writing skills. In the light of the results, the study recommends the use of word processor for teaching because of its effect on the achievement of the ninth grade students in writing skill.   Key words: Word processor, teaching writing skill, secondary students.

Smart mechanisms and their influence on geometry learning of elementary school students in authentic contexts

AbstractWith facilitation of advanced technologies, design and application of smart become promising research issues in education. Although it is potential for students to learn geometric in authentic contexts, there were still lack of studies addressing smart learning issue in authentic context for geometry. This study aim to propose an app, called SmartUG, to support students smartly to consolidate geometry understanding and learning through enriching experience of exploring and applying related geometry surrounding. There were four smart mechanisms proposed in SmartUG (direction guidance, learning progress, object recognition and answer feedback) to guide students' measuring and applying geometry smartly and meaningfully in authentic contexts. A total of 83 fifth‐grade students participated in this experiment and were divided into three groups, an experimental group that learned with smart mechanisms, a control group that learned without smart mechanisms and a traditional control group that learning with traditional teaching approach. Basically, experimental group outperformed control group and traditional teaching group in term of geometry ability and estimation ability, which means students benefited from proposed SmartUG. Moreover, students showed positive attitude and high intention to use toward SmartUG. Students should be provided more chances to learn geometry smartly in authentic contexts with SmartUG. It is potential to future studies to implement more smart mechanisms to support students learning in authentic contexts. Moreover, the learning system can get smarter and smarter when the learning system gets more and more input data from students' use.