Post-test Achievement Research Articles

Improving Chemistry Students’ Achievement and Retention in Chemical Kinetics Using Blended Learning Strategy in Jos -Plateau State, Nigeria

This study investigated the effect of rotation blended learning in improving chemistry students’ achievement and retention in chemical kinetics in secondary schools in Jos - Plateau state, Nigeria. The study adopted a quasi-experimental design and five research questions and three null hypotheses were formulated to guide the study. A sample of 32 students were purposively selected for the study from two co-educational schools within the study area and randomly assigned into control and experimental groups. The instrument for data collection was a 30 multiple choice test called Chemical Kinetics Achievement Test, CKAT (r = 0.83). The CKAT was administered to students as pretest, posttest and retention test. The data obtained were analyzed using t-test statistical tool of analysis. The results indicated that blended learning increased the students’ achievement in chemical kinetics. There was a significant difference between the posttest achievement scores of students taught with lecture and those taught with rotation blended learning strategy. The study also revealed that blended learning strategy increased the retention of chemistry by the students in the experiment group than those in the lecture group. The study recommended among others that students should be exposed to computer–based blended learning strategy in order to improve their achievement and aid their retention of chemistry concepts. Students should be exposed early to the use and operation of the computer especially for online learning purposes

Investigating the Effect of FLIP/LIP Teaching Model on Iraqi Preparatory Pupils’ Achievement

In the English language there are many models of the teaching English language,Flip teaching model one of the modern models. The current study aims at investigating to whichextent the flip teaching model effected on the achievement of Iraqi preparatory pupils. To succeedthe study and to fulfill its aims, hypotheses are posed as the following:1. There are no statistically significant differences between the mean scores of the experimental groupspupils whom are taught according to flipped teaching model and the control groups pupils whom aretaught according to lipped teaching model.2. There are no statistically significant differences between the mean scores of the experimental groupsin the pre-test and their scores mean in the post-test3. There are no statistically significant differences among Iraqi preparatory pupils‟ achievementaccording to their field of specialization.To achieve the aims and verify the hypotheses, the researchershave adopted a number of procedures as the following: Presenting a theoretical background of the flipteaching model as well as lip teaching model. Selecting randomly samples of Iraqi preparatory pupils assubjects for conducting A written pretest has been conducted and presented for both groups to assessthe pupils' achievement in reading, writing, listening and speaking skills.1. The experimental group has been exposed to the flip teaching model.2. Both groups are exposed to a post-test to find out whether the flip teaching model haveany role on pupils' achievement in English learning skills.3. Data of the post-test and results have been presented, and have been analyzed on the basisof which conclusions and recommendations have been giveThe sample of the current study consists of (88) pupils derived from four sections chosenfrom „Maysaloon Preparatory School for Girls‟.The fifth stage consists of four sections; section (A) randomly selected to be theexperimental/ Scientific group, section (B) has randomly chosen to be the experimental / Literary group,section (C) has randomly chosen to be the control / Scientific group, and section (D) has randomlychosen to be the control / Literary group. Each section consists of (22) pupils.To analyze the obtained data, different statistical methods have been used, namely One- WayAnalysis of Variance (ANOVA), Scheffe Test, weighted mean and Percentiles mean to measure thepupils‟ posttest achievement.

The Effect of MURDER Strategy on Iraqi EFL Intermediate Pupil’s Reading Comprehension

The current study aims at investigating the effect of the MURDER strategy on on EFL pupils’ reading skills. To achieve the aims of this study, a hypothesis is assumed to be established. There is no statistically significant difference between the mean scores of experimental groups in pre- post reading tests. For carrying out the aims of this study, and validating its hypotheses, a sample of sixty pupils have been randomly chosen from the First - intermediate class in Hasan AL-Sumidia Intermediate School for Boys, during the academic year 2022-2023. The two groups are equally divided into, group (A) represents experimental group that consists of (30) pupils who have been taught according to Murder strategies. Group (B) signifies control group which also includes (30) pupils who have been taught according to the traditional method. Making a pre and post achievement test. Both groups have been equalized in such variables such as educational level of parents, English scores achievement in preceding schooling year, and the pre-test of both groups. Five questions are composed to combine a post-test. Alpha-Cronbach method has been used to confirm the reliability coefficient. The discrimination power and difficulty level for each item have been determined via statistical analysis of the items. The entire sample has been exposed to the post-test as a result. The data gathered from the post-test findings have been statistically examined using the formula for the T-test of two independent and paired samples. According to the results, there is a statistically significant difference between the mean scores of the experimental group who is taught by using the MURDER strategy and the control group who is taught by using the traditional method in the pre-post achievement test. Based on the findings and conclusions of this study, appropriate recommendations and suggestions for future studies are put forward.

The Effect of SNIPS Strategy on Schools Pupils

The current study aims at investigating the effect of SNIPS strategy on EFL Iraqi pupils' achievement. To achieve the aims of this study, two hypotheses are assumed to be established. First, there is no statistically significant difference between the mean scores of the experimental group (EG) who are taught by SNIPS strategy and the control group (CG) who are taught by traditional methods in the post achievement test. Second, there is no statistically significant difference between the mean scores of the experimental group who is taught by SNIPS strategy and the control group who is taught by traditional methods in a post test.

Impact of computer literacy skills of pupils on learning outcomes in CRS using digital storytelling strategy

This study examined the impact of computer literacy skills of pupils on learning outcomes in Christian Religious Studies (CRS) using Digital Storytelling Strategy (DSS) in some selected primary schools in Lagos State. A quasi experimental pre-test, post-test control group design was adopted for the study using intact class. Two research hypotheses were generated and tested at 0.05 level of significance. The population of the study comprised of 450 pupils from nine public primary schools selected from three Local Education Areas of Lagos State. The data collected were analyzed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The result obtained showed that the pupils with computer literacy skills were able to use the intervention and had better academic performance in CRS. Pupils exposed to DSS had the highest posttest value mean score of 52.55 above the control group with 35.86. Pupils in DSS had the highest posttest achievement mean score of 25.80. Based on this premise, digital storytelling strategies should be adopted by CRS teachers, particularly for the pupils with low computer literacy skills.

Effect of Daily Class Assignment on Academic Achievement and Academic Anxiety of Senior Secondary School Students

This paper spotlighted findings of the Effect of Daily Class Assignments as a formative assessment technique on the Academic Achievement and Academic Anxiety of Senior Secondary Students. This assessment strategy was designed to revamp assessment, remove constraints, and make teaching learning more powerful. The experiment was conducted on students of 11th standard; a pre-test was taken to equalize both the experimental and control group. After equalization, economics was taught for 15 days to both groups, but DCA evaluation through DCA was done only for the experimental group after teaching, while the other was left uninterrupted after teaching. Post-test of Academic achievement and anxiety was administered to both groups to determine the effect of DCA. Results pictured the positive impact of DCA on Academic Achievement, but no difference was seen in the Academic Anxiety of students after the experiment.

Implementation of Educational Boardgame in the Topic of Personality Development for Srinakharinwirot University’ Students

The objectives of this research were 1) to study the satisfaction of higher education students towards learning management by using Educational Boardgame in personality development course, 2) to compare the learning achievement of the students both the experimental group and the control group in before and after the learning management period by using research methods in an experimental research model. The sample group consisted of 60 students who enrolled in the Personality Development course which divided into an experimental group of 30 people and a control group of 30 people. The research tools were Educational Boardgame on personality development, Boardgame quality assessment form, the Educational Boardgame learning management satisfaction assessment form, and the pre- and post-test of learning achievement was to compare the learning achievement in the pre-experimental and post-experimental periods. The results showed that, the students were satisfied with the application of Educational Boardgame on personality development at a high level, and whencomparing the students’ learning achievement, it was found that the learning achievement in posttest of the experimental group was higher than pretest. In the control group, there was not much increase in efficacy in the posttest.

Development of Instructional Media of Thai Classical Masked Dance (Khon) Conform to Chant by Using Augmented Technology (AR) for Grade 6^th Students

The purposes of this research were (1) to develop Instructional Media of Thai Classical Masked Dance (Khon) Conform to Chant by Using Augmented Technology (AR) for Grade 6^th Students to 80/80 criterion efficiency (2) to compare learning achievement between pre-test and post-test after using Instructional Media of Thai Classical Masked Dance (Khon) Conform to Chant by Using Augmented Technology (AR) for Grade 6^th Students, and (3) to study the students satisfaction toward Instructional Media of Thai Classical Masked Dance (Khon) Conform to Chant by Using Augmented Technology (AR) for Grade 6^th Students. The samples consist of 40 Grade 6^th Students enrolled in dramatic subject in the second semester of 2020 academic year of Kasetsart University Laboratory School, Center for Educational Research and Development, by using purposive sampling technique. The instruments used in this research included Instructional Media, tests, and students’ satisfaction assessment. Using percentage, mean, standard deviation, and t-test for dependent samples for data analysis. The results of the research revealed that (1) the efficiency of Instructional Media of Thai Classical Masked Dance (Khon) Conform to Chant by Using Augmented Technology (AR) for Grade 6^th Students was 82.31/82.88 (2) learning achievement of post-test (¯x = 33.15 S.D. = 1.25) was higher than pre-test (¯x = 26.03 S.D. = 3.08) at .05 significantly, and (3) the students’ satisfaction toward Instructional Media was at highest level. (¯x = 4.53 S.D. = 0.60)

The effect of internet of things education through distance education on student success and motivation

The Internet of Things (IoT) is one of those technologies with a wide range of applications, from planes to cars, from factories to homes. As IoT technology is an interdisciplinary field, it is generally one of the most difficult subjects to learn. Therefore, there is a need to use and develop new teaching methods to facilitate the teaching of IoT technology. This quasi-experimental study aims to examine the effects of synchronous and asynchronous distance courses on students' achievement and motivation in IoT education. The participants, consisting of 35 students from different engineering departments, were randomly assigned to experimental and control groups. The experimental group was instructed asynchronously on the Edpuzzle platform, where interactive videos were presented, and control group was taught synchronously on the Zoom application for 8 weeks. As a result of the research, it was concluded that the students in the asynchronous group were more successful in their academic achievement post-test scores. Although the synchronous group scored higher in terms of motivation, it was concluded that there was no significant difference from the other group.

The Effect of Using Self Education Strategy among Students of the Technical Medical Institute in the Subject of Physiology

         The current research seeks to identify the impact of the use of self-education among students of the Technical Medical Institute in the subject of physiology. The study relied on the semi-experimental approach through two groups, the first experimental and the second control, and a random sample of students from the Medical Technical Institute in Baghdad was chosen, amounting to (50) students An achievement test was built in the subject of physiology, in addition to verifying the psychometric characteristics of validity and stability. Before conducting the experiment, the researcher conducted a series of equivalencies between the two groups in order to ensure that they are equivalent before conducting the experiment. After conducting the experiment, the researcher conducted a post-achievement test on both groups. Results: The effect of self-education in raising the level of achievement of the students of the experimental group in the subject of physiology. There are statistically significant differences between both the experimental and control groups, and these differences are in favor of the experimental group.

Fa'aliyyah Mawad Ta'lim Maharah al-Qira'ah li Tarqiyah Maharah al-Qira'ah al-Thullab

The purpose of this research was to determine the effectiveness of using teaching materials of reading to improve students’ reading skills at the Institute for Islamic Studies Ma’arif Nahdlatul Ulama (IAIMNU) in Metro Lampung. This research used the comparative quantitative method. For data analysis, the researchers used descriptive statistical analysis to produce the effectiveness of teaching materials for reading skills with a criterion based on descriptive perception in the degree to test the responses in the questionnaire scale. T-test using SPSS with Paired Sample Test was used to find out the differences between the results of before and after the experiment. Based on the statistical analysis, the value of experimental learning model was 14.462.The result of significance was Sig. (2-tailed) 000. The pre-test of academic achievement in reading - the post-test of academic achievement of reading was 8.295. The result of significance was Sig. (2-tailed) 000.The result of this research indicated that Hₒ was not acceptable, and H1was acceptable. The difference in the academic achievement of reading between before and after the experiment was indicative. Hence, the improvement of reading ability occurred after using reading materials designed based on David A. Kolb's experiential learning model.

The Effect of Using The “Lollipop Stick” Strategy for Active Learning on The Achievement of Tenth Graders in The Subject of History

This study aims to identify the effect of using the ice cream stick strategy for active learning on the achievement of the female students at grade 10. - The researcher depend on the two equal groups with the, which requires the presence of the two groups, one experimental and the other control, the research community consists of all tenth grade literary students in the Erbil governorate center for the academic year 2020-2021. The sample of the research was 42 female students, randomly distributed to the experimental group, 21 students were taught according to the strategy of ice cream sticks, while the control group was taught according to the usual method. The researcher conducted the equivalence between the students of the two groups in the variables: the chronological age calculated in months, the marks of the students for the ninth grade in the academic year 2019-2020, the marks of the social subject for the previous academic year, and the intelligence quotient and academic achievement of the fathers and mothers. The researcher prepared (30) teaching plans by (15) according to the strategy of ice cream sticks and the same according to the usual method (used). The experiment began on 16/5/2021 and ended on 30/6/2021. It should be known that the researcher himself taught the students of the two groups. And the null hypothesis was set, which states (there is no statistically significant difference at the level (0.05) between the mean marks of the experimental group that was taught using the ice cream sticks strategy and the average marks of the control group that taught in the usual way (followed) in the post achievement test. The researcher used a test tool to measure the standardized achievement, which was prepared by (Ali Ahmed Hamad Amin, 2014) and the number of its items was (40) items of the type of multiple test. Its stability was confirmed by re-testing and after completion of the experiment and application. The researcher extracted the data and conducted the statistic with it using the statistic bag. (SPSS) In light of the results the researcher arrived at the following: 1- The experimental group that used the ice cream sticks strategy outperformed the control group that used the usual method (followed) in the material collection in favor of the experimental group. In light of the results, the researcher arrived at some conclusions.

The Effect of Applying the Ethno-STEM-Project-based Learning Model on Students' Higher-order Thinking Skill and Misconception of Physics Topics Related to Lake Tempe, Indonesia

This study aims to determine the effect of applying the Ethno-STEM-Project Based Learning model about the concept of physics related to Lake Tempe on students’ conceptual understanding of physics, which is characterized by higher-order thinking skills and the level of misconceptions. The sample in this study was eleventh-grade students in senior high school. Students are exposed to local wisdom-based learning strategies integrating science, technology, engineering, and mathematics through group project assignments. Students are given a pre-Achievement Test (PAT) to determine their initial Higher-Order Thinking Skill of physics concepts in everyday life. Then after being treated through project work, they are asked to do a Post-Achievement Test (PAT). A three-tier test was carried out before and after treatment to determine the level of misconceptions. In addition, focus group interviews were conducted with several students to strengthen the pre and post-test results. Student responses to focus group interviews and the PAT’s open-ended questions were analyzed using the N-Gain Score equation. The data in the initial and final tests were analyzed quantitatively and qualitatively. Based on the analysis results, it was found that using the Ethno-STEM-PjBL model affected the understanding of physics concepts. It was marked by increases in higher-order thinking skills and decreases in misconceptions on several physics topics related to students’ activities around Lake Tempe.

Developing EFL Pupils´ Achievement: Investigating the Effect of Dynamic Assessment Strategy on Secondary Pupils

The current research aims at finding out the effect of dynamic assessment strategy on EFL pupils’ Achievement at the same time it aims to find out the effect of dynamic assessment strategy on developing EFL pupils’ Achievement. It hypotheses that there is no statistically significant difference between the mean scores of the experimental group which is taught by dynamic assessment strategy and the mean scores of the control group which is taught by the conventional methods in the achievement post-tests. It also hypotheses that there is no statistically significant difference between the mean scores of the experimental group in the achievement-post tests. The work includes, randomly assessing two groups, one as an experimental and the other as a control group. Then applying a written pre-test to the two groups for the sake of equalization in pupils' achievement in English subject-matter and to equalize the groups concerning mother's education, father's education and pupils' achievement at previous schooling year 2020-2021. The experimental group is the group in which pupils are exposed to dynamic assessment strategy. Two groups are exposed to a post-test to know the effect of dynamic assessment strategy on developing EFL pupils’ achievement in English language. After the test, the data and findings were presented and appropriately statistically analyzed. The results explain that there is a significant difference between the achievement of the experimental group who is taught according to dynamic assessment strategy and the control group who is taught by using the conventional method. Moreover dynamic assessment strategy guide the students in the experimental group to better achievement at the posttest.

The Effectiveness of Instructional Software on the Achievement of Eighth Basic Grade Students in the Computer Course in Jordan

The objective of this study was to explore the effectiveness of instructional software on the achievement of 8th basic grade students in the computer course in Jordan. The study followed the quasi-experimental methodology. The subjects consisted of (60) 8th grade students at Makkah basic school for girls in Al-Zarqa Governorate in Jordan, during the first semester 2019/2020.
 Two sections were selected and were randomly divided into two groups, one experimental group consisting of 30 female students who studied using instructional software, and the other control group consisting of 30 students who studied in the traditional way.
 To achieve the objective of the study, an achievement test was developed, and instructional software was designed. The findings of the study indicated that there was a statistically significant difference between the two groups, the experimental group that was taught using an instructional software, and the control group which was taught using the traditional approach at the level of significance (α = 0.05), on the post achievement test, in favor of the experimental group. The study recommended the use of computerized educational software designed by the researchers to train teachers to use and design instructional software.

The Effect of Web Augmented Reality on Primary Pupils’ Achievement in English

The massive development of mobile computing and mobile networks attracts developers and researchers to emerge a new direction for augmented reality on the Web. Web augmented reality is inherently considered platform independent, no pre-installation is required, easy to apply, easy to access, and easy to develop. The current study aims to introduce a vision of including Web AR in school instructional material to keep the teaching methods in line with the tremendous technological growth and invest students’ knowledge in this field. The main objective of this study is to develop a QR code-based tracking Web AR application to investigate the effect of Web AR on the achievement of 4th-year primary school pupils in English. The procedure of Web AR application includes two basic steps. Firstly, the convincing Web AR development platform is selected according to three evaluation criteria. Secondly, developing the Web AR with 73 English vocabularies included in the last four units of the Iraqi English pupil’s book. The procedures of the study include; First, a random selection of a sample of pupils and assigning them to experimental and control groups. Second, equalize the elected pupils in the factors that may affect their performance. Then, the control and experimental groups have been taught English for 12 weeks, and finally, three achievement posttests are constructed and applied to the involved groups in order to assess their performance. Having a long period of learning on using Web AR is significant, as the pupils’ tendencies and acceptance of the experiment tools require time and effort.

THE EFFECT OF USING FLIPPED CLASSROOM STRATEGY ON ACADEMIC ACHIEVEMENT IN ENGLISH AMONG SEVENTH-GRADE STUDENTS IN AL-BALQA GOVERNORATE

The current study aims to identify the effect of using the flipped classroom strategy on the academic achievement of students in the seventh grade in the English language subject compared to the traditional method. The experimental method was used for the research, and the study sample consisted of 50 students at Khaled Ibn Al-Walid Basic School in Al-Balqa Governorate, Jordan. The sample was split into two groups: an experimental group and a control group. The experimental group studied using the flipped class strategy, while the control group studied by the traditional method. Pre- and post-achievement tests were among the instruments the researchers used. The Statistical Package for Social Sciences was used to conduct the statistical analysis (version 22, SPSS, Inc.) The t-test for students was used to evaluate the parametric variables. Differences were deemed statistically significant at P 0.05; all stated P values were based on 2-sided tests and compared to a significance level of 5%. The research findings demonstrated a statistically significant positive impact of the teaching strategy for experimental group on student progress. Keywords: Strategy, Flipped Learning, Academic Achievement, Seventh Grade DOI： https://doi.org/10.35741/issn.0258-2724.58.1.1

The Impact of Teaching Using the Google Classroom Platform on the Achievement of the Tenth-Grade Students in the Subject of the Arabic Language in the Directorate of Education of Al-Qasr District

This study aimed to identify the effect of teaching using the Google classroom platform on the achievement of the tenth-grade female students in the subject of the Arabic language in the Directorate of Education of Al-Qasr District. To achieve the objectives of this study, the semi-experimental approach was used, the study sample consisted of (51) female students divided into two groups, the first group is the experimental group: which was taught using the (Google Classroom) platform and includes (25) students, and it was selected from Al-Qasr Secondary School for Girls, and the second group is the control group: which was taught using the usual method in teaching Arabic language. It includes (26) students. An achievement test was prepared in the Arabic language subject, then its validity and reliability were verified, and the studied educational material was prepared using the (Google Classroom) platform. The results of the study showed that there are statistically significant differences between the mean scores of the students in the test. post-achievement, which is attributed to the difference in the teaching method in the experimental group that was taught using the (Google Classroom) platform, and the control group that was taught in the usual way on assessments. The post-test achievement test, for the benefit of the students in the experimental group who studied using the Google Classroom platform. Keywords: Google Classroom platform, achievement, tenth grade. DOI: 10.7176/JEP/14-1-01 Publication date: January 31 st 2023

Examining the effect of inquiry-based learning versus traditional lecture-based learning on students’ achievement in college algebra

The focus of this study was to examine the effect of teaching based on inquiry-based learning versus traditional learning on mathematics achievement scores of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution. A college algebra course was chosen in this study due to the critical role it plays as a gateway for college completion and due to the generally high failure rate in college algebra. This study used a quasi-experimental design, with pre- and post-test to determine the effect of the instructional pedagogy on mathematics academic achievement of students. Analysis of covariance results from 41 students revealed, when controlling for college algebra readiness pre-test scores, students in the inquiry-based learning section showed significantly higher mathematics achievement post-test scores than in the traditional lecture section.

The Role of Cultural Schemata in Learning English Language Skills

The current study aims to find out the effect of the cultural schemata on learning English language skills and investigate the activation of background knowledge of learners to ensure a better understanding of learning the English language. To conduct the study and fulfil its aims, the following hypotheses are set: 1) there is no statistically significant difference between the mean scores of the experimental group's achievements at the recognition and the production levels in the post-test. 2) to achieve the aims and confirm the hypotheses, the experimental design which is a non-randomized experimental group pre-test–post-test design. The sample of the current study consists of (50) pupils in the fifth literary stage, derived from Al-Barudy preparatory school for girls. Both groups have been equalized in such variables from the educational level of parents, age, English grades achievement in the fourth stage, and the post and pre-test of both groups. The experiment lasted two months; the researcher taught the two groups during the academic year 2021-2022. to analyze the obtained data, different statistical means have been used for many t-tests for two independent samples to measure the pupils' post-test achievement. After the statistical treatment of the data, the results expose that teaching pupils by using cultural schemata has provided it is effective in background knowledge activation in reading, listening, speaking and writing and also raises pupils' motivation to learn the English language. Based on the results, the obtained conclusions in this study, suitable "recommendations and suggestions for further studies are put forward.