Quantitative Quasi-experimental Design Research Articles

The Application of Pragmatic Inference in Teaching Reading Comprehension to Kurdish EFL Students: An Experimental Study

Abstract Reading comprehension is an essential skill in learning a foreign language, and it is one of the most important means for language learners to acquire information. The ability to comprehend any reading text requires interpreting it by making accurate connections between the linguistic representations or literal meaning of words and sentences and their pragmatic outcomes, which enable learners to infer the intended meaning of the text. The present study takes Relevance Theory as the theoretical basis and examines the implementation of pragmatic inference in teaching reading comprehension to EFL university students. This study seeks to explore a) whether the pragmatic inference approach to teaching reading is more effective than the conventional one; b) whether teaching pragmatic inference improves students’ reading proficiency. The study employs a quantitative quasi-experimental design in which a pre-test, post-test, and reading proficiency test were used for the purpose of data collection. The samples were (56) Kurdish EFL second stage students majoring in English at the University of Sulaymaniyah. The students were from two classes: the experimental class and the control class. The two classes were taught using different reading teaching methods within six weeks of experimental teaching. The key findings of the study revealed that there are significant differences between the two groups of the study; the experimental group outperformed those in the control group quite significantly and with tangible improvement in their reading proficiency. The study can be of great significance for teachers and curriculum designers since it draws their attention to this ignored area of study.

Enhancing Fiqh learning outcomes through artificial intelligence applications at Sekolah Indonesia Johor Bahru

Artificial Intelligence (AI) has rapidly emerged as a transformative force in education, offering innovative solutions to enhance learning and teaching processes. This technology is revolutionising traditional educational methods by enabling more efficient, accessible, and engaging learning environments. This study aims to evaluate the impact of AI on Fiqh education at Sekolah Indonesia Johor Bahru (SIJB), reflecting the technological advancements of the Fourth Industrial Revolution. The research employs a quantitative quasi-experimental design, involving 73 students, to assess the effectiveness of AI tools in enhancing Fiqh learning outcomes. Pre-test and post-test data were analysed using the Wilcoxon Signed-Rank Test to measure the effect of AI-based interventions on student performance. The results indicate positive effects of AI-based learning methods on students in Fiqh education. Additionally, a four-point Likert scale questionnaire was used to assess students' perceptions of the ease of use of AI tools, their understanding, and the impact of these tools on learning. The study concludes that the integration of AI tools in Fiqh education at Sekolah Indonesia Johor Bahru significantly enhances students' knowledge and learning outcomes. The implications of these findings suggest that AI can be effectively integrated into Fiqh learning to foster a more engaging and efficient learning environment, ultimately improving student performance and understanding.

PENERAPAN METODE JIGSAW DALAM PEMBELAJARAN MENULIS TEKS PUISI PADA SISWA KELAS X SEMESTER II SMK NASYRUL ULUM GEGESIK TAHUN PELAJARAN 2022/2023

The study involved X grade students from SMK Nasyrul Ulum Gegesik during the 2022/2023 academic year. The experimental class had 30 students from X TBSM 4, while the control class had 29 students from X TBSM 3. The study aimed to improve students' poetry writing skills in class X at SMK Nasyrul Ulum Gegesik during the 2022/2023 academic year. The research questions focused on the effectiveness of the jigsaw model for teaching poetry writing to X TBSM students and the differences in learning activities using the jigsaw model. The study used a quantitative quasi-experimental design, with data collected through observations and pretest/posttest assessments. The statistical analysis showed that the jigsaw method was effective for teaching poetry writing to X grade students at SMK Nasyrul Ulum Gegesik during the 2022/2023 academic year. The observations also indicated increased student engagement in learning to write poetry texts using the jigsaw method.

Application of Virtual Reality in STEM Education for Enhancing Immersive Learning and Performance of At-Risk Secondary School Students

Integration of Virtual Reality (VR) in education is increasingly recognised for its potential to enhance immersive learning environments, especially for at-risk students facing challenges like insecurity and inadequate infrastructure in Sokoto State, Nigeria. The study applied virtual reality in teaching STEM subjects (Science, Technology, Engineering and Mathematics) and explored how it improved engagement in learning, interest in laboratory practicals and educational outcomes for at-risk students, guided by Albert Bandura’s Social Cognitive Theory (SCT). A mixed-method approach incorporated qualitative observations and a quantitative quasi-experimental design. The study assessed the impact of VR-based instruction on at-risk students compared to traditional teaching methods. A sample of 65 students was divided into an experimental group (n=31) receiving VR-based instruction and a control group (n=34) with traditional instruction. Data analysis involved pre-test/post-test comparisons, descriptive statistics, and t-tests. Results revealed that VR-based teaching significantly improved students’ engagement, learning outcomes, and interest in hands-on skills. The experimental group showed higher participation, on-task behaviour, and satisfaction, and achieved better post-test scores in complex subjects such as Human Anatomy and Trigonometry. The study concluded that virtual reality (VR) technology effectively enhances STEM education for at-risk students at the secondary school level engagement with scores increasing from 3.5/5 to 4.6/5, significant improvement in performance with a mean gain of 33.4 points, and an increase in interest for the Hands-on laboratory practicals from 3.5 to 4.6. The study recommended the integration of virtual reality technologies into the secondary education curriculum. Further research should focus on translating immersive experiences into academic performance, emphasising on teacher training and support.

EVALUATING THE IMPACT OF A PEDAGOGICAL TRAINING PROGRAM OFFERED TO AWARDED UNIVERSITY TEACHERS

A didactic grant competition for academics is organized annually at the West University of Timişoara (WUT), offering a grant to the winners of a public student-centered activity project competition. The teaching grant winners later take part in a program to develop their pedagogical skills in student-centered teaching based on the WUT’s reflexive-collaborative (i.e., RCL) instructional model. Next, during one academic semester, grant winners must implement the RCL instructional model in one specific subject matter. Based on a quantitative quasi-experimental design, this study examined the impact of a pedagogical program offered to the beneficiaries of the 2020 grant competition at both teachers’ and student levels. At the teachers’ level, we measured their conceptions of teaching, teaching approaches, and psychological resources. At the students’ level, we investigated their evaluation of their teachers’ teaching behavior and their learning approaches. Analyses such as Two-way mixed ANOVA, Quade’s ANCOVA, and Mann-Whitney U were conducted to investigate the gathered data. Academics in the EG reported statistically significant improvements in their conceptions of promoting active learning. According to their students, teachers in the experimental group employed more student-centered assessment methods and teaching behaviors that encouraged active learning. Our results also showed that academics in the control group reported higher resilience levels at the end of the academic semester, and according to their students, their more traditional teaching approaches seemed more effective in stimulating their students’ understanding of fundamental concepts. The results could have been more significant regarding the students’ learning approaches. Because of the beginning of the Covid-19 pandemic, we encountered several obstacles in the impact assessment process (e.g., high values at the pretest, the impossibility of matching students’ answers). Although our findings have some limitations, the present article has noteworthy implications for stakeholders involved in in-service teacher training programs, in particular, conducted in higher education institutions. Practical implications of the findings for both academic developers and future research are discussed.

Overcoming academic vocabulary errors through online corpus consultation: the case of Saudi English majors

In the past two decades, corpora have been proposed as valuable computer-assisted tools for teaching and learning academic writing in English at the university level. This article reports on an empirical study that sought to examine the effectiveness of direct corpus consultation in overcoming vocabulary errors in academic writing. This study is part of a larger research project that also investigated students’ attitudes towards direct corpus consultation activities in terms of overcoming vocabulary errors and promoting their learning autonomy as well as the difficulties they encountered. A quantitative quasi-experimental design was used in the present study, which involved 32 Saudi female undergraduates majoring in English for nine weeks of the fourteen-week writing course. Data collection instruments included a pre-post vocabulary test and pre-post writing tests. The results of quantitative and content analyses suggested that direct corpus consultation decreased vocabulary errors and improved students’ academic writing quality. The corpus consultation tasks significantly affected students’ ability to overcome the four targeted types of vocabulary errors (collocation, connotation, word form, and spelling). Furthermore, the results showed that the effectiveness of corpus consultation tasks in improving students’ vocabulary knowledge and usage varied depending on the type of vocabulary error. On the vocabulary test, collocation errors had the smallest decrease and medium effect size, whereas, on the writing post-test, connotations were the least developed type. The study concluded with some pedagogical implications for using direct corpus consultation to develop students’ vocabulary knowledge and usage, as well as recommendations for future research.

Effectiveness of Interactive Classroom Tool: A Quasi-Experiment in Assessing Students’ Engagement and Performance in Mathematics 10 using ClassPoint


 Concerns about students' math skills have long existed on a global scale, the Philippines performed "significantly low" compared to all other participating countries in different achievement assessments. In addition, many students are showing signs of growing disengagement, particularly in mathematics. This is a significant matter since students' success and performance in mathematics may be at risk because of their lack of engagement. This study aimed to determine the effectiveness of the ClassPoint, an Interactive Classroom Tool, in enhancing students' engagement and performance in mathematics in face-to-face classes. The researcher utilized a quantitative quasi-experimental design, with 60 students as participants, covering the second quarter of Most Essential Learning Skills of Mathematics 10. Independent and Paired Samples t-test was employed to determine significant differences between formative test, posttest, and student engagement mean responses. The results showed that the students in the Experimental group who used the Interactive Classroom Tool performed better than the Comparison group who did not. The Experimental group showed a significant improvement in their performance, reaching a mastery level of 78% MPS, and a highly significant difference between the Comparison group in the independent t-test result. In addition, a paired t-test revealed that the interactive classroom tool considerably increased student engagement, as indicated by the significant difference in engagement scores between before and after the Interactive Classroom Tool was implemented. The study suggests that instructors may use Interactive Classroom Tool or ClassPoint as instructional materials to increase student participation and performance. 

EFEK REBUSAN DAUN SELEDRI TERHADAP PENURUNAN KADAR ASAM URAT

Gout arthritis is caused by exercessive production of uric acid and decreased excretion, resulting in painful symptoms. One non-pharmacological approach in treating gout is the administration of boiled celery leaves. This objective of this research it to determine the effect of celery leaf decoction (Apium graveolens L.) on uric acid levels among the population in the working area of the UPTD Tanjung Sari Health Center, Natar District, South Lampung Regency in 2022. This research method employed is a quantitative quasi-experimental design with a pretest and posttest with a control group design . The study population consists of individuals who have experienced gout within the working area of the UPTD Tanjung Sari Health Center, Natar District, South Lampung Regency from Januari to March 2022. A total of 40 respondents participated, with 20 in the interventation group and 20 in the control group. Based on statistical analysis, a p-value of 0,000 or p-value < 0,05 was found, indicating the implications of providing celery leaf decoction on uric acid levels among the population in the working area of the Tanjung Sari Health Center, South Lampung Regency, in 2022.

Effect of Local Culture-based Nutrition Education on Compliance with Iron and Folic Acid Supplementation in Female Adolescent

The non-compliance of female adolescents with the consumption of iron and folic acid supplementation (IFAS) poses a challenge to reducing the incidence of anemia. Therefore, this study aimed to determine the effect of nutrition education using the local culture-based approach on the level of knowledge and attitudes regarding awareness, interest, evaluation, trial, and adoption dimensions, as well as compliance of female adolescents in consuming IFAS. The intervention was conducted using a quantitative quasi-experimental design approach. The sample comprised 68 and 58 senior high school girls in the control and intervention groups. The intervention group received IFAS and local culture-based nutrition education for 12 weeks and followed up after four weeks; while, the control group was given a leaflet and IFAS. Univariate analysis was conducted to analyze the participants’ characteristics; while, bivariate analysis used an independent T-test. The multivariate analysis was carried out using multiple linear and logistic regression analyses. The study showed a statistically significant increase in knowledge and attitudes scores in the intervention group (p-value<0.01) compared to the control group. In conclusion, the compliance with IFAS in the intervention group was 82.8%.

The impact of sustainable assessment methods on first-year nursing students’ self-directed learning

BackgroundNursing students are expected to be effective self-directed learners beyond graduation. However, traditional assessment methods are teacher-centred, giving the teacher control over every aspect and rendering the students passive recipients during the process. Conversely, sustainable assessment methods have long-term benefits to learning that go beyond graduation as it is centered on meeting current learning needs while cultivating students’ ability to meet their own future needs. AimThe purpose of this study was to investigate and understand how sustainable assessment methods influence nursing students’ SDL abilities. DesignA mixed-methods design, using a sequential explanatory strategy was used. A quantitative quasi-experimental design was the core method, followed by a supplementary exploratory, descriptive and contextual qualitative method. ResultsThe quantitative one-group pretest–posttest quasi-experimental method showed that first-year nursing students’ baseline SDL abilities were at a moderate level, and there was an improvement in the learners’ self-reported SDL abilities after they participated in sustainable assessment methods. The focus group interview was conducted to explore and describe nursing students’ experiences and perception of how sustainable assessment methods influenced their SDL in the qualitative follow-up phase. ConclusionThe findings of this study show that sustainable assessment methods can improve first-year nursing student’s Self-directed learning abilities. It is recommended that sustainable assessment methods should be integrated in all modules across the four-year programme. This will enable nursing students to better understand the process of assessment, thereby reducing their anxiety associated with assessment, and further motivating students to be self-directed learners.

The Effectiveness of Using Reality Augmented Media to Increase The Students’ Learning Motivation in Chemical Bonding Material

The purpose of this study was to determine the effectiveness of using Augmented Reality media to increase student learning motivation. This type of research is a quantitative quasi-experimental design with Pretest-Posttest Non-Equivalent Control Group Design. The sample in this study were 42 students in class X-Natural Science and X-Social Science. The research instrument used was a motivational questionnaire with 4 indicators, namely Attention, Relevance, Confidence, Satisfaction (ARCS). Data collection techniques were carried out by giving motivational questionnaires to students before and after learning. The data that has been obtained, then analyzed using the completeness formula of student achievement to determine the level of effectiveness of Augmented Reality media on student learning motivation. The results of the effectiveness of the media in the experimental class and the control class obtained the final motivational completeness percentages of 100% and 86%, respectively. Based on the results of the effectiveness of the media, it can be concluded that the use of Augmented Reality media is stated to be very effective for increasing student motivation in chemical bonding material.

Hybrid Learning or Virtual Learning? Effects on Students' Essay Writing and Digital Literacy

This study compared the effect of a hybrid learning model and a virtual learning model on Saudi secondary school students' essay writing and digital literacy skills. The study employed the quantitative quasi-experimental design. The sample comprised 56 Saudi secondary school students divided into two experimental groups: hybrid learning group (n=29) and virtual learning group (n=27). A hybrid model learning and a virtual learning model were designed for the study purposes. Data sources included a pretest and posttest for essay writing and a questionnaire for assessing pre and post-digital literacy skills. Results indicated statistically significant differences in favor of the students in the hybrid learning model with large effect sizes in all essay writing domains. In addition, the hybrid learning model positively improved the students' digital literacy skills compared to the virtual learning model. The findings were discussed, and implications and further research were recommended.

THE EFFECT OF MIND MAPPING TO STUDENTS’ ABILITY IN READING COMPREHENSION AT THE EIGHTH GRADE STUDENTS OF SMP SWASTA AL-MUKMIN

The students of the eighth grade at SMP Swasta Al-Mukmin had difficulty in understanding the text which caused them could not find the main essence of the text. Thus, this research was conducted to know the effect of mind mapping on students’ ability in reading comprehension. This research was conducted using a quantitative quasi experimental design. The sample was divided into two groups, namely experimental group and control group which consisted of 35 students for each. This research used pre-test and post-test in the form of reading comprehension test as the research instrument. The research result concluded that the students who were taught by mind mapping had a better reading comprehension. The data analysis showed the pre-test mean score of experimental group was 55.4 while the control group was 54.5 and the score was increased after applying mind mapping. The post-test mean score of experimental group was 77.7 and 69.5 for control group. The value of mean score of both groups was calculated using T-test. It was obtained the value of T-count was 3.96 while T-table was 1.66 under the degree of freedom 68 and the degree of significance 5%. Since T-count value was higher than T-table value, the hypotheses were proved. Therefore, it is stated that Ha (alternative hypothesis) was accepted and Ho (null hypothesis) was rejected. Based on this research result, it is suggested that the English teachers apply the mind mapping technique since this technique is one of many ways teachers can apply to enhance students reading comprehension of texts easily and efficiently.

A STUDY TO ASSESS THE EFFECT OF AN AWARENESS PROGRAMME ON KNOWLEDGE REGARDING DOMESTIC VIOLENCE AMONG WOMEN IN SELECTED RURAL AND URBAN COMMUNITIES IN PATHANAMTHITTA DISTRICT, KERALA

Violence against women is widely recognized as a serious human right abuse, and an important public health problem with substantial consequences physical, mental, sexual, and reproductive health.The social construction of the divide between public and private underlies the hidden nature of domestic violence against women.The position of women in the Indian society has been a very complicated one and domestic violence is a growing epidemic in Indian societies. The present study was conducted to assess the effect of an awareness programme on knowledge regarding domestic violence among women in selected rural and urban communities.A quantitative quasi experimental design was used and the study participants (100) were selected by using multi-stage cluster sampling (random selection) technique. The data was collected by using a structured knowledge questionnaire on domestic violence and awareness program was given to the participants on the same day. The post test was conducted after seven days of awareness program. Results revealed that the awareness program was effective (paired t test = 23.85) which was highly significant at 0.01 (p = 0.000). The association of baseline variables with pre-test knowledge scores was calculated by using Chi-square test. Results also revealed a significant association between educational status and type of family with pre-test knowledge scores regarding domestic violence at 0.05 level (p = 0.04). No significant association was seen with other baseline variables like: womens age, family income, area of residence, occupation, occupation, type of marriage, number of children with pre-test knowledge scores regarding domestic violence. The study concludes that awareness about the problems relatedto domestic violence will help the victims know about their rights and also will reduce the rate of the problem.

Efektivitas Model Reading Questioning and Answering (RQA) dalam Pembelajaran Online terhadap Kemampuan Kognitif Siswa pada Mata Pelajaran IPA Terpadu

This study aims to determine the effectiveness of the Reading Questioning and Answering (RQA) learning model in online learning on student learning outcomes. The method used is a quantitative quasi-experimental design with a non-equivalent control-group pre-test/post-test design. The research sample was taken by purposive sampling of the eighth grade students of SMPIT An-Nida' Lubuklinggau. The online learning media used is WhatsApp with data collection instruments in the form of cognitive learning outcomes tests with 20 multiple choice questions. The results showed that there was a significant effect of the RQA learning model in online learning on improving student learning outcomes in Integrated Science subjects at SMPIT An-Nida' Lubuklinggau. In conclusion, the RQA learning model is effective in improving student learning outcomes online in Integrated Science subjects at SMPIT An-Nida' Lubuklinggau.
 Keywords: Cognitive Learning Outcomes, Online Learning, RQA, WhatsApp

The Effect of Health Promotion Media on Breastfeeding Mothers’ Attitude about Exclusive Breastfeeding in Bone Regency, South Sulawesi

BACKGROUND: Breast milk (ASI) is an essential food for babies aged 0–6 months. However, many mothers do not provide breast milk exclusively to their babies due to many reasons, including busy work. Furthermore, another reason of them to not provide exclusive breast milk is because of the lack of information obtained during pregnancy and breastfeeding period, leading to the lack of understanding and affecting the formation of positive attitudes of the mothers toward the importance of exclusive breastfeeding. AIM: This study aims to analyze the effect of health promotion media on the mothers’ breastfeeding attitude about exclusive breastfeeding in Bone Regency, South Sulawesi. METHODS: This research was conducted by applying a quantitative quasi-experimental design with two groups of pre-test and post-test. The population and samples involved are 70 breastfeeding mothers who had children aged 0–6 months old and living in the working area of the Koppe Public Health Center. In this case, they were divided into two groups with a ratio of 1:1, in which 35 breastfeeding mothers were in the flipchart group, while the other 35 mothers were in the education control card group. RESULTS: Based on the research that has been done, it was revealed that there was an effect of knowledge before and after health education, intervention was provided in the forms of educational control card media with = 0.000 (p < 0.05). The difference in the mean value between the flipchart media and the education control card group is 9.57, while the attitude probability value after the intervention is p = 0.085 which is more than α = 0.05. CONCLUSIONS: This study concluded that there was no difference in attitude between the flipchart group and the education control card group after being given the intervention.

Differentiated instruction effectiveness on the secondary stage students’ reading comprehension proficiency level in Jordan

<p><span>Differentiated instruction (DI) is a teaching approach involves several strategies in which teachers adapt, modify, adjust and change instruction to respond to students’ diverse individual needs in heterogeneous classrooms. The study aimed at exploring the effectiveness of DI on secondary stage students’ proficiency level. The study followed the quantitative quasi-experimental design in which data were collected from the pre/post achievement tests administered at the initiation and the completion of the intervention. A total of 80 grade 11 students from both genders participated in the study. A number of (N=40) males and (N=40) females from four public schools in Jordan were distributed into (N=40) for the experimental group and another (N=40) from both genders for the control groups. The experimental group received education using DI strategies of homogeneous groups, tiered assignments and tiered instruction in the areas of content, process, product and learning environment. Conversely, the control groups received education through the one-size-fits-all method. Analysis of covariance (ANCOVA) results showed that DI affected reading comprehension scores positively, and the respondents of the experimental groups outperformed their counterparts of the control group. Moreover, the above-average respondents statistically outperformed the other proficiency levels. However, the findings indicated no statistically significant difference related to gender.</span></p>

Assessment of Students’ Oral Communicative Competence in English Through a Web Conferencing Platform

This manuscript reports on a study carried out at a public university in southeast Mexico aimed to determine whether changes in the instructional design of an online English course benefit students’ oral communicative competence. The research followed a quantitative quasi-experimental design that involved two groups of students. One of them took a modified version of an online English II course that provided contextualized instruction of the syllabus language topics. This group’s communicative competence was assessed online, which represented a major shift from the face-to-face assessments typically delivered to online groups. The results showed that online assessment is possible, and also that students’ communicative competence improved and was directly related to the intervention.

Application of the Probing-Prompting Learning Model to Improve Students' Speaking Skill of Arabic

Arabic is a lesson that guides, develops, encourages, and fosters students' language skills. Many students feel insecure and have difficulty in speaking Arabic. Therefore, this paper used probing-prompting learning model to facilitate student’s speaking skill of Arabic. This research used a quantitative quasi experimental design. The results revealed that student’s speaking skill of arabic was very good by applying probing-prompting model. This paper contributes to the arabic teacher use probing-promting learning model to to improve student’s speaking skill of arabic

The Effectiveness of Using Narrative Approach in Teaching the Course of Interpretation (Tafseer) in Developing the First Intermediate Female Students’ Conceptual Understanding

This study aims at examining the effectiveness of using the narrative approach in teaching the Interpretation of the Qur'an course in the development of conceptual comprehension among first-grade middle school female students. To achieve the objective of this study, a quantitative quasi-experimental design has been used. The sample consisted of first-grade middle school female students at "the third middle school" in Buraidah city, as this school suits the objective of the study. A test of conceptual understanding has been built by the researchers according to a list of conceptual understating skills at a significance level of α ≤ 0.05. Results have shown that there are statistically significant differences at the level (α ≤ 0,05) between the mean scores of the experimental group and the control group students regarding the conceptual comprehension test in favour of the experimental group. Moreover, there are statistically significant differences between the mean scores of the experimental group students in the pre- and post-conceptual comprehension tests in favour of the post-test. Based on these results, the researchers have provided a set of related recommendations and suggestions, such as: accentuating the importance of using the narrative approach in constructing Sharia sciences courses in general and the interpretation of the Qur'an course in particular. Accordingly, the researchers have recommended conducting a study entitled the effectiveness of using the narrative approach in teaching the interpretation of the Qur'an course in developing the first-grade secondary school students’ conceptual comprehension.