Researcher-made Test Research Articles

A Comparative Study of the Effectiveness of Two Methods of Teaching Resumptive Pronouns in Writing: TBLT and Blended Learning

Resumptive pronouns (RPs) are one of the most challenging grammatical points for EFL learners because this structure is different in their L1. We aimed to examine whether blended learning/TBLT are useful to teach RPs. We examined the extent to which such methods improve performance on the posttest. Forty learnerstook part in the study who were assigned to 2 groups: one group was taught via TBLT, and the other via blended learning. Before piloting the study, the participants were given an OPT to check their homogeneity. Besides,they were given a researcher-made test on RPs to check their knowledge, the result of which indicated that the participants did not have sufficient knowledge about this point. Finally, the participants were given a researcher-made test as the posttest to check the effect of the treatment and the extent to which it was helpful for the correct use of RPs. Findings indicated that TBLT was more fruitful. Findings of the present study have pedagogical as well as practical implications.

Interactive Video Approach Learning about Revolution of the Earth

In teaching revolution of the Earth, the proper instructional material should be used to appreciate fully and understand the concept. This study aimed to investigate the contribution of the Interactive Video Approach to learning revolution of the Earth. This research utilizes experimental, correlation, and descriptive research designs, and employed validated researcher-made test and attitude questionnaire to 52 respondents. The t-test and Pearson r Correlation were used to analyze the data. The researcher administered the pretest and then conducted the instruction utilizing Interactive Video Approach and Traditional Approach. Posttests were then administered to measure the academic achievement and attitude of the respondents. The scores of the respondents taught using the interactive video approach were higher compared to traditional approach. The overall weighted mean value of 3.42, with the variation of 0.62 indicates higher perceived value with the consistency of perceived responses. Results revealed that there is an extremely significant difference between the students’ performance in the traditional and interactive video approach, with p-value <.001. This further indicates that, on the average, the interactive video method is more efficient compared to the traditional teaching approach. There was also no significant relationship between the respondents’ attitude on the approach and their posttest scores with p-value 0.603.

TBLT or Technology: Which is Effective to Teach Resumptive Pronouns in Writing?

Resumptive pronouns (RPs) are problematic for Iranian L2 learners. We examined whether blended learning/TBLT are useful to teach RPs. We examined the extent to which such methods improve performance on posttest. Participants were 40 learners assigned to 2 groups: one taught via TBLT, other via blended learning. First, participants were given OPT to check their homogeneity. They were given a researcher-made test on RPs to check their knowledge, the result of which indicated lack of such knowledge. Finally, participants were given researcher-made test as posttest to check the effect of treatment and the extent to which it was helpful for correct use of RPs. Findings indicated TBLT was more fruitful. Findings are useful for teachers, policymakers, and materials developers.

DEFICIT OF NEUTRAL FACIAL EXPRESSION RECOGNITION BETWEEN CHILDREN WITH HIGH-FUNCTIONING AUTISM AND TYPICAL PEERS AGED 7-11

Background and Aim: Highly likely due to deficiency in facial emotion recogniti on as well as , Individuals suffering from Autestic spectrum disorder are impaired in interpersonal and social skills. The objective of this study was to compare this ability between children with High-Functioning Autism with Typical peers. Comparing recognition of neutral state was used for the first time. Materials and Methods : In this study 27 High-Functioning Autism and 27 Typical boys between 7 and 11 years of age participated who were matched based on age, and performance,verbal and overall IQ.Using computerised researcher-made test in MATLAB software,The reasercher made a Comparison between neutral face and facial emotions, including fear and surprise.The results were analysed using two methods: repeated measures (ANOVA) and independent t-test; and SPSS software version 19. Results :The results indicated that the two groups in terms of facial emotion recognition have significant difference (F (1,50) = 7.288, p = 0.009).Difference in the recognition of neutral face with female gender was observed (t = 2.574, p = 0.013). Reaction time differences between the two groups was not significant (F (1,50) = 4.002, P = .051). Differences in reaction time in both groups and in three facial expressions was observed in male targets respectively as follows: (t = -2.305, p = .025), (t = -2.160, p = .035), (t = -2.654, p = 0.011). Conclusion : In recognition of neutral faces with female gender targets , people with High-Functioning Autism performed weaker than typical peers and their reaction time were increased in males gender targets. Key words : high-functioning Autism, facial expression recognition, neutral face

L2 Learners' Vocabulary Learning: Differential Effect(s) of Comprehension-Based vs. Production-Based Proactive/Reactive Focus on Form

This study aims to compare the effects of four types of FFI on second language vocabulary learning. To do so, the study adopted a quasi-experimental pretest-posttest design, including five groups, each receiving a distinct treatment. The participants were 80 fourth-grade male students ranging in age from 17 to 19. Before the treatment phase, the participants took a researcher-made test of vocabulary as a pretest which was meant to measure the participants’ prior knowledge about the target words. After the treatment phase, the participants took a researcher-made test of vocabulary as posttest to measure the students' achievement of the target words. Independent samples t-test and one-way ANOVA were run to analyze the scores from the pretest and the posttest. The results indicated that there was no statistically significant difference between proactive and reactive FonF in the comprehension mode in terms of promoting vocabulary learning. There was also no statistically significant difference between these two forms of FonF in the production mode in terms of promoting vocabulary learning. However, there was a statistically significant difference between the comprehension-based and production-based FonF in enhancing vocabulary learning. These results extend the positive effect of FFI to L2 vocabulary teaching/learning.

Assessment Impressive Factors Created Test Anxiety Among Female Pupils

Generally, examination causes anxiety because of its specific characteristics such as investigating educational activity, formal and specific environment, time limitation and educational accurate ideas. Assessment the factors which create anxiety in female pupils is the purpose of current research. The research was performed by descriptive method and assessment type. All 426 senior female pupils of middle school in Qaemshahr were the statistical population of this research. A sample included 100 individuals with test anxiety selected by simple random method were participated voluntarily in this study. To gather data, researcher-made test anxiety factors questionnaire is used and Chi-squaretest is used to analyze obtained data. Data was performed by Chi-squareanalysismethod to assess research hypothesis and to analyze obtained results. Findings showed that there is a relationship between cognitive factors, parents and school authorities’ behavior and pupils’ environmental factors with their test anxiety which is (P<0.05). The results indicated that there is a direct meaningful relationship between test anxiety and cognitive, family, school authorities and environmental factors.

The Effect of the Using the Brainstorming Method on the Academic Achievement of Students in Grade Five in Tehran Elementary Schools

The present study aimed at examining the effect brainstorming teaching method on the educational achievement of grade-five students in the schools of district 7 of the city of Tehran, Iran in the educational year 2010–2011. In order to do so, 60 students were selected via cluster sampling method, and then one class (n=30) was exposed to the independent variable (brainstorming method), while another class (n=30) was administered through the traditional method of giving lectures. At first, a researcher- made pre-test was administered upon both groups. After that, the independent variable was applied for 10 sessions after which the researcher-made test was administered again. In order to test the research hypothesis, a t-test was used. The result was indicative of the effect of the brainstorming method, and the difference of means in both groups was significant at <0.001. The results showed that using brainstorming method had a positive effect on the students’ educational achievement.

An Investigation of Teaching Strategy in the Distance Learning Mathematics Classroom

Distance learning has become increasingly popular among higher learning institutions, and more academic disciplines, such as mathematics, are now being offered at a distance. This experimental study investigated whether an objectivist-based teaching strategy or a constructivist-based teaching strategy yields greater achievement scores for adult students learning mathematics at a distance. A pretest-posttest control-group design was used, with a sample of 35 students. Two researcher-made test instruments, consisting of multiple-choice and brief constructed response/extended constructed response (BRC/ECR) items, were used to measure students’ understanding of mathematics topics both before and after the teaching intervention. While the results of t-tests and ANCOVA showed no statistically significant difference in achievement scores between the groups, the findings indicate that both teaching strategies are viable in the distance learning mathematics classroom.

Maintaining Pedagogical Integrity of a Computer Mediated Course Delivery in Social Foundations

Distance learning has become increasingly popular among higher learning institutions, and more academic disciplines, such as mathematics, are now being offered at a distance. This experimental study investigated whether an objectivist-based teaching strategy or a constructivist-based teaching strategy yields greater achievement scores for adult students learning mathematics at a distance. A pretest-posttest control-group design was used, with a sample of 35 students. Two researcher-made test instruments, consisting of multiple-choice and brief constructed response/extended constructed response (BRC/ECR) items, were used to measure students’ understanding of mathematics topics both before and after the teaching intervention. While the results of t-tests and ANCOVA showed no statistically significant difference in achievement scores between the groups, the findings indicate that both teaching strategies are viable in the distance learning mathematics classroom.

Academic Reading Proficiency of Freshmen in the College of Education of DMMMSU-SLUC: Input to the Design of Instructional Modules for English 101

The study described the academic reading proficiency level of incoming college freshmen which served as an input to the design of learning modules. It used a validated 50-item researchermade test and two sets of questionnaires to determine the adequacy of learning activities and the extent of utilization of academic reading strategies by content area teachers. The research found the studentrespondents unprepared for college work given the moderate academic reading proficiency index. Concerned language and content area teachers failed to provide enough learning activities and sufficient opportunity and training in the use of academic reading strategies that will enhance students' level of proficiency in content area reading. It is recommended that topics designed to develop academic reading skills of senior high school students be included in the course content in secondary schools; that English teachers provide more learning activities and experiences expected in content area reading; and that content area teachers become active reading teachers by facilitating comprehension through the use of time-tested academic reading strategies.

Storytelling Through Video: A Bilingual Approach in Teaching

This is an experimental study on the effect of storytelling through video and the lecture method in which both approaches used English and Maranao versions to the 100 Grade II pupils in Balo-I District, Lanao del Norte Division, Philippines, SY 2011-2012. The study utilized the two-group experimental design of research.The tool for teaching was the story entitled “The Greatest Treasure” which was adapted from www.bookbox.com (retrieved, 2011) and was translated to the Maranao version for the other group of respondents. A researchermade test in Maranao and English versions were used in comparing the effects of the bilingual approaches in teaching. The statistical tools used in analyzing the data were frequency count, mean, paired, and independent t-test. The findings revealed that majority of the respondents in the video group both in English and Maranao versions scored very high in the post tests compared to the traditional lecture method. These implied that there were significant differences in academic achievements of video and lecture groups in Maranao and English versions. It was concluded that pupils can comprehend well if storytelling will be done using the latest technology and if also presented both in English and in their own native language or mother tongue. Conclusively, the use of video technology is effective in story telling as an innovative strategy in teaching. Keywords - video storytelling, bilingual approach, innovative strategy

Study And Investigation Of The Problems And Learning Disorders Of Students By Various Cognitive Styles In Mathematics Course At Rasht Shahid Chamran Higher Education Center

The purpose of design investigating the interaction and effectiveness are the student’s cognitive style FI and FD in solving mathematics problems and concepts and skills disorders in this course. In fact we would see how students with different learning styles appear in scene .The populations studied at this research are the entire student at Rasht shahid chamran central. The sampling at had been carried out multistep randomly. Statistical analyzing had been carried out on 64 sample group on 70% of individuals who had answered to both test, GEFT(group embedded figures TEST) and mathematic test .The tool of this research, group embedded figures test(GEFT) as independence variable and mathematics researcher-made test consisted of 50 questions in the cognitive areas“ Knowledge, understanding ،comprehension, application, analyzing, combination and evaluation and judgment” are learning concerning pre-entering to university which had been introduced as dependent variables and the main result are as follow: 1- Students in FI cognitive style have enjoyed more favorable course states in mathematics lessons comparing to the students with FD cognitive style in various cognitive areas. 2- Students with unclosed field cognitive style (FI) will express more effective performance in solving mathematics problems than students with closed field (FD). 3- Students with cognitive styles FD have suffered more from learning disorders in mathematics concepts and skills at education period comparison to students with cognitive style FI. 4- Both group of FI and FD had been the least improvement in combined cognitive area, on the other hand, both of this group have the least disorder in function area. 5- Student with cognitive style in all Bloo،B،S. cognitive area has disorder working area of mathematics.