Significant Difference In Achievement Research Articles

Teaching Model Development of English Speaking Skill Using Story Telling in Junior High School

The research aim is to describe the problem of speaking ability in junior high school needs to be done to observe the development of students'' learning difficulties in current speaking skills.The type of research is a class action research descriptive quantitative. The population of this research is class VIII teacher at Junior High School state three Binjai. Based on the results of the pre-test, the pre-test mean score was 66,26 and the mean score in the post-test was 86,93. It can be seen that the students'' skill in speaking by using storytelling technique increased. From these calculations, it can be inferred that there was a difference of students'' scores before and after receiving the treatment. The affect storytelling used single story telling is from score minimum pre-test 30 to score post test is 82 and score maximal pre-test 65 and post-test is 82 it is mean the research is succeed and have affect to speaking skill. The improving from the research is when using the single story telling model, the results obtained increased by approx. 49%. Based on the data analysis, the researcher found that storytelling technique can improve students’ skill in speaking. As the result from the pre-test and post-test mean scores which were given. The improvement of mean score was 66,26 to 86,93.It means that there is significant difference of achievement between the students who were taught by using storytelling technique and the students who were taught without storytelling technique. The data also showed that students felt that storytelling technique could help them in speaking. Most of them also responded that they attempt to use storytelling technique in their daily speaking.

Achievement of Mathematics Teachers on Production of Computer Based Software Package for Teaching And Learning of Mathematics

The research was carried out to determine the achievement of mathematics teachers in the production of computer-based software packages for teaching and learning mathematics. Fifty (50) mathematics teachers of which twenty (20) were from primary schools, fifteen (15) from secondary schools and fifteen (15) were lecturers from, tertiary institutions, were selected for this study. They were trained on computer-based software package production for twenty-one (21) days and rated. The result of the analysis using ANOVA and t-test at 0.05 level of significance, shows that there was no significant difference in achievement of the teacher in computer-based software package production. Primary school teachers had mean achievement score of 73%, secondary 72%, lecturers 75%. Male had 75.6%, female 71.5%, t-ratio showed no gender difference at 0.05 level of significance. It is recommended that computer-based software production by teacher should be encouraged.

Effectiveness of Learning Modules for Topics Linear Motion Graph Fourth Form Physics

The study aimed to determine the effectiveness of the Linear Motion Graph learning module (PGeL) among Form Four students. The design of this study is the developmental research which involves the development of the PGeL learning module based on the ASSURE instructional design model. The module was developed by applying chunking elements, mnemonic, interactive simulations, POE approach (predict, observe and explain) and graphics techniques. The effectiveness of the PGeL module was investigated using the quasi-experimental design. A total of 94 secondary school students in Kuala Lumpur zone were selected as respondents using the cluster random sampling technique and consist of two groups; the treatment group and the control group. The effectiveness of the PGeL learning module was determined using pre-test and post-test question sets. Data analysis was carried out using the Statistical Package for the Social Science (SPSS) software. The findings showed that the developed PGeL learning module had high face validity and content validity of 97.1% and 95.3%, respectively. The pre-test and post-test questions were used to collect information on student achievement in the Linear Motion Graph topic. Analysis of student responses in context found that the treatment group showed a better improvement in achievement compared to the control group, with the best improvement being in problem-solving contexts. Independent samples t-test analysis showed that there was no significant difference in the pre-test score between the treatment group and the control group [t (92, p = 0.824) = -0.223, p>0.05]. Independent samples t-test analysis also showed that there was a significant difference in the post-test score between the treatment group and the control group [t (92, p = 0.000) = 10.919, p<0.05]. Furthermore, independent samples t-test analysis showed that there was a significant difference in achievement between the treatment group and the control group [t (92, p = 0.000) = 12.622, p<0.05]. In conclusion, the developed PGeL learning module is effective in improving the achievement of form four students in the Linear Motion Graph topic. The implication of this study is that the PGeL learning module is suitable for use as a learning aid for the Linear Motion Graph topic.

Examining the Effects of “Small Private Online Course and Flipped-Classroom”-Based Blended Teaching Strategy on First-Year English-Major Students’ Achievements

Blended teaching, characterized as a combination of online instruction and face-to-face teaching is effective in maintaining high student retention, promoting learners’ motivation and saving costs in EFL teaching. However, as low learning efficiency can lead to a reduced performance related to students’ blended learning, it is necessary to study the effectiveness of blended teaching. This study aims to examine the effects of the “SPOC and Flipped classroom”-based blended teaching strategy on first-year English-major students’ achievements in five English language skills compared with those of the traditional face-to-face classroom teaching strategy. For this research, a quasi-experiment was conducted for one semester, employing an “SPOC and Flipped classroom”-based blended teaching strategy in two undergraduate classes for first-year English-major students. A total of 64 students majoring in English at a Chinese university in Shandong province participated in the quasi-experiment and were divided into the control class (N = 32, (intact group), with 6 men and 26 women) and the experimental class (N = 32, (intact group), with 4 men and 28 women). Intervention was performed in the experimental class, while a typical face-to-face classroom teaching strategy was employed in the control class. Findings of students’ overall achievements showed that the blended teaching strategy based on the SPOC and flipped-classroom approach was more effective in improving students’ achievements than face-to-face classroom teaching. Findings of students’ achievements in each of the five English language skills showed that the “SPOC and Flipped”-based blended teaching strategy was effective in enhancing students’ listening, reading, translating, and writing, but was not effective in speaking. Furthermore, students’ genders and regional backgrounds were considered as moderating variables of students’ achievements, and findings indicated that gender had no significantly positive effect on students’ achievements in the blended teaching intervention. However, a significant difference in achievements between the students from urban and rural areas was observed, which indicated that regional background had significantly positive effect on students’ achievements in blended teaching. The findings of the research implied that the implementation of well-designed blended learning that uses effective strategies could significantly improve students’ achievements in English language skills, but that there would be different results among students of different skill levels and regional backgrounds. Moreover, as the quality of EFL blended teaching improves, students’ academic performance will be enhanced.

Changes in pre- and in-hospital management and outcomes among children with out-of-hospital cardiac arrest between 2012 and 2017 in Kanto, Japan

Previously, the SOS-KANTO 2012 studies, conducted in the Kanto area of Japan, reported a summary of outcomes in patients with out-of-hospital cardiac arrest (OHCA). This sub-analysis of the SOS-KANTO study 2017 aimed to evaluate the neurological outcomes of paediatric OHCA patients, by comparing the SOS-KANTO 2012 and 2017 studies. All OHCA patients, aged < 18 years, who were transported to the participating hospitals by EMS personnel were included in both SOS-KANTO studies (2012 and 2017). The number of survival patients with favourable neurological outcomes (paediatric cerebral performance category 1 or 2) at 1 month did not improve between 2012 and 2017. There was no significant difference in achievement of pre-hospital return of spontaneous circulation (ROSC) [odds ratio (OR): 2.00, 95% confidence interval (95% CI): 0.50–7.99, p = 0.50] and favourable outcome at 1 month [OR: 0.67, 95% CI: 0.11–3.99, p = 1] between the two studies, matched by age, witnessed arrest, bystander CPR, aetiology of OHCA, and time from call to EMS arrival. Multivariable logistic regression showed no significant difference in the achievement of pre-hospital ROSC and favourable outcomes at 1 month between the two studies.

Pre-skills of reading and writing in children with developmental language disorder and children with typical language development

&amp;lt;p&amp;gt;Introduction. In addition to the development of spoken language, typical intellectual abilities, preservation of the senses of hearing and sight, phonological awareness and the ability of graphomotor expression are necessary for mastering the skills of reading and writing. With this in mind, the aim of this research is to determine the level of phonological awareness and the ability of graphomotor expression in children with developmental language disorder (DLD) and children with typical language development (TLD). Methods. The sample consisted of 46 children aged five to seven years, who were divided into two groups based on the status of speech and language abilities. The first group consisted of 23 children with DLD, and the second of 23 children with TLD. The FONT test was used to assess phonological awareness, and the Prediction Test for Dysgraphia was used to assess graphomotor abilities. Results. The results of the research show that children with DLD performed poorly on phonological awareness tasks compared to TLD children. Age proved to be a significant factor in differences in the development of phonological awareness. Achievements on the Prediction Test for Dysgraphia show that children with DLD have almost twice the weaker ability of graphomotor expression compared to TLD children. Furthermore, the research results show that there are significant differences in the level of development of graphomotor skills between children of different ages. Also, no significant difference in achievements on the Prediction Test for Dysgraphia or on the FONT test has been found in relation to gender. Conclusion. Children with developmental language disorder had significantly lower achievements on the phonological awareness test and the Prediction Test for Dysgraphia compared to children with typical language development.&amp;lt;/p&amp;gt;

Argument Driven Inquiry and Student Achievement in High School Chemistry, Moderated by Gender

In the age of high stakes testing, the best instructional methods to promote academic achievement are frequently examined. The purpose of this study was to examine whether implementation of the Argument-Driven Inquiry (ADI) model in a high school chemistry course would be associated with improved student scores compared to a more traditional approach. The study employed a nonequivalent control group design to evaluate the posttest scores of students by instructional method and gender. Data were obtained from a sample of 28 honors students in a chemistry course in grades 10 and 11. The data consisted of pretest and posttest scores. A two-way analysis of covariance was used to address the study’s research questions, controlling for the students’ aptitude. The results showed that there were no significant differences in achievement between the ADI and traditional methods groups, controlling for the students’ aptitude. Also, the interaction between instructional method and gender was not significant. Use of ADI methods was, thus, found to neither improve nor be negatively associated with student performance.

The effect of a formative assessment practice on student achievement in mathematics

Research has shown that formative assessment can enhance student learning. However, it is conceptualised and implemented in different ways, and its effects on student achievement vary. A need has been identified for experimental studies to carefully describe both the characteristics of implemented formative assessment practices and their impact on student achievement. We examined the effects on student achievement of changes in formative assessment of a random sample of 14 secondary school mathematics teachers after a professional development programme. This study describes practices implemented and students’ achievement as measured by pre-tests and post-tests. We found no significant differences in achievement on the post-test, after controlling for pre-test scores, between the intervention group and control group, and no significant correlation between the number of formative assessment activities implemented and the post-test scores (controlled for the pre-test scores). We discuss characteristics of formative assessment implementations that may be critical for enhancing student achievement.

The use of Jigsaw II technique in Malay grammar learning

The Jigsaw II technique has been found to be effective in teaching and learning grammar based on cooperative learning. Therefore, this study was conducted to examine the effect of the use of the Jigsaw II technique on Form Four students’ attitudes and achievement in Malay grammar learning. Sixty-two students from two boarding schools in Kubang Pasu district, Kedah, Malaysia, were selected to participate in the study. They were divided into a treatment group and a control group. Thirty-one students of the treatment group used the Jigsaw II technique, while thirty-one students of the control group used the Gallery Walk technique. Both groups were given pre-test and post-test. Pre-attitude and post-attitude questionnaires were given to the treatment group only. Data was collected and analysed quantitatively using paired sample t-test, independent sample t-test, and simple linear regression test. The results showed a significant difference in achievement and attitudes for the treatment group in learning Malay grammar after using the Jigsaw II technique. The analysis also showed that the student’s attitude also influenced their achievement in learning Malay grammar based on the Jigsaw II technique. In conclusion, language teachers should choose and diversify cooperative learning techniques, such as the Jigsaw II technique, as this technique can also influence students’ achievement and attitudes in grammar learning.

Impact of the activity and reality principles on learners’ achievement regarding systems of linear equations

This article reports the impact of incorporating the activity and reality principles of realistic mathematics education (RME) when teaching systems of linear equations (SLE). The impact is considered in relation with learners’ achievements. A quantitative approach typified by a quasi-experimental design with non-equivalent groups was followed. 50 grade 10 learners of secondary school mathematics participated in the study. 26 of these composed the control group while 24 consisted of the experimental group. The study site was conveniently chosen while participants were randomly assigned to both groups after pre-testing. Treatment was an approach, which included the reality and activity principles of RME to teach SLE. By contrast, the control group was taught in a conventional manner. Data were collected through pre-testing and post testing. Post-treatment analyses such as the ANOVA test showed that there was a significant difference in achievement between the experimental and the control groups. In this regard, learners who were taught based on a method that included the activity and reality principles achieved higher scores than the group, which learned through conventional teaching methods. This finding demonstrates that integrating the activity and reality principles of RME in the teaching of SLE can contribute to learners’ high achievement. It is therefore recommended that mathematics teachers should integrate RME principles in their teaching as a way of enhancing learners’ performance in mathematics topics.

Finding the variables that react: Relationships between ability beliefs and student achievement in an inquiry‐based introductory chemistry laboratory course

AbstractThis quantitative, exploratory study examined whether a Project‐Based Guided Inquiry (PBGI) chemistry laboratory course supported more incremental ability beliefs among students, examined achievement outcomes for students grouped based on changes in student‐reported chemistry ability beliefs from pre‐ to post‐course, and provided explanations for differences in achievement and chemistry ability beliefs. Data sources included pre/post surveys of 367 undergraduate students' and 18 teaching assistants' (TAs) content knowledge, ability beliefs, sociodemographics (e.g., gender, race), and prior chemistry experience. The hierarchical linear regression (HLR) model accounted for 27.4% of the variance in post‐content scores, with male students and students with more prior chemistry experience scoring significantly higher than their counterparts. Student ability beliefs was not a significant predictor of content knowledge at the end of the course. Women had a significant decrease in their ability beliefs while male students did not. Furthermore, there were significant differences in achievement depending upon whether and how students' chemistry ability beliefs changed during the course. HLR indicated that student race and TA research experience significantly predicted students' ability beliefs and accounted for 32.7% of variance in this model. Finally, students had more positive perceptions of their TA when their TA held more incremental ability beliefs. These results also indicate that redesigning undergraduate chemistry labs to a PBGI approach does not necessarily level the academic playing field for students who identified as Black, Hispanic, or Multi‐racial, women, or students with less chemistry experience. Providing additional scaffolding for students and developing professional learning experiences to explicitly support TAs incremental ability beliefs may be beneficial in reform‐based laboratory contexts. Further research is needed to understand who benefits from reform‐based instruction and for what reasons.

The Effects of Online Collaborative Learning (OCL) on Student Achievement and Engagement

This study determined the effects of Online Collaborative Learning (OCL) on student achievement and engagement in physical science. A one-group pretest/posttest pre-experimental research design was employed. The participants were Grade 11 students (n=30) in a public stand-alone senior high school in Congressional District 1, Quezon City, Philippines, who were selected using purposive sampling. This study utilized five research instruments: (1) OCL-based lesson plans, (2) Learning Activity Sheets (LAS), (3) Physical Science Achievement Test (PSAT), (4) CIP Engagement Questionnaire, and (5) Student Learning Experience Survey. The collected data were analyzed and interpreted quantitatively and qualitatively. Quantitative data were obtained from the validated 40-item achievement test and the adopted engagement questionnaire, while responses to the Student Learning Experience Survey provided qualitative data. Paired t-test was employed to determine the significant difference in achievement and engagement before and after the OCL’s implementation. The results showed a significant difference between the pretest and posttest mean scores of the students in the achievement and engagement in physical science. Likewise, there was a statistically significant difference between the pretest and posttest mean scores for all engagement factors: cooperation, interest, and participation. The result of the survey revealed that students’ exposure to the OCL strategy was effective in facilitating significant improvements in their achievement and engagement in physical science. Overall, the findings signified that Online Collaborative Learning (OCL) as a teaching-learning strategy enhanced students’ achievement and engagement in physical science.

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.

Paper 77: Only a Minority of Patients with Rotator Cuff Tear Achieve MCID for PROMIS Pain and Function Measures Following Initial Non-Operative Treatment

Objectives:It is still unclear which patients benefit from nonoperative treatment of rotator cuff tear versus those who benefit from early intervention. The purpose of our study was to determine which patients benefit from conservative therapy and establish the MCID of patients undergoing nonoperative treatment for partial and full-thickness rotator cuff tears (RCT).Methods:We performed a retrospective cohort study evaluating non-operatively managed patients with MRI-confirmed partial-thickness and full-thickness RCT (PTRCT, FTRCT). We included patients who underwent initial course consisting of rest, activity modification, physical therapy, and/or injection for their condition. In our institution, all patients complete National Institutes of Health (NIH) Patient-Reported Outcomes Measurement Information System (PROMIS) assessments for physical function and pain interference. In patients with shoulder conditions, this consists of the PROMIS Upper Extremity Computer Adaptive Test (CAT) v2.0 (“PROMIS UE”) and the PROMIS Pain Interference CAT v1.1 (“PROMIS PI”). Treatment modalities and follow-up PROMIS scores at least 6 weeks after initial visit were recorded. Using a distribution technique, the minimum clinically important difference (MCID) was calculated, and the proportion of patients achieving MCID for each tear group for both function and pain was determined. Chi-square tests were used to compare MCID achievement between PTRCT and FTRCT patients for both PROMIS UE and PROMIS PI.Results:A total of 100 FTRCT and 90 PTRCT patients were included in this analysis. Average age was 61.2 years, with 59% (n=112) female patients. The MCID for PROMIS UE was determined to be 3.9 and 3.9 for PTRCT and FTRCT patients, respectively. For PROMIS PI, MCID was 3.1 and 3.7 for PTRCT and FTRCT, respectively. In patients with PTRCT, the baseline score improved slightly from 31.4 to 34.9 for PROMIS UE, compared to a score change of 30.1 to 32.8 for patients with FTRCT. In total, 46% of PTRCT and 38% of FTRCT achieved MCID for PROMIS UE. In patients with PTRCT, the baseline score improved slightly from 63.1 to 60.0 for PROMIS PI, compared to a score change of 63.4 to 61.1 for patients with FTRCT. In total, 33% of PTRCT and 36% of FTRCT achieved MCID for PROMIS PI. When comparing PROMIS UE scores between PTRCT and FTRCT patients, there was no statistically significant difference in achievement of MCID (p=0.288). This was also the case for PROMIS PI (p=0.727).Conclusions:The present study identified MCID for PROMIS UE and PROMIS PI in both PTRCT and FTRCT undergoing conservative management. Only a minority of patients achieved MCID for pain (33% for PTRCT and 36% for FTRCT). A slightly higher proportion of patients achieved MCID for physical function (46% for PTRCT and 38% for FTRCT). The results of this study indicate that, while function may be more likely improved than pain, neither domains are significantly improved following initial nonoperative management in this patient population.

Comparative Analysis of Field-Dependence and Field-Independence as Determinants of Students Achievement in Geometry

The study was aimed at comparing field-dependence and field-independence as determinants of students’ achievement in geometry which constitutes a large percentage of the mathematics curriculum for secondary school students in Nigeria. A total of 200 SSII students from two schools in Yakurr Local Government Area of Cross River State, Nigeria, were used for the study. A pre-test comprising 50 multiple choice questions, the group Embedded Figure Test (GEFT) comprising 10 items, and a post-test comprising 50 multiple choice questions were all employed for data collection. Both descriptive and inferential statistics were used for data analysis. The result obtained showed that field-dependence and field-independence were determinants of students’ achievement in geometry, however, indicating that significant differences in achievement between field-dependent and field-independent students was determined by the method of treatment used in the study. The results also showed that whereas maximum guidance was very effective for both subsets of students, minimum guidance tended to favour the field-independent students, putting the field-dependent students at a disadvantage. Based on the findings, it was recommended that educators, curriculum planners, teachers and students should all translate the results of this study into viable educational programmes that will enable mathematics students to achieve maximum success in examinations. Keywords: Cognitive style, field-dependence, field-independence, maximum guidance, minimum guidance. DOI: 10.7176/JEP/13-17-08 Publication date: June 30 th 2022

Enhancing grammar competence of vocational school students through the Omygram learning chart

Various methods and approaches have been used to support English learning. However, there is still a lack of information on how the grammar competence of vocational students can be improved in the Malaysian context. This study aims to build the Omygram learning chart and identify its effects on the achievement level of the students in Program Vokasional Menengah Atas (PVMA), or the upper-secondary vocational programme, on their English grammar competence. The study involved two secondary schools in Johor, Malaysia, employing a quasi-experimental design. A descriptive analysis from SPSS showed the increment in the mean score for the post-test of the treatment group of 5.58, higher than the control group (0.33) after the intervention was applied. The results of t-test showed no significant difference in achievement between pre-test and post-test for the control group [p = 0.504, (p 0.05)]. On the other hand, the result of the t-test for the treatment group showed a significant difference in achievement between the pre-test and post-test [p = 0.000, (p0.05)]. Students’ motivation after using the Omygram learning chart was also high. In conclusion, the development of the Omygram learning chart is proven to effectively increase students’ achievement in English. This confirms that developing learning aids improves students’ grammar competence and motivates them to learn the language better. As a result, the goal of producing a skilled workforce in TVET (Technical Education and Vocational Training) and possessing soft skills will be more achievable.

Stad as A Strategy of Teaching Reading Comprehension in Junior High School

This research investigated whether there was a significant difference on students’ achievement in reading comprehension taught using STAD and lecture method. The sample was the eighth-graders of SMPN 3 Banjarmasin. A quasi-experimental design was employed in this research. The experimental group was taught using STAD while control group was taught using lecture method. A reading comprehension test as the instrument of collecting data was administered for both groups. Based on the research result using t-test, it was found that the t value was higher than t-table (2.39315 &gt; 2.00) which means that there is a significant difference of achievement between the experimental group and control group. From these findings it can be interpreted that the use of STAD is more effective than lecture method in teaching reading comprehension for junior high school students. It is suggested for English teachers in Junior High School to use STAD in teaching reading since it is useful in improving students’ reading comprehension achievement.

A Comparison of Student Performance in Online and Face-To-Face Learning for Statistics Subject

Due to the Second Movement Control Order (MCO 2.0), online teaching and learning (TnL) continued. Covid-19 seems to have an impact on students in many ways. The purpose of this study was to determine whether or not there are differences in academic achievement between online and face-to-face learning. Hence, the assessment marks for 150 students from the last five semesters of a statistics course were taken. During the Covid-19 pandemic, these five semesters include two sessions of face-to-face learning and three sessions of online learning. The data collected were analyzed using descriptive statistics, ANOVA and Post-Hoc test. Based on descriptive data, it was revealed that the achievement of marks for face-to-face learning sessions in the September - January 2020 session was higher than earlier semesters of study, while female students outperformed male students. However, female students' performance was seen slightly decline for the online semester. The findings from the Analysis of Variance (ANOVA) indicated significant differences in achievement based on the semester of study, gender as well as interaction between gender and semester of study on mark achievement. Based on the Post-Hoc test results, it was discovered that face-to-face learning performed better than online learning throughout the last two semesters. However, performance during the first semester of online learning (March - July 2020 session) was similar to that of face-to-face learning. It is intended that the findings of this study would help educators improve the effectiveness of their teaching methods.

Effectiveness of Augmented Reality (AR) on Students’ Achievement and Motivation in Learning Science

This study aimed to determine the impact of an augmented reality (AR) application, NutricARd, on students’ achievement and motivation. The mixed-methods research seeks to ascertain the influence of AR-NutricARd learning cards on the motivation and achievement of form 2 science students. There were 50 participants in this study. The NutricARd applications, which had undergone rigorous design and development research, were employed for the treatment group. Each of the control and experimental groups had 25 participants. The control group used existing AR features in textbooks provided by the Malaysia Ministry of Education. The study revealed that there is a significant difference in achievement between the treatment and control groups. Pre-tests and post-tests, as well as a procedure for semi-structured interviews, were employed as research tools in this study. The paired t-test results showed that there was also a significant difference in students’ motivation. The semi-structured interview showed that AR-NutricARd has the capabilities and intriguing aspects that encourage students to engage with the science subject. The findings of the study also showed that there is a significant relationship between motivation and achievement. Thus, a higher motivation implies increased student achievement.

Effects of Multimedia Video Projection on Undergraduate Students’ Achievement and Retention in Quantitative Economics in the Universities in Gombe State, Nigeria

This study was design to determine the effects of multimedia video projection on undergraduates’ students’ achievement and retention in quantitative Economics in Universities in Gombe State, Nigeria. Three research questions and two null hypotheses guided the study. Quasi-experimental research design specifying pretest posttest control group design was adopted for the study. The study was conducted in Federal University Kashere and Gombe State University, Gombe. Quantitative Economics Achievement Test (QEAT) designed by the researcher and validated three experts from Federal University, Kashere, Gombe State was the instrument used for the data collected for the study. The reliability coefficient of the instrument was determined to be 0.74 through Kudder-Richardson 20 (KR-20) statistics. Mean and standard deviation were used to answer research questions; while Analysis of Covariance was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that multimedia projection approach is more efficacious in enhancing students’ achievement and retention in quantitative Economics than lecture method. There is no statically significant difference in achievement in Quantitative Economics by male and female students who were taught using multimedia video projection approach. Based on the findings, it was recommended that the use of multimedia projection should be encouraged in teaching Quantitative Economics in tertiary institutions and that is use should be popularized through workshops, seminars and conferences.