Significant Difference In Students Research Articles

Learning about Osmosis through Engineering Design Process

Students’ sound knowledge about osmosis can lead to their understanding of other related biological processes that require the movement of materials across cell membranes, such as photosynthesis, homeostasis, and cellular respiration. However, students have difficulties to understand osmosis. This challenge has been attributed to the abstract nature of the concept and the way it is presented to students. Thus, we present an engineering design, integrated biology unit in which students use the engineering design process to learn about osmosis and its related concepts. A dependent t-test revealed statistically significant differences in students’ understanding of osmosis and related concepts, and the engineering design process before and after the unit. Overall, in this unit students developed the understanding of osmosis in a real-world context through an engineering design process.

Statistical Thinking Levels of Students in Al-Ghad International College for Applied Medical Sciences in Saudi Arabia and its Relationship to Gender

The purpose of the study was to identify the levels of statistical thinking among students of Al-Ghad International College for Applied Medical Sciences in the Kingdom of Saudi Arabia and the effect of gender differences. The study used quantitative data collection methods for one group such as observation checklists and qualitative data collection methods such as interviews and focus group discussion. Performance tasks were designed to classify students according to Langrall and Mooney (2002) statistical thinking evaluation framework. Each task has its own subtasks and objectives spread over four statistical skills in which validity and reliability were verified. The data was yielded from the measurements of 41 students' statistical thinking levels enrolled in biostatistics course in the first semester of the academic year 2018-2019. The results showed that the level of overall students' statistical thinking abilities was at the transitional level, followed by the idiosyncratic and quantitative levels respectively, while none of them reached the analytical level. The results also showed that there are no statistically significant differences in students' thinking levels attributed to gender. The study recommended the necessity of linking statistical activities to the reality of students’ lives and specializations, focusing on the practical aspects rather than the theoretical ones, holding training programs to develop the capabilities of faculty members to classify their students according to their level of statistical thinking, and creating programs to develop statistical thinking among students.

Code-Switching in Second Language Teaching of English: Does it Matter?

Bosnian and Herzegovinian English language instructors and ESL students widely acknowledge using more than one language code in formal classroom settings. Code-switching is caused by various factors or were specific communication goals must have been involved. This study aims to discover how ESL students view code-switching by English language instructors in secondary schools in Tuzla. For that purpose, three research questions have been defined: (1) Is there a significant difference in students’ attitudes towards code-switching based on gender? (2) Is there a statistically significant difference in students’ attitudes towards code-switching? and (3) Is there a statistically significant difference in students’ attitudes towards code-switching based on a grade level? The study demonstrated students’ attitudes, usage, and opinions toward code-switching in the classroom. Most ESL students favor code-switching, which is equally gender-based, high frequency in use and grade level incidence constant. In terms of code-switching use of mother tongue becomes, by default, a facilitator of task completion and cognitive collaboration. Code-switching is also believed to help ESL students understand the target language. The findings suggest that code-switching is required when using the first language in the classroom to help students master English.

Time for Attitudinal Change and Critical Thinking

The main purpose of this empirical study was to investigate the effects of blended learning on students’ learning attitude and critical thinking. Secondarily to probe into teachers’ perceptions on blending potentials in an underprivileged elementary classroom. A design study was conducted among 50 children from a fifth standard class of a government-run Indian elementary school. Findings revealed a significant difference in students' learning attitude towards the designed courses between the two cycles, in favour of the post blended implantation stage. This difference, which emerged during ten weeks, was found gender-neutral. The blended model was more effective for inspiring students’ critical thinking compared to the traditional learning model. Further, this study exclusively reports a positive correlation between students’ learning attitude and critical thinking faculties. The study concludes that blending was more effective for students’ learning attitude and critical thinking even in a school with poor technological infrastructure and underprepared yet willing teachers.

The COVID-19 Pandemic’s Impact on 9th Grade Students’ Mathematics Achievement

<p style="text-align:justify">In this research, the influence of the Coronavirus disease (COVID-19) pandemic on 9th grade students’ mathematics achievement is analyzed through quantitative and qualitative methods. A posttest only with control group design was used to compare the mathematics marks of 9th grade students from the previous school year (before the pandemic, control group) and the current school year (during the pandemic, experimental group). Seventy-three students from a public high school in Spain attending class on alternate days participated in the study. Three focus group sessions were held with students, and five semi-structured interviews were conducted—two with teachers and three with students’ families. Results show statistically significant differences in students’ mathematics achievement, with students enrolled in 9th grade the previous (pre-pandemic) year outscoring their peers currently enrolled in 9th grade (during the pandemic) by 22.17%. An overall negative effect size of Hedge’s g = -1.11 was reported. Although significant statistical differences between groups were reported for both male and female students, the effect was 42.31% larger for male students (Hedge’s g = -1.11) than for females (Hedge’s g = -0.78). The qualitative information supported the quantitative results. Changes in educational settings, students’ lack of motivation, monotony, and students’ level of responsibility were qualitatively reported as factors that may explain this phenomenon. The main conclusion of this study is that the COVID-19 pandemic may be significantly and negatively affecting 9th grade students’ mathematics achievement.</p>

Perception of postgraduate medical residents regarding educational environment at French Medical Institute for Mothers and children, Kabul Afghanistan

Objective: To assess the perceptions of postgraduate medical education residents regarding educational environment at a medical institution in Afghanistan. Methods: The descriptive cross-sectional study was conducted from 2017 to 2018 at the French Medical Institute for Mothers and Children, Kabul, Afghanistan, FMIC, and comprised postgraduate medical residents. Dundee Ready Educational Environment Measure was administered to determine the perception of learning environment by the residents’ perceptions related to learning, teachers, academic self-perception, atmosphere and social self-perceptions sub scales. Data was analysed using SPSS 22. Results: Of the 63 subjects, 55(87.30%) were males and 42(66.66%) were married. The overall mean age was 30±4.38 years. There was no significant difference in mean subscales scores and overall scores in relation to participants’ age, gender, type of specialty, province and year of training (p>0.05). There was a significant difference in students’ perception of teachers in relation with the type of specialty (p<0.05). Conclusions: The educational environment at the medical institution in Afghanistan was perceived by the students of residency programme as conducive. Key Words: Dundee ready educational environmental measure, DREEM, Educational environment, Residency programme, Afghanistan.

Applying Fishbowl Strategy to Enhance Student’s Reading Comprehension Skill

Reading is essential for students' information development. Despite this, learners occasionally struggled to understand the report text. As a result, the point of the study was to ascertain whether it was a difference in reading achievement between students who used the fishbowl strategy and those who did not. All eleventh-graders from SMAN 04 Kayuagung participated in the study. Two classes consisting of 64 students were chosen utilizing a technique of purposive sampling. A quasi-experimental design was used in this research. A t-test was used to examine the data. The findings revealed that the experimental group's average post-test score (67.56) was better than the control group’s (53.22). The outcome of the t-obtained was greater than the t-table. It meant that there was a significant difference in students' Reading comprehension achievement after using the fishbowl strategy. Alternatively, the fishbowl strategy might enhance students’ reading comprehension skills of report text at SMAN 04 Kayuagung.

The Influence of Learners’ Motivation on Their Academic Performance in learning English as a second foreign language: A Study on Secondary School Students of Boussada State

This study was conducted to explore students’ perceptions of motivation to learn English as a second foreign language, to identify whether there is a significant difference in students’ motivation for learning English as a second foreign language in terms of their gender, and to establish whether a significant correlation exists between student`s motivation and their academic performance. The study also investigates whether students’ motivation predicts their academic performance in English language learning based on the perceptions of four secondary school students in Boussada state, Algeria. The survey instrument employed was adopted from Jane. The data was analysed using SPSS V28 by using the mean scores, frequency, correlation matrix, and regression. The findings of the study revealed that secondary school students were highly motivated when reading textbooks, conversing with their peers. However, the scores for students’ conversations both inside and outside the English-language classroom were low, and this might be due to some unforeseen reasons. In addition, the findings revealed that there is no significant difference between male and female students concerning their motivation for learning English as a second foreign language. The findings also showed a positive correlation between students’ motivation and their academic performance, and that students’ motivation is a significant predictor of their academic performance in English language learning. Based on the findings, it is recommended that teachers need to be more creative and diversified in their pedagogical techniques, employ various instructional media and strategies, and be updated on engaging new materials that can enhance their students' outcomes in English as a second foreign language. It is of paramount importance for teachers as well to encourage their students to practice English during teaching and learning activities inside the classrooms.

A Content Analysis of Sports Summer Camp Curriculum for Elementary School Students by the Perspective of Multiple Intelligence Theory


 
 
 
 Sedentary behavior and obesity are becoming international concerns. Children spent less time in physical activity and sports due to several reasons. Changing children’s behavior should involve a holistic approach. Furthermore, multiple intelligence could contribute to promoting active children's behavior. This study aimed to evaluate the content of the sports summer camp curriculum which was developed by multiple intelligence theory. Moreover, the effect on children's behavior was observed in the implementation of the curriculum. This research was conducted by a qualitative-quantitative combination research design (mixed method). There were 82 elementary school students (age 9.70 ± 1.18 years old) who participated as a research sample with the approval of their parents. As a result, there were eight intelligence profiles that were implemented into this curriculum. The intelligence was bodily-kinesthetic, linguistic, logical-mathematical, musical, visual-spatial, interpersonal, intrapersonal, and naturalist. Furthermore, based on their multiple intelligence profile, bodily-kinesthetic performed excellently in every activity. In addition, there is no significant difference in students’ involvement among multiple intelligence groups during the summer camp (Sig. >0.05). In conclusion, each intelligence was involved in the activity. Furthermore, each multiple intelligence group could involve in every activity.
 
 
 

Case-Based Instruction in the Forensic Chemistry Classroom: Effects on Students' Motivation and Achievement

Forensic chemistry students need to be motivated and develop critical thinking, problem-solving, and higher-order thinking skills and not just accumulate many facts to be good evidence collectors and investigators in the future. As case-based instruction has been utilized in various fields to this effect, this study aimed to determine the effects of such a method on students' motivation towards forensic chemistry learning and their success in understanding the taught concepts through their achievement scores. A pre-test post-test control group design was employed to involve two forensic chemistry classes with 42 students each, identified through the purposive sampling technique. One class was taught through case-based instruction, while the other through the lecture method. The classes were assigned to experimental and control groups to examine the study's treatment process effects through a coin toss. The t-test for independent samples was used to determine significant differences in students' pre/post-test scores in the treatment and the control group for the motivation and achievement tests. The two groups of respondents exhibited increased motivation and achievement mean scores with significant differences. However, those exposed to case-based instruction had higher mean scores than those taught with the lecture method. Thus, the use of case-based instruction in the forensic chemistry classroom promotes critical thinking, problem-solving, and higher-order thinking skills leading to significant positive changes in the motivation and achievement of students in the course. Therefore, case-based education is recommended as it is expected to make positive contributions to the forensic chemistry teaching process and science education.

The impact of game-based student response system on students’ learning outcomes in narrative writing

This paper is based on research aiming to explore and evaluate the effectiveness of a game-based student response system platform, Kahoot, for teaching narrative writing. By using one group pre-test and post-test design, this quantitative research invited the eleventh-grade students of a senior high school in the academic year of 2021/2022, to actively participate in the project. In this case, the researchers administered a pre-test and post-test for measuring the significant difference in students’ scores, before and after the implementation of Kahoot. Based on the paired sample t-test result, the p-value is 0,000. In addition to that, the t-coefficient is greater than the t-table value, which is 18.436 > 1.690. It means that the difference between students’ skills in writing a narrative text before and after the use of Kahoot, is statistically significant. Specifically, Kahoot could enhance students’ writing in terms of organization, ideas development, grammar, mechanics, and writing style. Since the p-value is less than the significant level or 0,000 < 0,05, and the t-coefficient (18.436) is greater than the t-table (1.690), it can be safely concluded that Kahoot could significantly improve students’ writing skills, specifically in writing a narrative text.

The Differences of Students Achievement Between Those Who Take Course and Those Who do Not Take Course in Four Basic Skills of English

This an experimental research is a kind of comparative research that the population is all thestudents of the third semester to compare the score achievement of those students who takes or nottaking the course in basic skill subjects Based on the result of the data analysis in this research, itcan be seen that there is a significant difference in learning outcomes between the two groups,where the average of student achievement who take course is 38.48, while the average of studentsachievement who do not take the course is 30, 47. There is a significant difference in students’achievement between those students who take course and who do not take course. The significantdifference in learning outcomes is also proven by conducting hypothesis test by using t-test andconfidence level α = 0.05, where tcount>ttable (0.60> 0.021) means that in this research Hoisrejected and HA is accepted. Thus, it can be concluded that there is a significant difference instudent achievement between those students who take course and those students

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.

Direct reading thinking activity and students’ reading comprehension: An experimental research

The aim of this research is to find out the role of DRTA and Reading Attitude in improving students’ reading comprehension. Quasi-experimental design was used to establish the effect of method and attitude on students’ reading comprehension. Four classes of management were selected ,and assigned as experimental and control group, The experimental group were taught using DRTA and control classes were taught using regular method. ANOVA was used to examine the influence of the main effects and interaction effects of method and attitude on students’ reading comprehension. The result indicated that there was a significant difference effect between DRTA and Regular Method on students’ reading comprehension. DRTA was more effective in improving reading comprehension. There was, however, no significant difference in students' reading comprehension based on their attitude. This study also found a significant difference effect on students' reading comprehension based on the interaction between method and attitude. DRTA method was to be effective in students with low attitude, while the high attitude was more prone to conventional method.

Assessing the impact of visualization media on engagement in an active learning environment

The growing adoption of active learning pedagogical methods has shown significant positive effects in higher education as they promote students' engagement and meeting of learning outcomes. Similarly, problem-based learning and media-based learning allow instructors to model educational experiences that prepare students with knowledge and skills necessary for the real world. In this study, the authors wanted to investigate the impact of a group problem-based learning activity using visualization media on students' learning motivation in a mathematics course. In this activity, students were grouped and asked to solve volumes of revolution calculus problems while being either in a traditional classroom or in a classroom equipped with a large-scale visualization display system. The authors assessed the students' self-efficacy, effort regulation, perceived usefulness, task attraction, and user experience after participating in the activity. The authors found a significant difference in students' self-efficacy and task attraction based on the results' analysis. The authors did not find a significant difference in students' effort regulation and perceived usefulness. The students did report a significantly positive experience while using the large-scale visualization display system. The analysis illustrated a medium to large effect size of the results' statistical significance. This study supports future instructors and researchers in designing and developing impactful pedagogical active learning experiences.

Analytical Separation Method: A Student’s Perception on Analogy-based Teaching for Terminology

Analytical Separation Method is a chemistry course offered at Universiti Teknologi MARA (UiTM), Malaysia. This course covers the application of chromatographic techniques, whereby students must be able to describe the principles and terminologies used and relate them with suitable analogies. A strong understanding of this course plays a major role in the development of solid knowledge amongst graduates to survive in the job market. An auspicious method to understand the analytical separation method has not been identified so far, therefore, limits their opportunities for career development in the future. According to the Pedagogical Content Knowledge (PCK) method, teachers must first understand the knowledge before presenting the information to students during the teaching process. If we can recognise this concept clearly, efforts towards the teaching of science will lead to a new achievement. Analogy-based teaching was found to be capable of increasing students' understanding with regards to the subject matter. The present research successfully identified the level of understanding towards terminology and analogy along with the readiness of students to use an alternative teaching method across campuses, and the readiness concerning the usage of different interactive teaching tools. Quantitative measurement was conducted via SPSS using a sample of 128 students from four different campuses. Based on the analysis, most of the students faced difficulties in accurately translating and relating to the terminologies (57.8%) and analogies (55.5%) concerning the theories without proper guidance. According to the overall mean score (4.18), the range of positive agreement signified the student’s readiness towards the usage of interactive tools during teaching and learning sessions. There was no significant difference in students’ level of understanding on analogy across campuses, however, a significant difference was found in students’ level of understanding on terminologies used across campuses. In pairwise comparisons, there was a statistically significant difference (p-value = 0.009 < 0.05) between Kuala Pilah (K) and Arau (A) campuses.

Student-led curricular approaches in medical education: the educational effects of a virtual fundamentals of COVID-19 course

BackgroundAs the field of education was adapting to virtual learning during the COVID-19 pandemic, a need quickly emerged for a course to prepare medical students for future clinical practice. This call to action was answered by creating an innovative Fundamentals of COVID-19 course at the Indiana University School of Medicine (IUSM). As a group of medical student leaders at IUSM, we developed this online course in order to support our fellow students and the community.MethodsThe study examined the educational effects of completing the Fundamentals of COVID-19 course. In order to examine these effects, the study asked enrolled students to complete both a pre- and post-course self-assessment survey. Students were asked an identical set of questions on each survey about their knowledge, skills, and abilities (KSA) regarding COVID-19. Composite scores were created for each KSA learning domain. Responses were provided using a five-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree.ResultsOut of the 724 students enrolled, 645 students completed both the pre- and post-course assessment surveys. Findings show that there were both meaningful and statistically significant differences in students’ responses to the pre- and post-course surveys. Results show 1.) a significant mean increase in the knowledge composite score of 1.01, 95% CI [0.95, 1.06], t(644) = 36.4, p < .001, d = 1.43; 2.) a significant mean increase in the skills composite score of .55, 95% CI [0.50, 0.60], t(644) = 20.70, p < .001, d = 0.81. and 3.) a significant mean increase of the abilities composite score of 1.02, 95% CI [.97, 1.07], t(644) = 36.56, p < .001, d = 1.44.ConclusionsThese findings demonstrate that the student-developed, online Fundamentals of COVID-19 course resulted in notable and statistically significant educational effects. The increase in students’ self-reported ratings, especially in the knowledge and abilities domains, indicate that meaningful learning occurred within the course. These findings have notable implications for medical student training during healthcare emergencies, such as a pandemic, as well as within modern clerkship environments. Overall, our findings provide evidence that student-led curricular design and virtual delivery of course content can be effective tools in undergraduate medical education.

Learning Outcomes between Sixth-Graders in Multigrade Classes and Monograde Classes

Filipino students' scores and performances in international tests such as the Program for International Student Assessment (PISA) indicate the country's performance in Science, Mathematics, and reading which is linked to the level of students’ critical thinking. Interrelated to this, the National Achievement Test found that pupils in Gingoog City Division are quite poorly whose learning outcomes are influenced by its schooling: rural and urban. The Philippines is a country that is composed of many multigrade schools as an alternative to monograde schools. With this, researchers disclose the level of critical thinking as learning outcomes of Grade 6 students in multigrade and monograde classes and figure out if multigrade education is a factor to consider. The study used a causal-comparative design of research and cluster sampling, consisting of four multigrade Grade 6 classes with 44 total respondents and two monograde schools with 46 total respondents in the same district of Gingoog City. For the analysis of data, frequency and percentage were utilized to measure the students' reading critical thinking in multigrade and monograde classes respectively, and Mann-Whitney test was performed to determine the significant difference between the critical thinking levels of both groups. Findings revealed that there is no significant difference in students’ achievement between multigrade and monograde courses. In terms of critical thinking, students in the monograde classroom performed fairly better than the students in the monograde classroom despite of the same quality of instruction. Multigrade education has no impact on critical thinking outcomes. Thus, it is recommended that multigrade implementation be continued as a viable learning alternative to the standard monograde classroom.

Development and Conduct of Tele-Objective Structured Clinical Examination (Tele-OSCE) to Assess Clinical Pharmacy Competencies During COVID-19 Emergency Remote Teaching.

Restrictions in face-to-face contact during the COVID-19 pandemic have necessitated the conversion to online teaching–learning activities. To assess relevant competencies of a Master’s in Clinical Pharmacy student cohort, an online tele-objective structured clinical examination (OSCE) was developed and conducted using Microsoft Teams®. Afterward, a survey was conducted to determine the acceptance of tele-OSCE by students and faculty members. Students’ performance was also compared to a previous cohort that underwent face-to-face OSCE. The majority of students generally agreed that tele-OSCE was operationally easy to undertake (94.0%) and did not deter their exam performance. The majority of faculty members also generally agreed that the online platform did not deter the assessment of students’ performance and a minority disagreed on the ease of assessing counselling tasks or calculation work (13.0%). There was no statistically significant difference in students’ overall scores between the tele-OSCE and the face-to-face cohort (p > 0.05). A thoughtfully planned tele-OSCE is a feasible method of examination that allows acceptable assessment of attained clinical competencies when social distancing measures are mandated. Stakeholders should look towards fortifying IT and online platform access to support optimal emergency remote teaching.

Student Team Achievement Division Learning Model and Student Process Skills

There are still many students who have difficulty learning mathematics. It is because students feel that learning mathematics is complicated. This problem has an impact on low student learning outcomes. One way to make it easier for students to learn is to use an appropriate learning model. This study aims to compare and correlate student response variables in the student team achievement division learning model of block and cube material and student process skills. This type of research is quantitative experimental research by comparing four classes using process skills variables and student responses to student team learning outcomes. The sampling technique used was purposive sampling with a sample size of 144 students from a population of two public elementary schools and two Islamic elementary schools. The technique used to collect data is a questionnaire. The instrument used to collect data is a questionnaire. The data analysis used was quantitative with the help of SPSS 25 statistics to find descriptive statistics, test assumptions, and test hypotheses. Based on the t-test, it is known that there are significant differences in students' process skills in each school and student responses to the Student team achievement division learning model on the volume of blocks and cubes in each school. Based on the correlation test, there is a relationship between students' process skills on student responses with the student learning model of team achievement division on the material of volume of blocks and cubes between schools.