Students In Experimental Group Research Articles

The Effect of Using Intensive Reading Strategy on Students’ Vocabulary Achievement at The First Year Student

This research aimed to determine whether intensive reading strategy is effective to increase students’ English vocabulary. This research used quantitative method as its design. The population in this research consists of 40 students from SMAS EKLESIA. The sample of this research was 20 students in experimental group and 20 students in control group. To collect the data from both classes, this research used pre-test and post-test. The data from both classes analyzed by using SPSS program to calculate and determine the validity of the data. Based on the data analysis, the result of T-test revealed that the post-test score of the experimental group was higher than control group. Additionally, the result of hypothesis analysis showed that t-test is higher than t-table (2.831 > 2.021). It indicated that H0 (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. Based on the result of this research, it showed that there was significant improvement on students’ vocabulary achievement in using intensive reading as a strategy in teaching.

The Effect of Interface Instrumentation Experiments-Supported Blended Learning on Students’ Critical Thinking Skills and Academic Achievement

This study aims to promote students’ critical thinking skills and academic achievement using Interface Instrumentation Experiments-supported Blended Learning (IIE-BL). In this quasi-experimental study, 40 undergraduate students who took the Basic Physics II course from the Department of Physics Education at two private universities in Indonesia were assigned randomly as experimental and control groups. Experimental group students were taught using blended learning based on interface instrumentation technology, while the control group students were taught using conventional learning by the same lecturer. To collect data, the Critical Thinking Test (CTT) and Physics Achievement Test (PAT) were administered, which data were then analyzed in independent and paired t-tests, as well as the d-effect sizes test on SPSS 26 at a significance level of 0.05. The results showed that students in the experimental group obtained significantly higher critical thinking skills and achievement scores than students in the control group. It can be concluded that IIE-BL is effective in improving students’ critical thinking skills and achievement in the Basic Physics II course. Educators are suggested to apply IIE-BL to promote student performance and catalyze their learning.

The Impact of Artificial Intelligence-Based Virtual Laboratories on Developing Students’ Motivation Towards Learning Mathematics

This research investigates the impact of virtual laboratories (VLabs) based on artificial intelligence (AI) on developing students’ motivation toward learning mathematics. A semiexperimental approach is used to achieve the research objectives. The research sample, consisting of 80students from the seventh grade, is selected by the purposeful sampling approach. The research sample is randomly distributed into three groups: two experimental groups and one control group. The first group of 26 students is taught using the AI-based VLabs, while the second group of 27 students is taught using a VLab based on 3D visual imaging, and the third group, a control group consisting of 27 students, is taught using the traditional approach. The research instrument, a questionnaire for learning motivation, was designed after ensuring its validity and reliability. The findings of the motivation questionnaire indicate that students in the first experimental group have more motivation to learn mathematics than students in the second experimental group and the control group. The results also show that the students in the second experimental group have more motivation to learn mathematics than the students in the control group. Given the said findings, the research recommends using virtual laboratories based on artificial intelligence and all its applications in the learning process due to their impact on students’ mathematics learning.

THE EFFECT OF AUDIO LIGUAL METHOD (ALM) IN MANDALORIAN MOVIES ON LISTENING ABILITY IN 11TH STUDENT OF SMA 12 BENGKULU UTARA

Nowadays, teaching media is developed well in many kinds especially for English listening skill. Listening is the first communication skill human acquired. It is an important process which has vital role in the daily activity. The example of teaching media to be used in listening class is English Movie. The researcher conducted watching English movie activity in the class and he realize that the teaching media is interesting to be used because students are easy to get bored when they have listening activity without visual media. Then, he wants to know the students’ perception about the use of this method, The objective of the research was to find out the Effect of Audio Lingual Method (ALM) In Mandalorian Movies On Listening Ability and it was using quantitative experimental research. The population of this research was the students in SMA 12 Bengkulu Utara. It takes 60 students consisted of 30 as experimental and 30 as a control class. The result of t-test value of the post test was greater than t-table value (116,0>2.042). The hypothesis testing above showed that the listening comprehension scores of the students in experimental group had a significant difference after the use ALM (Audio Lingual Method) in Mandalorian movies, strategy was done in compared to the control’s group achievement who did not receive the ALM (Audio Lingual Method) in Mandalorian movies as on the experimental group, it showed Audio Lingual Method (ALM) In Mandalorian Movies On Listening Ability was effective to be used to improved students’ ability in listening. By using this strategy, it maybe improves students to learn proper English by using a movie as a learning method so the student can enjoy studying a English by watching a movie.
 Keywords: Listening Ability, Audio Lingual Method (ALM), Mandalorian Movie

The Effect of Using Web 2.0 Tools in Algebra Teaching on Student Success and Attitude

This study it is aimed to examine the effect of using web 2.0 tools in algebra teaching on student achievement and attitude. The research was carried out with 42 students studying in the 6th grade of a public secondary school in Rize in the second term of the 2022-2023 academic year. In the study, in which an unequal quasi-experimental design with the pretest-posttest experiment-control group was used, there were 22 students in the experimental group and 20 students in the control group. In the study, quantitative and qualitative research designs were used together. “Algebraic Expressions Achievement Test (CIBT)” developed by Okuducu (2020) and “Attitude Scale Towards Mathematics Lesson (MDKTÖ)” developed by Baykul (1990) were used as data collection tools. In addition, the “Semi-Structured Interview Form” developed by the researchers was used. While the lesson plan containing learning activities supported by web 2.0 tools was applied to the experimental group, no intervention was made in the control group. CIBT and MDKTÖ were applied to these groups as a pre-test before the application and as a post-test after the application. In addition, at the end of each web 2.0 tools activity, the experimental group students were given opinion forms and their thoughts were taken. As a result of the statistical studies, it was concluded that the use of web 2.0 tools in algebra teaching contributed positively to the academic success of the students and positively affected the students' attitudes in mathematics teaching. In addition, when we look at the results of the semi-structured interview forms, it is concluded that algebra teaching, which is processed with web 2.0 tools, is more fun, increases interest and motivation and is permanent.

Study on the Impact of Gamified Teaching Using Mobile Technology on College Students’ Learning Engagement

Mobile technology has become an indispensable resource in people’s lives, and educational software applications are closely related to day-to-day life. These applications provide an effective basis for implementing interactive teaching and allow teachers and students to quickly exchange information through mobile devices. Compared with teachers, students are tolerant and open about mobile technology. To meet the learning needs of students, adopting different teaching methods to improve learners’ learning outcomes is the focus of mobile learning. Therefore, gamified teaching supported by various information technologies such as computers, multimedia, and mobile technology has received widespread attention. In this study, 124 undergraduate students majoring in Civil Engineering from Harbin University of Science and Technology, Heilongjiang Province, were randomly assigned to one experimental group (with gamified teaching design, 62 students) and one control group (without gamified teaching design, 62 students). The paired sample T test was used to compare the pre- and post-test scores of the learners, while the independent sample T test was used to analyze the learning engagement (behavioral, cognitive, and emotional engagement) of college students under gamified teaching using mobile technology. Results show no significant difference in pre-test scores between the experimental and control groups (P = 0.374 > 0.05), meeting the prerequisite for the comparative experiment. Gamified teaching using mobile technology found significantly improved test scores (P = 0.003 < 0.05), where independent sample T test results showed a significant difference in learning engagement (behavioral, cognitive, and emotional). After using gamified teaching using mobile technology, the experimental group of students showed a significant increase in learning engagement, which is consistent with the results of most of the literature. The results of this study have important reference value for school administrators to propose new teaching strategies and for teachers to integrate information technology to assist the teaching process, to propose solutions for building interactive teaching environments, and to alleviate the fatigue phenomenon that often occurs in the application of multimedia technology in current information technology teaching in universities.

Using QR codes to develop EFL learners’ pronunciation skills and expand vocabulary knowledge

Developments in technology have affected education in an unprecedented way. The affordability of mobile technologies has prompted educators to implement mobile enriched instructions in classes. In this regard, QR codes have received much attention at educational institutions for their advantages, such as being flexible, handy, and cost-free, particularly in the last two decades. For this purpose, the current study was carried out at TISHK International University in Erbil, Iraq, on fifty advanced English students during the 2022-2023 academic year, spanning 6 weeks. The participants were chosen via stratified random sampling method. Control group students received traditional education, while experimental group students were exposed to QR code-based instruction through recorded audio tracks, videos, presentations, and e-exams. The findings, collected through exams and analyzed using SPSS 25 in this quantitative study, revealed that QR code-based instruction significantly improved students' vocabulary knowledge and pronunciation accuracy, with p-values of .002 and .003, respectively. The findings of this study can have implications for education stakeholders who aim to devise novel ways to enhance students' levels with web-enhanced tools like QR codes.

The Combination of Flipped Learning, Station Technique and Technology in Harmony Lesson: Evaluating Student’s Achievement, Attitude and Views

To mitigate the negative impacts of COVID-19 on the distance education Harmony course, a contemporary educational strategy with experimental content has been developed in this study. This research uses a mixed-methods sequential explanatory design, combining (a) a pretest-posttest control group design and (b) a qualitative study to comprehend the potential quantitative changes resulting from the use of the flipped learning model, station technique, and technology combination. The technology combination is built with the Bandlab social music platform, YouTube lesson support platform, QR codes, and Zoom Breakout Rooms. The study examines how these approaches affect students' success in the harmony lesson, their attitudes towards the lesson, and their learning experiences. The study sample consists of music teaching 2nd-grade students (control group n=41 & experimental group n=44). The experimental procedure takes nine weeks and includes three stages. After the learning sessions, individual semi-structured interviews were conducted with the experimental group students. As a result, positive improvements were achieved in students' attitudes towards the lesson, their success levels, and their learning experiences.

Microsoft Excel powered virtual electron diffraction tube experiment as an enhanced educational tool

This paper presents a novel Microsoft Excel based virtual electron diffraction experiment, which replicates all functionality of an electron diffraction tube which is an important tool for the verification of the concept of matter waves. Unlike most of virtual labs where accessibility is mostly online; presented simulator is simply a downloadable excel file and can be used offline as a learning resource. Impact of the presented simulator on the learning was analysed by the test conducted for the control and the experimental group of students. Results of the test show the enhanced performance by the experimental group of students, indicating the positive impact of using the simulator along with conventional classroom teaching. This simulator intends to simplify the abstract quantum mechanical concept of matter waves by bringing the laboratory sort of experience in classroom.

Investigating Impacts of Using Mobile Video Lectures on Student Satisfaction and Academic Achievement in Blended Learning

In this study, a mobile Blackboard blended learning (BL) environment was implemented to teach the introductory computer course by integrating a learning management system with supplementary video lectures into BL provided through mobile technologies. The purpose of the study was to explore the impact of the mobile Blackboard BL environment on student satisfaction and learning achievement. The quantitative collection method was employed through a quasi-experimental design with a pretest and posttest control group. For seven consecutive weeks, the experimental group of students was taught in the mobile Blackboard BL environment and the control group of students was taught in the traditional learning environment. The students were asked to complete the instructional materials motivation survey to gauge their satisfaction level and given an achievement test at the end of the learning process. The study's findings revealed that the satisfaction level was significantly higher in the experimental group of students than in the control group of students. However, there was no statistical difference between students in the experimental and control groups in terms of learning achievement although students in the experimental group obtained slightly better results from the achievement test.

The effects of educational robotics in programming education on students' programming success, computational thinking, and transfer of learning

AbstractThe study aims to investigate the effects of educational robotics (ER) in programming education on students' programming success, computational thinking (CT), and transfer of learning and to reveal the students' views about robotics programming. For this purpose, an explanatory sequential mixed‐method research design was used. In this research design, a qualitative data collection process follows a quantitative one to be able to further explain the novel results obtained through analysis of the quantitative data. In the quantitative part, a quasiexperimental study was designed, and one experimental group (EG) and one control group (CG) were formed randomly. The study was conducted with sixth‐grade middle school students for 14 weeks. In the process, students were given project tasks based on some real‐life problems, and they were asked to transfer their programming skills. It was preferred to use mBot as an ER. While the EG students performed programming activities with the mBot, the CG students performed only block‐based programming activities. Both groups were given pre‐ and posttests to collect data. Finally, semistructured interviews were conducted with the EG students to enrich quantitative findings. The results showed that robotics programming activities increased the students' programming success and transfer of learning, and scores of the EG were significantly higher than the CG. In addition, it was determined that both the EG and CG students' CT skills increased, but there was no significant difference between the groups. Finally, most of the students reported positive views on the use of ER in programming education.

Flipped jigsaw II versus conventional flipped classroom: Which approach better improves learning outcomes in the International Marketing Management course?

Researchers have reported the positive effects of integrating the flipped classroom and jigsaw technique separately across courses at different educational levels. However, the use of flipped jigsaw II to cultivate real-world skills while improving students' learning outcomes in business school courses has been understudied. The present study compared the effects of the flipped jigsaw II versus the conventional flipped classroom in an International Marketing Management course on learning outcomes in terms of learning attitude, motivation, and achievement. A quasi-experimental design was used by assigning 25 control group students engaged in the conventional flipped classroom and 25 experimental group students in flipped jigsaw II. The experiment lasted six weeks in an Indonesian university's fall semester of the 2021–2022 academic year. Data were collected through questionnaires, students' test scores, and interviews. The results indicate that flipped jigsaw II produced significantly better learning attitude, motivation, and achievement than the conventional flipped classroom. Additionally, the flipped jigsaw II had a more positive effect on both low- and high-ability learners regarding learning achievement. This study contributes to the field by proposing a new framework for marketing education by exploring the feasibility of using flipped jigsaw II and offering theory and practical implications.

Integrating Computational Thinking and The Polya’s Model In Minecraft: The Effects on Learners’ Fractions Achievement

There are few empirical research on the influence of incorporating computational thinking and Polya's Model in digital games on the academic achievement of students and the best ways for implementing this integration. Therefore, this quasi-experimental pretest and posttest non-equivalent group design research was aimed at determining the effect of integrating computational thinking and Polya’s model in Minecraft on students' fraction proficiency. Fifty-seven students from two intact classes were involved as the participants. The control group had 28 students, while the experimental group had 29 students. The findings revealed that the fraction achievement of the experimental group students increased as compared to students in the control group. It may be determined that studying fractions in Minecraft through the integration of computational thinking and Polya’s model had the best influence on student's academic progress. Thus, teachers should be able to incorporate it into other materials for learning mathematics.

Investigation of Facilitating English Speaking of Elementary School Students in Authentic Contexts with UEnglish

Despite the importance of English in various aspects of life, students learning English as a foreign language often lack sufficient opportunities to practice speaking in their daily lives. To address these issues, this study proposes an innovative mobile app called Ubiquitous English (UEnglish) that facilitates English speaking learning in authentic contexts anytime and anywhere. Leveraging advanced technologies, UEnglish incorporates automatic speech recognition (ASR), cloud machine translation (MT), and text-to-speech (TTS) functionalities. The primary aim of this study is to assess the impact of UEnglish on students’ English speaking ability, specifically focusing on the quality and quantity of their spoken English when describing comic pictures and authentic pictures. To investigate the learning behaviors and the influence on English speaking learning achievement in this study, 56 fifth-grade students were employed, including 28 students in an experimental group (EG) using UEnglish and 28 students in a control group (CG) with a paper-based teaching method. The results indicated that, after the experiment, EG outperformed CG and EG had significant differences in the quality and quantity of English speaking in the context of describing comic pictures and authentic pictures. Students’ learning portfolios revealed that EG students not only could use more English words and more complex sentences to express their thoughts but also easily applied what they learned when encountering similar contexts. Our findings suggested that authentic contextual English learning with UEnglish was helpful for students to practice speaking English related to their surroundings.

The Effect of Group Investigation Method on Mahārah Qirāah of Grade VII Students of Madrasah Tsanawiyah al-Huda Gorontalo City

This study aims to determine the effect of group investigation method on maharah qiraah of seventh grade students of Madrasah Tsanawiyah Al Huda Gorontalo City. This research is a quantitative study that uses experimental research design with the type of research Quasi Experimental Design. The sample in this study was 7th grade students of Madrasah Tsanawiyah Al Huda Gorontalo City which amounted to 42 students from a population of 196 students with the type of sampling using a sampling technique, namely Purposive Sample. The result obtained from the t-test of pre-test and post-test data is that the hypothesis is accepted. Based on the results of calculations using SPSS 25, it is known that Asymp. Sig. (2-tailed) is 0.003 <0.05, it can be concluded that Ha is accepted and Ho is rejected. So, there is an effect of Group Investigation Method on Maharah Qiraah of Grade 7 Students of Madrasah Tsanawiyah Al Huda Gorontalo City. There is a difference between the results of experimental group students who use group investigation method and control group students who use conventional learning.

Authentic Material Towards Students’ Ability in Comprehending Procedure Text For The Efl Leaners

The research objects were: (1) to know the effect of authentic material towards students’ ability in comprehending procedure text for the EFL Learners and (2) to know the extent effect of authentic material towards students’ ability in comprehending procedure text for the EFL Learners. This research was experimental research, with two groups of sample; those are experimental and control groups. Each group consists of 20 students, 20 students for experimental group and 20 students for control group. To get the data, the research instruments which were developed to collect data were objective test, which consisted 30 items in form of multiple-choice test where each item consists of four items option (a, b, c, and d). After collecting and calculating the data, the researcher found out that the mean scores of experimental group in pre and post-tests were 18.85 and 21.70, while for control group were 17.70 and 19.50. In testing the hypothesis, the researcher used t-test formula. The researcher found out that t-test was 3.63 and t-table in significant rank 0.05 (5%) was 2.00 (3.63 > 2.00) so, the alternative hypothesis was accepted. It means that there is a significant effect of authentic material towards students’ ability in comprehending procedure text for the EFL Learners.

Language learning using muted or wordless videos - A creativity-based edutainment learning forum

From the teacher’s perspective, English language enrichment is more applicable and easier when using videos, resulting in a surge in the student’s receptivity. This paper attempts to bridge the gap by using silent videos to stimulate creative writing with a constructivism paradigm. Conducted in an Engineering college in the rural part of South India, two classes with 60 students each (both male and female) from first-year engineering (heterogeneous classes) at CEFR B1 level were chosen for the study. The researchers were the course instructors themselves, with fifteen-minute silent sports videos used for both groups. A sports video with audio was used for the controlled group, whereas one without audio was used for the target group. The controlled group tape-scripted the video content as they listened, while the experimental group created the script for the video on their own. The scripts were assessed for language quality based on vocabulary usage, sentence formation, and choice of words. The assessment details demonstrated that the experimental group students had demonstrated better scriptwriting skills compared to the control group students, who had relied on the audio and tried to paraphrase the words they had heard, leading to unclear scripting. This research showed that silent videos also help in grasping the English language by ESL learners, especially in creative writing and script drafting, evidentially proving that silent videos stimulate autonomous writing among students as they do not depend on audio for tape scripting. It further enhanced their writing skills with creative ability, and, further, the students preferred silent videos over audio videos due to better outcomes.

Impact of Social Factors and Peer Tutoring on Writing Proficiency of EFL Learners in Pakistan at Secondary School Level

This study investigated the impact of social factors and peer tutoring on EFL students’ academic performance. In this research work, peer tutoring strategy was used to examine its effectiveness. Three dimensions of peer tutoring ‘reciprocal peer tutoring, class-wide peer tutoring and cross-age peer tutoring’ were used. The objectives of the study were to find the effectiveness of social factors and peer tutoring on writing fluency and accuracy of EFL learners and to investigate the advantages and disadvantages of peer tutoring in EFL writing skills. The population of the study consisted of the students of 9th and 10th grade from a private school in District Mansehra. A sample of 90 students was taken randomly and these students were divided into control group and experimental group. Quasi experimental design, “Pretest-Posttest Nonequivalent Groups Design” was used to collect data. Among 60 students in experimental group, students who achieved above average marks, were selected as peers. Then posttest was conducted to find the effectiveness of peer tutoring. The data was analyzed through computer software SPSS version 21. The results showed a significant difference in students’ achievement in writing skills in experimental group. It was recommended to practice this technique in classroom to achieve academic skills.

The Effectiveness of Using the Internet of Things in Developing Scientific Concepts for the Sixth Basic Grade Students in Mathematics and their Attitudes Towards the Internet of Things

This study aimed to show the effect of using the internet of things (IoT) in developing scientific concepts for sixth grade in basic mathematics and their attitudes towards the internet of things. the study sample consisted of (60) male and female students from the sixth basic class in Mayar international schools of the Directorate of Special Education in the Capital Governorate in Jordan, during the second semester of the academic year 2019/2020. Two classes were chosen and randomly divided into two groups, one experimental consisting of (30) male and female students who studied using the internet of things, and the other consisted of (30) male and female students studied in the traditional method. To achieve the objective of the study, the internet of things application was prepared, and the development of scientific concepts was tested. The results of the study indicated the presence of statistically significant differences between the mean of students ’scores at the level of significance (α = 0.05) in the experimental and control groups in the post-test and in favor of the experimental group, while the results showed that there were no statistically significant differences due to the difference in gender, and also showed that there was a difference statistically significant between the pre- and post-tests at the significance level (α = 0.05). The differences came in favor of the post-test for the experimental group students. The study recommended that attention be paid to providing internet applications of things in teaching various subjects, in the basic stage.

The influence of the synectics mind maps cooperative learning (SM2CL) model on the students learning outcomes of class XI MAN Gowa

Character education in subjects needs to be implemented through various methods that can invite students to reason and build networks. The aims of this study were to: (1) Find out the learning outcomes of students in class XI MAN Gowa who were taught using the SM2CL learning model; (2) Find out the learning outcomes of Class XI MAN Gowa students who are taught without using the SM2CL learning model; and (3) Examine the effect of the SM2CL learning model on the learning outcomes of class XI MAN Gowa students. This research is a type of quantitative research, namely a quasi-experimental research with a nonequivalent control group design The population of this study is the students of MAN Gowa class XI with a total of 170 people and the research sample totaling 68 students selected by purposive sampling technique. The instruments used for learning outcomes are multiple choice questions for cognitive and observation sheets for affective and psychomotor learning outcomes. The data analysis technique used is descriptive analysis and inferential analysis using prerequisite test and t-paired sample test. Results of the study are (1) The learning outcomes of the experimental group students class XI IPA II on cell material taught using the SM2CL learning model, the average value of learning outcomes was 75.85, which was included in the high category; (2) Learning outcomes of control group students class XI IPA I on cell material taught using the cooperative learning model, the average value of learning outcomes was 63.73 including in the medium category; and (3) There is an effect of the SM2CL learning model on learning outcomes in class XI IPA II MAN GOWA students. This is evidenced by the results of hypothesis testing using the paired t test, the results obtained sig (2 tailed) or p-value smaller than 0.05, namely 0.000 <0.05 or H1 is rejected and H0 is accepted. This study implies learning activities using the SM2CL learning model have an influence on student learning outcomes, therefore this model can be considered for use in the learning process, especially if it is related to improving learning outcomes.