Students In Experimental Group Research Articles

Effects of using adjunct model of content-based instruction on students’ technical report writing performance

This study aimed to investigate effects of adjunct model of content-based instruction on EFL students’ technical report writing performance. A quasi-experimental design was employed to attain the main objective of the study. It included sixty-four mechanical engineering students in the control group (31) and experimental group (33). The experimental group participants were taught technical report writing skills using adjunct content-based instruction, and the control group participants were taught the same lesson through the conventional method for eight weeks. Writing tests and interviews were employed to collect the data. One-way MANOVA was applied to analyze the data collected using the tools. The findings revealed that the students participated in the adjunct EFL program outperformed the ones who were instructed through the conventional approach. They improved their skills of writing task achievement, cohesion and coherence, lexical resource, and grammatical range and accuracy significantly. The result also showed that the experimental group students had positive perceptions about adjunct content-based instruction in learning technical report writing. Based on the findings, it was recommended that adjunct content-based instruction could be incorporated into teaching technical report writing at colleges and universities.

The Effect of Augmented Reality Technology on Middle School Students’ Mathematic Academic Achievement, Self-Regulated Learning Skills, and Motivation

This study aimed to investigate the effects of augmented reality (AR) applications in geometry teaching on academic achievement, self-regulated learning skills (SRLS), and motivation of secondary school students. The research was carried out on students in the eighth grade at a state secondary school in Turkey. The research was carried out according to the quasi-experimental design with the pretest-posttest control group, including 20 students in the experimental group (EG) and 20 in the control group (CG). While geometry teaching supported by AR applications was carried out with the EG students, traditional education was carried out with the CG students. Within the scope of the mathematics course, the achievements of the three-dimensional geometric objects unit in the curriculum were discussed. As a result of the analysis, it was determined that the difference in achievement test, self-regulated learning scale, and motivation scale scores between the groups was statistically significant in favor of the EG students. The study’s qualitative findings show that the AR application is fun and interesting for the students and positively affects academic achievement and active participation in the lesson. The research results were discussed according to the results in the literature, and suggestions were made for new research and applications.

The Effectiveness of Two Strategies R.A.A.F And Immediate Feedback in Achievement of Physics of Second Year Intermediate Students

The research aimed to identify the effectiveness of teaching by using R.A.A.F and immediate feedback strategies in the achievement of the second intermediate grade students in physics. The study sampled (88) students, (29) students in the first experimental group , ( 30) students in the second experimental group and (29) students in the control group of the students of the second intermediate grade in Al-Israa Intermediate School. Students of the first experimental group studied with R.A.A.F strategy, studied students of the second experimental group by the immediate feedback strategy, and the students of the control group studied in the traditional method. The researcher prepared an achievement test for physics consisting of 40 multiple-choice items and achieved its validity and stability. The results indicated that the two experimental groups outperformed the control groups in achievement. There were no statistical differences between the students of the two experimental groups. In light of the results, the researcher confirmed the effectiveness of R.A.A.F strategies and immediate feedback and made several recommendations and proposals.

The effect of the (cause and effect) strategy on the achievement of chemistry for first–grade intermediate students

This study aims to examine the role that cause and effect play in first graders' chemistry learning and performance.Our study argues that the standard procedures for the chemistry improvement test show no statistically significant difference at the level of group significance (0.05).The two researchers relied on a controlled experiment to accomplish their study objectives. They awarded the control and experimental groups medals based on a number of factors, including chronological age in months, IQ test, prior information test, prior accomplishment test, and attitude towards self-learning measure.The research instrument consisted of an achievement test of (40) multiple-choice items (with four possible responses each), with the psychometric characteristics calculated. The data were statistically analyzed and processed. The study found that there is a statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students who studied according to the cause and effect stratagem and the control group students who studied according to the traditional approach.

The Impact of Portfolio Assessment on the Moroccan Police Cadets’ EFL Writing Skills

The purpose of this study is to examine whether or not the integration of portfolio as part of the assessment practices in English for Specific Purposes (ESP) context can significantly impact the improvement of the Moroccan police cadets’ EFL writing skills. The study participants were 50 Moroccan Police Cadets who have been studying English for Policing at the Moroccan Defense Language Institute for one year. They were randomly selected and divided into experimental and control groups. Each group consists of 25 students. A pre-test was administered to both groups to check their writing proficiency level. The experimental group students were treated, throughout the semester, using portfolio-based assessment techniques like (self-and peer-assessment, teacher’s feedback, student-teacher conferences…etc.) to evaluate their writing skill, whereas the control group ones were tested using the traditional summative writing achievement tests. Eventually, a paired sample t-test was conducted to determine the significant differences between the two groups after the treatment. The findings showed that the experimental group students, who were exposed to portfolio-based writing assessment, outperformed their control group counterparts. Finally, the researchers concluded that the use of portfolio assessment in an ESP classroom positively affects the Moroccan Police Cadets’ writing skills.

The Effect of Cognitive Modeling in Mathematics Achievement and Creative Intelligence for High School Students

To identify the impact of the cognitive modeling in mathematics achievement, creative intelligence for secondary school students during the 2022/2023 academic year. To achieve the aim of research, the researchers adopted the experimental research method with two groups (experimental; control) with a post-test. Community of research was identified, which represented by the students of second intermediate grade /first KED. (70) male students were intentionally chosen as a sample study, and they were divided into two groups: an experimental who were taught according to the cognitive modeling, and the other was a control group who were studied according to the usual method. Equivalence was made between the two groups in chronological age, level of intelligence, and previous achievement in mathematics. For the purpose of collecting data for the experiment, an achievement test was built in its final form (20) and also the creative intelligence test out of (25) of test paragraph from thematic type for both of them. Appropriate statistical analyzes were carried out, besides done making sure of the psychometric properties for the two tests. Based on the findings, students of experimental group who studied according to cognitive modeling excelled over those who studied by the traditional.

An Experimental Study of the Impact of Project-based Learning on Senior High Students’ 4C Abilities

This experimental study investigates the impact of project-based learning (PjBL) on students' capacities for critical thinking, communication, creativity, and collaboration (i.e., the 4Cs). This study adopted a two-group experimental design comprising an experimental group, which received PjBL pedagogy, and a control group, which received traditional pedagogy. Of the 113 tenth graders from an agricultural and industrial vocational high school in central Taiwan, 55 were assigned to the experimental group, and 58 were assigned to the control group. The data were collected over one semester using scales to measure critical thinking, communication, creativity, and collaboration. Data were then analyzed using descriptive statistics, including distribution frequencies, percentages, mean values, standard deviations, and inferential statistics, including ANCOVA. The results revealed that the experimental group acquired significantly higher scores on the 4C scales than the control group, indicating that PjBL pedagogy is more effective than traditional pedagogy at improving students' 4C abilities. The experimental group students' post-test scores of 4C capacities were significantly higher than their pre-test scores, showing a significant enhancement in their 4C capabilities after receiving PjBL pedagogy. The study confirmed that PjBL pedagogy had a highly positive effect on students' 4C capacities.

THE IMPACTS OF TASK-BASED LANGUAGE LEARNING ON ACCURACY OF EFL LEARNERS’ SPEAKING PERFORMANCES

Task-based language learning has been proved to be effective on improving learners’ skills, especially speaking skills; however, studies of this approach on English as a foreign language (EFL) students at English language centers in Can Tho city, Vietnam, are still limited. Task-based lessons are developed in several English course books used by those centers, but students’ speaking skills are observed to be far from satisfactory. This research was carried out so as to investigate leaners’ accuracy improvement under the influence of task-based approach. It was also aimed at finding out some challenges faced by participants while doing the assigned tasks. The study was conducted on 60 EFL students of a selected English language center in Can Tho City. They were equally divided into two groups: the experimental and the control group. Research instruments included a speaking test used a pre-test and post-test. Quantitative data was analyzed by the SPSS. The results showed that the speaking accuracy of students in experimental group was significantly improved, while the control group students made a limited progress.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0008/a.php" alt="Hit counter" /></p>

An Experimental Study to Assess the Impacts of Cooperative Teaching on Academic Performance of Higher Secondary School Students in Faisalabad

The educational system in Pakistan is mainly dependent on traditional teaching approaches, which are often regarded as ineffective and have a poor impact on the academic performance of students. We conducted this experimental study to examine the cooperative teaching impacts on the academic performance of students studying at the higher secondary school level in tehsil Faisalabad. Collaborative learning is a valuable instructional approach where students allocate tasks among themselves, assist each other (especially those who have difficulty), offer positive and negative feedback, and work together to achieve a collective outcome. Through such collaboration, students exhibit greater engagement and academic success. In this study, we compared students' academic performance by comparing the experimental and control group students. Control groups comprised of total 40 students. A single teacher conducted academic activities with them. Whereas in the experimental group, total 40 students were taught through the cooperative teaching method. The research design of the control was a pre-test and post-test, which is representative of true experimental design, and the same was applied to the experiment in this study. The results revealed that the students in the experimental group who were taught through a cooperative teaching approach academically performed better as compared to control. This implies that cooperative teaching technique had a positive influence on the students’ academic performance. This is concluded that the cooperative teaching technique was better as compared to the conventional method of teaching. Therefore, this cooperative method of teaching should be implemented for other subjects and at other school levels.

USING THE ‘NOTICE-THE-GAP’ PRINCIPLE IN L1 TO L2 LEARNING IN TRANSLATION-ORIENTED FOREIGN LANGUAGE TEACHING

Nowadays, translation into a foreign language (L2) has become a widespread practice. However, this type of translation is known to be more challenging than translation into the mother tongue (L1). This suggests that translation-oriented foreign language teaching should be geared towards equipping learners with the necessary knowledge, skills and abilities for performing L2 translation. One such aspect is creating a meaningful link between L1 and L2 equivalents and ensuring better retention, recall and retrieval of L2 vocabulary in response to L1 equivalents. The aim of this study was to test whether using L1 to L2 learning in combination with the ‘notice-the-gap’ principle in teaching vocabulary to trainee translators can facilitate the achievement of this result. The participants were thirty 3rd-year full-time translation students enrolled on a 5-year translation training programme at the Linguistics University of Nizhny Novgorod, Russia. The proposed approach was used in teaching vocabulary to an experimental group of students whose results before and after the treatment were compared with those of a control group using statistical tests. The results testify to the effectiveness of the proposed approach. The experimental group demonstrated a significant reduction in the performance time in L2 translation accompanied by improved accuracy of L2 use, i.e., retrieval of appropriate and adequate L2 vocabulary in response to their L1 equivalents. The findings have significant implications for translation-oriented foreign language teaching in terms of highlighting the importance of strengthening the L1 to L2 lexical link. On a practical level, the study provides specific recommendations and a learning procedure for achieving this aim.

The Effect of Augmented Reality Technology on Primary School Students’ Achievement, Attitudes Towards the Course, Attitudes Towards Technology, and Participation in Classroom Activities

The research aims to investigate the impact of augmented reality (AR) technologies developed within the framework of primary school students’ on student achievement, attitudes towards the course, attitudes towards technology, and participation in classroom activities. The contents of AR-based learning materials have been developed by 4th-grade teachers and writers within the context of the existing curriculum. The study process was carried out based on the instructional design model. The research was performed in conjunction with the quasi-experimental design among the experimental designs of quantitative research methods. Using the cluster random sampling method, students in the experimental and control groups were selected among 11 primary schools. The findings indicate that contrary to the students in the control group, the students in the experimental group had higher academic achievement and participation in classroom activities, and also their attitudes to the course and applied technology were more positive. Moreover, concerning the experimental group students, a positive and significant correlation between their academic achievements, attitudes towards the course, attitudes towards technology, and their participation and participation in classroom activities have been observed.

Effects of Audio-Visual Media on Academic Achievement of Senior Secondary Schools Islamic Studies Students in Kwara State, Nigeria

The Nigeria government provide audio visual media for their teachers for the effective teaching and learning process of the all subjects. Academic achievement is the performance of students in the subjects they study in the school. This determines the pupils’ status in the class. This gives children an opportunity to develop their talents, improve their grades and prepare for future academic challenges. The above fact calls for investigation on the effects of audio-visual media on academic achievement of senior secondary schools’ Islamic Studies students in Kwara State, Nigeria. This study adopted a quasi-experimental research design. the specific research design used was pretest and posttest, non-equivalent control group design. The population for this study was one hundred and fifty-seven (157) Islamic studies students in Ilorin South, Kwara State, Nigeria. Simple randomly sampling technique was using to select 50 SS II Islamic Studies students in senior secondary school in Ilorin South, Kwara State, Nigeria. This study also used 25 students for experimental group and 25 students for control group. Questionnaire was used for data analysis. Hypotheses were tested using t-test statistical package at an alpha level of 0.05. The finding of the study revealed that there was a significant difference in the academic achievement of private and public senior secondary school students taught Islamic studies using audio-visual media and those taught using chart. The result also revealed that there was no significant difference in academic achievement of male and female students taught Islamic studies using audio-visual media and those taught using chart. Also, there was no significant difference in academic achievement of rural and urban senior secondary school students taught Islamic studies using audio-visual media and those taught using chart This study concluded that audio-visual media has a significant effect on academic achievement of senior secondary school Islamic Studies students. The study recommended that infrastructure of the schools should be designed in such a way that of audio-visual aids could be used successfully.

The Effect of the Flipped Classroom Model on Students’ Achievement, Problem-Solving Skills and Attitudes towards Physics Lesson

The study explored the effects of the Flipped Classroom Model (FCM) application enriched with digital content and educational activities for the physics lesson on students’ academic performance, problem-solving skills, and attitudes towards the physics lesson. The study employed the pretest-posttest control group quasi-experimental design. The study group of this research consists of 121 10th grade students, 59 of whom are experimental and 62 are control. In the study, the subject of "Pressure and Buoyancy" was taught according to the FCM in the experimental groups, while the lessons were carried out in the control groups using methods suitable for the 10th grade Physics Curriculum. Dependent and independent samples t-test analyses were used for the analyses of the pretest and posttest measurement data. The study findings revealed that the academic achievement, physics lesson performance, and attitude scores of the students in the experimental group, in which the FCM was used, were significantly higher than the scores of the students in the control group. No significant difference was found in the problem-solving skills scores between the experimental group students and the control group students.

Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students

According to previous studies, traditional laboratory safety courses are delivered in a classroom setting where the instructor teaches and the students listen and read the course materials passively. The course content is also uninspiring and dull. Additionally, the teaching period is spread out, which adds to the instructor's workload. As a result, students become less motivated to learn. In contrast, artificially intelligent educational robots (AIERs), help students learn while lessening the workload on instructors by enhancing teaching strategies, using robots to substitute for teachers, giving students access to a variety of instructional content, and improving interaction with students through the use of intelligent voice interactions and Q&A systems to promote student engagement in learning. If the robot is used for a long time for learning, it may lead to a decrease in students' interest in learning. Therefore, this study introduces the GAFCC model (the theory-driven gamification goal, access, feedback, challenge, collaboration design model) as an instructional design model to guide the development of a gamified AIER system, aiming to improve students' motivation and learning effectiveness for laboratory safety courses. To test the effectiveness of the system, this study conducted an experimental study at a university in China in the summer of 2022. 53 participants participated in the research, with a random sample taken from each group. Each participant was able to choose the time of their free time to engage in the experiment. There were 18, 19, and 16 participants in experimental group 1, experimental group 2, and the traditional group, respectively. Students in experimental group 1 learned using the gamified AIER system, students in experimental group 2 learned on a general anthropomorphic robot system and the control group received traditional classroom learning. The experimental results showed that compared to the other two groups, the gamified AIER system guided by the GAFCC model significantly improved students' learning achievement and enhanced their learning motivation, flow experience, and problem-solving tendency. In addition, students who adopted this approach exhibited more positive behaviors and reduced cognitive load in the learning process.

The Influence of Biodiversity Teaching Materials Based on Ethnobiological Studies on Students' Scientific Reasoning

The scientific reasoning of students at MA Negeri 1 Indramayu is in the moderate category. Biodiversity teaching materials based on ethnobiological studies have never been applied. This study aims to determine the influence of biodiversity teaching materials based on ethnobiological studies on the scientific reasoning of students at MA Negeri 1 Indramayu. The research method used, that is, quantitative. The design of this study, namely true experimental design with the type of posttest only control design. The population of this study, namely class X MA Negeri 1 Indramayu students consisting of 3 classes with a sample of class X MIPA 1 totaling 30 students as an experimental group and class X MIPA 3 totaling 29 students as a control group. The sampling technique uses cluster random sampling. The instruments used are in the form of tests and questionnaires. Data analysis using normality test, homogeneity test, t-test and likert scale. The results showed that the average scientific reasoning of the experimental group students was higher compared to the control group. Based on the hypothesis test value (thitung = 3.392 > ttabel 2.2002) so that H0 is rejected and Ha is accepted, that is to say, there is a significant influence of biodiversity teaching materials based on ethnobiological studies on the scientific reasoning of students in MA Negeri 1 Indramayu. Students' scientific reasoning is in the high category with a percentage of 66.72%.

Investigating the Effect of Flipped Classroom Model on Kurdish EFL University Students’ Reading Skill

Technology has great effects on all the fields of science, including language teaching. Flipped Classroom Model, a relatively new method of teaching with strong ties with technology, has recently gained popularity and drew the attention of many educators. Several previous studies in various fields of science, including language teaching, show the effectiveness of Flipped Classroom Model (henceforth FCM) in developing students’ achievement. The current study aims at investigating the effect of Flipped Classroom Model on Kurdish EFL university students’ reading skill. It also aims at revealing the impact of Flipped Classroom Model on developing students’ autonomy and motivation. It further aims at finding out to what extent the students are satisfied with FCM employment in their classes. The participants of the study were 60 first-year students of English Department, College of Education, Charmo University. The study took place in the second semester of the academic year 2021-2022. The students were divided into two equal groups, a control group (n. 30) and an experimental group (n. 30). The same syllabus was taught to both groups by the same teacher (researcher 1) for 15 weeks. Three methods were used to collect the required data which were pre- and post-tests, a questionnaire and an interview. The SPSS analyses of the test results revealed significant differences between the two groups’ achievements in favor of the experimental group (t= -3.306, P= .002). Moreover, the questionnaire and interview results clearly showed that the experimental group students have positive perceptions on FCM implementation in their classes. Furthermore, the questionnaire and interview results showed that Flipped FCM implementation developed the students’ autonomy and motivation to study. The study recommends utilizing FCM in teaching other skills and sub-skills such as speaking, writing and grammar.

THE EFFECT OF ONLINE ARGUMENTATION AND REFLECTIVE THINKING-BASED SCIENCE TEACHING ON SIXTH GRADERS’ COGNITIVE ABILITIES

The effect of online argumentation and reflective thinking-based science teaching on sixth-grade students’ epistemic cognition, metacognition, and logical thinking was explored in this study. The research was carried out in the 2020-2021 academic year when all teaching was online due to Covid-19. Students in the study sample were mostly from middle-class families. Students were divided into two groups for one semester; one received online argumentation and reflective thinking-based science teaching (experimental group) whereas the other received only online science teaching (control group). The exploratory factor analyses yielded two factors for epistemic cognition and metacognition questionnaires whereas the logical thinking test was found to be unidimensional. According to the results, experimental group students scored higher than control group students in post-test regulation of cognition and logical thinking. In addition, the experimental group developed knowledge of cognition, regulation of cognition, and logical thinking during the intervention. Although the experimental group scored higher than the control group on the set of post-test epistemic cognition factors, this significance did not appear amongst individual factors. As for the implications of this study, elements of distance learning that may have contributed to the development of students’ cognitive abilities were discussed. Keywords: argumentation-based teaching, distance learning, epistemic cognition, logical thinking, reflective thinking

The Effect of Inquiry Based Learning on Students Mastery of Concept and Social Skills

Inquiry Based Learning is a learning strategy that provides space for students to carry out investigations. This study was conducted to test whether there is a positive effect of Inquiry based learning on mastery of concepts and student social skills. The participant used was students of Early Childhood Islamic Education which consisted of 31 people for the experimental class and 30 people for the control class. The type of research used was quasi-experimental design. To test the analysis prerequisites using the data normality test using the Kolmogorov-Smirnov technique and the variance homogeneity test. Furthermore, to analyze hypothesis testing data using parametric statistics, with Analysis of variance techniques (ANOVA). Based on the results of hypothesis testing concluded that there are significant differences in the mastery of the concept of the experimental group students with the control group. then there are significant differences in the social skills of the experimental group students with the control group. The implication of this study is that the use of Inquiry based learning positively influences the mastery of concepts and student social skills and provides good experience to prospective Early Childhood Education teacher students collaborating on various investigations in solving problems.

Digital Passion Projects for Online Education in Emergencies

The research studied the effectiveness of the digital passion project activity for developing oral presentation skills of undergraduate students learning English as a foreign language in online education in emergencies. Considering the basic intervention principles suggested by psychologists for students affected by disasters and mass violence circumstances, the researchers conducted a quasi-experiment exploiting the recognized potential of the passion project to build a positive emotional environment and encourage more efficient learning. The findings revealed that experimental group students outperformed control group students in the four out of five aspects of the rubric applied (content, coherence and cohesion, vocabulary richness and adequacy, and grammatical correctness). The results can be attributed to the observed increased creativity, inquisitiveness, engagement in learning, and self-efficacy as well as to the project marketplace method applied at the initial stage. The passionate involvement in the project was proved by the survey administered to check student’s level of passion during the work on the passion project.

Task Based Approach: An Approach to Develop Writing Skills in English of Engineering Students Leads to Effective Communication Skills

Abstract : 21st century students are expecting an educational system that works for and with them. The teaching-learning process is shifted from teachercentered to student-centered through innovative teaching-learning techniques. With the advancement of technology and globalization, communication skills in English language, as a life-long learning skill is an essential component in engineering education as an employability skill. Communication is one of 11 key outcomes designed by Accreditation Board for Engineering and Technology (ABET). Listening, speaking, reading, and writing (LSRW) are considered as four basic language skills, contributed major role in developing communication skills in English language. Though all skills are equally important, writing is the stepping stone in verbal communication yet difficult to acquire without knowledge or mastery on the remaining three skills. Currently teaching-learning process is shifted from chalk and talk to the implementation of various approaches based on cooperative and collaborative learning and integration of Information and Communication Technology in English Proficiency class. Some effective approaches are computer assisted language learning, mobile assisted language learning, technology enabled language learning, project based, problem based & puzzle-based language learning, flipped classroom based language learning, and task based language learning. The present paper aims to study the effective implementation of Task based approach in English language classroom to develop writing skills of F. Y. B. Tech students with other 21st century life skills by implementing various tasks-based activities as per need analysis of learners in order to ensure their active participation. Total 50 students were enrolled as an experimental group. The impact of selected approach was evaluated using quantitative and qualitative methodologies. The quantitative assessment was based on rating method whereas the qualitative was based on rubrics. The findings revealed that there is significant improvement not only in the writing skills of experimental group students but also listening, speaking, and reading skills, leading to effective communication skills in English Language. Keywords : Communication skills; Task based approach; Writing skills