Students In Experimental Group Research Articles

Enhancing students’ writing competence and 21st-century skills simultaneously via infographics

The accelerating pace of technological trends has numerous reflections in education. Accordingly, various tools have been utilized to reap their benefits in English classes. Among others, infographics, which combine text with visually stimulating images, stand out thanks to their advantages, such as being concise and academically rewarding. Although their effects have been studied worldwide, a gap in the literature has been observed in measuring infographics’ effects on developing students’ writing and certain 21st-century skills simultaneously in Iraq. Therefore, the main purpose of this study was to gauge the role of infographics in improving university students’ writing competence and 21st-century skills. Having chosen 30 freshman students through convenience sampling from a private university in Erbil, Iraq, in the spring semester of the 2023-2024 academic year, they underwent the treatment spanning 10 weeks about writing essays. Data collection encompassed writing exams, questionnaires, and interviews in this mixed methods research design study. Data were analyzed using either SPSS 29 or NVivo. Control group students received writing instruction based on the common curriculum, whereas experimental group students’ lessons were expanded with infographics. The findings unleashed that infographic-enriched writing education yielded better results in terms of writing exams with a .002 p-value. Complementary findings also showed that certain 21st-century skills, such as critical thinking and taking initiative, were promoted. On the other hand, the achievement of the control group students was far from noticeable. The findings of this study may have various implications for interested parties who plan to integrate infographics into English classes harmoniously.

THE PROBLEM OF PROFESSIONALLY SIGNIFICANT EXPERIENCE IN CONTEMPORARY PSYCHOLOGY

It was proved in the article, that among the students of experimental and control groups, before the experimental training, the most important instrumental values were: high demands, cheerfulness, independence, accuracy, education, conscientiousness in the execution of assignments. Unfortunately, such important instrumental values for the future psychologist as sensitivity, tolerance for the opinions of others, the ability to make thoughtful decisions, self-control and others have a rather low level of formation (for example, sensitivity; tolerance of others’ opinions). According to the results of our research, individual experience is actualized during the formation of the subject, the so-called “going out to meet something”. This is explained by the fact that our self-realization, although important in itself, is optional, an additional product of our desire, that is, in other words, a human calling that inspires a person to perform actions. In this context we’d remark on subjective experience (“awareness”), which is a component of a real dialogue is quite important. We call another danger from the person’s focus on his/her personality “hidden spontaneity”. This spontaneity is hidden because we want to become spontaneous, we set this as our goal, but then we try to structure this spontaneity. Such a process takes place during encounter groups. However, we point out, the danger is that what worked for one person in one situation may not necessarily work in another situation, so transference should not be applied in every case. But, as a rule, at the moment when a person becomes experienced, then he/she wants to transfer this experience to other subjects. As a result of this, the emergence of authoritarianism on the part of the coach during the group meetings classes is possible. In the context of the analysis of the experience that we carry out, one can see the efforts to overcome the methodology of simplified determinism. Thus, Humanistic Psychology paradoxically comes close to weakening its own subjective idea. Directly for the results of our research, the key point in our theory was the construction of a universal scale of needs from lower to higher, which differs from the levels of the formation or functioning of needs in representatives of behavioral psychology or known levels of psychoanalysis, in their essence, only an instruction to look for the key to anatomy not from below, but from above. The heuristic nature of the classification and ranking of human needs in the operational-procedural plan is not in doubt, but, nevertheless, objections arise when even any broad normalization of human actualizations enters the limits of the methodological paradigm. It is difficult to say to what extent such regulation is unhumanistic, but it is clear that to a large extent it appears as undemocratic.

Investigation of the sense of school belonging and sportspersonship behavior of students playing traditional children’s games

The purpose of this study is to examine the sense of school belonging and sportspersonship behaviors of students who participate in traditional children's games. The research was designed using a quasi-experimental model with a pre-test and post-test control group and was conducted over a period of 16 weeks. The study group consisted of a total of 1871 students, including 1379 middle school and 492 high school students, continuing their education in Eskil, Aksaray during the 2023–2024 academic year. The experimental group students participated in the games and inter-school tournaments within the scope of the “2nd I Live My Values with Traditional Games Project” No intervention was applied to the control group after the introduction of the games. The “School Belongingness Scale” and the “Physical Education Course Sportspersonship Behavior Scale” were used as data collection tools. For data analysis, MANOVA, paired samples t-test, and regression analysis were employed. The findings of the study indicated that both the experimental and control groups showed positive scores in pre-test and post-test measures of school belongingness and sportspersonship behaviors. However, the experimental group demonstrated significant improvements in their sense of school belonging and sportspersonship behaviors in favor of the post-test. While no significant change was observed in the control group's sense of school belonging, a decline was noted in their sportspersonship behaviors. The experimental group exhibited greater development in school belongingness and sportspersonship behaviors compared to the control group. Although middle school students showed improvements in their sense of school belonging, high school students experienced a more substantial emotional development. No significant differences were found in school belongingness and sportspersonship behaviors based on the students' gender. Sportspersonship behavior predicted school belongingness by 11%, suggesting that positive sportspersonship behaviors increased school attachment among children. In conclusion, it was determined that students participating in traditional children's games developed a more positive sense of school belonging and sportspersonship behaviors over time. Based on the positive outcomes of student participation in traditional games, it is recommended to promote these games, incorporate them into physical education classes, and increase participation in tournaments.

The Impact of Turkish Cypriot Folktales on Middle School Students' Social Skills

Folktales, as products of oral culture, play a significant role in supporting children's language development during their preschool and primary school years. They facilitate children's adaptation to social and cultural environments and contribute significantly to their cultural and educational lives. Additionally, folktales enhance children's social skills, including critical thinking, communication, problem-solving, planning, analysis, and coping with stress. This study aims to investigate how Turkish Cypriot folktales influence the social skills of middle school students. This research highlights the potential of folktales in enhancing children's social skills. A mixed-methods research design was employed to measure the impact of Turkish Cypriot folktales on middle school students' social skills. The study group consists of 56 students attending a private school in the Northern Cyprus. The quantitative data collection tool used was the "Matson Evaluation of Social Skills in Children (MESSY)" scale, and two open-ended interview questions created by the researchers were administered. According to the quantitative data, the intervention of teaching social skills with Cyprus Turkish folktales did not statistically make a difference on the experimental group students. However, the qualitative data revealed that according to the expressions of the participating students, Cyprus Turkish folktales have increased their awareness of social skills such as problem-solving, planning, analysis, and coping with stress.

Investigating the Effect of Internet-Based Applications on Secondary School Students' Academic Achievement in Science, Motivation and Awareness of Web 2.0 Tools

In this study, the effect of internet-based applications on the academic achievement, motivation, and awareness of Web 2.0 tools of 6th grade middle school students on "Matter and Heat" was examined. The study group consisted of 73 (experimental: 50, control: 23) 6th grade students from a public school in Istanbul, Turkey. The study was conducted with an experimental design with pretest-posttest control group among quantitative research models. In the experimental group, science lessons were taught with the support of web 2.0 tools such as Nearpod, Canva and Quizizz, while in the control group, no additional application was made and the lessons were taught as specified in the curriculum. The data of the study were collected with the “Motivation Scale in Science Education”, “Matter and Heat Achievement Test” and “Awareness Scale for Web 2.0 Tools”. T-test and one-way factor analysis (ANCOVA) test were used to analyze the data. The results of this study showed that the academic achievement test scores of the experimental group students were higher than the control group and there was a significant difference between the academic achievement test scores of the experimental and control groups. The results showed that the science motivation scores showed a significant difference in favor of the experimental group and the science motivation scores of the experimental group students who were supported with web-based applications were higher than the control group. In addition, according to the results of the one-way analysis of covariance regarding the awareness of web 2.0 tools, there was a significant difference between the experimental group and the control group in favor of the experimental group in the post-test scores. In this study, the importance of planning and implementing science lessons supported by internet-based applications at the secondary school level was revealed.

Research on the application of CBL combined with BOPPPS teaching mode in oral and maxillofacial surgery teaching: a randomized controlled study

To discuss the application value of Case-based Learning (CBL) combined with Bridge-In, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary (BOPPPS) model into master students’ program of oral and maxillofacial surgery. 38 master’s students in oral and maxillofacial surgery at Y2 and Y3 from January 2022 to December 2022 are selected as the research objects. They are randomly assigned into two learning groups, namely the traditional LBL (Learn-based Learning) (19 participants) and CBL combined with BOPPPS mode (19 participants). Their theoretical knowledge was assessed after training and the modified Mini-Clinical Evaluation Exercise (Mini-CEX) scale was used to score their clinical thinking. At the same time, the Personal Teaching Efficiency and the Teachers’ Sense of Teaching Efficiency (TSTE) were evaluated, and students’ satisfaction with teaching outcomes was investigated. The basic theoretical knowledge, clinical case analysis and total scores of the experimental group were better than those of the control group, with statistically significant difference (P <0.05). Based on the evaluation of clinical speculative thinking by the modified Mini-CEX, it is found that except for the medical history writing level without statistically significant difference (P >0.05), the other four items and total scores in the experimental group were better than those in the control group, with statistically significant difference (P <0.05).The Personal Teaching Efficiency, TSTE and total scores were higher than those before adopting CBL combined with BOPPPS teaching mode, with statistically significant difference (P <0.05).The sampled master’s students in experimental group believed that the new teaching method could improve students’ ability to clinical speculative thinking, with statistically significant difference in all aspects (P <0.05).More participants in the experimental group suggested that the new teaching mode has increased learning pressure, but without statistically significant difference (P >0.05). CBL combined with BOPPPS teaching method can improve students’ clinical critical thinking ability and help them adapt to the clinical rhythm. It is an effective measure to ensure teaching quality and is worthy of promotion. It is worthwhile to promote the application of CBL combined with BOPPPS mode into master’s course of oral and maxillofacial surgery, which not only improve the basic theoretical knowledge and speculative thinking ability of master’s students, but also improve the teaching efficiency.

The Effectiveness of Two Feedback Strategies for Teaching Vocabulary Among EFL Students

The current research aims to assess the effectiveness of two feedback strategies, (positive and corrective feedback), in enhancing the acquisition of English language vocabulary among first year students who studied English as foreign language in the English Language Department at the College of Education for women, Tikrit University, Iraq , The study is quantitative study utilizes an experimental approach, with a quasi-experimental design involving pre-test and post-test assessments, The study sample included 120 first-year students and they were divided into two experimental groups (the first included 40 students studying with corrective feedback), the second (included 40 students studying with positive feedback), and the third (control group included 40 students who did not receive any feedback). To achieve the aim of the study, a vocabulary acquisition test consisting of 60 multiple-choice items is designed, after ensuring the validity and reliability of the test by using suitable statistics methods. The test is applied pre and post to the three groups The answers are collected, and the arithmetic averages and statistical significance were calculated by using ( spss software program ) the results shows that : Both ,the corrective and positive feedback strategies have a significant impact on students' vocabulary acquisition. There were statistically significant differences at the 0.05 significance level between the students in the first experimental group, who were taught using corrective feedback, and those in the control group, who were taught using traditional methods, in favor of the experimental group. There are statistically significant differences at the 0.05 significance level between the students in the second experimental group, who were taught using positive feedback, and those in the control group, who were taught using traditional methods, in favor of the experimental group. There are also statistically significant differences at the 0.05 significance level between the students in the first experimental group, who were taught using corrective feedback, and those in the second experimental group, who were taught using the positive feedback strategy, in favor of the corrective feedback.

The effect of using biography in social studies teaching on academic success

One significant challenge in Social Studies classes is students’ struggle to grasp abstract concepts appropriate to their age. To address this issue, abstract topics outlined in the curriculum must be translated into more tangible forms tailored to student's comprehension levels, which necessitates the utilization of diverse teaching materials. Any material aligned with course objectives facilitates student comprehension. Biographies are one of the materials employed in classes. This study aims to investigate the impact of incorporating biography into Social Studies class instruction on students' academic achievement. The research problem focuses on examining whether there is a significant difference in academic achievements between students in the experimental group, which is taught with biographies (the experimental group), and those instructed through a program-based approach in the control group. To address this research question, a pre-test-post-test control group experimental design was adopted, which involved forming two groups through impartial assignment. One of these groups is the experimental group, and the other is the control group. In the implementation of this research, a pre-test was administered to the experimental and control group students. Subsequently, during Social Studies instruction, the experimental group received lessons explained using the biography method, while the control group followed the standard program-based approach. Measurements were taken before and after the experiment in both groups. The collected data were analyzed using the SPSS package program. The findings revealed that using the biography method in Social Studies instruction had a positive effect on students’ academic achievement.

Application of interactive software in classrooms: a case of GeoGebra in learning geometry in secondary schools in Uganda

The incorporation of subject-specific technologies in teaching and learning mathematics has been extensively investigated in different areas outside Uganda. The benefits are extensive, although the adoption of these technologies has been threatened by teachers needing help to apply them effectively for instruction. While this alone would aptly justify a comprehensive assessment of its applicability on the local scene, the post-COVID-19 era dynamics escalated its urgency and relevance. Thus, third-year pre-service mathematics teachers’ knowledge and aptitude to use GeoGebra in teaching and learning geometry were developed in this study. In addition, the consequence of using this software on students’ achievement in geometry was investigated using a quantitative research approach. Ninety-four third-year pre-service mathematics teachers completed a three-week intensive capacity-building workshop using GeoGebra. Their self-ratings on their technological pedagogical content knowledge (TPACK) before and after the training were measured using a self-administered questionnaire. A total of 406 students from four schools in Central Uganda participated in the quasi-experiment, with 199 and 207 students assigned to the experimental and control groups, respectively. Pre- and post-achievement tests were meted out to the students. While descriptive statistics showed a positive change in the teachers’ technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK, independent samples t-tests revealed a substantial difference in the post-test mean scores between the two groups since the experimental group students outshone those in the control group. These findings are consistent with global literature, and thus, schools in Uganda should adopt the use of GeoGebra through a continuous capacity-building approach, while considering the challenges and limitations associated with the software.

The Effect of Project-Based Stem Education Approach on Academic Achievement and Stem Career Interests in Science

The aim of this study is to determine the effect of the project-based STEM learning method prepared in accordance with the Science and Technology course curriculum on academic achievement and STEM Career Interest levels. Pre-test post-test control group experimental design was used in the study. In this context, the sample of the study consisted of 52 (n=26 experimental and n=27 control) volunteer 6th grade students studying in two different branches at Karatay Secondary School in Karatay district of Konya province in the second semester of 2021-2022 academic year. A placement test was administered in order to determine the branches in which the study would be conducted. According to the results of the exam, volunteer students studying in the closest level branches were included in the study. The students in the experimental group were taught according to the project-based STEM learning method prepared according to the outcomes of the Support and Motion System, Force and Motion, Sound Insulation, Thermal Insulation units for 64 lesson hours. The students in the control group were taught the above-mentioned units by the same instructor according to the existing program for 64 class hours. Both experimental and control group students were administered the skills-based academic achievement and STEM Career Interest Scale prepared by the Ministry of National Education as pre-test and post-test. The data obtained from the pre-test and post-test applications were evaluated in SPSS 26.0 package program. In the statistical analysis, it was found that there was a statistically significant difference between the students in the experimental and control groups in favor of the students in the experimental group (p&lt;0.05). According to the findings obtained from the statistical analysis, it was concluded that the project-based STEM teaching method in science education increased the level of academic achievement and interest in STEM professions. Based on this result, it is predicted that students' academic achievement levels can increase with the more frequent use of project-based STEM learning method in science education by teachers

Vietnamese sixth graders' mathematical communication competency developed by teaching fraction topics using the 5E model

The 5E, an exploratory instructional model with growing popularity in current learner-centered educational practices, aims to develop learners' competencies. The study aims to evaluate the effectiveness of teaching fractions using the 5E instructional model to develop students' mathematical communication competency (MCC). The researchers used mixed methods with data triangulation in a 38-student experiment group (EG) who learned with the 5E model and a 41-student control group (CG) using traditional learning approaches to clarify the impact of the 5E model on the development of MCC, academic performance and learning attitude among learners. The research instruments include a pre-test, post-test, classroom observation, and a student survey. Subsequently, the data collected were analyzed qualitatively and quantitatively using IBM SPSS Statistics (Version 26) predictive analytics software. The independent t-test on the post-test scores of the two groups revealed that the academic performance of EG after the intervention was significantly better than that of CG with the significance level α = 0.05 and degree of freedom df = 77, yielding the p-value (Sig. 2-tailed) = 0.001. Meanwhile, given the significance level α = 0.05, the p-value (Sig. 2-tailed) = 0.001 and the Pearson correlation coefficient (r = 0.943), the result of the paired sample t-test implies that the mean post-test score of students in EG was significantly higher than that of their pre-test. Furthermore, with an effect size of approximately 0.88, these figures suggest that applying the 5E model in the experimental process positively affected the academic performance of the students in EG and the development of MCC. A qualitative analysis using classroom observations and student surveys revealed that the 5E model helped students in the EG develop their MCC and an increasingly positive attitude toward learning. In addition to these findings, it also reveals some limitations of the study and proposes recommendations for future research.

Conceptual Change and Developing Mental Motivation in Physics: Effects of Transformational Learning Theory

This study to investigate the effect of using transformative learning theory (TLT) -based teaching model on a conceptual change and developing mental motivation in Physics for secondary school students. The study follows the descriptive, analytical, and experimental method with a quasi-experimental design for experimental and control groups. sample consisted of (70) students from 1st-grade secondary school who are divided into two groups: the experimental group (34) students and the control group (36) students. To achieve the objectives of the study, A Conceptual Change Test (CCT) and A Mental Motivation Scale (MMS) were constructed. The results revealed that a TLT-based teaching model has effects on changing concepts and developing mental motivation in Physics. Moreover, there is a statistically significant correlation (r= 0.358) between the growth of mental motivation and the inducing of a conceptual change in physics for secondary school students. In light of the results, the study recommended conducting further studies on transformational learning theory (TLT) and conceptual change and mental motivation in various fields and learning stages.

The Effect of Mind Mapping on EFL High School Students’ Collocation Learning

The aim of the study was to investigate the effectiveness of mind mapping on Ethiopian secondary school students’ English collocation learning. The study specifically tried to check the effectiveness of mind mapping on adjective-preposition and verb-noun combination collocations. A sample of 110 grade 12 students who were learning in two sections at Majete General Secondary School, North Shoa Zone, Ethiopia, participated in the study. One of the two sections was randomly assigned to an experimental group, while the other one was labeled as a control group. A pre-test and two post-tests were used as data-gathering instruments. The data were analyzed by using mean scores, paired samples, and independent sample t-tests. The results revealed that although the two sections had no significant difference in their pre-test results, in the immediate and delayed post-tests, the score of adjective-preposition &amp; verb-noun collocations of the experimental group students was significantly higher than the score of the control group students who learnt those collocations without mind map. Based on this, it could be concluded that using mind map was an effective strategy to improve EFL high-school students’ collocations learning. Accordingly, it is recommended that EFL teachers and students should use mind-map during their collocations lessons.

The Impact of an Instructional Package Based on a Virtual Lab on the Achievement of First-Grade Intermediate School Students in Chemistry

The current research aims to identify the impact of an instructional package based on a virtual lab on the achievement of first-year intermediate school students in chemistry. To achieve the research objective, the following null hypothesis was formulated: "There is no statistically significant difference at the 0.05 level of significance between the mean scores of the experimental group students who study according to an instructional package based on a virtual lab and the mean scores of the control group students who study according to the traditional method in chemistry achievement." The quasi-experimental design with partial control (an experimental group and a control group) with unequal numbers and a post-test in achievement was chosen. The sample consisted of 66 students from Al-Qadisiyah Intermediate School for Boys, selected randomly. The experimental group consisted of 34 students who studied according to the instructional package based on a virtual lab, and the control group consisted of 32 students who studied according to the traditional method. The experimental and control groups were equalized in terms of variables: age (in months), general average grades for the sixth grade, prior knowledge, and parental education level. A total of 24 daily teaching plans were prepared for both the experimental and control groups. The teaching plans for the experimental group were organized according to an instructional package based on a virtual lab, while the teaching plans for the control group were organized according to the traditional method. The data were statistically processed using the SPSS package for two independent samples with unequal numbers. The results showed that the experimental group, which studied according to the instructional package based on a virtual lab, outperformed their peers in the control group, who studied using the traditional method in the achievement test. Therefore, the current study recommends using an instructional package based on a virtual lab in teaching chemistry and suggests conducting further studies on different stages and subjects to identify its impact on various variables.

The Effect of The Flipped Classroom Model on Student Opinions and Reading Comprehension Skills in Teaching Turkish to Foreigners

In this study, it was aimed to reveal effect of flipped classroom model, one of the new models in language teaching, on student opinions and reading comprehension skills in teaching Turkish to foreigners. The research, prepared according to the mixed method, was conducted for 12 weeks with 37 students studying at B1 and B2 level at Atatürk University TÖMER (Turkish Teaching Center) in Erzurum, Türkiye, in 2021-2022 Academic Year. In the experimental phase of the research, a quasi-experimental research design with a control group, which is frequently used among experimental designs, was used. During the 12 weeks which the experimental application was carried out, the subjects were taught in experimental group in line with the functioning of flipped classroom model (FLP). In the other group (control group), it was processed in accordance with curriculum specified in current program. In qualitative phase, interviews were conducted with experimental group students to learn their opinions about the model. According to the research results, when post-test success scores of the two groups were evaluated, it was seen that there was a statistically significant difference in favor of group to which the FLP model was applied. According to findings obtained from interviews with the students who experienced the model, it was seen that the students generally expressed positive opinions.

Impact of Project-Based Learning (PBL) Integrated with Google Classroom on Improving English Writing Skills in a Bangladeshi University

Developing tertiary students’ writing skills is a crucial issue. Teachers integrate writing projects with Google Classroom to develop students’ writing skills, although the impact of this learning model has not yet been determined in the Bangladeshi higher education context. This research explored the impact of project-based learning (PBL), supported by Google Classroom, on developing the writing skills of tertiary students in Bangladesh. This quasi-experimental study analyzed essays written by 30 control- and 30 experimental-group students. Additionally, in-depth interviews were conducted with 10 students to collect data. A t test and thematic analysis were conducted for quantitative and qualitative data analysis, respectively. This quasi-experimental research used a pre-test/post-test and control group design. The experiment was implemented for the experimental group using PBL with Google Classroom and for the control group using the conventional teaching method. The pre-test results indicate no differences between the groups (t = 0.55, p &gt; 0.05) in terms of writing proficiency before the intervention. Nevertheless, the post-test yielded a t value of 3.43 (p &lt; 0.01), which was statistically significant in favor of the experimental group. This suggests the enhancement of students’ writing skills through PBL with Google Classroom. These results demonstrate the benefits of the combination of interactive activities and social interaction conducive to writing tasks provided by this blended learning strategy. The implications are that teachers can blend PBL with Google Classroom for more active learning environments that align with students with real-world writing tasks. Limitations involved a small sample size and study duration. Future work should target larger, more diverse samples and incorporate qualitative work to deepen understanding of the learning process and outcomes.

The Influence of the Project-Based Learning (PjBL) Model Based on Differentiated Strategies on Students Spiritual Intelligence

This research was motivated by the inadequate spiritual intelligence of students. This is due to demands and pressure to achieve certain academic targets, thereby ignoring spiritual intelligence; Limited time and resources covering all aspects of student development, so that spiritual intelligence is not a top priority; and shifts in societal and cultural values ​​as a result of modernization. The purpose of the curriculum is to provide guidance for teachers in conveying learning material systematically to students. In the Independent Curriculum which is currently being implemented in many schools, the implementation of learning becomes more flexible. The aim of this research is to describe the influence of the PjBL Model based on differentiated strategies on students' spiritual intelligence. The research method used was Quasi Experiment with a Nonequivalent Pretest-Posttest Only Control Group Design. The research instrument used was a spiritual intelligence questionnaire. The results of the research show that the spiritual intelligence of students taught using the PjBL Model based on differentiated strategies is higher than those taught using conventional learning, where the average spiritual intelligence value of experimental group students is 83.5 and the average spiritual intelligence value control group students was 77.87. Thus, it can be concluded that the PjBL Model based on differentiated strategies has a significant effect on students' spiritual intelligence.

The Effectiveness of an Online Inquiry-Based Learning Environment towards Secondary School Students’ Behavioral Engagement and Performance in Science

The purpose of the current study is to examine the effectiveness of an online inquiry-based learning (IBL) environment on secondary school students’ behavioral engagement and performance in science. In this quasi-experimental design, 90 second year secondary school students from two classes in the Shandong Province region of China were recruited as participants. To gather the data, an online behavioral engagement questionnaire investigation and pre- and post-performance tests were administered to the experimental group (EG) and control group (CG) students. This study result shows that online IBL has a significant impact on secondary school students’ behavioral engagement and performance in science subjects.

THE IMPACT OF TIKTOK SOCIAL MEDIA ON SCIENCE LEARNING OUTCOMES: A STUDY OF 5TH GRADE STUDENTS AT ST. YOSEPH CATHOLIC THREE ELEMENTARY SCHOOL IN KUPANG CITY

This research was conduct to analyze the effectivity of TikTok as a learning media in improving science learning outcome especially at 5th-grade students of St. Yoseph Catholic Three Elementary School of Kupang. The research utilized a quasi-experimental design with an experimental group being taught by TikTok videos and a control group by conventional teaching. Pre- and post-test results were reported as well as observations from the classroom data. Results showed significant change in scale among students of experimental group as compared to control group for respiratory system understanding. It was revealed that the introduction of TikTok made students more interactively engage in content and collective discussions assuring their motivation as well. Although there were a few limitations, differences of opinion on content precision when assessed, and perceptions towards TikTok as an entertainment platform that were prevailing challenges the results from this study suggest that TikTok can enhance learning outcomes in elementary science education. The implications are that educators should start to think about using TikTok as an educational tool, which could lead toward engaging and interactive learning spaces.

Promoting Students’ Speaking Proficiency through Communicative Activities. Case Study of Department of English, Faculty of Education, Champasack University

The study was to examine the effectiveness of the communicative activities (CAs), and to explore the students’ attitudes and perceptions towards the application of communicative activities by two groups before treatment and after treatment. The Quasi-experimental design was used. There were 54 total English third-year students at the English Department, Faculty of Education, Champasack University. There were two groups of participants: the “Experimental group” (30 students) and the “Control group” (24 students). The experimental teaching was conducted for 36 hours within a 9-week period in 4 cycles with the uses of the three communicative activities; group discussion, role-play, and debate which including Pre-Posttest, rubric of speaking proficiency, attitude and perception questionnaire, observation checklist, ten sub-commutative activities within 4 debate periods were employed for this study. Pre-posttest and questionnaires were given to students in both experimental and control groups to check the reliability of the test, this research used three senior score raters to measure the students’ speaking proficiency by using the rubric of speaking proficiency. The observation checklist was noted by the researcher in every class within the communicative activities used. The data were statistically analyzed by t-test independent and paired-t test for the dependent sample by comparing the mean scores of the pretest and posttest to determine whether there was a significant difference between the experimental and control groups. Moreover, the students were required to respond the attitude and perception questionnaire to explore their attitudes and perceptions towards the communicative activities. Two groups compared the findings of the test; it was found that the CAs were effectiveness to improve students’ speaking proficiency as can be seen through the increasing of the test score of the experimental group, which started from 74.43 to 83.90 (9.47) with the significant level of p &lt; .05. In addition, the majority of the students had positive attitude and perception towards the effectiveness of the communicative activities used.