Test Scores Of Experimental Group Research Articles

Enhancing students’ achievement in biology using inquiry-based learning in Rwanda

<span lang="EN-US">Students in secondary schools in Rwanda manifest difficulties in learning science subjects including biology. Studies revealed that inadequate teaching methods dominated by teacher-centered traditional or conventional educational strategies are some of the factors that cause difficulties in learning, which in turn leads to poor achievements in biology. This study investigated the effect of inquiry-based learning (IBL) using 5Es instructional model (Engage, Explore, Explain, Elaborate and Evaluate) on secondary school students’ achievement in biology. There were 231 secondary school students from six schools in Rwanda constituted the sample. A quasi-experimental quantitative approach consisting of pre- and post-tests was used for data collection. Descriptive statistics were used for data analysis. Results indicated that the mean of post test score of experimental group was higher than the mean of counterparts in control group. Further, t-test and ANCOVA were used for inferential statistics. Findings showed once again significant differences between experimental groups taught with IBL and control group taught with conventional teaching methods. There was no significant effect on gender while a significant difference based on school location was identified. The study recommends educational stakeholders to use the IBL designed by 5Es instructional model at school level to solve problems related to poor performance in biology.</span>

MUSIC AND RELAXATION AS AN EFFECTIVE TOOL TO REDUCE AGGRESSION OF FEMALE OFFENDERS

Although since 2015, there is a decrease in crime rate in India yet crime is one of the major issues which keeps catching the attention of mass. There are many causes of committing crime but aggression is one of the most significant reasons among them. Aggression, however, refers to a range of behaviours that can result in both physical and psychological harm to one self, others or objects in the environment. The expression of aggression can occur in a number of ways that include physical, verbal, mental and emotional. There are many ways to reduce aggression, like, meditation, yoga and different psychotherapies. Among these one is music and relaxation. Hence, the present research was attempted to find out the effect of music and relaxation on aggression of female offenders. For this, total 60 female prisoners (30 experimental group and 30 control group) were taken from central jail of Vadodara. Pre – post design was used and paired sample t – test was calculated. From the result, it has been found that there was no significant difference between pre and post test scores of experimental group (t = 0.475, df = 29). On the contradiction, there was significant difference in pre and post test scores of control group (t = 2.160, df =29). Hence, from the result it has been concluded that there is no significant effect of music and relaxation on female offenders

Application of problem-based learning in dermatology and venereology teaching of clinical medicine

Objective To explore the application of PBL in dermatology and venereology teaching. Method According to random principle, 120 students were divided into experimental group and control group (60 students per group). The experimental group received PBL, and the control group received tradi-tional teaching. The teaching contents included systemic lupus erythematosus, pemphigus, psoriasis, syphilis. The course needed 16 periods totally. the traditional teaching group applied 8 classes extensive class teaching and 8 classes clinical trainee, and the PBL teaching group implemented case-based teaching 4 hours each time. Teaching satisfaction evaluation and test scores would be analyzed at the end of the semester. SPSS 17.0 was used for t test. Results The teaching satisfaction (contains professional values and ethics, communication skills, clinical skills, community health and health systems, information management, critical mind and research, etc.) of experimental group was higher than control group (P<0.05); The test scores of experimental group was higher than control group (P<0.05), especially in total score of theoretical examina-tion, comprehension and application. The difference mainly came from PBL teaching (P<0.05). Conclusion PBL is conductive not only to the comprehension and application of knowledge but to training the students’ abilities of independent learning. Key words: Clinical medicine; Dermatology and venereology; Problem-based learning (PBL); Teaching satisfaction

The application and research teaching mode of TPACK in the teaching of biochemistry

Objective To discuss the effect of the teaching mode of technological pedagogical and content knowledge in biochemistry theory teaching. Methods 400 students in 8 classes of clinical medicine undergraduate in Grade 2013 were selected and randomly divided into 2 groups. The traditional teaching mode was applied in the control group of 198 students in 1-4 classes, while the technological pedagogical and content knowledge teaching mode was applied in the experimental group of 202 students in 5-8 classes. 385 students in 8 classes of clinical medical undergraduates in Grade 2014 were selected and randomly divided into 2 groups. The control group of 189 students in 1-4 classes adopted the traditional teaching mode, while the experimental group of 196 students in 5-8 classes adopted the technological pedagogical and content knowledge teaching mode, which used the micro-lesson and network platform as learning resource superior to the flipped classroom. Flipped classroom was divided into two major learning links: extracurricular self-study and class digestion. Through the network platform the micro-lesson was presented to the learners. Learners could make self-study according to their own specific circumstances and in the classroom many activities were increased such as the mutual cooperation between the students, the students' PPT teaching, the students' questions and the discussion, and the interaction between teachers and students, etc. The results of the examinations of the two terms students of the same profession and the questionnaire were analyzed. The related data were processed by SPSS 15.0, and the data between groups were compared by t test. Results The test scores analysis showed that the individual test scores in experimental group of Grade 2013 were [(17.94±2.02) vs. (12.28±4.17)], and the individual test scores in experimental group of Grade 2014 were [(18.21±1.78) vs. (12.45±5.13)], which were obviously higher than the control group, and there was statistical significance. The final exam scores in experimental group of Grade 2013 were [(78.28±11.18) vs. (68.65±12.51)], and the final exam scores in experimental group of Grade 2014 were [(81.73±9.12) vs. (74.41±11.87)], which were obviously higher than the control group, and there was statistical significance. The results of survey showed that the students thought the teaching mode aroused their study interests while 393 (93.7%), thought the teaching mode developed their self-study ability while 357 (89.7%), thought the teaching mode beneficial to cultivating their ability of solving the problems. Conclusion The teaching mode of technological pedagogical and content knowledge is of certain signifi-cance to break the plight of the traditional teaching, inspire the students interest in learning, improve the teaching quality of biochemistry, and make for the teachers' professional development. Key words: Technological pedagogical and content knowledge; Micro-lesson; Flipped classroom

A study of improving medical university students＇ writing ability by English newspaper reading teaching

Objective To verify the effect of English newspaper reading teaching on improving students＇ writing ability. Methods Forty students in Binzhou Medical College choosing English news- paper reading as elective course were enrolled as experimental group while 40 students not choosing English newspaper reading as elective course were enrolled as control group. English newspaper read- ing was introduced into the selective course and www.pigai.org was employed to do online real-time composition writing. Differences in pre-test （before online real-time composition writing） and post-test （after online real-time composition writing） scores were compared by paired t test and P〈0.05 wasconsidered statistically different. Results There were statistical differences between pre-test and post- test scores in experimental group （t=-17.590, P =0.000）. There was no statistical difference between pre-test and post-test scores in control group （t=1.347, P=0.186）. There were statistical differences in accuracy, complexity, fluency and coherence of the composition between pre-test and post-test in ex- perimental group. Conclusions English newspaper reading teaching plays an important part in im- proving medical college students＇ writing ability. After a semester of English newspaper reading, the writing ability of students had obviously improved in language accuracy, complexity, fluency and co- herence. Key words: English newspaper reading; Medical university; College English; Writingability

The Effects of Constructive Learning Method on Students' Academic Achievement, Retention of Knowledge, Gender and Attitudes Towards Science Course in “Matter of Structure and Characteristics” Unit

Abstract The purpose of this research is to examine on students academic achievement, retention of knowledge and attitudes towards science course in matter of structural and characteristic subject with constructivist education version. This study was conducted with students 7/A (N=34) and 7/B (N=34) located in Ankara, during the spring period of 2008-2009 academic year. The study used a quasi-experimental research design with pre-test and post-test control group was used in this study. According to this research model achievement test and the scale of attitudes towards science were administered before and after instructional intervention. Achievement test were given both groups three months after intervention as retention test. Students in the control group were taught by traditional teaching method (narrative, question and answer, discussion, etc). The experimental group was taught constructive education besides traditional teaching method. The implementation was carried out in a four week period. After implementation, post-test (achievement test) was administered to both groups. The independent samples t-test was used to compare pretests and posttests of control and experimental groups.The findings of the study show that there is a significant difference in favour of the experimental group who taught by constructive education version over the control group regarding to averages of academic achievement scores. Achievement test scores of experimental group were found higher than the control group after instructional intervention. Results of the study showed no meaningful difference between the experiment and control group according to attitudes towards science course. It can be stated that the teaching method used in experimental group was more successful, thus students in experimental group was scored high in the achievement test for retention.