GENDER DIFFERENCES IN WRITTEN EXPRESSION CURRICULUM-BASED MEASUREMENT IN THIRD- THROUGH EIGHTH-GRADE STUDENTS

2013 ◽  
Vol 51 (1) ◽  
pp. 85-96 ◽  
Author(s):  
Jamie Y. Fearrington ◽  
Patricia D. Parker ◽  
Pamela Kidder-Ashley ◽  
Sandra G. Gagnon ◽  
Sara McCane-Bowling ◽  
...  
Keyword(s):  
Gender Differences ◽  
Written Expression ◽  
Eighth Grade ◽  
Curriculum Based Measurement ◽  
Eighth Grade Students

The Effect of Metalinguistic Sentence Combining on Eighth-Grade Students' Understanding and Written Expression of Comparison and Contrast in Science

2020 ◽  
Vol 63 (9) ◽  
pp. 3068-3083
Author(s):  
Lynne Telesca ◽  
Barbara J. Ehren ◽  
Debbie L. Hahs-Vaughn ◽  
Vassiliki “Vicky” I. Zygouris-Coe ◽  
Anthony Pak-Hin Kong
Keyword(s):  
Science Instruction ◽  
Graphic Organizer ◽  
Written Expression ◽  
Eighth Grade ◽  
Sentence Combining ◽  
Eighth Grade Students ◽  
Similarities And Differences ◽  
Writing Prompt ◽  
Science Concepts ◽  
Compare And Contrast

Purpose The purpose of this study was to examine whether sentence combining with an explicit metalinguistic approach in comparison to typical science instruction was effective in improving written expression and understanding of comparison/contrast in science for eighth-grade students who struggle with literacy. Method Eighty-four eighth-grade students who struggle with literacy participated in this study. The experimental group ( n = 36) received the writing intervention of metalinguistic sentence combining (MSC) during their science class for a total of 400 min (20 intervention sessions, 20 min each), while the comparison group ( n = 48) participated in their typical science instruction. Total science instruction time was held constant for both groups. All students completed pretests and posttests to determine an increase in (a) syntactic factors of academic science text such as longer sentence length and use of syntactic forms of connectives, targeted connectives, left embeddedness, and agentless passive voice when responding to a science compare and contrast writing prompt; and (b) listing similarities and differences between two science concepts on a graphic organizer. Results Treatment was effective in improving the experimental group's score in listing similarities and differences between two science concepts on a graphic organizer. There were no significant differences between the two groups in their use of syntactic factors typical of academic text when responding to a science compare and contrast writing prompt. Conclusions MSC was effective in improving the experimental student's ability to demonstrate understanding of comparison and contrast in science. Modifications to the MSC intervention may yield better results in the experimental group's posttreatment writing in future studies. Supplemental Material https://doi.org/10.23641/asha.12735950

Let the Data Speak: Gender Differences in Math Curriculum–Based Measurement

2016 ◽  
Vol 35 (6) ◽  
pp. 568-580 ◽  
Author(s):  
Jamie L. Yarbrough ◽  
Laura Cannon ◽  
Shawn Bergman ◽  
Pamela Kidder-Ashley ◽  
Sara McCane-Bowling
Keyword(s):  
Gender Differences ◽  
Repeated Measures ◽  
Grade Level ◽  
Special Education Students ◽  
Curriculum Based Measurement ◽  
Education Students ◽  
Math Curriculum ◽  
Eighth Grade Students ◽  
Males And Females ◽  
And Mathematics

Numerous studies have identified differences between males and females in academic performance across the areas of reading, writing, and mathematics. The current study examined whether or not gender differences exist when math curriculum–based measures (M-CBMs) are used to assess basic math computation skills in a sample of third- through eighth-grade students. Participants included 1,626 general and special education students from five schools in a rural southeastern school district. Two-way repeated measures ANOVAs were used to determine significance across genders at each grade level. Statistically significant differences in favor of females were found in Grades 5, 7, and 8. The discussion highlights applied and theoretical implications of these findings.

ENGARUH MODEL PEMBELAJARAN AKTIF COURSE REVIEW HORAY TERHADAP HASIL BELAJAR BIOLOGI SISWA KELAS VIII SMP NEGERI 10 BATAM

SIMBIOSA ◽  
2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramses Ramses ◽  
Nurhaty Purnama Sari ◽  
Harni Lainy Br.Bakkara
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
T Test ◽  
Eighth Grade ◽  
Control Group ◽  
Homogeneity Test ◽  
Control Group Design ◽  
Eighth Grade Students ◽  
Biology Learning

This study aims to know the influence of active learning model Course Review Horay to biology learning outcomes at eighth grade students of SMP Negeri 10 Batam academic year 2013/2014. This research design is  randomized experiment using posttest only control-group design. The study population is all the eighth grade students of  SMP Negeri 10 Batam with reached population consist of 7 classes. The sampling technique using a simple random sampling. Samples were selected class VIII5 as control class and VIII8 as experiment class. The instrument  that use in this research is the form of the test. Requirement have been in the form of normality and homogeneity test, which showed that normal and homogeneous data. Technique of data analysis conducted by the t test. The result analysis of data using the t test showed the tvalue 3.01 and ttable is 2.00 (tvalue > ttable). The results showed that the active learning result model Course Review Horay give effect to increase student learning outcomes from the average of the experimental class 82,57 and control class 76,04. Thus, the hypothesis put forward acceptable significance level (α = 0.05). Thus, it can be concluded that the using of active learning model Course Review Horay influential on learning outcomes of biology at eighth grade students of SMP Negeri 10 Batam. Keywords: Course Review Horay, Biology Learning Outcomes.

PEGARUH PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF DAN GAYA BELAJAR KOGNITIF TERHADAP HASIL BELAJAR ILMU PENGETAHUAN SOSIAL

Akademika ◽  
2017 ◽  
Vol 6 (02) ◽  
pp. 61-70
Author(s):  
Nursanita Nasution ◽  
Acep Nurulah
Keyword(s):  
Middle School ◽  
Cooperative Learning ◽  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Boarding School ◽  
Experimental Comparison ◽  
Eighth Grade ◽  
Learning Models ◽  
Eighth Grade Students

This study aims to determine the effect of cooperative learning models and studentlearning styles on the results of learning Social Sciences. Conventional learning models thatrely on reading books, multiplying practice exercises, teacher explanations in the classroom,students are expected to be more diligent in practicing questions suspected of influencingsocial studies learning outcomes. Conventional models are considered to be less than optimal,because basically students will easily feel bored because they have to open sheets per sheetby understanding the contents of the book and listening to the teacher's explanation in frontof the class verbally.This study uses an experimental comparison method containing activities planned and carriedout by researchers, 2x2 factorial design in this study to find out whether there are differencesin social studies learning outcomes between students who obtain learning with cooperativelearning models and students who obtain conventional learning. The population in this studywere all eighth grade students of Al-Kamil Middle School Islamic Boarding School in CianjurRegency, West Java. Affordable population there are eighth grade students of Al-KamilMiddle School Islamic Boarding School District. Cianjur numbered 120 students. The resultsof this study indicate that there is an interaction effect between learning models and learningstyles on the results of social studies learning at Al-Kamil Middle School Islamic BoardingSchool. Learning outcomes of students who have independent learning styles and followcooperative learning models are higher than students' learning outcomes that followconventional learning models. Likewise the learning outcomes of students who havedependent learning styles and follow cooperative learning models are higher than students'learning outcomes that follow conventional learning models

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