أثر إستراتيجية الخرائط المفاهيمية التعاونية في تعلم المفهوم لدى طالبات الصف الثاني الأساسي في مادة العلوم = The Impact of Cooperative Concept Maps Strategy on Learning Concepts among Second Grade Students in Science

2018 ◽  
Vol 8 (23) ◽  
pp. 185-196
Author(s):  
محمد أحمد الصالح صوالحة ◽  
يوسف مصطفى إبراهيم داود
Keyword(s):  
Concept Maps ◽  
Second Grade ◽  
Second Grade Students ◽  
The Impact

scholarly journals Educational bag in the art of crochet and effectiveness in the development of handicrafts skills

2018 ◽  
Vol 224 (3) ◽  
pp. 273-292
Author(s):  
Assist. Inst. Baidaa Anwar Rzuqi
Keyword(s):  
Teaching And Learning ◽  
Modern Technology ◽  
Educational Material ◽  
Female Students ◽  
Second Grade ◽  
Second Grade Students ◽  
The Impact

    Modern technology, including educational bags has a role in increasing the efficiency of teaching and learning through various levels of students' skills and reflects a new idea that is set in easy way. The study aims to ((prepare educational material handicraft in the art of crochet bag, as well as identify the impact of the instruction in the development of the bag for second grade students’ average skills. And the researcher to build an educational portfolio in the material handicrafts to teach students the art of crochet through the booklet educational steps, as well as disc CD where everything related to the art of crochet steps as well, and formed the research sample of 48 female students and the use of the test Altaia (t) researcher found that there are very effective in teaching the students the art of crochet.

scholarly journals The impact of Palincsar and Brown Method of achievement for intermediate among Second Grade Students

2018 ◽  
Vol 1 (126) ◽  
pp. 366-391
Author(s):  
Ammar Hadi Al-Janabi ◽  
Ali El-aibi Flayeh
Keyword(s):  
Achievement Test ◽  
Second Grade ◽  
Control Group ◽  
Mathematical Communication ◽  
Intermediate Grade ◽  
Second Grade Students ◽  
The Impact ◽  
Academic Year ◽  
Experimental Group ◽  
Mathematics Book

- There is no statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who study the material determined according to the Palincsar and Brown method and the grades of the control group students who study the same subject according to the usual method in achievement test The current research is determined by the average second-grade students in the middle and secondary schools of the General Directorate of Education in the governorate of Baghdad / Al-Rusafa for the academic year 2016-2017 and the three chapters of the content of the mathematics book for the second intermediate grade for the academic year 2016-2017 2015, To achieve the goal of the research, the researcher used the experimental design based on the two groups (experimental and control) equal partial control and the method of conducting the test tribal and remote, and chose the sample of students from the second grade intermediate in the middle of the new dawn to apply the research experience, The sample of the sample was (67) randomly distributed, randomly selected (B) to represent the experimental group, which would be studied according to the Bensak and Brown method. The number of students was 34, while the E randomly selected to represent the control group, The number of students was 33, and before the actual teaching was started, the students were statistically compensated by using the t-test for two independent samples and a square as in some variables, such as the age of months calculated and months of mathematics in the final exam for the first class of the academic year)2016- 2017), and previous knowledge in the article Aaziat, and matrix Ravn to measure intelligence, test scores and sports communication before the experiment, and did not appear there were statistically significant between the two groups in these variables differences. (154) behavioral objectives based on the content of the mathematics book scheduled for the second intermediate grade presented to a group of experts and specialists. After that, the researcher prepared model plans in teaching the subjects of the experiment in the style of Palincsar and Braun method for the experimental group students and in the traditional way for the students of the control group, presented to a group of experts and specialists. The researcher studied the two research groups himself, which lasted a full course. In order to achieve the objective of the research and its zero hypotheses, the preparation of two tools is required. The first is an achievement test prepared by the researcher in mathematics (the specific subject). It consists of (40) objective test subjects of the multiple choice type with four alternatives. The test paragraphs were distributed in the light of a test map at levels The three (recall, assimilation, application) of the classification of Bloom in the field of knowledge, and was verified the validity and stability and characteristics of cykometric by calculating the coefficient of difficulty and force discrimination and the effectiveness of alternatives to the wrong paragraphs (40) paragraph was characterized test entirely valid and reliable as well as the level of difficulty and discrimination of its paragraphs, which were all within the acceptable difficulty and discrimination term. Search results for: . students of the experimental group are more likely to have their peers in the control group in the achievement test. In the light of the results of the research, the researcher concluded that teaching according to the Bensakar and Brown method has a positive effect on increasing the achievement and developing the skills of mathematical communication among the students of the experimental group compared to the normal method of the control group. The researcher believes that training courses should be held for the mathematics teachers to train using the Bensak and Brown method. To train students to use the Bensk and Brown method in different subjects and different stages. The need to pay attention to the development of mathematical communication skills as objectives of teaching mathematics at all levels, Except for the current research aspects, the researcher suggests conducting other studies.

scholarly journals THE EFFECT OF USING DICTOGLOSS ON STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Dyah Aminatun ◽  
Pipit Muliyah ◽  
Haryanti Haryanti
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Positive Influence ◽  
Second Grade ◽  
Significance Level ◽  
English As Foreign Language ◽  
Second Grade Students ◽  
Statistical Computation ◽  
Quasi Experimental ◽  
The Impact

Listening is one of the most important skills which should be had by students of English as foreign language. Listening has a vital part in learning foreign language especially in term of communication because many of students’ activities are used to listen. However, students’ listening comprehension has not met good result yet. This study was conducted to find out the impact of using dictogloss in improving students’ listening comprehension achievement. The design of this study was a quasi-experimental study. By using purposive sampling, the samples were taken from the second grade students of SMA Negeri 1 Pandeglang. The experimental class was taught by using dictogloss, while the control class was taught without using dictogloss. Test was used as the primary instrument in collecting the data. The final mean scores gained from both classes were analyzed by using t-test with significance level of α = 0.05. It was found that the mean score of experimental class was 67.6, while the control class was 59.96. The statistical computation of gained score revealed that the t-value was 2.53, and the t-table at α = 0.05 is 1.668. This data show that the gained t-value is greater than t-table. It means that there was a significance difference of two mean scores gained. Therefore, it can be concluded that dictogloss brings positive influence to students’ listening comprehension achievement, and it can be an alternative technique to be used in teaching listening in the classroom.

scholarly journals The impact of the strategy of the six hats in teaching science on the development of creative thinking for secondary school students in the schools of Ma'an in Jordan

2019 ◽  
Vol 3 (12) ◽  
Author(s):  
Najwa Mohammed Al-Shalabi
Keyword(s):  
Training Program ◽  
Creative Thinking ◽  
Positive Impact ◽  
Three Dimensions ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Second Grade Students ◽  
The Impact ◽  
Experimental Group

This study aimed at uncovering the impact of the strategy of the six hats in the teaching of science on the development of creative thinking among second grade students (in the schools of Jordan Ma'an governorate). The sample of the study consisted of (50) students from the second grade students, and distributed to two divisions (A and B). One of the two groups was randomly chosen to be the control group (25). The other division represented the experimental group (25) students. In the tribal and remote measures, the creative thinking test was used as the image of the words "A", according to the training program prepared by the researcher. The results showed that there were statistically significant differences in the performance of the study subjects on the test of creative thinking as a whole, and its three dimensions (fluency, flexibility, and originality), And its three dimensions (fluency, flexibility, and originality) were attributed to the six hats program and the academic average for the experimental group, while there were no statistically significant differences in the performance of the study subjects and its secondary dimensions due to the interaction between the training program and the academic rate. In the light of the results reached, the researcher recommended conducting further studies using the program on basic and intermediate grades in other regions to verify its effectiveness. Because it has a positive impact in the development of creative thinking.  

scholarly journals The Effect of the Strategy of Learning by Playing on the Students' Acquisition of the Spelling Performance Skills and their Attitudes Towards it Among a Sample of Second Basic Grade Students in Jordan

2019 ◽  
Vol 3 (21) ◽  
Author(s):  
Atef Muflih Alamreen
Keyword(s):  
Second Grade ◽  
Control Groups ◽  
Performance Skills ◽  
Spelling Performance ◽  
Second Grade Students ◽  
And Gender ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aims at identifying the impact of the strategy of learning by playing on students' acquisition of spelling performance skills and their attitudes towards it among the second grade students in Jordan. The study sample consisted of 96 students. The results showed statistically significant differences between the experimental and control groups in the acquiring the spelling performance skills and the scale towards spelling in favor of the experimental group. The results indicated that there were no statistically significant differences due to gender in the acquiring the spelling performance skills and the scale towards spelling, and that there was no effect of interaction attitudes between group and gender.    

Do Girls Make Boys Study? Gender Composition, Gender Role Culture, and Sense of Futility in Flemish Secondary Schools

2017 ◽  
Vol 52 (2) ◽  
pp. 229-250
Author(s):  
Mieke Van Houtte ◽  
Wendelien Vantieghem
Keyword(s):  
Gender Difference ◽  
Secondary Schools ◽  
Gender Role ◽  
Gender Role Attitudes ◽  
Gender Composition ◽  
Second Grade ◽  
Multilevel Analyses ◽  
Traditional Gender Role ◽  
Second Grade Students ◽  
The Impact

This study examines whether the gender difference in sense of academic futility is related to the proportion of girls attending a school. We argue that the more progressive gender role culture in schools with a higher proportion of girls might influence especially boys’ sense of futility. Multilevel analyses of data gathered in 2014 from 5,162 second-grade students in 57 secondary schools in Flanders confirm a small but significant gender difference in sense of futility. The more girls at school, the less feelings of futility boys manifest. This impact can be explained by boys’ traditional gender role attitudes. For girls, the impact of gender composition, higher feelings of futility in schools with more girls, is buffered by girls’ progressive gender role attitudes. In schools with more girls, boys display lower levels of futility than girls. Finally, this impact of gender composition can be ascribed to the students’ educational track.

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