scholarly journals Effectiveness of the method of education programmed in the educational of the seventh grade students in the grammar course, compared to the traditional method: فاعلية أسلوب التعليم المبرمج في تحصيل تلاميذ الصف السابع الأساسي في مقرر النحو العربي، مقارنة بالطريقة التقليدية

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Awad Hassan Ali
Keyword(s):  
Primary Schools ◽  
Basic Education ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Learning Method ◽  
Seventh Grade ◽  
Programmed Learning ◽  
Descriptive Approach ◽  
Research Questions ◽  
Experimental Group

This study aimed at identifying the effect of the method of programmed education in the achievement of education in the basic education stage. The researcher used the analytical descriptive approach and the semi-experimental approach to achieve the objectives of the study. The study was conducted in the province of East Nile in the state of Khartoum in Sudan. The study sample consisted of (106) students in Al Waha primary schools, which were divided into two groups, one of which was 53 students who studied the programmed learning method, and the other 53 students studied in traditional teaching method. To answer the research questions, the researcher designed a script in the Arabic grammar syllabus for the seventh grade. The study tool was in the achievement test, which was conducted for the experimental group students who studied the programmed learning method. The results showed that there were statistically significant differences at the level of (0.01) in the achievement of students attributed to the method of teaching, in favor of the experimental group.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

scholarly journals A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students’ Learning at ‘A’ level

2019 ◽  
Vol IV (I) ◽  
pp. 61-66
Author(s):  
Muhammad Kamran ◽  
Namra Munir ◽  
Rashid Minas Wattoo
Keyword(s):  
Teaching Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Cognitive Domain ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Post Test ◽  
Experimental Group ◽  
Differentiated Teaching

This study explores the effect of differentiated teaching method vs. traditional teaching method on students’ learning at ‘A’ level. It is an experimental research, conducted in Aitchison College. By applying simple random sampling technique, 70 students are selected as a sample from the population. Pre-test and post-test are conducted for data collection. Research investigates, how differentiated method of teaching effects learners’ academic achievement. The retention level of the students who are taught via differentiated teaching and traditional teaching method is. After conducting a posttest, data is analyzed with pair-sample and independent sample t-test by using SPSS. Analysis shows that the students taught via differentiated teaching have more power of retention than the students taught via traditional teaching methods. The control group perform up to application level while experimental group perform up to evaluation level of cognitive domain.

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals The Effect of Using Flipped Classroom Model on Libyan University Students' English Learning

2018 ◽  
pp. 64-84
Author(s):  
Mustafa Braiek ◽  
Abdulhamid Onaiba ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Language Test ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Experimental Group ◽  
Learning English

This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed that applying the strategy of the flipped classroom had a significant effect in increasing the students’ performances in learning English. The questionnaire responses showed positive attitudes regarding the use of flipped teaching.

TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY

2021 ◽  
pp. 63-65
Author(s):  
Anuradha Mokkapati
Keyword(s):  
Active Learning ◽  
Teaching Method ◽  
Teaching Tool ◽  
Traditional Teaching ◽  
Learning Method ◽  
Tutorial Group ◽  
Cross Sectional ◽  
Interactive Teaching ◽  
Team Based Learning ◽  
Teaching Learning

Background & objectives: Traditional teaching is passive and also lacks feedback to the students. Active learning methods have gained importance in medical education. Team Based Learning (TBL) promotes active learning among the students, with limited faculty. The objectives of the study were to compare TBL with Traditional teaching method and obtain feedback regarding TBL sessions from the students. Materials and Methods: Fifth semester students were divided into two groups- Students in A group were included in the TBL session, and those in B group in the traditional tutorial group. An assessment was conducted for both the groups at the end. Feedback was also taken from the students participating in TBL. Results: Mean score for TBL group was signicantly high compared to the traditional tutorial group. Most students opined that TBL promoted active participation and cooperative learning in the students. Many students felt that the session was stressful. Interpretation & Conclusions: TBL is an active and effective interactive teaching-learning method, which encourages students to work cooperatively.

scholarly journals Effectiveness of Scie-chain Method on Students’ Academic Achievement and Attitude in Managing Large Classes in Science 10

2021 ◽  
pp. 33-41
Author(s):  
Ma. Mheliza S. Valiente ◽  
Rema Bascos-Ocampo
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Weighted Mean ◽  
Large Classes ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

The researchers aimed to find out the effectiveness of Scie-chain method on students’ academic achievement and attitude in managing large classes in Science 10 of Flora National High School.  Specifically, it identified the difference and effect to the academic achievement of students and students’ attitude towards Science of the traditional method and Scie-chain method of teaching. The researchers employed the two-group pretest- posttest quasi-experimental design which made use of the Scie-chain method (Inquiry-based, ICT utilization, and flock system) in the experimental group. The data were analyzed with the use of weighted mean. Results of the study showed thatoriginally the experimental group and the control group are equal in terms ofacademic achievement and attitude towards Science. After the intervention, the experimental group yielded better result in terms of academic achievement and attitude towards Science as Manifested in the difference in their post test. From the findings of the study, the following conclusions were drawn:1. students exposed to the Scie-chain method attained better academic achievement compared to students exposed to traditional teaching method; the intervention (Scie-chain method) enhanced the level of attitude of students towards Science; and the Scie-chain method is an effective strategy to manage large classes.

scholarly journals The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

2021 ◽  
Author(s):  
Tuba Demirci ◽  
Sema Okur
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Teaching Method ◽  
Writing Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Story Writing ◽  
And Control ◽  
Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

scholarly journals Research on the Application of PBL Teaching Method in Physics Experiment Teaching

2021 ◽  
pp. 53-56
Author(s):  
Qi Tian ◽  
Zhi-Xin Huang ◽  
Wei Li ◽  
Ming-Hai Wu ◽  
Yu-Jie Chen
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
The Times ◽  
Physics Experiment ◽  
Experimental Group ◽  
Better Than

Discuss the method and effect of problem-based teaching method (PBL) in the teaching of physics experiment in junior high school. Method: A total of 92 students in two junior high school classes were selected, and one of them was randomly set as the experimental group (46 students) and the other one was the control group (456 students). The experimental group added PBL teaching on the basis of traditional teaching methods. Methods, the control group was taught according to the traditional teaching method only, and finally the teaching effect of the two groups was compared. Results: The physics performance of the experimental group was significantly higher than that of the traditional teaching group (P<0.05). The students in the experimental group were better than traditional teaching in subjective evaluations such as learning initiative, learning interest, thinking ability training, practical ability, and innovation ability. Conclusion: The PBL teaching model is more adapted to the development of the times, and the effect is better than traditional teaching. It can combine the learning and practical skills of students, and the comprehensive ability can be greatly improved.

scholarly journals Effectiveness of computer-assisted learning in biology teaching in primary schools in Serbia

2013 ◽  
Vol 45 (2) ◽  
pp. 422-444 ◽  
Author(s):  
Vera Zupanec ◽  
Tomka Miljanovic ◽  
Tijana Pribicevic
Keyword(s):  
Primary Schools ◽  
Teaching Method ◽  
Biology Education ◽  
Control Group ◽  
Computer Assisted ◽  
Traditional Teaching ◽  
Computer Assisted Learning ◽  
Biology Teaching ◽  
Cognitive Domains

The paper analyzes the comparative effectiveness of Computer-Assisted Learning (CAL) and the traditional teaching method in biology on primary school pupils. A stratified random sample consisted of 214 pupils from two primary schools in Novi Sad. The pupils in the experimental group learned the biology content (Chordate) using CAL, whereas the pupils in the control group learned the same content using traditional teaching. The research design was the pretest-posttest equivalent groups design. All instruments (the pretest, the posttest and the retest) contained the questions belonging to three different cognitive domains: knowing, applying, and reasoning. Arithmetic mean, standard deviation, and standard error were analyzed using the software package SPSS 14.0, and t-test was used in order to establish the difference between the same statistical indicators. The analysis of results of the post?test and the retest showed that the pupils from the CAL group achieved significantly higher quantity and quality of knowledge in all three cognitive domains than the pupils from the traditional group. The results accomplished by the pupils from the CAL group suggest that individual CAL should be more present in biology teaching in primary schools, with the aim of raising the quality of biology education in pupils.

scholarly journals Comparing Traditional Teaching Method and Experiential Teaching Method using Experimental Research

2018 ◽  
Vol 5 (2) ◽  
pp. 276 ◽  
Author(s):  
Farhan Uddin Raja ◽  
Najmonnisa Khan
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Experimental Research ◽  
Teaching Method ◽  
Business Communication ◽  
Traditional Learning ◽  
Traditional Teaching ◽  
Learning Method ◽  
Multinational Organizations ◽  
Business Administration Students

<p>The modern time is shaping a world of opportunities that has glorified the role<br />and functions of multinational organizations across the globe. An individual has<br />become a global citizen, who explores employment opportunities in different<br />countries of the world. This has signified the importance of interpersonal skills that allow individuals to connect with people from different cultures. As a result, the role of business communication instructors has become vital because they impart the skills of communication among their students. For this, instructors’ sensitivity towards the teaching methods used in classrooms are of prime significance. These methods determine the interest level and motivation of students towards learning and acquisition of communication skills. Therefore, this study aims to compare experiential learning method and traditional learning method to explore which method inculcates and improves the communication skills of business administration students of a private sector university. The study was conducted in a quantitative paradigm using an experimental research design. The sample size comprised 60 BBA students from two different sections of business communication courses. The data were collected using a pretest and posttest. For the pretest, communication skills were imparted to both the groups using the traditional teaching method that heavily employed lecturing. For the posttest, the controlled group was taught using the same traditional teaching method while the treatment group was taught using the experiential learning method. Mean scores 20.46 &amp; 19.90 with a significant value of 0.375 for the pretest established identical nature of both groups. Mean scores 27.80 &amp; 30.36 with a significant value of .002 of posttest showed that the two groups under study had different identities in scores, which proved that experiential learning method improves students’ communication skills better than traditional communication skills.</p><p><strong>Keywords:</strong> business communication, experiential learning, experimental research, traditional learning</p>

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