scholarly journals Content and language integrated learning through wall display

2020 ◽  
pp. 29-46
Author(s):  
José Luis Gómez-Ramos ◽  
Laura Lozano-Barrios
Keyword(s):  
Program Implementation ◽  
Subject Matter ◽  
Statistical Significance ◽  
Data Gathering ◽  
Second Grade ◽  
Integrated Learning ◽  
Central Hypothesis ◽  
Significance Levels ◽  
Quasi Experimental ◽  
Bilingual School

Since the learning of curricular content via foreign languages (L2) might be demotivating to non-Anglo-Saxon pupils, this study aims at researching and digging on the motivational differences displayed by students towards the Natural Science subject taught in English at a Spanish bilingual school. Yet having stated the problem of motivation under investigation, the central hypothesis relies on the idea that certain content and language integrated learning (CLIL) techniques –Wall Display– would slightly increase motivation in students, as well as better attitude towards the subject matter. The sample size of research is formed by 43 second-grade bilingual primary students, where half of the participants receive training and the other half do not. The research design is quasi-experimental, and an adapted questionnaire on motivation is implemented as a pretest and postest instrument for data-gathering and outcomes. Concerning the reporting of findings, the statistical significance levels remain similar in the pretests (> .05) and dissimilar after program implementation (< .05), benefiting the trained group. Thus, because of its visual, manipulative, and distinct dynamic, the stated conclusion is that displaying increases learners’ motivation towards subject matter instructed in L2.

scholarly journals Cavalier Use of Inferential Statistics Is a Major Source of False and Irreproducible Scientific Findings

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 603
Author(s):  
Leonid Hanin
Keyword(s):  
Sample Size ◽  
Gaussian Approximation ◽  
Statistical Significance ◽  
Statistical Analyses ◽  
Random Sample Size ◽  
P Values ◽  
The Central Limit Theorem ◽  
Fixed Sample ◽  
Large Numbers ◽  
Significance Levels

I uncover previously underappreciated systematic sources of false and irreproducible results in natural, biomedical and social sciences that are rooted in statistical methodology. They include the inevitably occurring deviations from basic assumptions behind statistical analyses and the use of various approximations. I show through a number of examples that (a) arbitrarily small deviations from distributional homogeneity can lead to arbitrarily large deviations in the outcomes of statistical analyses; (b) samples of random size may violate the Law of Large Numbers and thus are generally unsuitable for conventional statistical inference; (c) the same is true, in particular, when random sample size and observations are stochastically dependent; and (d) the use of the Gaussian approximation based on the Central Limit Theorem has dramatic implications for p-values and statistical significance essentially making pursuit of small significance levels and p-values for a fixed sample size meaningless. The latter is proven rigorously in the case of one-sided Z test. This article could serve as a cautionary guidance to scientists and practitioners employing statistical methods in their work.

scholarly journals Fluency-Oriented Reading Instruction

2005 ◽  
Vol 37 (1) ◽  
pp. 25-60 ◽  
Author(s):  
Steven A. Stahl ◽  
Kathleen M. Heubach
Keyword(s):  
Reading Instruction ◽  
Program Implementation ◽  
Grade Level ◽  
Repeated Reading ◽  
Reading Program ◽  
Second Grade ◽  
Basal Reading ◽  
Home Reading ◽  
Instructional Level ◽  
Teachers Attitudes

This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.

Community Kids Wraparound Mental Health Program: An Effective Approach to Working with Families in Crisis

2007 ◽  
Vol 1 (2) ◽  
pp. 77-99
Author(s):  
Douglas Klayman ◽  
Jenny Crawford
Keyword(s):  
Mental Health ◽  
Experimental Research ◽  
Program Implementation ◽  
Health Program ◽  
Impact Analysis ◽  
Systems Of Care ◽  
Mental Health Program ◽  
Program Termination ◽  
Quasi Experimental ◽  
The Impact

This article presents findings from the five-year evaluation of a youth wraparound mental health program called Community Kids. The structure of the program, sociological theories underlying the philosophy of wraparound, and the context of the mental health system prior to program implementation are discussed. Included are utilization trends from inception through program termination. The impact analysis is presented in terms of five outcome domains for three participant cohorts, defined by tenure in the program. This longitudinal quasi-experimental research provides additional evidence of the efficacy of systems of care and the wraparound model in terms of improving clinical outcomes for youth.

Paradigm flip? Investigating technology-integrated history pedagogies

2017 ◽  
Vol 12 (3) ◽  
pp. 258-279 ◽  
Author(s):  
Josh DeSantis ◽  
Ryan Boyd ◽  
Kyle Marks ◽  
Jake Putsch ◽  
Terrance Shepler
Keyword(s):  
Technology Integration ◽  
Social Studies ◽  
Learning Outcomes ◽  
Statistical Significance ◽  
First Century ◽  
Social Studies Teachers ◽  
Content Type ◽  
Asynchronous Instruction ◽  
Quasi Experimental ◽  
Synchronous Technology

Purpose Successful technology integration into the teaching of social studies is imperative in the twenty-first century classroom. This study sought to answer the following questions: do synchronous and asynchronous technology integration increase a student’s understanding of social studies content? Are synchronous technology-integrated social studies lessons more effective than asynchronous technology-integrated social studies lessons? How do students perceive the effectiveness of a synchronous technology-integrated lesson vs the effectiveness of an asynchronous technology-integrated lesson? The paper aims to discuss these issues. Design/methodology/approach This paper presents the results of a quasi-experimental research project comparing the learning outcomes of students who participated in synchronous and asynchronous technology-augmented lessons. Findings The results of this study found that synchronous and asynchronous technology-enhanced lessons are both viable pedagogies for increasing a student’s understanding of social studies content. The results also yielded no statistical significance between the effectiveness of the synchronous instruction vs asynchronous instruction. However, a statistical significance exists when analyzing a student’s perception of their own learning. Students participating in synchronous technology-integrated instruction reported a higher confidence in the lesson’s ability to teach them, when compared to that of the asynchronous population. Originality/value By continuing to seek new ways to integrate technology effectively into classrooms, social studies teachers can design lessons more effectively to meet the needs of today’s social studies students. The need to understand the learning outcomes of various technology-integrated approaches will continue to grow as more technologies become available to social studies teachers.

scholarly journals Effect of Dementia Educational Program on Formal Caregivers Burden in Elderly Homes

2021 ◽  
pp. 15-23
Author(s):  
Khulud Ahmad Rezq ◽  
Jesusa V. Gutierrez
Keyword(s):  
Program Implementation ◽  
Education Program ◽  
Educational Program ◽  
Aging Process ◽  
Arab Countries ◽  
Test Design ◽  
Formal Caregivers ◽  
Post Test ◽  
Quasi Experimental ◽  
Private Homes

Background: Dementia disease is usually identified among older patients, but it is not a part of the normal aging process. The number of Dementia's patients in the Arab countries is increasing due to increased longevity and improvement in the health care system. This study aimed to assess the effect of an educational program on Formal Caregivers Burden in Elderly Homes. Methodology: This study employed a quasi-experimental one-group pre-test-post-test design. The study was conducted in three elderly nursing private homes in Amman, Jordan using purposive sampling of 50 formal caregivers. Results: Dementia patient’s caregivers’ burden was decreased after program implementation, with statistically significant between pre- post, and three months after program implementation (p<.001). Findings demonstrated that the formal Dementia caregiver’s education program can effectively decrease burden among caregivers. Recommendation: Conducting continuing education program for Dementia patient’s caregivers in the nursing homes to promote their practices and decrease their burden.

scholarly journals The effectiveness of generating interactions between schemata and text (gist) strategy towards the students’ writing skill in Indramayu

2021 ◽  
Vol 2 (1) ◽  
pp. 178
Author(s):  
Indra Yoga Prawiro
Keyword(s):  
Teaching And Learning ◽  
Second Grade ◽  
Reading And Writing ◽  
First Semester ◽  
Is Strategy ◽  
Writing Skill ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Report Text

Many students have difficulties in writing the text. Some of the problems in writing such as the difficulties in expressing their idea into the words, time consuming activities and the limited number of vocabularies. This study focused on the effectiveness of GIST (Generating Interaction between Schemata and Text) strategy in improving students’ writing skill at the second grade of SMK Negeri 1 Sindang. The GIST is strategy for taking notes while the students are reading and writing good summaries. This strategy works on many levels, this allows students to put concept into their own words. This activity helps teachers and students to identify key concept. By using quasi-experimental method non-equivalent design, the instruments of this research were pre-test and post-test. The participants of the research were class XI TOI 1 and XI TOI 2 of first semester in SMK Negeri 1 Sindang. Each class consisted of 33 students. The statistical analysis showed the value of Tobs was 2.23 while the value of Ttable was 1.669 which means Tobs was higher than Ttable 2.23>1.669 (Tobs>Ttable). It means that the GIST strategy is effective in teaching and learning writing especially in report text.Key words: GIST strategy; writing skill; report text

scholarly journals Medical students' perspectives about the traditional and the integrated learning programs in the college of medicine- University of Bisha 

2020 ◽  
Author(s):  
Ayman Mohamed Alashkar ◽  
Abdullah Abdelazim Hashish ◽  
Adel Aborgela ◽  
Ashraf Salah Metwally ◽  
Hany Sonpol ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Survey ◽  
New Technologies ◽  
Statistical Significance ◽  
Approaches To Learning ◽  
Medical Schools ◽  
Research Field ◽  
Integrated Learning ◽  
Learning Program ◽  
School Students

Abstract Purpose: Students’ approaches to learning are central to the process of learning. There is strong debate about the efficiency of traditional learning program (TLP) and the integrated learning program (ILP) in medical schools. TLP is easy for the students being passive learners and for the tutors playing the role of sage on the stage. ILP is mainly student centered in which the students are active learners with mentoring of their tutors. It is important to know the perspectives of medical school students about both programs as they used to apply TLP in the 1st year and starting ILP from the 2nd year. Methodology: This study adopted quantitative research methodology. We addressed the 2nd and 3rd year medical students. Online survey using the Google forms was applied for data collection. Results: agreement of the integrated program (80.8%) exceeded the traditional (48.5%) especially in improving the communication skills, dealing with new technologies, reinforcement of competencies in the research field, and to less extent for its suitability to be applied in medical schools nowadays, development of desired doctor skills to deal with patients and for provision of good approach for medical practice, and lastly for its suitability to identify and deal with the community needs. There was no statistical significance between both programs regarding support of professionalism values. The disagreement of ILP (19.2%) was much lower than TLP (51.5%). Conclusion: Integrated learning program becomes an innovative tool for learning in medical schools with very good compliance among the medical students.

scholarly journals The Use of Schematic-activation Strategy in Teaching Young EFL Learners Reading Comprehension

2019 ◽  
Vol 6 (1) ◽  
pp. 20
Author(s):  
Etika Ariyani ◽  
Etika Ariyani
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Teaching Reading ◽  
Second Grade Students ◽  
Before And After ◽  
Schema Activation ◽  
Post Test ◽  
Quasi Experimental

Reading is one of the important skills that the students have to master. However, many students have difficulties in comprehending the reading text. To solve this condition, the researcher used schema activation strategy to help students understand reading comprehension. The purpose of this research was to investigate whether the use of schema activation strategy is effective or not in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid in academic year 2017/2018. This study was quasi-experimental design using two classes were VIII B class was taken as an experimental class, and VII-A was taken as control class. The population of this research involved 60 students from the second grade in MTs Tarbiyatul Mustafid Batu Simpang. By using purposive sampling, the researcher took the students as a sample. In collecting the data, this study used pre-test, treatment, and post-test as the data collection procedure then followed by analyzing the data by using the t-test formula. Then the result of statistical analysis of t-test in this research was 2.85. It was higher than critical values for t- table in the degree of freedom (df) of 58 is 2.021(0.05%) and 2.704(0.01%). The researcher concludes that mean score before and after teaching by using schema activation strategy has a difference. It means the alternative hypothesis (ha) was accepted. The use of schema activation strategy in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid Batu Rimpang is effective.

scholarly journals Playing SAFMEDS and Its Influence on the Vocabulary Learning of Hotel Department Students

2018 ◽  
Vol 5 (2) ◽  
pp. 125
Author(s):  
Hardianti Hardianti ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Quantitative Data ◽  
Vocabulary Learning ◽  
Research Question ◽  
Core Material ◽  
Second Grade ◽  
Vocational High School ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
High School Classroom

Playing Say All Fast Minute Every Day Shuffled (SAFMEDS), a set of cards containing details in both sides of the cards, has successfully helped many training of fluency and vocabulary development abroad (Quigley (2004); Kubina, Yurich, Durica, & Healy (2015); Beverly, Huge, & Hastings (2016)). However, none of them conducted their researches in the context of vocative education, and focused on English as a Foreign Language (EFL) or English for Specific Purposes (ESP). Thus, by intentionally opening the chance of adapting and transforming SAFMEDS to be applied in vocational high school classroom, the researcher conducted this study to find out whether or not there was any significant difference between the use of SAFMEDS and wordlist in vocabulary learning of two hotel department classrooms, and what are the aspects of vocabulary that might be highly influenced by SAFMEDS itself. This study was conducted purposively in the second grade of hotel department of SMK Negeri 3 Luwuk in the first term of 2017/2018 academic year. An English vocabulary test was administered to collect quantitative data by focusing on playing SAFMEDS containing hotel department terminologies as the core material. Through quasi-experimental research design, the analysis of quantitative data showed that there was a significant difference between the mean score of the students who were learning vocabulary by using SAFMEDS and the mean score of the students who were learning vocabulary by using wordlist. As for the second research question, the researcher found that the aspect of vocabulary which was dominantly affected by the use of SAFMEDS was the aspect of vocabulary in term of form.

scholarly journals Pengaruh Penggunaan Alat Peraga Timbangan Bilangan Terhadap Pemahaman Konsep Perkalian di Kelas II SD Islam Al Azhar 15 Pamulang

2019 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Fery Muhamad Firdaus ◽  
Ririn Novita Sari
Keyword(s):  
Elementary School ◽  
Design Research ◽  
Class Ii ◽  
Second Grade ◽  
Control Group ◽  
Mathematics Students ◽  
Control Group Design ◽  
Average Ability ◽  
Conceptual Ability ◽  
Quasi Experimental

This study aims to know the use of numerical weighing tools against the suspension of mathematics concepts of students of class II Islamic El Al Azhar 15 Pamulang on multiplication materials. The numerical weighing tool is a semi-concrete tool or a machine that is working on an operation task. This research was conducted in the second grade of Al Azhar Islamic Elementary School 15 Pamulang. The method used in this research is quasi experimental method with The Nonequivalent Posttest-Only Control Group Design research design. The sample in this study consisted of an experimental class using 26 students and a control class directed by 26 students. Instrumen is used in this reseach such us mathematical conceptual ability written essay test. The results showed that the students used by using the instrument of numerical scales using the average ability to comprehend the concept of mathematics students is higher than the average ability to understand the concept of mathematics students who are taught without using the means of weighing the scale of the value of significance 0,001  0.05. Based on result of effect (effect size) obtained d value equal to 0,819. The value of the effect of the size obtained interprets that the use of numerical weights of numerals has a high category. Thus, this shows that there is an influence of the use of numerical weighing tools on the ability to understand the concept of mathematics students in class II Islamic Elementary School Al Azhar 15 Pamulang.

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