Effect of Dramatization on Speaking Skills ond Academic Achievement In English Among Primary Students

The present study intends to examine the effect of dramatization on speaking skills and academic achievement in English among primary students. The sample consisted of 240 fifth class students from four co-educational private schools of district Fazilka. The sample was divided into two groups randomly. One of the two groups was designated as Experimental Group and the other as Control Group. Experimental group was taught through Dramatization and the control group was taught through traditional method. The obtained data was analysed using two way Analysis of Variance. The results revealed that (i) Teaching through dramatization was found effective than traditional method with respect to achievement of students in English and gain scores in speaking skills (ii) Boys outperformed girls in case of achievement gain scores (iii) Girls outperformed boys in case of gain scores of speaking skills.

Gain Improvement and Bandwidth Extension of Ultra-Wide Band Micro-Strip Patch Antenna Using Electromagnetic Band Gap Slots and Superstrate Techniques

In this article, the ultrawideband of micro-strip patch antenna is proposed bandwidth and gain were enhanced. The techniques that using to improve the gain and bandwidth are EBG slots and superstrate. The designed structure is implemented using computer simulation technology software (CST). The achievement gain of antenna is increased by 26.4% on 10.5 GHz of frequency. While the bandwidth of the proposed antenna is increased to 161%, the range from 2.67 to 26 GHz. This range of frequency is cover UWB, GPS, 5G mobile cellular, LTE, WLAN 802.11b/g UMTS2000, WiMAX, PCS1900, TD-SCDMA and Bluetooth applications. On the other hand, the ability of the superstrate allows to smaller leverage on the cross polarization accomplishment of an antenna slots. The compares between impedance bandwidth and gain by way of like the radiation patterns are debated at competence of benefit. Finally, there are perfect harmony between simulated and fabricated results.

USING DIGITAL FEEDBACK IN TEACHING ARGUMENTATIVE WRITING

Argumentative Writing is the last writing skill given to the fourth semester of English Department students. It equips the students to present convincing argument as well as critical analysis in the form of argumentative essay. Argumentative Writing course is important since it introduces them in elaborating previous studies to support their argument in composing thesis. English Department students of STKIP PGRI Jombang tend to get difficulties in explaining the previous studies critically. As a matter of fact, most students were confused in relating their argument with the previous studies. Terms connecting previous studies indicate that the students are able to compose thesis scientifically. Thus, this study was conducted to show the use of digital feedback by involving both CALL (Computer-Assisted Language Learning) and MALL (Mobile-Assisted Language Learning) in teaching argumentative writing. The improvement of the students’ ability in argumentative writing by using digital feedback is based on at least 15 achievement gain point reached by 80% of the class. The study found that some students need to have face to face consultation in confirming their final draft.

Introducing laptops to children: An examination of ubiquitous computing in Grade 3 reading, language, and mathematics

This study examines the achievement outcomes accompanying the implementation of a Grade 3 laptop or so-called ubiquitous computing program in a Quebec school district. CAT-3 reading, language, and mathematics batteries were administered at the end of Grade 2 and again at the end of Grade 3, after the first year of computer implementation. Overall gain was found in all three content areas, but was differential when compared with the norms of the CAT-3. Additionally, some evidence suggested a differential gain for lower and middle-level learners during the school year. Teachers were administered an instrument called the Technology Implementation Questionnaire (TIQ) that assessed the purposes and extent of technology integration. Negative correlations were found in reading achievement gain for items associated with the higher use of communicative, evaluative, and creative uses of computers. Open-ended teacher responses indicated the need for more professional support for instructional implementations of computing. Résumé: Cette étude examine les performances accompagnant l’implantation d’un programme d’ordinateurs portables en 3 ième année du primaire, aussi appelé programme d’ubiquité computationnelle, dans une école d’un district scolaire du Québec. Des batteries de tests, CAT-3 en lecture, en langue et en mathématiques ont été administrées à la fin de la deuxième année du primaire et une autre fois à la fin de la troisième année du primaire, après un an d’implantation des ordinateurs. Un gain fut observé dans les trois matières, mais était différencié lorsque comparé aux normes du CAT-3. De plus, un gain différencié fut mis en évidence pour les apprenants de niveau inférieur et moyen durant l’année scolaire. Les enseignants ont rempli le Technology Implementation Questionnaire (TIQ) qui mesure le but et l’étendue de l’intégration technologique. Des corrélations négatives ont été trouvées en gains au niveau de la lecture pour les items associés à l’utilisation de haut niveau des ordinateurs, en communication, en évaluation et en création.

The Use of Theory-Based Computer-Assisted Instruction in Correctional Centers to Enhance the Reading Skills of Reading-Disadvantaged Adults

The purpose of this study was to examine the effectiveness of theory-based CAI for reading with incarcerated adults reading below the ninth grade level. The participants were offenders drawn from participating correctional centers in Oklahoma who were randomly assigned to a CAI or a non-CAI instructional group. Reading assessment instruments were administered on a pre-test/post-test basis. Results showed a significant reading achievement gain for computer-assisted reading instruction when compared to traditional instruction for entry levels of 0–3.0 Grade Equivalency Level (GEL). Higher entry levels showed approximately the same gain for both groups. These findings are consistent with a cognitive components model of reading.

Identification and Translation of Effective Teacher-Developed Instructional Procedures for General Practice

We describe a multistep method for (a) identifying effective teacher-developed instructional procedures based on assessments of achievement gain and classroom engagement and (b) translating them for wide-scale use by other teachers. The method employed a combination of both objective and naturalistic assessments leading to reliable procedural protocols for use in the training of other teachers and evaluation of their implementation of these same procedures. The implications of this particular product-process approach to the identification of effective teacher-developed practices and to instructional improvement are discussed.

Depressive symptoms over first grade and their response to a developmental epidemiologically based preventive trial aimed at improving achievement

This article is about the course of depressive symptoms during a classroom-based randomized preventive field trial aimed at improving reading achievement among first-grade children in an urban population of mixed ethnicity and lower middle to low socioeconomic status. In the fall, children reported high levels of depressive symptoms, a risk factor for major depressive disorder. There was a linear relationship in the fall between depressive symptoms and achievement test scores. Among male children in intervention classrooms whose gain in achievement was at least the national average, depression from fall to spring was decreased, compared to those whose achievement gain was lower. Among female children both in the control and in the intervention classrooms, there was also a significant relationship between gain in achievement and the course of depression.