This document discusses concept mapping and its impact on student achievement in social studies. It begins by defining concept mapping as a graphical tool to organize and represent knowledge through concepts and relationships. The document then examines how concept mapping can be used in social studies by actively engaging students and aiding in knowledge organization. An experimental study is described that tested the effects of concept mapping on 40 students' history and geography achievement. The results showed significant effects of concept mapping on achievement in both subjects for students from both educated and uneducated families. The document concludes that concept mapping enhances meaningful learning and student achievement in social studies.
CONCEPTUAL APPROACH AND SOLVING WORD PROBLEM INVOLVING MULTIPLICATION OF WHOL...WayneRavi
This study was conducted to determine the effect of conceptual approach on solving word problems involving multiplication of whole numbers as well as addition and subtraction. The study was carried out in Tambongon Elementary School to Fourty-one Grade Two students. Descriptive statistics (mean & SD), paired-sample T-test and ETA2 were used as tools in the analysis of data. Results revealed that there was a significant difference on the pretest and post test scores of conceptual approach. Further, conceptual approach has large effect.
Development and Evaluation of Concept Maps as Viable Educational Technology t...paperpublications3
Abstract: This study had developed and evaluated concept maps as viable educational technology to facilitate learning and assessment. The development process concluded upon establishing validity and reliability. These maps were classified into two: concept maps to facilitate learning; and, fill-in-the-maps to facilitate assessment. A one group pre-test-posttest pre-experimental design was employed. Fill-in-the-maps were utilized for unit pre-tests and posttests. Complete concept maps were used to facilitate learning. For midterm examination, students were given composition as basis for constructing concept map. For final examination, students were provided concept maps to write their own composition. Rubrics were used to assess students’ outputs. z-test for correlated means showed significant increases of Mean Percentage Score (MPS) from pre-test to posttest. The overall posttest result was correlated with those of objective, fill-in-the-map, map construction and composition writing. Significant correlations were observed. Results accentuated that concept maps can be developed and evaluated to facilitate learning and assessment.
A Structural Equation Modelling of Entrepreneurial Education and Entrepreneu...inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
ST (Spatial Temporal) Math®: Impact on student progressMarianne McFadden
An action research studying how two middle schools implement the ST Math® program and the level of effectiveness with regard to standardized test results, overall confidence,and academic achievement.
Artificial intelligence to support human instruction Michael C. Mozera,b,c,, ...eraser Juan José Calderón
Artificial intelligence to support human instruction
Michael C. Mozera,b,c,, Melody Wiseheartd and Timothy P. Novikoff.
PNAS March 5, 2019 116 (10) 3953-3955; first published February 19, 2019 https://doi.org/10.1073/pnas.1900370116
CONCEPTUAL APPROACH AND SOLVING WORD PROBLEM INVOLVING MULTIPLICATION OF WHOL...WayneRavi
This study was conducted to determine the effect of conceptual approach on solving word problems involving multiplication of whole numbers as well as addition and subtraction. The study was carried out in Tambongon Elementary School to Fourty-one Grade Two students. Descriptive statistics (mean & SD), paired-sample T-test and ETA2 were used as tools in the analysis of data. Results revealed that there was a significant difference on the pretest and post test scores of conceptual approach. Further, conceptual approach has large effect.
Development and Evaluation of Concept Maps as Viable Educational Technology t...paperpublications3
Abstract: This study had developed and evaluated concept maps as viable educational technology to facilitate learning and assessment. The development process concluded upon establishing validity and reliability. These maps were classified into two: concept maps to facilitate learning; and, fill-in-the-maps to facilitate assessment. A one group pre-test-posttest pre-experimental design was employed. Fill-in-the-maps were utilized for unit pre-tests and posttests. Complete concept maps were used to facilitate learning. For midterm examination, students were given composition as basis for constructing concept map. For final examination, students were provided concept maps to write their own composition. Rubrics were used to assess students’ outputs. z-test for correlated means showed significant increases of Mean Percentage Score (MPS) from pre-test to posttest. The overall posttest result was correlated with those of objective, fill-in-the-map, map construction and composition writing. Significant correlations were observed. Results accentuated that concept maps can be developed and evaluated to facilitate learning and assessment.
A Structural Equation Modelling of Entrepreneurial Education and Entrepreneu...inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
ST (Spatial Temporal) Math®: Impact on student progressMarianne McFadden
An action research studying how two middle schools implement the ST Math® program and the level of effectiveness with regard to standardized test results, overall confidence,and academic achievement.
Artificial intelligence to support human instruction Michael C. Mozera,b,c,, ...eraser Juan José Calderón
Artificial intelligence to support human instruction
Michael C. Mozera,b,c,, Melody Wiseheartd and Timothy P. Novikoff.
PNAS March 5, 2019 116 (10) 3953-3955; first published February 19, 2019 https://doi.org/10.1073/pnas.1900370116
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
EFFECTIVENESS OF SINGAPORE MATH STRATEGIES IN LEARNING MATHEMATICS AMONG FOUR...Thiyagu K
The Singapore math method is child-focused, and seeks to make sure that the student gains a full and complete understanding of the fundamental mathematical concepts, rather than merely memorizes a rote collection of facts. This approach not merely enhances mathematical learning; it also offers a firm foundation from which broader mathematical principles can be extrapolated. The present study tries to find out the effectiveness of Singapore math strategies in learning mathematics among fourth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 64 Fourth standard students for the study. According to the scoring of pre-test, 32 students were chosen as control group and 32 students were chosen as experimental group. Finally the investigator concludes; (a) the experimental group student is better than control group students in their gain scores. (b) There is no significant difference between control group and experimental group students in their pre test scores and post test. (c)There is significant difference between control group and experimental group students in the scores of posttest attainment of knowledge, understanding and application objectives.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
This research was conducted due to the importance value of mathematics for early childhood and the fact some researches showed the early childhood education (ECE) teachers' low level of basic mathematical knowledge, especially the one related to childhood developmental stages. The participants of this research were 35 ECE teachers from one of the cities in West Java province with teaching experience approximately ten years. In this research, 30 minutes was given to the participants to solve 20 questions, which tested teachers' knowledge related to verbal counting sequence, counting, the ordinal number of words, addition/subtraction, divisions of sets, written number symbols, and words. Besides, the interview was conducted to get more indepth information from the participants. The quantitative descriptive analysis was used to identify the frequency, percentage, mean value, and standard deviation. The result of the research showed that ECE teachers had limited knowledge of children's mathematical development. It was revealed by the result of the mean value of the teachers’ responses, which were only 33% correct answers and 16% no idea answers. This result can become input for the stakeholders to hold a professional development program which aims to increase the quality of ECE teachers related to mathematical development activity.
This article describes a generalization strategy on pictorial visual patterns. This explorative descriptive study involves 60 students of 7 Grade Student of private junior high school in Tuban East Java Indonesia. Data obtained through the pattern generalization task. The type of pattern used in this research is pictorial sequences with two non-consecutive terms. Selection of a pictorial sequences with two non-consecutive pattern to focus students' attention on visual stimuli. Based on the students answers of pattern generalization task, there are 33 students who answered correctly and 27 students answered wrong. From the correct answer, there are six different general formula representations. The visualization strategy used by the students begins by splitting the image into smaller elements. The way students break down into smaller elements is also diverse. Students divide the image in the form of V (2 matchsticks), U shape (3 matchsticks), square shape (4 matchsticks) and lastly divide in a unit additive consisting of 7 matchsticks.
Construct maps are important tools in educational assessment and can serve multiple purposes related to development and validation, as well as score interpretation and use. This chapter outlines a process for developing a construct map from the qualitative ordering of teachers’ responses to open-ended assessment items. The construct of interest pertains to a teacher’s ability to attend to what students say and do, which is a key component of many recommendations for instructional practice within mathematics education. The instrument we are developing is designed to measure teachers’ attentiveness to student thinking in quantitative reasoning problem situations. A key aspect of our instrument development process is the development of a construct map that hierarchically orders qualitatively different levels of teacher attentiveness. In this chapter we describe our process for developing the construct map with the intent of providing an example to others who may be interested in engaging in the development of construct maps.
DETECTING AND IMPROVING STUDENT EMOTIONS USING ACTIONABLE PATTERN DISCOVERY I...adeij1
Each year number of students enrolling in higher education is increasing significantly. Students from diverse backgrounds can be found in a class. These changing circumstances are making it necessary to develop Innovative teaching and Learning methodologies. Active Learning methodology is an innovative strategy and Lightweight Team comes under this Active Learning methodology. Lightweight Team approach is one such low-stake activity and it has very little or no direct impact on a student's grade whereas it makes the learning process fun and interesting. A student’s Emotion towards a class plays a major role in their class performance. In this work we use the feedback from the Student Survey Data which aims to evaluate student emotions and overall satisfaction with Course Teaching methods and Group Work experience. We use Actionable Pattern Discovery methodology to provide suggestions in the form of Action Rules to enhance student Emotions thereby achieving a Positive Learning and Teaching experience.
Searching for the relationship between secondary schools students' motivation...inventionjournals
This study aims to search students' science learning motivation in relation with some variables (such as having a separate study room at home and a personal computer) and the effect of motivational factors on students' science achievement. In the study, descriptive corelational survey model has been used to examine students' motivation in relation with some variables and to search the relationship between students' science learning motivation and their TEOG exam scores. The sample of the study consisted of 232 8th grade students attending 3 state secondary schools in Kahramanmaraş during 2013-2014 academic year. Students' motivation level has been determined by administering SMTSL. Students' average scores of the TEOG exam have been considered as their science achievement. The findings show that female students’ motivation level is higher than the male students. In addition, it has been observed that female students’ motivation is higher in sub-categories of active learning strategies, science learning value and achievement goal. There is a direct relationship between the students’ motivation and their TEOG scores. This shows that students with higher levels of motivation have higher success in TEOG.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
EFFECTIVENESS OF SINGAPORE MATH STRATEGIES IN LEARNING MATHEMATICS AMONG FOUR...Thiyagu K
The Singapore math method is child-focused, and seeks to make sure that the student gains a full and complete understanding of the fundamental mathematical concepts, rather than merely memorizes a rote collection of facts. This approach not merely enhances mathematical learning; it also offers a firm foundation from which broader mathematical principles can be extrapolated. The present study tries to find out the effectiveness of Singapore math strategies in learning mathematics among fourth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 64 Fourth standard students for the study. According to the scoring of pre-test, 32 students were chosen as control group and 32 students were chosen as experimental group. Finally the investigator concludes; (a) the experimental group student is better than control group students in their gain scores. (b) There is no significant difference between control group and experimental group students in their pre test scores and post test. (c)There is significant difference between control group and experimental group students in the scores of posttest attainment of knowledge, understanding and application objectives.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
This research was conducted due to the importance value of mathematics for early childhood and the fact some researches showed the early childhood education (ECE) teachers' low level of basic mathematical knowledge, especially the one related to childhood developmental stages. The participants of this research were 35 ECE teachers from one of the cities in West Java province with teaching experience approximately ten years. In this research, 30 minutes was given to the participants to solve 20 questions, which tested teachers' knowledge related to verbal counting sequence, counting, the ordinal number of words, addition/subtraction, divisions of sets, written number symbols, and words. Besides, the interview was conducted to get more indepth information from the participants. The quantitative descriptive analysis was used to identify the frequency, percentage, mean value, and standard deviation. The result of the research showed that ECE teachers had limited knowledge of children's mathematical development. It was revealed by the result of the mean value of the teachers’ responses, which were only 33% correct answers and 16% no idea answers. This result can become input for the stakeholders to hold a professional development program which aims to increase the quality of ECE teachers related to mathematical development activity.
This article describes a generalization strategy on pictorial visual patterns. This explorative descriptive study involves 60 students of 7 Grade Student of private junior high school in Tuban East Java Indonesia. Data obtained through the pattern generalization task. The type of pattern used in this research is pictorial sequences with two non-consecutive terms. Selection of a pictorial sequences with two non-consecutive pattern to focus students' attention on visual stimuli. Based on the students answers of pattern generalization task, there are 33 students who answered correctly and 27 students answered wrong. From the correct answer, there are six different general formula representations. The visualization strategy used by the students begins by splitting the image into smaller elements. The way students break down into smaller elements is also diverse. Students divide the image in the form of V (2 matchsticks), U shape (3 matchsticks), square shape (4 matchsticks) and lastly divide in a unit additive consisting of 7 matchsticks.
Construct maps are important tools in educational assessment and can serve multiple purposes related to development and validation, as well as score interpretation and use. This chapter outlines a process for developing a construct map from the qualitative ordering of teachers’ responses to open-ended assessment items. The construct of interest pertains to a teacher’s ability to attend to what students say and do, which is a key component of many recommendations for instructional practice within mathematics education. The instrument we are developing is designed to measure teachers’ attentiveness to student thinking in quantitative reasoning problem situations. A key aspect of our instrument development process is the development of a construct map that hierarchically orders qualitatively different levels of teacher attentiveness. In this chapter we describe our process for developing the construct map with the intent of providing an example to others who may be interested in engaging in the development of construct maps.
DETECTING AND IMPROVING STUDENT EMOTIONS USING ACTIONABLE PATTERN DISCOVERY I...adeij1
Each year number of students enrolling in higher education is increasing significantly. Students from diverse backgrounds can be found in a class. These changing circumstances are making it necessary to develop Innovative teaching and Learning methodologies. Active Learning methodology is an innovative strategy and Lightweight Team comes under this Active Learning methodology. Lightweight Team approach is one such low-stake activity and it has very little or no direct impact on a student's grade whereas it makes the learning process fun and interesting. A student’s Emotion towards a class plays a major role in their class performance. In this work we use the feedback from the Student Survey Data which aims to evaluate student emotions and overall satisfaction with Course Teaching methods and Group Work experience. We use Actionable Pattern Discovery methodology to provide suggestions in the form of Action Rules to enhance student Emotions thereby achieving a Positive Learning and Teaching experience.
Searching for the relationship between secondary schools students' motivation...inventionjournals
This study aims to search students' science learning motivation in relation with some variables (such as having a separate study room at home and a personal computer) and the effect of motivational factors on students' science achievement. In the study, descriptive corelational survey model has been used to examine students' motivation in relation with some variables and to search the relationship between students' science learning motivation and their TEOG exam scores. The sample of the study consisted of 232 8th grade students attending 3 state secondary schools in Kahramanmaraş during 2013-2014 academic year. Students' motivation level has been determined by administering SMTSL. Students' average scores of the TEOG exam have been considered as their science achievement. The findings show that female students’ motivation level is higher than the male students. In addition, it has been observed that female students’ motivation is higher in sub-categories of active learning strategies, science learning value and achievement goal. There is a direct relationship between the students’ motivation and their TEOG scores. This shows that students with higher levels of motivation have higher success in TEOG.
Project Opera (Operation Rational): A Tool In Bridging The Learning GAPS In F...AJHSSR Journal
ABSTRACT : The study was conducted to determine the Mathematical performance of the students. The
study aimed to evaluate the effect of project opera in the mathematical performance of the students during pretest and post-test performance in fractions. The study employed the quasi -experimental one group-pre-test-posttest research design. The paired t-test was employed to establish the existence of significant difference between
pre-and post-test scores in fractions.
Effect of Concept Mapping and Competitive Instructional Strategy on Basic Sci...ijtsrd
This study was conducted to determine the effect of Concept mapping and competitive instructional strategy on Basic Science students on academic performance in Ardo Kola Local Government Area of Taraba Statte. Three research questions and hypotheses were formulated and tested at 0.05 level of significance. The quasi experimental research was adopted. The population of the study was 2,228 Upper Basic level students of public schools. The sample was 60 students, consists of male 32 female 28 selected through a random sampling technique to form two intact classes. Thermal Energy Performance Test TEPT was used for the collection of data. Mean and standard deviation were used to answer the three research questions, while the three hypotheses were tested with t test statistic tool. The research revealed that concept mapping has a substantial effect on students’ academic performance in Thermal Energy while gender have no substantial effect on students’ academic performance. Based on the findings of this study, it is recommended that the use of concept mapping teaching strategy should be encourage at upper basic, hence it enhanced better performance. Concept mapping teaching strategy is gender friendly, it should be encouraged among Males and Females students at upper basic level. Gor, Jeremiah A | Daudu, Bunsheya C "Effect of Concept Mapping and Competitive Instructional Strategy on Basic Science Education Students Academic Performance in Thermal Energy in Ardo-Kola Local Government Area of Taraba State, Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd60050.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/60050/effect-of-concept-mapping-and-competitive-instructional-strategy-on-basic-science-education-students-academic-performance-in-thermal-energy-in-ardokola-local-government-area-of-taraba-state-nigeria/gor-jeremiah-a
In the discovery with models method identification relationships among students behaviors and characteristics or contextual variables are key applications.
TEACHER BEHAVIOUR AS PERCEIVED BY HIGHER SECONDARY COMPUTER SCIENCE STUDENTS ...Thiyagu K
Computer science is one of the subjects being taught at higher secondary
level catering the needs of basic knowledge and skills to fulfill the requirements at
higher education level (Joseph F. Callahan.1977). Moreover, the subject -
computer science - commands the attention of all the people of the globe. The fact
is that most of the students feel very difficult in learning computer science. Hence,
the computer science teachers are expected to be more competent and effective in
their profession. The main aim of the study is to find out the level of teacher
behaviour as perceived by higher secondary computer science students and to find
out the level of achievement in computer science of higher secondary computer
science students. The investigator used the survey method for the present study.
The sample for the present study consisted of 300 higher secondary computer
science students studying in four different schools of Tuticorin District. The
investigator used the Teacher Behaviour Scale prepared and validated by S.
Arockiasamy (2004). The findings of the study were more than 67% of higher
secondary computer science students have recorded their neutral perception on the
teacher behaviour of their respective teachers. The male and female higher
secondary computer science students differ significantly in their perception on
teacher behaviour in total and in the dimensions - questioning and class
management. And no significant relationship is found between the perception of
higher secondary computer science students on teacher behaviour in total and their
achievement in computer science.
Feedback processes in online learning environments: main findings from EdOnline Research Group
Espasa, A.; Guasch, T.; Martínez Melo. M. & Mayordomo, R.
1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
EFFECTIVE COVERAGE OF LEARNING DOMAINS IN STUDENTS ASSESSMENT BY LECTURERS OF...ijejournal
The study investigated the degree of coverage of the three domains of learning during assessment of students by lecturers in Cross River University of Technology Calabar, Nigeria. The three learning domains in education are the cognitive, affective and psychomotor domains. Cognitive learning domain behavior involves thinking, reasoning, memorizing, comprehension, calculation, analyzing. Affective learning involves feeling, valuing, interest, responding. While psychomotor includes physical activities such as coordination and use of motor skills measured in speed, precision, distance and procedures. Two
hypotheses were formulated to test the expected level coverage of learning domains by lecturers in Cross River University of Technology. The study population comprised all academic staff in Cross River University of Technology, and 100 lecturers were randomly selected as sample for this study. Data collection instrument was a facts finding questionnaire titled learning domain coverage questionnaire. The major findings were that learning domains coverage in continuous assessment tests by academics in Cross River University of Technology was not significantly higher than the expected. There was also no
significant difference in learning domain coverage among faculties in Cross River University of Technology. It was recommended that continuous assessment tests should ensure adequate coverage of the learning domain particularly the cognitive and psychomotor domains. Seminars and workshops should be organized for all academic staff by test experts.
This is the paper entitled "Effects of the Mountain Climbing Analogy to the Performance and Attitude of the First Year University students in Basic Mathematics"
the paper together with its data gave an insight on the viability of this teaching approach as a substitute to the teacher-centered traditional classroom environment.
Creative Problem Solving Model for Promoting Achievement among Higher Seconda...QUESTJOURNAL
ABSTRACT The CPS frame of reference has evolved through more than five decades of work and has revised and remodeled. The present study determines the effectiveness of Creative Problem Solving Model for Promoting Achievement among Higher Secondary School Geography Students. For that the investigator used OsbornParness model of Creative Problem Solving. A quasi-experimental method with pre-test post-test two group design was adopted. The sample consisted of 269 XIth standard students from five different schools from Kottayam and Ernakulam district. Tools used are lesson design based on Osborn-Parness model of Creative Problem Solving, lesson design based on prevailing activity oriented approach, and achievement test in Geography. The result concludes that the select model is effective for promoting achievement among higher secondary school Geography students. Creative Problem Solving frame of reference elicit thoughtful, deliberate preference in which problem solvers choose and apply the method and tools that will be most applicable and advantageous for their learning task.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
Running head Research Implementation Plan7October 28In.docxjoellemurphey
Running head: Research Implementation Plan
7
October 28
In 1-2 paragraphs, describe your current research question or thesis statement, and how it is relevant to your educational setting.
My current research question involves motivation of students through technology. I want to know if technology 1) increases the motivation for math students in their desire to learn and 2) if they perform better academically with technology integrated into the curriculum. It seems that the first part of my research will be subjective and the second part objective. In my head they blend together nicely as proof-through-research of the advantages (or not) of utilizing technology in teaching mathematics. I have reasons for wanting to gain data on this. Primarily, I believe that the lives of our 21st century students will be inundated with technology for practical use. No longer will technology be used for social networking or game playing. Instead, I anticipate that the future holds uses for technology in business which we currently cannot imagine. The students in my classroom already think in terms of how to use technology not only for simple research, but also in presentations and demonstrations of their knowledge. I know that even at the kindergarten level, the use of computers is becoming more and more popular since set-up time is immediate, colors and shapes are perfect and educational games can be played by two (for a nice interpersonal approach).
A concern about measuring the improved academic performance is that we are using new world technology up against old school testing. I am going to be looking for situations where technology is being used above and beyond arithmetic answers to see how it is being perceived as assisting in the theory and application of mathematics, rather than just doing the mechanics. I am well aware of the standardized tests that my students will face, and that they are not designed for technology assistance. Perhaps I am looking at the next wave of educational improvement. The pendulum swings slowly in education. Preparing my students for their 21st century lives and at the same time preparing them to pass a standardized test from my 20th century life is the challenge I face in my classroom. Through research (with positive results), I like to think that I will be a step ahead when the day comes and technology is properly insinuated into the math curriculum.
November 1
My topic of research is: Are students better motivated and do they perform better academically when allowed to learn mathematics through the use of technology.
1. Developing and Validating a Reliable TPACK Instrument for Secondary Mathematics Preservice Teachers
J. Zelkowski, J. Gleason, D. C. Cox, & S. Bismarck
Vocabulary:
TPACK - The specialized knowledge that teachers require to effectively integrate technology into teaching practices is currently referred to as technological, pedagogical, and content knowledge (TPACK)
PSTs’ - preservice teachers’ (P ...
Investigations were carried out to see the effect of pesticide 'companion' on the proximal composition and enzyme namely amylase, GOT and GPT of whole green gram in the early stages of germination. The findings revealed that the pesticides increase the enzyme activity in the early stages of germination and thus increase the metabolic rate. The Vitamin-C content was also enhanced with the use of pesticide, but there was a decrease in the proximal composition of the gram when treated with pesticide.
Afghanistan as a landlocked country occupies crucial geo-strategic
location connecting East & west Asia. This work is also the sincere effort to highlight the
factors which can bring sustainable development and peace in Afghanistan & also those
negative factors which are encouraging extremism of Taliban, terrorism and undue interference
by some countries. Generally it has been seen that the regional powers are also vary in action.
I also highlight the role of regional and trans- regional actors which are creating obstacles
in the construction of peaceful Afghanistan. I have also try to highlights the suggestions and
recommendation for the establishment of sustainable development & peace in afghanistan
through the collective support of major powers.
Key words : Afghanistan, Taliban, Great Game, Durand line,Russia ,Caspian sea,WTC
The research paper focuses on the Indian immigrant's experiences of immigration, nostalgia, language,
tradition, and acculturation in the host land with reference to Uma Parameswaran's literary fiction, "What Was
Always Hers". As a diasporic writer, she has seen and experienced immigrant life in the host country, Canada
and in her diasporic works; she has highlighted Indian immigrants' cultural displacement in the adopted country,
Canada. In the present book, she has explored the immigrant life of Indians especially immigrated women in their
adopted country. Her characters are always live in confusion to accept the culture of the native country or host
country and express their socio-cultural ties towards their homeland.
1. 54 RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print) E-ISSN-2320-5482, July,2013 VOL-IV *ISSUE- 46
Introduction:
A concept map is a diagram showing the re-
lationships among concepts. It is a graphical tool for
organizing and representing knowledge. Concepts,
usually represented as boxes or circles, are connected
with labeled arrows in a downward-branching hierar-
chical structure. The technique for visualizing these
relationships among different concepts is called con-
cept mapping.
DefinitionsofConceptMapping:
Theconceptmapscanbe refined byresearch-
ers rethinking and redrawing processes as more
knowledge is accumulated from a search as defined
following:
According to Asan (2007)Concept mapping
is a method to visualize the structure of knowledge.
Since the knowledge expressed in the maps is mostly
semantic,conceptmapsaresometimescalledsemantic
networks. According to Nelson(2007)Concept Map-
ping is a nonlinear, graphic representation of unstable
domains, depicting major concept nodesand the inter-
relationships of those nodes. It is a learning strategy
identified as having a significant impact on retention
and retrieval of information, with continued process-
ing of data over time.
Thus we can conclude that concept mapping is basi-
cally graphical tools for organizing and representing
knowledge and showing relationships among con-
cepts. It is the inclusion of cross-links. These are rela-
tionships between concepts in different segments of
the concept map. Concepts, usually represented as
boxes or circles, are connected with labeled arrows in
adownward-branchinghierarchical structure.Itworks
like a brain; you can store a lot of different ideas and
then connect a relation between them. You can easily
Research Paper—Education
July ,2013
ImpactofTeachingthroughConceptmappingon
AchievementinSocialStudies'Components
*ManojKumar**Dr.Mohd.Rizwaan
This study investigated the impact of teaching through concept mapping in social studies' components.The sample selected
for the study consists of 40 students from class- VIII, of Govt. Senior Secondary schools, Uplana, Karnal.The experimental
method is selected in which the one-Group Pre-test Post-test design was used. The students were taught using concept
mapping teaching technique. The results show that students taught through concept mapping have higher achievement.
In nutshell, concept mapping enhances meaningful and active learning and it also provides wider scope to curriculum
developer and social studies.
A B S T R A C T
Key Words: Concept Mapping, Achievement, Social Studies.
*ResearchScholar(Ph.D)DakshinBharatHindiPracharSabha,Madras.
**Principal,BudhaCollegeofEducation,Ramba,Karnal.
switchoverfromoneideato anotherin caseofconcept
mapping.It also effective in identifying both valid and
invalid ideas held by students as well as teachers.
ConceptmappingandSocialStudies:
Conceptmappingtechniqueislearner-centred
and activities oriented. It actively engages learners in
meaningfulactivitiesprovided.Itistechniquethataids
inschematicorganizationandrepresentationofknowl-
edge. The technique provides an active, creative, vi-
sual and spatial learning activity in their hierarchical
relationship. It provides the opportunity to organise,
analyse, evaluate, summarize and own ideas.
Concept mapping technique can be used to
improve students' learning achievements and interests
in social studies. It is a better technique that signifi-
cantly improved students learning achievement com-
pared to a traditional expository teaching approach. It
can be very useful at every level of teaching-learning
and a well constructed CM reflects student's knowl-
edge and facilitates their sense-making and improves
theirmeaningful learning.It improvesstudent's higher
orderthinkingskillsinsocialstudies.Student'sachieve-
mentsbetterintermsofsubjectmattercontentmastery
when taught with psychological strategies using con-
cept mapping.
Thisclearlyisamanifestationofthepotential
of concept mapping to enhance meaningful learning
and improved achievementinsocialstudies.It isfound
by many researchers significantly beneficial to pro-
mote learning achievements as well as the learning
attitudes of the students.Concept mapping gives also
real-time feedback to the students as well as the teach-
ers. Therefore, Concept Mapping can more effective
than traditional instruction in improving students'
achievements in Social Studies.
2. 55RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print) E-ISSN-2320-5482, July,2013 VOL-IV *ISSUE- 46
Objectives ofTheStudy:
The objectives of the present study are as following:
1. To find the effect of concept mapping on the aca
demic achievement in social studies' components
among elementary school students belonging to
educated parents.
2. To study the effect of concept mapping on the
academic achievement in social studies' compo
nents among elementary school students belong
ing to uneducated parents.
HypothesesoftheStudy:Thehypothesesofthestudy
areasfollowing:
1. Thereexistsasignificanteffectofconceptmapping
on the achievement in social studies' components
among elementary school students belonging to
educated parents.
2. Thereexistsasignificanteffectofconceptmapping
on the achievement in social studies' components
among elementary school students belonging to
uneducated parents.
ResearchMethodology:
The experimental method is selected for the
study in which the one-Group Pre-test Post-test de-
sign wasused forthe study.Thesample selected for the
study consists of 40 students from Govt. Senior Sec-
ondary schools, Uplana, Karnal from class- VIII. The
class has been selected through the simple randomiza-
tions of clusters from Karnal district.
ToolsUsed:
Keeping in mind these criteria like validity,
reliability,practicabilityetc.theresearcherdecided the
following tools used to collect data.
1. Socio-EconomicStatusScale (SESS-US)bySunil
Kumar Upadhyay and Alka Saxena.
2. Concept Maps on different topics in Social Studies
for Class VIII prepared by the investigator.
3. AchievementTeston selected topics ofSocial Stud
iesdevelopedbytheinvestigator(Pre-testandPost-
test).
DesignofExperimentalstudy:
TheExperimentaldesigncanbediagrammed
as below:
ing the answerof each tests (Pre-test and Post-test),
one mark was awarded for each correct response and
zero mark was awarded for each wrong response. The
achievementtestcontainedonlyMultipleChoiceQues-
tions. The answer keys were prepared separately.
StatisticalTechniquesUsed:
It has been used descriptive statistics such as
Mean and Standard Deviation. The t-ratio was used to
find out the difference between mean scores ofpre-test
and post-tests.
Analysisandinterpretationofdata:
Itisrevealedfromthetableno.1thatthet-ratio
came from this area is3.18, whichis significant at 0.01
level of significance. Thus the formulated hypothesis
(H1-1)states'thereexistsasignificanteffectofconcept
mapping on the achievement in 'History' a component
of social studies among elementary school students
belonging to educated parents', is accepted.
See Table 1
Again the table no. 1 reveals that the t-ratio came from
socialstudies'component'Geography'is7.94,whichis
significantat0.01levelofsignificance.Thustheformu-
lated hypothesis(H1-1)states'thereexistsasignificant
effect of concept mapping on the achievement in 'Ge-
ography'a componentofsocialstudies amongelemen-
tary school students belonging to educated parents',
is accepted. See Table 2
It is revealed from the table no. 2 that the t- ratio 3.52
came out which is significant at 0.01 level of signifi-
cance. It implies that there is significant effect of con-
cept mapping on the achievement in social studies'
component 'History' among elementary school stu-
dents belonging to uneducated parents.Thus the hy-
pothesis (H1-2) states 'there exists a significant effect
of concept mapping on the achievement in 'History' a
component of social studies among elementary school
students belonging to uneducated parents', is ac-
cepted. Again table no. 2 shows that the t-ratio came
out from Geography is 3.23 came out which is also
significant at 0.01 level of significance. This means
there is significant effect of concept mapping on the
achievement in social studies' component'Geography'
among elementary school students belonging to un-
educated parents. Thus the hypothesis (H1-2) states
Theone-GroupPre-testPost-testDesign
Pre-test Treatment Post-test
O1
X O2
Here: O1
and O2
Stands for Pre-test and Post-test re-
spectively.
X for experimental treatment
Treatment:
1st
Day and 2nd
Day Introductory session by researcher and
supervisor
3rd
Day Lecture was delivered on effective
communication Skill
4th
Day Pre-test administered
5th
Day to
49th
Day Treatment was given (Teaching
through Concept Mapping)
50th
Day Post-test administered
51st
Day Thanking Party/Tea Party was given
to School Teaching Staff and Students
DataCollectionandScoring:
Attheendofthetreatmentperiod,theachieve-
ment test administered and data was collected. The
scoringkeywerepreparedbytheinvestigatorformark-
3. 56 RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print) E-ISSN-2320-5482, July,2013 VOL-IV *ISSUE- 46
'there exists a significant effect of concept mapping on
the achievement in 'Geography' a component of social
studies among elementary school students belonging
to uneducated parents', is accepted.
FindingsAndConclusions:
Themainfindingsofthestudyarefollowing:
• Thereexistsa significanteffect ofconcept mapping
ontheachievementin'History'acomponentofsocial
studies among elementary school students belong
ing to educated parents.
• The results show significant effect of teaching
through concept mapping on the achievement in
'Geography' a component of social studies among
the elementary school students belonging to edu
cated parents.
• Teaching through concept mapping has significant
effect on the achievement in 'History' a component
of social studies among elementary school students
having uneducated parents.
• Thereexistsa significanteffect ofconcept mapping
on the achievement in 'Geography' a component of
social studies among elementary school students
belonging to uneducated parents.
Discussionand conclusion:
Thus the results of the present study show
thatthereisasignificantdifferenceinacademicachieve-
ment in social studies among elementary school stu-
dents taught using concept mapping teaching tech-
nique. Further researches suggest that a well designed
concept map integrated learning system demonstrates
very promising potential for enhancing both the gifted
and average students (belonging to educated and un-
educated parents). The system developed in this study
could be a useful resource for elementary school out-
door learning design. It is found that the innovative
approach can be significantly beneficial to promote
learning achievements as well as the learning attitudes
of students. This study has yielded similar results in
favorofconceptmapping(Stephanieetal,2012,Hung
etal,2012,WuPo-Hanetal,2012,BouJaoude,Saouma&
Attieh, 2008).Therefore, Concept mapping meets the
assumed assumptions as an effective teaching tech-
nique.
EducationalImplication:
The present study demands effective educa-
tional planning for this area in order to frame the cur-
riculum, how to teach, how to present the concept in
the class using concept mapping, to deliver the con-
tent matter in small units to the students so that they
canoutputinmaximum.Itcansignificantlyuseforfac-
ulty working independently or collaboratively, can re-
designcoursesyllabioranentirecurriculum.Thehier-
archical organization of concept mapping suggests
more optimalsequencing ofinstructional material and
helps students to make the instruction more "concep-
tually transparent".
Table-1: Significant difference among pre-tests and post-tests on 'History' and 'Geography' of social studies achievement among
elementary school students belonging to educated parents
Social Studies Tests N M SD t-ratio Level of significance
Components
History Pre-test 20 4.35 0.48 3.18 0.01
Post-test 20 5.05 0.94
Geography Pre-test 20 4.8 0.52 7.94 0.01
Post-test 20 6.15 0.74
Table-2: Significant difference among pre-tests and post-tests on 'History' and 'Geography' of social studies achievement among
elementary school students belonging to Uneducated Parents
Social Studies' Tests N M SD t-ratio Level of significance
Components
History Pre-test 20 3.35 0.58 3.52 0.01
Post-test 20 3.95 0.68
Geography Pre-test 20 3.6 0.50 3.23 0.01
Post-test 20 4.15 0.67
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