This document discusses a study on the differences in self-efficacy levels between male and female students based on their science literacy skills and learning outcomes. The study found that male students had higher levels of self-efficacy than female students across three dimensions: magnitude, strength, and generality. Male students also had superior science learning outcome scores compared to female students. However, the differences in scores between genders were not large. The study suggests developing students' self-confidence to improve their self-efficacy levels and academic performance.
Project based science-learning_and_pre-service_teachersGraceLangcoy
This study examined the effectiveness of project-based science learning on pre-service teachers' science literacy skills and creative thinking abilities in wave and optical materials. 115 pre-service teachers participated in the study. Students were divided into two groups - an experimental group that used project-based learning and a control group that used conventional learning.
The results showed that project-based learning was more effective at improving students' science literacy skills and creative thinking abilities compared to conventional learning. Students' science literacy skills such as analyzing and interpreting data improved to a moderate degree with project-based learning, while conventional learning led to low improvements. Students were also more likely to search scientific journals and proceedings for references after project-based learning. However, some
This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.
1) The study examined the influence of social support and learning motivation on self-confidence among 150 students at Depok Multicomp Vocational High School.
2) The results found a significant positive influence of both social support and learning motivation on self-confidence. Social support explained 17.6% of variance in self-confidence while social support and learning motivation combined explained 20.8% of variance.
3) The study concluded that improving social support from family, peers, and teachers as well as enhancing student motivation to learn can help increase students' self-confidence at Depok Multicomp Vocational High School.
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
response to this teaching material is very positive.
KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
Crisis
Test-Anxiety and Self-Esteem as a Predictor of Secondary School Students’ Aca...inventionjournals
This study investigated test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti State. It also examined the relationship betweenthe twopsycho-social factors (self-esteem and test-anxiety) and students’ academic self - efficacy. The study employed the descriptive research design of the survey type. The population consisted of all students from the public secondary schools in Ekiti central senatorial district of Ekiti State. The sample for this study was 200 students which were selected from four secondary schools using Multistage Sampling technique. A self-structured questionnaire tagged “Psychosocial Factors and Students’ Academic Self-Efficacy Questionnaire (PFSASEQ)” was used to collect relevant data for the study. The face and content validity of the instrument was determined by experts of Test and Measurements and researcher’s supervisor. It was said to have facial relevance and concerned with the subject matter, the instrument claim to measure. The hypotheses postulated were subjected to inferential statistics of Pearson Product Moment Correlation analysis. All the hypotheses were tested at 0.05 level of significance.The findings of the study revealed that there was significant relationship between test-anxiety, self – esteem and students’ academic self – efficacy. Based on the findings of the study, it was recommended among others that students self-esteem can be enhanced and test-anxiety reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully .
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
Effectiveness of performance assessment on meta cognitive skillsAlexander Decker
Performance assessment may improve students' metacognitive skills more than traditional assessment. The study examined the impact of performance assessment versus traditional assessment on the metacognitive skills of 87 high school science students. Metacognitive skills include planning, monitoring, using cognitive strategies, and self-awareness. Results from the Metacognitive Skills Inventory showed students in the performance assessment group scored significantly higher on all dimensions of metacognitive skills than those in the traditional assessment group. There were no significant differences between boys and girls in metacognitive skills scores. Thus, performance assessment appears to have a positive influence on developing students' metacognitive abilities.
This study developed and validated a Primary School Mathematics Motivation Scale (PSMMS) to measure motivation of primary school students towards learning mathematics. An initial 74-item scale was administered to 347 third and fourth grade students. Exploratory factor analysis revealed the scale measured a single factor explaining 42.46% of the variance. 33 items with loadings above 0.50 on this factor were retained in the final scale. The scale demonstrated good reliability with a Cronbach's alpha of 0.94. The results indicate the PSMMS is a valid and reliable measure of primary school students' motivation in mathematics that can be used in future educational research.
Project based science-learning_and_pre-service_teachersGraceLangcoy
This study examined the effectiveness of project-based science learning on pre-service teachers' science literacy skills and creative thinking abilities in wave and optical materials. 115 pre-service teachers participated in the study. Students were divided into two groups - an experimental group that used project-based learning and a control group that used conventional learning.
The results showed that project-based learning was more effective at improving students' science literacy skills and creative thinking abilities compared to conventional learning. Students' science literacy skills such as analyzing and interpreting data improved to a moderate degree with project-based learning, while conventional learning led to low improvements. Students were also more likely to search scientific journals and proceedings for references after project-based learning. However, some
This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.
1) The study examined the influence of social support and learning motivation on self-confidence among 150 students at Depok Multicomp Vocational High School.
2) The results found a significant positive influence of both social support and learning motivation on self-confidence. Social support explained 17.6% of variance in self-confidence while social support and learning motivation combined explained 20.8% of variance.
3) The study concluded that improving social support from family, peers, and teachers as well as enhancing student motivation to learn can help increase students' self-confidence at Depok Multicomp Vocational High School.
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
response to this teaching material is very positive.
KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
Crisis
Test-Anxiety and Self-Esteem as a Predictor of Secondary School Students’ Aca...inventionjournals
This study investigated test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti State. It also examined the relationship betweenthe twopsycho-social factors (self-esteem and test-anxiety) and students’ academic self - efficacy. The study employed the descriptive research design of the survey type. The population consisted of all students from the public secondary schools in Ekiti central senatorial district of Ekiti State. The sample for this study was 200 students which were selected from four secondary schools using Multistage Sampling technique. A self-structured questionnaire tagged “Psychosocial Factors and Students’ Academic Self-Efficacy Questionnaire (PFSASEQ)” was used to collect relevant data for the study. The face and content validity of the instrument was determined by experts of Test and Measurements and researcher’s supervisor. It was said to have facial relevance and concerned with the subject matter, the instrument claim to measure. The hypotheses postulated were subjected to inferential statistics of Pearson Product Moment Correlation analysis. All the hypotheses were tested at 0.05 level of significance.The findings of the study revealed that there was significant relationship between test-anxiety, self – esteem and students’ academic self – efficacy. Based on the findings of the study, it was recommended among others that students self-esteem can be enhanced and test-anxiety reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully .
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
Effectiveness of performance assessment on meta cognitive skillsAlexander Decker
Performance assessment may improve students' metacognitive skills more than traditional assessment. The study examined the impact of performance assessment versus traditional assessment on the metacognitive skills of 87 high school science students. Metacognitive skills include planning, monitoring, using cognitive strategies, and self-awareness. Results from the Metacognitive Skills Inventory showed students in the performance assessment group scored significantly higher on all dimensions of metacognitive skills than those in the traditional assessment group. There were no significant differences between boys and girls in metacognitive skills scores. Thus, performance assessment appears to have a positive influence on developing students' metacognitive abilities.
This study developed and validated a Primary School Mathematics Motivation Scale (PSMMS) to measure motivation of primary school students towards learning mathematics. An initial 74-item scale was administered to 347 third and fourth grade students. Exploratory factor analysis revealed the scale measured a single factor explaining 42.46% of the variance. 33 items with loadings above 0.50 on this factor were retained in the final scale. The scale demonstrated good reliability with a Cronbach's alpha of 0.94. The results indicate the PSMMS is a valid and reliable measure of primary school students' motivation in mathematics that can be used in future educational research.
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.
Influence of Assessment Process on Students Higher Order Learning in Science ...iosrjce
The study is an attempt to find out the influence of assessment process on students higher order
learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the
question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and
(iii) to identify the role of science exams on students higher order learning. Findings of the study showed that,
majority of the science question items are mostly knowledge based. The nature of the items mainly demanded
the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills
like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question
items do not play any significant role on students higher order learning. The foregoing discussions suggest that
the nature of the assessment process used at the examinations make a bad or negative impact on students
learning. Therefore, the nature of the question items of the science examination should be changed for
influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of
learning. The items should be designed in such a way that it encourages the students for self-thinking
1. Assessment for learning is different from assessment of learning in that it is used to help students learn better rather than evaluate learning. It helps students and teachers see learning goals, a student's progress, and next steps.
2. Research shows that assessment for learning is one of the most powerful ways to improve learning, especially for students who find learning challenging. It helps students learn better now and achieve more throughout their education.
3. Classroom assessment techniques developed by teachers help make the learning process more methodical and systematic by providing feedback to improve teaching methods.
The effectiveness of direct learning in academic writing referred to students...Alexander Decker
(1) The study examined the effectiveness of three teaching methods (Direct Learning, Inquiry Learning, and Problem Based Learning) on academic writing skills and the influence of reading habits (high vs. low).
(2) It found that Direct Learning was the most effective method for improving academic writing, while Inquiry Learning and Problem Based Learning had similar effectiveness. High reading habits also had more influence on academic writing skills.
(3) Additionally, there was an interaction between the teaching methods and reading habits - the method's effectiveness depended on whether students had high or low reading habits.
This document provides background information on a study about the relationship between teachers' working conditions and stress levels. It discusses relevant theories on work motivation and stress. The study aims to determine how teachers describe their working conditions and assess their stress levels across physical, sleep, behavioral, and emotional indicators. It also seeks to understand if there is a relationship between working conditions and personal stress levels. The study focuses on teachers from two large public schools in Quezon City, Philippines, with student populations of around 6,000 each.
Impact Of Verbal Linguistic Intelligence On Learning At Elementary Level by P...Pakistan
This document summarizes a research study on the impact of verbal linguistic intelligence on learning at the elementary level. The study was conducted with 4 students in class 7 to explore how verbal linguistic intelligence influences academic achievement. Three actions were taken: storytelling, speaking cards, and presentations. The students were engaged and interested in all the activities. Analysis of the results found that enhancing verbal linguistic skills benefited student learning and the learning environment. The study concluded that verbal linguistic intelligence is an important factor in language learning success at the elementary level.
The Impact Of Student Leadership In Classroom Management On Student Achievement norshimhashim
This dissertation examined the impact of student leadership in classroom management on student achievement. A quantitative research design was used to survey 102 high school students about classes with frequent student leadership versus little student leadership. Student achievement was measured by self-reported letter grades and feelings of success. The study aimed to determine if including student leadership in classroom management affected student outcomes. Current research suggests using proven instructional methods and this study sought to provide data on the effects of student leadership in classroom management.
The Study of Relationship Between Depression And Academic Achievement In Grad...WriteKraft Dissertations
This document discusses a study on the relationship between depression and academic achievement among graduate and postgraduate students. It begins with an introduction that discusses depression as a mental disorder and its increasing prevalence among college students. It then discusses the theoretical framework of depression, including its concept, history, types, causes, diagnosis and perspectives. The problem statement, objectives, hypotheses, assumptions, limitations and significance of the study are also outlined. The document then reviews relevant literature on the relationship between depression and academic achievement as well as other related topics. It describes the methodology used in the study, including research design, sample, variables, tools, data collection and analysis. Finally, it outlines the data analysis and conclusions/recommendations from the study.
This literature review discusses how group work can impact student attitude in an English classroom. It describes that while lectures, whole-class discussions, group work, and individual work all have a place in English instruction, research shows that small group work specifically allows students to learn from each other and arrive at a deeper understanding of texts. When working in groups, students can analyze their own responses to readings as well as their peers' responses, drawing on different experiences and perspectives to comprehend the literature. The review cites several theorists who argue that dialogue-focused small group work helps students consider both the text and their classmates' knowledge, leading to fuller understanding.
This document outlines an action research project that investigates effective strategies for teaching English language learners to make inferences. The project was conducted by Nicole Ashley Shankula, a teacher at San Diego Christian College, and examines how to help ELL students develop the important critical thinking skill of making inferences. Through a review of literature and data collection in her own classroom, Shankula explores strategies such as activating background knowledge, using graphic organizers, modeling metacognition, and aural work to help ELL students overcome language barriers and comprehend implied meanings in text.
Fostering Students' Self-confidence to Enhance Oral Production AbilitiesKatherin Quiroga
This document summarizes research on using cooperative learning strategies to improve students' self-confidence when speaking English. The researcher implemented jigsaw and role-playing activities with 16 students and found that most students' self-confidence increased according to pre- and post-activity questionnaires. Specifically, 10 students saw a gain in self-confidence, with one student improving by 18%. The strategies helped create a safe environment where students' anxiety decreased and they felt comfortable speaking. The document concludes that cooperative learning is effective for developing self-confidence and reducing language anxiety.
The document discusses the open book examination system. It has several key advantages: it tests higher-order thinking skills like problem solving rather than memorization; reduces exam anxiety; and allows students freedom and flexibility in exams. There are two types - restricted allows limited materials, while unrestricted allows any materials. Implementing open book exams changes teaching strategies, shifting focus from information giving to facilitating understanding. It improves students' learning by discouraging copying and developing skills in knowledge application and self-learning. Potential disadvantages include students relying too heavily on materials or including irrelevant information in exams.
The Implementation of Quiz-Quiz-Trade and Fan-N-Pick Learning Model to Enhanc...inventionjournals
This classroom action research (CAR) aims to describe the implementation of Quiz-Quiz-Trade and Fan-Pick learning model to enhance social skill and learning outcomes of social studies on 5th grade students in SDN Polehan 1 Malang. This research consists of two cycles. The subject of this research is39 students that consist of 20 males and 19 females. The data collection are observation sheet, test, questionnaire, interview, and documentation. The result of this research shows that social skills of the students enhance from 75,83% in cycle I to 80,45% in cycle II. The learning outcomes of the students in social studies also enhances from 31,57% in pre-cycle to 55,26% in cycle I, then 81,57% in cycle II.
The document discusses best practices in educational assessment based on a presentation by Geoff N Masters. It outlines five key features of best practice assessment: 1) Assessment is used as part of an educational decision-making loop to improve student learning, 2) Assessment informs educational decision-making at all levels, 3) Assessment establishes students' current learning levels, 4) Assessment promotes and evaluates deep understanding, and 5) Assessment supports the development of learning-oriented classroom cultures. The document contrasts these best practices with more traditional views of assessment.
JURNAL: An Action Research The Effect of Computer-based Mathematics on Proble...Zuzan Michael Japang
This document provides an overview of an action research project examining the effects of computer-based mathematics instruction on problem solving and student attitudes. The researcher plans to have their 3rd grade students use the Edutest computer program for math instruction in addition to their regular curriculum. Students will take pre- and post-tests to measure achievement and an attitudes survey. The goal is to see if computer-based math improves problem solving and influences student attitudes towards math.
1. The document discusses a classroom action research study conducted to improve the academic performance of girls in financial accounting.
2. Pre-intervention tests showed the girls were performing poorly. The researchers then implemented strategies to promote effective teaching and learning, such as engaging lessons and collaborative work.
3. Post-intervention results found that the girls' performance consistently improved over the study period, suggesting students can become achievers if taught engagingly.
Authentic assessment for improving cognitive skill,critical creative thinking...Alexander Decker
This document discusses authentic assessment and its benefits. It defines authentic assessment as assessment used to holistically and continuously record students' achievement, including both product and learning process. Authentic assessment improves students' cognitive skills, critical-creative thinking, and meta-cognitive awareness. It involves meaningful, real-world tasks like portfolios, performances, and projects. Authentic assessment is continuous and provides feedback to improve learning, unlike traditional tests. It also develops higher-order thinking skills like analysis and problem-solving.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
Students’ Engagement in Scientific Approach Based Learning and Its Effect on ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
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.
Influence of Assessment Process on Students Higher Order Learning in Science ...iosrjce
The study is an attempt to find out the influence of assessment process on students higher order
learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the
question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and
(iii) to identify the role of science exams on students higher order learning. Findings of the study showed that,
majority of the science question items are mostly knowledge based. The nature of the items mainly demanded
the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills
like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question
items do not play any significant role on students higher order learning. The foregoing discussions suggest that
the nature of the assessment process used at the examinations make a bad or negative impact on students
learning. Therefore, the nature of the question items of the science examination should be changed for
influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of
learning. The items should be designed in such a way that it encourages the students for self-thinking
1. Assessment for learning is different from assessment of learning in that it is used to help students learn better rather than evaluate learning. It helps students and teachers see learning goals, a student's progress, and next steps.
2. Research shows that assessment for learning is one of the most powerful ways to improve learning, especially for students who find learning challenging. It helps students learn better now and achieve more throughout their education.
3. Classroom assessment techniques developed by teachers help make the learning process more methodical and systematic by providing feedback to improve teaching methods.
The effectiveness of direct learning in academic writing referred to students...Alexander Decker
(1) The study examined the effectiveness of three teaching methods (Direct Learning, Inquiry Learning, and Problem Based Learning) on academic writing skills and the influence of reading habits (high vs. low).
(2) It found that Direct Learning was the most effective method for improving academic writing, while Inquiry Learning and Problem Based Learning had similar effectiveness. High reading habits also had more influence on academic writing skills.
(3) Additionally, there was an interaction between the teaching methods and reading habits - the method's effectiveness depended on whether students had high or low reading habits.
This document provides background information on a study about the relationship between teachers' working conditions and stress levels. It discusses relevant theories on work motivation and stress. The study aims to determine how teachers describe their working conditions and assess their stress levels across physical, sleep, behavioral, and emotional indicators. It also seeks to understand if there is a relationship between working conditions and personal stress levels. The study focuses on teachers from two large public schools in Quezon City, Philippines, with student populations of around 6,000 each.
Impact Of Verbal Linguistic Intelligence On Learning At Elementary Level by P...Pakistan
This document summarizes a research study on the impact of verbal linguistic intelligence on learning at the elementary level. The study was conducted with 4 students in class 7 to explore how verbal linguistic intelligence influences academic achievement. Three actions were taken: storytelling, speaking cards, and presentations. The students were engaged and interested in all the activities. Analysis of the results found that enhancing verbal linguistic skills benefited student learning and the learning environment. The study concluded that verbal linguistic intelligence is an important factor in language learning success at the elementary level.
The Impact Of Student Leadership In Classroom Management On Student Achievement norshimhashim
This dissertation examined the impact of student leadership in classroom management on student achievement. A quantitative research design was used to survey 102 high school students about classes with frequent student leadership versus little student leadership. Student achievement was measured by self-reported letter grades and feelings of success. The study aimed to determine if including student leadership in classroom management affected student outcomes. Current research suggests using proven instructional methods and this study sought to provide data on the effects of student leadership in classroom management.
The Study of Relationship Between Depression And Academic Achievement In Grad...WriteKraft Dissertations
This document discusses a study on the relationship between depression and academic achievement among graduate and postgraduate students. It begins with an introduction that discusses depression as a mental disorder and its increasing prevalence among college students. It then discusses the theoretical framework of depression, including its concept, history, types, causes, diagnosis and perspectives. The problem statement, objectives, hypotheses, assumptions, limitations and significance of the study are also outlined. The document then reviews relevant literature on the relationship between depression and academic achievement as well as other related topics. It describes the methodology used in the study, including research design, sample, variables, tools, data collection and analysis. Finally, it outlines the data analysis and conclusions/recommendations from the study.
This literature review discusses how group work can impact student attitude in an English classroom. It describes that while lectures, whole-class discussions, group work, and individual work all have a place in English instruction, research shows that small group work specifically allows students to learn from each other and arrive at a deeper understanding of texts. When working in groups, students can analyze their own responses to readings as well as their peers' responses, drawing on different experiences and perspectives to comprehend the literature. The review cites several theorists who argue that dialogue-focused small group work helps students consider both the text and their classmates' knowledge, leading to fuller understanding.
This document outlines an action research project that investigates effective strategies for teaching English language learners to make inferences. The project was conducted by Nicole Ashley Shankula, a teacher at San Diego Christian College, and examines how to help ELL students develop the important critical thinking skill of making inferences. Through a review of literature and data collection in her own classroom, Shankula explores strategies such as activating background knowledge, using graphic organizers, modeling metacognition, and aural work to help ELL students overcome language barriers and comprehend implied meanings in text.
Fostering Students' Self-confidence to Enhance Oral Production AbilitiesKatherin Quiroga
This document summarizes research on using cooperative learning strategies to improve students' self-confidence when speaking English. The researcher implemented jigsaw and role-playing activities with 16 students and found that most students' self-confidence increased according to pre- and post-activity questionnaires. Specifically, 10 students saw a gain in self-confidence, with one student improving by 18%. The strategies helped create a safe environment where students' anxiety decreased and they felt comfortable speaking. The document concludes that cooperative learning is effective for developing self-confidence and reducing language anxiety.
The document discusses the open book examination system. It has several key advantages: it tests higher-order thinking skills like problem solving rather than memorization; reduces exam anxiety; and allows students freedom and flexibility in exams. There are two types - restricted allows limited materials, while unrestricted allows any materials. Implementing open book exams changes teaching strategies, shifting focus from information giving to facilitating understanding. It improves students' learning by discouraging copying and developing skills in knowledge application and self-learning. Potential disadvantages include students relying too heavily on materials or including irrelevant information in exams.
The Implementation of Quiz-Quiz-Trade and Fan-N-Pick Learning Model to Enhanc...inventionjournals
This classroom action research (CAR) aims to describe the implementation of Quiz-Quiz-Trade and Fan-Pick learning model to enhance social skill and learning outcomes of social studies on 5th grade students in SDN Polehan 1 Malang. This research consists of two cycles. The subject of this research is39 students that consist of 20 males and 19 females. The data collection are observation sheet, test, questionnaire, interview, and documentation. The result of this research shows that social skills of the students enhance from 75,83% in cycle I to 80,45% in cycle II. The learning outcomes of the students in social studies also enhances from 31,57% in pre-cycle to 55,26% in cycle I, then 81,57% in cycle II.
The document discusses best practices in educational assessment based on a presentation by Geoff N Masters. It outlines five key features of best practice assessment: 1) Assessment is used as part of an educational decision-making loop to improve student learning, 2) Assessment informs educational decision-making at all levels, 3) Assessment establishes students' current learning levels, 4) Assessment promotes and evaluates deep understanding, and 5) Assessment supports the development of learning-oriented classroom cultures. The document contrasts these best practices with more traditional views of assessment.
JURNAL: An Action Research The Effect of Computer-based Mathematics on Proble...Zuzan Michael Japang
This document provides an overview of an action research project examining the effects of computer-based mathematics instruction on problem solving and student attitudes. The researcher plans to have their 3rd grade students use the Edutest computer program for math instruction in addition to their regular curriculum. Students will take pre- and post-tests to measure achievement and an attitudes survey. The goal is to see if computer-based math improves problem solving and influences student attitudes towards math.
1. The document discusses a classroom action research study conducted to improve the academic performance of girls in financial accounting.
2. Pre-intervention tests showed the girls were performing poorly. The researchers then implemented strategies to promote effective teaching and learning, such as engaging lessons and collaborative work.
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The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
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Students’ Engagement in Scientific Approach Based Learning and Its Effect on ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
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scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
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education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
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Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25111/a-study-on-attitude-towards-educational-research-among-bed-students-teachers/ms-j-morin
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ACTION RESEARCH ON THE IMPACT OF CLASS SIZE IN TEACHING AND LEARNING IN HIGHE...Justin Knight
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Effectiveness of intel package on developing critical thinking skills of nint...Alexander Decker
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Abstract- This study aims to produce learning tools based on guided inquiry models that are feasible to improve the science process skills of elementary school students. This research is a development research, with ADDIE model. The research trial design uses one group pretest-posttest design with quantitative descriptive analysis techniques and qualitative descriptions. The subject of this study is a learning device consisting of a syllabus, learning implementation plan, student worksheets, student teaching materials, tests on learning outcomes of science process skills. The trial was carried out on 40 students of grade five in elementary school. Data collection methods use validation, observation, tests, and filling out the questionnaire. The results of the analysis of the research data show: (1) the device developed is valid; (2) legibility of Student Book and Student Work Sheet at the independent level; (3) learning takes place in either category; (4) students become active in learning; (5) students give positive responses in the excellent category to learning; (6) science process skills show a high category. Based on the results of the study, it can be concluded that the guided inquiry-based learning device that has been developed is feasible to improve students' science process skills.
Index Terms- learning tools, guided inquiry, science process skills.
Third grade elementary students were asked to describe what science is in order to understand their conceptual understanding of science. Their responses were analyzed and coded, resulting in 46 codes that were grouped into 7 themes. The most commonly used codes by students fell under the theme of "scientific process". This suggests that students primarily view science as involving processes like experimentation, research, and problem solving. The findings provide insights that can help improve the teaching of science at the elementary level.
This document discusses optimizing the scientific approach through outdoor learning based on a school yard. It begins by explaining that learning science is most meaningful when students can directly experience phenomena in their environment. The document then discusses how outdoor learning using a school yard can help facilitate applying the scientific approach and allow students to learn closer to their surroundings. Finally, it provides examples of how outdoor learning based on a school yard was implemented in previous studies and concluded that this approach can help students better understand science concepts.
ACTIVE LEARNING STRATEGIES AND HIGHER-ORDER THINKING SKILLS OF GRADE 10 STUDENTSJoe Osborn
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An Inquiry on the Self-Esteem and Self-Efficacy Level of Information Technolo...IJAEMSJORNAL
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The Effect of the Involvement Intensity in Extracurricular Activities and Sof...inventionjournals
There are many graduates of higher education who are academically good, but weak in terms of soft skills; and it is becoming main cause of unemployment among the educated. This study examines the relationship between the intensity of involvement in extracurricular activities with soft skills quality and work readiness of the graduates. The population in this study was college graduates in East Java in 2014. The sample was determined by accidental sampling technique for college graduates in Surabaya, Malang, Jember and Kediri. Data analysis was done by using multiple analysis of variance. The results showed the more intensively involved in extracurricular activities, the better quality of soft skills and work readiness which the graduates have. Suggestion is proposed to universities to develop extracurricular activities that must be followed by all students.
A Study of Anxiety in Relation to Academic Achievement among Higher Secondary...ijtsrd
Our education mainly stresses to develop cognitive aspect which deals with knowledge and to some extent develop cognitive aspect which deals with motor skills. The affective aspect which deals with emotions, feelings and sentiments of the child is totally neglected by our Education. For developing the child emotionally and socially mature, only formal education is not enough but informal education which the child gets from his family and society is also needed. In the past years, there has been extensive research on various approaches of teaching in secondary education. But no one method or approach has been found consistently superior to all. It reveals the fact that no single approach can be best suited to all the students. The most important question is to determine which students achieve more and under what conditions and also the factors which affect the achievement. An emerging area of research that holds promise in helping us to answer these questions is student's level of general mental ability in anxiety and emotional adjustment. Researchers and educationists are now attempting a thorough work in the area of general anxiety and emotional adjustment and found it a very potential one in influencing the student's academic achievement. R. Thilagavathy Rosana | Dr. R. Ravi ""A Study of Anxiety in Relation to Academic Achievement among Higher Secondary Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25130.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25130/a-study-of-anxiety-in-relation-to-academic-achievement-among-higher-secondary-students/r-thilagavathy-rosana
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
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Date: May 29, 2024
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2. learners. Results of studying science subjects showed men reaching an average of 86.65, while
the average learning outcomes science female learners reach 82.75.
Self-efficacy became one of the factors in giving effect to successful learning, especially at
this research that the level of students' science literacy skills. Self-efficacy can be implanted on
learning, one science teaching. Samatowa (2010: 10) argues that science learning is learning
that provides opportunities for children to develop the capacity to think in explaining a problem.
Their activities to develop the ability to think and solve problems are expected to be active
learners during the learning process and create growth in the level of self-efficacy. While
Susanto (2013: 170) argues that science learning is learning based on the principles and
processes that can foster a scientific attitude of students towards scientific concepts. In this case,
Bandura (1997) in Setiawan (2014: 236) explains that self-efficacy is the belief that a person
of his ability to accomplish specific tasks. Bandura reiterated that "self-efficacy is a person's
belief in his ability to do some controls over one's own functioning and events in the
neighborhood" which means that self-efficacy is the belief of the individual/person to the ability
he had to do some control on one's functions and events in the environment (Feist & Feist 2011:
212). The opinion was in line with the Pajares (Hairida, 2017: 54) that self-efficacy is a person's
belief in their ability to be able to successfully reach the goal.
Self-efficacy is a personal factor affecting the behavior of individuals through action, effort,
and persistence. in an educational context. self-efficacy students need to get attention from the
teacher so that the potential of learners can be optimized well, then learners with high self-
efficacy will be motivated in achieving the learning objectives. As stated by Schunk (1990) in
(Hairida, 2017: 54) that learners with a level of self-efficacy to make him come out of the
disturbances in the learning process so that learning becomes effective. Therefore, in this study,
the author will focus its research on the discussion related to the ability level of scientific
literacy of learners in terms of self-efficacy. Previous,
Three-dimensional self-efficacy were noted by Bandura (Rahman, 2013: 3) include:
a. The level of difficulty of the task (magnitude)
Magnitude dimension is the dimension that relates to the degree of difficulty faced by
individuals. Each has a different yan ability to accomplish certain tasks.
b. strength of conviction (strength)
The strong confidence level will provide encouragement and motivation of individuals to
survive to achieve success, whereas individuals with a level of confidence that a weak/low
it will be easily deterred in his efforts.
c. generalization (generalization)
Dimensional generalization associated with behavior in the field will be its ability to
achieve success. This happens on the individual's belief in his ability in activities,
situations, and activities
Bandura (1997: 213) Self-efficacy said that students can be influenced by several factors,
one of which is sex (gender) (Safitri, 2019: 34). This was confirmed by Meece & Scantlebury
who argue that some experts believe that gender differences by gender in mathematics and
science, it is because of the experience that boys and girls experience (Santrock, 2011: 223).
Smerdon research results show that boys get more superior than girls in science test results at
the level of secondary school (Santrock, 2011: 223). However, in contrast to the results of
research Safitri (2019: 39) which shows that there is no significant difference between the
level of self-efficacy of male and female students with the results of learning science
Advances in Social Science, Education and Humanities Research, volume 397
728
3. class VII at junior high school, these results are still at the level of correlation with the
category low.
Based on research results from some researchers that shows the differences in the results of
research related to the level of self-efficacy seen from the gender of learners with learning
outcomes of students in learning science, the authors are interested in researching the subject of
primary school learners. This research is very necessary to do to identify and assess the level of
self-efficacy among female learners and learners male with the literacy skills of science, this
may be one way to evaluate the science education in school, especially science education
Indonesia, for more attention These internal factors of learners one of them self-efficacy is a
factor of learning. Therefore,
METHOD
Research design
The research design used in this research is descriptive qualitative research method, which
aims to describe carefully and systematically about particular facts and nature of the subject.
Mahmud (2011) explains that qualitative research is research that emphasizes analysis of the
process of deductive and inductive inference and the analysis of the dynamics of the relationship
between the observed phenomena, using scientific logic
Subjects and Research Instruments
These research subjects are 20 learners Islam Diponegoro IV class academic year 2019/2010.
This amount is enough for the researchers conducted in-depth qualitative descriptive research
through data collection using data triangulation method. Data collection will be conducted by
researchers through the value of science learning outcomes and results of self-efficacy
questionnaire. The research instrument used in this study were self-efficacy questionnaire with
statement number 25 section. Here grating self-efficacy questionnaire-based indicator.
Table 1. Lattice self-efficacy questionnaire
Dimension Indicator No statement Total
Positive Negative
magnitude Learners have a positive view of the
task at hand
1,2, 3 3
Learners have confidence in its ability
to overcome obstacles in the level of
difficulty of the task facing
4,5, 6 3
Learners have confidence in the ability
to take the necessary measures to
achieve the objectives
7,8, 9 3
strength Learners use the experience of living
as a step to achieve success
10 11 2
Learners display an attitude that shows
confidence in the whole process of
learning
12 13 2
Learners can address the diverse
circumstances with a positive attitude
14,15 16 3
Advances in Social Science, Education and Humanities Research, volume 397
729
4. Dimension Indicator No statement Total
Positive Negative
generality Learners have strong confidence in the
potential itself in completing the task
17,18 19 2
Learners commit to complete
academic assignments well
20,21 22 3
Learners have a fighting spirit and not
give up when experiencing barriers to
completing the task
23,24 25 3
Total 25
Research procedure
The research was done by spreading the instruments of self-efficacy 20 students (10 male
and 10 female) Islam Diponegoro fourth grade. The results of daily tests of fourth grade science
made on average between the results of the UH women and men.
Broadly speaking, the stages of this study can be described as follows:
1. Designing a research instrument of (self-efficacy questionnaire)
2. Data collection, including (1) the results of the value of learning outcomes science (2) self-
efficacy distributing questionnaires to students in grade IV
3. Analysis of the data by reducing the results of the various ways of collecting data
4. Prepare reports on research results. The expected result is to know the differences in levels
of self-efficacy of students between men and women by looking at the learning outcomes
SCIENCE.
Data analysis
Analysis of the data used in this study is an analysis of field data model of Miles and
Huberman which is divided into several steps, namely the reduction of the data (data reduction),
presentation of data (data display) and verification (conclusion drawing). This research was
conducted at Diponegoro Islamic Elementary School. Looking at the results of the learning
outcomes science IV class and see the results of the instrument questionnaire self-efficacy to
classify the level of self-efficacy between men and women. The data were analyzed calculating
the percentage of the value of learning outcomes science, this calculation is assisted by the
program Microsoft Office Excel. The percentage of achievement of learning outcomes science
value learners are interpreted descriptively based on student learning outcomes expressed by
Arikunto (2013) as follows:
Table 2. Criteria for student learning outcomes
Value Criteria
80-100 Very good
66-79 Well
56-65 Enough
40-55 Not good
50-39 Very poor
The classification level of self-efficacy of students can be seen from the scores of self-
efficacy questionnaire results, the following categories of the level of self-efficacy:
Advances in Social Science, Education and Humanities Research, volume 397
730
5. Table 3. Criteria Self-efficacy
No. Criteria Score
1 Low Score <25%
2 moderate 25%> score <50%
3 High Score> 50%
RESULTS AND DISCUSSION
The results showed that the level of self-efficacy male learners are superior in each of the
indicators of self-efficacy, which includes a magnitude (62.78%), strength (44.1) and generality
(60.2%). Table 4 shows a comparison of the level of self-efficacy in each dimension between
learners male and female learners. On the table can be also found that of the three dimensions of
self-efficacy, the magnitude of the highest dimension acquired by learners male with a score of
62.78%. It has also been experienced by the score has been achieved by learners women,
namely 61, 39% were both in the dimensions of the high category.
Bandura (1997: 42-46) explains that the concept of the dimension of this magnitude lies in
the individual's belief in her ability to the level of difficulty of the task. Self-Efficacy is a factor
/ psychological aspects that influence the success of students in solving a problem one of them
is a job well done (Jatisunda, 2017: 25). The level of self-efficacy male learners are superior to
women, in fact, proved the value of learning outcomes are also superior science learners male
than female learners, these results can be seen in Table 5.
Table 4. The level of self-efficacy learners
No. Dimensions of Self-efficacy
Learners
Male Female
% criteria % criteria
1 Magnitude
a. Having a positive and optimistic
outlook
b. Mengatasu barriers have confidence in
the level of difficulty
c. Having confidence in the ability to take
action
62.78 High 61.39 High
2 Strength
a. Using the experience of living as a step
to achieve success
b. Display an attitude that shows
confidence in the whole process of
learning
c. Being able to address the diverse
circumstances with a positive attitude
44.1 moderate 35.83 moderate
3 Generality
a. Has a strong self-belief against her
potential in completing the task
b. Committing to complete the task
c. Has a fighting spirit and did not easily
give up
60.2 High 55 High
Advances in Social Science, Education and Humanities Research, volume 397
731
6. Dimensi strength into a dimension that has the lowest level. Dimensions strength between
learners of men and women have the lowest score among the three dimensions, namely 44.1%
(male) and 35.83% (female) with considerable differences in scores among other things, which
is about 8.25 %. Dimensions of strength include the degree of stability of the individual against
his conviction, consistency is what determines the resilience and tenacity of individuals
(Bandura, 1997: 42-46). It can be seen also in Table 5, which shows that learning outcomes
science male learners who are also superior to the value of female learners to learn science.
Although the difference between the two is not too far away, basically between self-efficacy of
students male and female is not too far away, where three-dimensional self-efficacy has the
same category. Dimensions magnitude of learners male and female in the high category,
dimensions, and strength in the category generality dimension in the high category as well.
Results learners to learn science between men and women do not have significant
differences, probably due to the dimensions of strength, there are indicators to show the attitude
which showed confidence throughout the learning process. it is as mentioned Bandura (2002)
(Ifdil, et al., 2016) that individuals who have high levels of self-efficacy of high academic will
have the attitude of one of them is to push yourself to look for positive efforts to improve
achievement and personal well-being. While the results of this study indicate both the learner
only has dimensions of strength in the medium category. Where one of the indicators to show
the attitude of self-confidence can be created through the efforts of pushing ourselves to
improve performance.
Table 5. Value Data of Science Learning Outcomes
Average results learn science
Learners
Man Woman
85.95 82.75
Dimensions generality becomes the second level after a magnitude dimension for learners
male and female, with a score of 60.2% (males) and 55% (female). In this dimension refers to
the situation where the variation of self-efficacy assessment can be applied. On the dimension of
generality, some indicators show (a) has a strong self-belief against her potential in completing
the task (b) a commitment to complete the task (c) has a fighting spirit and did not easily give
up. So of the three indicators, can be done either because the motivation of learners to complete
the task. This is by the opinion of Park and Kim (2006) in (Somawati, 2018: 40) explained that
academic self-efficacy is very important for students to control motivation to achieve
academic expectations
CONCLUSION
From research conducted, there are no significant differences between the scores level of
self-efficacy and value of science learners male and female. But from the score indicated it can
be concluded that self-efficacy male learners are superior to the female learners. With this level
of self-efficacy male learners who excel it can be proved also that science literacy skills of
learners male were seen from the results of learning science is also better than female learners.
did not show a significant difference.
Advances in Social Science, Education and Humanities Research, volume 397
732
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