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.
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.
EFFECTIVENESS OF CO-OPERATIVE LEARNING METHOD IN LEARNING OF MATHEMATICS AMON...Thiyagu K
Co-operative learning is defined as students working together to “attain groups goals that cannot be obtained by working alone or competitively”. The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study found out the effectiveness of co-operative learning in mathematics learning among the eighth standard students of Tirunelveli district. Two equivalent group experimental-designs are employed for this study. The investigator has selected 40 students studying VIII standard in High School, Tirunelveli Educational District. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group in a cluster sampling techniques. Finally the investigator concludes that; (a) There was significant difference between control and experimental group students in their gain scores. That is the experimental group student is better than control group students in their gain scores. (b)There was significant difference between control and experimental group students in their gain scores for attainment of the knowledge, understanding, and application objectives.
Effectiveness of Using Circle Geometry (CG-Board) Strategy in Learning Circle...AJHSSR Journal
ABSTRACT: The study aims to determine the effectiveness of Circle Geometry Board (CG-Board) strategy in learning Circle Geometry towards Form Four students’ performance. The Nonequivalent Control Group Pretest-Posttest Quasi Experimental design was used. Fifty-two students from two classes were selected using the cluster probability sampling and were divided equally to control and experimental group. A three-week intervention was conducted using prior knowledge test, pre-test and post-test. The independent t-test was used to describe the students’ performance and the differences between the teaching strategies used. From the analysis, the treatment group students’ performance gained significantly higher than the control group. The study shows that the CG-Board strategy can improve the effectiveness of teaching and facilitating of Circle Geometry among students.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
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.
EFFECTIVENESS OF CO-OPERATIVE LEARNING METHOD IN LEARNING OF MATHEMATICS AMON...Thiyagu K
Co-operative learning is defined as students working together to “attain groups goals that cannot be obtained by working alone or competitively”. The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study found out the effectiveness of co-operative learning in mathematics learning among the eighth standard students of Tirunelveli district. Two equivalent group experimental-designs are employed for this study. The investigator has selected 40 students studying VIII standard in High School, Tirunelveli Educational District. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group in a cluster sampling techniques. Finally the investigator concludes that; (a) There was significant difference between control and experimental group students in their gain scores. That is the experimental group student is better than control group students in their gain scores. (b)There was significant difference between control and experimental group students in their gain scores for attainment of the knowledge, understanding, and application objectives.
Effectiveness of Using Circle Geometry (CG-Board) Strategy in Learning Circle...AJHSSR Journal
ABSTRACT: The study aims to determine the effectiveness of Circle Geometry Board (CG-Board) strategy in learning Circle Geometry towards Form Four students’ performance. The Nonequivalent Control Group Pretest-Posttest Quasi Experimental design was used. Fifty-two students from two classes were selected using the cluster probability sampling and were divided equally to control and experimental group. A three-week intervention was conducted using prior knowledge test, pre-test and post-test. The independent t-test was used to describe the students’ performance and the differences between the teaching strategies used. From the analysis, the treatment group students’ performance gained significantly higher than the control group. The study shows that the CG-Board strategy can improve the effectiveness of teaching and facilitating of Circle Geometry among students.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
INTERPRETING PHYSICS TEACHERS’ FEEDBACK COMMENTS ON STUDENTS’ SOLUTIOijejournal
This paper investigates teachers’ intentions, when providing their feedback comments to hypothetical
students’ written solutions to linear motion tasks. To obtain an in-depth understanding of the teachers’
thinking when responding to student written solutions, a qualitative case study approach was employed
using two different data sources: a Problem Centred Questionnaire (PCQ) and a Problem Centred
Interview (PCI). Data processing was conducted in two main phases: Initial and Comparative. In both
phases we explored patterns about teachers’ foci across student strategies and motion tasks. A main finding
of this research is to categorising teachers’ interpretations and feedback on student solutions, based on the
extent of teachers’ attentions to Student Thinking and Disciplinary Thinking. This analysis approach
refines the previously held view that a high level of teacher content knowledge, and a concurrent focus to
both ‘student thinking’ and ‘disciplinary thinking’ are required to provide meaningful feedback on student
solutions. The findings indicated that their level of teachers’ propositional
Project Based Learning Tools Development on Salt Hydrolysis Materials through...iosrjce
The application of the Project Based Learning in order to compromise the student's centered
learning, because the students are fully engaged in the learning process, from planning to investigative
reporting. The main purpose of this research is to produce the valid and effective Project Based Learning,
included: syllabus, lesson plans, module, project worksheets, evaluation instruments, and research instruments.
The subject of the research is two classes of the eleventh year student of science program in SMA N 1
Pemalang. The research applied 4-D models of Thiagarajan, Semmel and Semmel. The 4-D models. Researcher
has tested the validity and the effectiveness. Developed a learning device called valid if it has been through a
process of expert validation. The device developed effective learning, average scores and the pretest results
posttest then to determine the level of significance of the increase is in the pretest results - posttest t test with
results of 69.07. Observations attitude Data showed an average student with a good attitude to have. The results
of the questionnaire showed no positive response from students so that it can be concluded that the development
of project-based learning through a scientific approach is valid and effective.
Students Effort to Improve Learning Results by Using Quantum Learning Method ...AI Publications
This research aims to determine student learning outcomes by applying Quantum Learning method of prism and pyramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018. This type of research is Class Action Research (CAR). The subjects in this study were eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018 were 28 student. The objective of this research is improving student learning outcomes. Instruments used were: description tests, observation sheets and interviews. Descriptive tests use to find out student learning outcomes, observation sheets use to find out ability of the teacher to apply learning and interviews to find out where the students are wrong. The average initial test score was 35.46 and the classical completeness was 0%. The average value of the first cycle was 59.78. Students who completed were 11 students (39.29%), 17 students (60.71%) were not finished, and the implementation of learning was in a less category (value 2.00). The increase in classical completeness was 39.29% and the average increase was 24.32 from the results of the initial tests. The average value of the second cycle was 76.04 and 25 students (89.29%) from 28 students had achieved mastery learning while the other 3 students (10.71%) had not yet completed, and the learning went well (average 3, 00). Cycle II has achieved classical completeness. Classical completeness has increased by 50% and the average has increased by 16.25 from cycle I. Thus the Quantum Learning method can improve student learning outcomes on the Prism and Piramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018.
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGE...Muhammad Riaz
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGEMENT, CRITICAL THINKING, COOPERATIVE LEARNING AND USE OF SIMULATIONS EFFECTS ON STUDENT PERFORMANCE
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
PHYSICS EDUCATIONAL TECHNOLOGY THAT EFFECTS ON STUDENT PERFORMANCEMuhammad Riaz
The findings of this study may promote interactive learning, connecting physical phenomena with practical training, enhance student learning, change of classroom environment, provide opportunities to review conceptual understanding of high school physics. Specifically, this research study may contribute to knowledge about computer simulations and to changes in science instruction in general.
TEACHING STRATEGIES TO ENHANCE MATHEMATICAL THINKING FROM ENVIRONMENTAL SITUA...Eugenio Theran Palacio
In this work we report research results that reference the title. The project was developed in freshmen, Basic Education, through sociocultural problem situations and science under a qualitative design in three phases: design and implementation of a diagnostic test for recognition of potential difficulties of students, classroom intervention, to overcome the difficulties encountered, and contrast test to assess the achievement of the strategies applied and obtain information for improving student learning.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
Impact of Reading Behaviour on Teacher Efficacy among Arts and Science Colleg...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.
INTERPRETING PHYSICS TEACHERS’ FEEDBACK COMMENTS ON STUDENTS’ SOLUTIOijejournal
This paper investigates teachers’ intentions, when providing their feedback comments to hypothetical
students’ written solutions to linear motion tasks. To obtain an in-depth understanding of the teachers’
thinking when responding to student written solutions, a qualitative case study approach was employed
using two different data sources: a Problem Centred Questionnaire (PCQ) and a Problem Centred
Interview (PCI). Data processing was conducted in two main phases: Initial and Comparative. In both
phases we explored patterns about teachers’ foci across student strategies and motion tasks. A main finding
of this research is to categorising teachers’ interpretations and feedback on student solutions, based on the
extent of teachers’ attentions to Student Thinking and Disciplinary Thinking. This analysis approach
refines the previously held view that a high level of teacher content knowledge, and a concurrent focus to
both ‘student thinking’ and ‘disciplinary thinking’ are required to provide meaningful feedback on student
solutions. The findings indicated that their level of teachers’ propositional
Project Based Learning Tools Development on Salt Hydrolysis Materials through...iosrjce
The application of the Project Based Learning in order to compromise the student's centered
learning, because the students are fully engaged in the learning process, from planning to investigative
reporting. The main purpose of this research is to produce the valid and effective Project Based Learning,
included: syllabus, lesson plans, module, project worksheets, evaluation instruments, and research instruments.
The subject of the research is two classes of the eleventh year student of science program in SMA N 1
Pemalang. The research applied 4-D models of Thiagarajan, Semmel and Semmel. The 4-D models. Researcher
has tested the validity and the effectiveness. Developed a learning device called valid if it has been through a
process of expert validation. The device developed effective learning, average scores and the pretest results
posttest then to determine the level of significance of the increase is in the pretest results - posttest t test with
results of 69.07. Observations attitude Data showed an average student with a good attitude to have. The results
of the questionnaire showed no positive response from students so that it can be concluded that the development
of project-based learning through a scientific approach is valid and effective.
Students Effort to Improve Learning Results by Using Quantum Learning Method ...AI Publications
This research aims to determine student learning outcomes by applying Quantum Learning method of prism and pyramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018. This type of research is Class Action Research (CAR). The subjects in this study were eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018 were 28 student. The objective of this research is improving student learning outcomes. Instruments used were: description tests, observation sheets and interviews. Descriptive tests use to find out student learning outcomes, observation sheets use to find out ability of the teacher to apply learning and interviews to find out where the students are wrong. The average initial test score was 35.46 and the classical completeness was 0%. The average value of the first cycle was 59.78. Students who completed were 11 students (39.29%), 17 students (60.71%) were not finished, and the implementation of learning was in a less category (value 2.00). The increase in classical completeness was 39.29% and the average increase was 24.32 from the results of the initial tests. The average value of the second cycle was 76.04 and 25 students (89.29%) from 28 students had achieved mastery learning while the other 3 students (10.71%) had not yet completed, and the learning went well (average 3, 00). Cycle II has achieved classical completeness. Classical completeness has increased by 50% and the average has increased by 16.25 from cycle I. Thus the Quantum Learning method can improve student learning outcomes on the Prism and Piramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018.
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGE...Muhammad Riaz
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGEMENT, CRITICAL THINKING, COOPERATIVE LEARNING AND USE OF SIMULATIONS EFFECTS ON STUDENT PERFORMANCE
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
PHYSICS EDUCATIONAL TECHNOLOGY THAT EFFECTS ON STUDENT PERFORMANCEMuhammad Riaz
The findings of this study may promote interactive learning, connecting physical phenomena with practical training, enhance student learning, change of classroom environment, provide opportunities to review conceptual understanding of high school physics. Specifically, this research study may contribute to knowledge about computer simulations and to changes in science instruction in general.
TEACHING STRATEGIES TO ENHANCE MATHEMATICAL THINKING FROM ENVIRONMENTAL SITUA...Eugenio Theran Palacio
In this work we report research results that reference the title. The project was developed in freshmen, Basic Education, through sociocultural problem situations and science under a qualitative design in three phases: design and implementation of a diagnostic test for recognition of potential difficulties of students, classroom intervention, to overcome the difficulties encountered, and contrast test to assess the achievement of the strategies applied and obtain information for improving student learning.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
Impact of Reading Behaviour on Teacher Efficacy among Arts and Science Colleg...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.
‘Participating’ Model in Mentoring for Teachers 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.
The Effect of Using Ipad on the Achievement of Children in Layla Kindergarten...iosrjce
This study investigated the effect of using the iPad on children’s achievement of Layla kindergarten
in Saudi Arabia, in Aflaj district, compared to the traditional method. The study sample was formed of (42)
male and female children during the second semester of the scholastic year 2013/2014. The sample population
were randomly selected using the simple sample selection and then distributed into two groups: the control
group (22children) were taught using the traditional method, and the experimental group (20children) were
taught using the iPad. An achievement multiple choice test was given to the population of the two study groups,
and the test credibility and reliability were confirmed (reliability coefficient was 0.85). The study results
showed the existence of differences with statistical indication (α = 0.05) between the achievement of the
experimental group children and those of the control group. The implications of the results are that the iPad
can benefit children in improving their language skills in a motivating learning environment. The results were
in favor of the experimental group children, which were attributed to iPad teaching method. They showed that
there were no statistically differences attributed to the gender variable or to the interaction between the gender
variable and teaching method variable. The study was concluded by giving some recommendations and
suggestions pertaining to this study.
Digital campfires: Innovations in helping faculty explore the online learning...Patrick Lowenthal
Institutions of Higher Education find themselves in difficult times where budgets are being cut while the demand for online learning increases year-to-year. While budgets are cut, the cost to design and to develop courses online is increasing. Given this, colleges and universities need to find creative yet effective ways to develop more online courses. The staff at CU Online have found one method to accomplish this – web camp. The following article outlines how one university uses Web Camps throughout the year to not only meet the growing demand for online learning but also improve the quality
Green School in the Perspective of Secondary School Students in Semarang, Cen...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.
"Classroom in community: serving the elderly people learning from senior citi...bongsir
"Classroom in community: serving the elderly people learning from senior citizens" Community-based service-learning for secondary schools students in Hong Kong
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.
REALITY – BASED INSTRUCTION AND SOLVING WORD PROBLEMS INVOLVING SUBTRACTIONWayneRavi
This study was conducted to determine the effect of reality based on the solving word problems involving subtraction. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Tibungol Elementary School to Fifty student of Grade Three section 1. Results revealed that there was a significant difference on the pretest and post test scores of pupils in reality based approach. Further, the reality based approach is effective in improving the performance of student.
ASSESSING THE EFFECT OF POLYA’S THEORY IN IMPROVING PROBLEM- SOLVING ABILITY ...AJHSSR Journal
ABSTRACT : The study focused on the assessment on effect of Polya’s theory in improving problem-solving
ability among senior high school students in San Marcelino District. The respondents of this study were the
Grade 11 Senior High School students a total of one hundred twenty from San Marcelino District. This
research study employed descriptive and quasi- experimental research design. Both designs used a quantitative
approach. Based on the summary of the investigations conducted, the intervention plan was developed to
improve the delivery system and enhance the problem-solving ability of the students. The respondents are on
their young adolescence and female. The respondents obtained a did not meet expectation descriptive rating
during pre – test and fairly satisfactory after using Polya’s theory. The respondents Agreed that Polya’s Theory
is effective improving problem solving ability in terms of understanding, planning, implanting and look back.
There is a significant difference on the perception of the students on the effectiveness of Polya’s theory in
improving problem solving when grouped according to age and sex profile in terms of understanding; and
according to age profile in terms of planning; implementing and look back. On the other hand, there is no
significant difference in terms of planning when grouped according to sex. The respondents Agreed that Polya’s
Theory is effective improving problem solving ability in terms of understanding, planning, implanting and look
back. There is a significant difference on the performance of the students before and after using Polya’s solving
analysis. The intervention plan was developed to improve the delivery system and enhance the problem-solving
ability of the students. Based on the summary of findings and conclusions, the researcher recommended
Intervention plan can be implemented to improve the delivery system and enhance the problem-solving ability
of the students. Further research study may be conducted in other districts or locale for verification of results.
The use of Polya theory may be encouraged during teaching and learning of mathematics in senior high school
since result shows that the students’ performance has improved. Mathematics teachers may be trained through
intensive workshop, seminars, and in-service training on the use of Polya Problem solving model. The proposed
intervention may be used in remedial classes to help the students familiarize with the theory. Intervention plan
can be implemented to improve the delivery system and enhance the problem-solving ability of the students.
Future researchers may use the current study as references.
KEYWORDS: Assessing, Effect, Polya’s ’Theory, Problem Solving Ability
5.effect of gender on problem solving skills through integrated teaching prog...EditorJST
Integration of teaching has an important purpose of assisting the teacher to have a wide range of
approaches for creating a proper interactive environment for learning. The aim of this study. effectiveness of
integrated teaching programme(ITP), Gender and their interaction on problem solving skills amongst teacher
trainees. The study was conducted on forty male and female teacher trainees. The study was intervention study
where pre post experimental control group design was carried out. The data were analyzed through factorial
ANCOVA. The finding revealed that there was a significant effect of interaction between ITP, gender and
problem solving skills when pre problem solving scores as co variate.
The Study for Contacting the Ways between Learning and Stress on Developing E...inventionjournals
These Search just for determining ways of Learning and stress before test on educational developing Students.80 Students in Average Level in Sanandaj city Attended in this research. In this research used from scale learning questionnaire test stress for measurement changeable. This in visitation description the contacting between person and Regression the results shows straight contact between educational developing with agitation in test in girls and boys. Also in controlling method on understanding negative affection on agitation before test, and go to higher Level the controlling of ways understanding points, Lessons, there are negative effect on agitation before test. In totally it cause higher control on methods, it cause decrease and fall down agitation. But in boys higher controlling methods on understanding Lessons cause increase agitation. Also the result of test in regression coefficient Showed organization methods have a positive effect on developing educational in girls. In totally higher controlling on ways and methods in understanding Lessons cause developing educational in girls, but this contact this way in boysshowedto use cause decrease educational developing
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Our journal has academic journals form a crucial nexus. Educators leverage the latest research findings to enrich their teaching methodologies, ensuring that students are exposed to the most current and relevant information. Simultaneously, these educators contribute to the body of knowledge through their own research, creating a perpetual cycle of growth.
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The Effect of Problem-Solving Instructional Strategies on Students’ Learning Outcomes in Senior Secondary School Chemistry
1. IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 1 Ver. I (Jan - Feb. 2015), PP 10-14
www.iosrjournals.org
DOI: 10.9790/7388-05111014 www.iosrjournals.org 10 | Page
The Effect of Problem-Solving Instructional Strategies on
Students’ Learning Outcomes in Senior Secondary School
Chemistry
Garba Shehu
NCE, B. Tech. (Hons), Msc. Ed. (Chemistry Education) Lecturer I
Chemistry Department, School of Science, College of Education, Azare, Bauchi State, Nigeria
Abstract: 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.
Keywords: Problem-solving, Mole Concept, Chemistry Education.
I. Introduction
Problem-solving is a prominent feature in the learning of science and its neglect could have negative
effect on students’ learning outcome in science. This is no doubt, has made science enterprise more problem
based in comparison with other fields of human endeavour.
Problem-solving has been an aspect of chemistry teaching and learning that has attracted the attention
of chemical educators. The reasons are that chemist function best in problem-solving (Danjuma, 2011). Science
is seen as a dynamic and objective process of seeking knowledge, and an enterprise that involves people
searching, investigating and seeking verification of natural phenomena. Since science is both an organized body
of knowledge and a process of finding out knowledge, it therefore demands that it should be target through
hand-on-method approach. This implies placing the students’ in problem-solving situation and surrounding them
with appropriate material (Ibe & Nwosu, 2003).
Problem-solving has long been recognized as a skill that foster a better understanding of scientific and
mathematics concept. It can be an excellent tool to encourage the learning process (Danjuma & Aishatu, 2010).
Its development should therefore be a vital part of education and the chemistry classroom could be the right
place for it to happen. This is based on the fact that problem-solving is an involved process that incorporates
varying levels of thinking, judgment, comprehension, analysis, critical thinking, visualization and
conceptualization (Adams, 1979).
Problem-solving is the highest form of learning (Babatunde, 2008). Since the individuals determines
new ideas based on this process. Likewise, it is well known that, when faced with a problem, one needs
knowledge of rules. On one hand, and the capacity to use them on the others. Thus achieving transfer of
learning, being able to solve problem, then enables person to their environment and modify it in part (Servano,
Cantu & Villa, 2003).
Statement of the Problem
Students’ can find working with the mole difficult and frustrating to understand. With enough practice,
they can memorize a pattern to complete the calculations, but have a difficult time understanding the concept,
quickly losing their enthusiasm to work with these calculations, using problem-solving approach, students’ can
physically measure samples that demonstrate the quality of a “mole” which is a needed concept in mass-mole
calculations of a chemical reaction. When students’ are able to work with a physical sample, they are in a better
position to make a connection and have a conceptual understanding of the mole concept.
In these manner, students’ may develop a positive attitude towards a learning process that is more than
rote memorization.
2. The effect of problem-solving instructional strategies on students’ learning outcomes in…
DOI: 10.9790/7388-05111014 www.iosrjournals.org 11 | Page
Purpose of the Study
The purpose of this study is to determine the effect of explicit problem- solving strategy on senior
secondary school students’ achievement in chemistry. The study also sought to ascertain the influence of gender
on students’ achievement in chemistry.
a. Determine whether explicit problem-solving strategy will be better than lecture method in improving
students’ achievements in the mole concept in chemistry.
b. Find out whether gender influence the students’ achievement after expose to explicit problem-solving.
Research Questions
The study was guided by the following questions.
1. Will explicit problem-solving strategy be better than lecture method in improving students’ achievement in
the mole concept?
2. What is the influence of gender on the students’ achievement in the mole concept after exposure to explicit
problem-solving?
Research Hypotheses
The following hypotheses were tested at 0.05 level of significance.
Ho1: There is no significant difference in the post-test achievement mean scores of students’ taught the mole
concept using explicit problem-solving strategy and those taught using lecture method.
Ho2: There is no significant difference between the mean scores of male and female students’ on the post-test
scores in the mole concept after exposure to explicit strategy.
II. Methodology
Design of the study: The research design adopted for this study was the quasi-experimental design. It
was the pre-test, post-test, experimental and control group design.
Sampling techniques: The total number of sample students’ involved in the study was Ninety Six (96)
senior secondary school students’ selected at random based on similar characteristics which includes:
i. Same education level
ii. Same age range
iii. Same curriculum
iv. Same teaching environment
a. Instrument for data collection: The researcher developed the instrument, which was validated by experts
and used for data collection, these includes:
i. Pre-achievement test
ii. The post-achievement test
The reliability coefficient was found to be 0.81 using test, re-test techniques, and the result correlated
using Pearson product movement correlation coefficient formula.
Data Collection
The experimental group was subjected to instruction on the mole concept using explicit problem-
solving strategy (EPSS). While the control group taught the same concept using the lecture method. At the end
of the four (4) weeks treatment period, the two groups were post-tested.
Method of Data Collection
The data collected from the pre-test and post-test were analyzed using mean, standard deviation and t-
test. The significance of the various statistical analysis was ascertained at 0.05 alpha level.
Data Presentation and Analysis
The result obtained from the pre-test and post-test of the students’ responses to which they were related
as shown below.
Table 1: t-test comparison of the pre-test mean score of experimental and control groups.
Group N=9b Pre-test Post-test Gain in mean
Explicit problem-solving X 7.00 19.00 12.00
N=50 SD 3.19 4.75
Lecture Method Y 7.00 14.35 7.36
N=46 SD 3.02 4.65
N = number of students, X = problem-solving mean, Y lecture method mean, SD = standard deviation.
3. The effect of problem-solving instructional strategies on students’ learning outcomes in…
DOI: 10.9790/7388-05111014 www.iosrjournals.org 12 | Page
Table 1 shows the pre-test and post-test achievement of the explicit problem- solving and lecture
instructional strategy groups as well as their standard deviations.
It could be seen that their achievement means were equal at the pre-test level and the two groups scored
differently (19.00 and 14.35) respectively. For the experimental and control groups in the post-test. The research
treatments resulted in gain of 12.00 and 7.35 mean scores respectively.
Research Question 1
Will explicit problem-solving strategy be better than lecture method in improving students’
achievement in the mole concept?
Table 2: Achievement means and standard deviations of the explicit problem- solving and
lecture method groups.
Group N X SD
Explicit problem-solving 50 19.00 4.75
Lecture Method 46 14.35 4.6
Table 2 shows that the mean differences between the two groups (explicit problem- solving and lecture
method) were 19.00 and 4.35 respectively. This showed that students’ taught using explicit problem-solving
strategy improved better in achievement than those taught using lecture method. Therefore, the answer to
research question 1 was that explicit problem-solving strategy had a greater effect in improving students’
achievement in mole concept than the lecture method instructional strategy.
Research Question 2
What is the influence of gender on the students’ achievement in the mole concept after exposure to
explicit problem-solving?
Table 3: Achievement means and standard deviation of male and female students’
in explicit problem-solving.
Group N X SD
female 23 19.00 5.35
Female 27 19.00 4.27
Table 3 shows equal means of male and female students’ of 19.00 which revealed there was no
difference in their achievement. This result shows that gender had no influence on the students’ achievement in
the mole concept after exposing them to explicit problem-solving.
Hypotheses 1
There is no significant difference in the post-test achievement mean scores of students’ taught the mole
concept using explicit problem-solving and those taught using lecture method.
Table 4: t-test analysis for achievement post-test scores of explicit problem- solving and
lecture instructional strategies.
Group N X SD t-critical t-cal
Explicit problem-solving
Lecture Method
50
46
19.00
14.35
4.75
4.63 2.00 4.86
P<0.05, df = 94
In table 4, an independent t-test was conducted to compare the effect of explicit problem-solving and
lecture instructional strategies. The different scores for explicit problem-solving (mean = 19.00, SD = 4.75) and
lecture method (means 14.35, SD = 4.63) were subjected to t-test analysis. The value oft-calculated (4.86) was
greater than the t-critical (2.00) at P < 0.05, and df of 94 and hence, hypothesis 1 was rejected.
Hypothesis 2
There is no significant difference between mean scores of male and female students’ on post-test score
in the mole concept after exposure to explicit problem-solving strategy.
Table 5: t-test analysis of the influence of gender on students’ post-test achievement scores
after exposing them to explicit problem-solving.
Group N X SD t-critical t-cal
male
Lecture Method
23
27
19.00
19.00
5.35
4.27
2.02 0.00
P<0.05, df = 48
4. The effect of problem-solving instructional strategies on students’ learning outcomes in…
DOI: 10.9790/7388-05111014 www.iosrjournals.org 13 | Page
Table 5, shows an independent sample t-test which was conducted to compare the achievement of male
and female students’ after exposing them to explicit problem- solving instructional strategy. The scores obtained
were male (mean = 19.00, SD 5.35) and female (mean = 19.00, SD = 4.27) respectively. The value oft-
calculated (0.00) was less than the t-critical (2.02) at P <0.05 and df of 48. Hence, hypothesis 2 was accepted.
Indicating that there was no significant difference in the achievement of male and female students.
III. Discussion Of Findings
Findings from the results of the two research questions and the two hypotheses tested are the bases
answered for the discussion that follows.
Effects of explicit problem-solving and lecture instructional strategies on students’ achievement on the
mole concept.
The result in table 2 and 4 revealed that students’ taught using explicit problem-solving method had a
higher achievement mean score than their counterparts taught using lecture method. This showed that students
taught using explicit problem-solving strategy improved better in achievement than those taught using lecture
method. Therefore, this means that explicit problem-solving strategy was better than lecture method in
improving students’ achievement in the mole concept. The finding is backed up by the finding in hypotheses 1.
This finding agrees with the view of Kehinde (2005) who showed that students taught using the
problem-solving approach performed significantly better than those taught using the lecture method approach.
This implies that students taught using problem-solving approach had mastered the strategy of solving chemical
problem in chemistry, particularly in the mole concept which is a central theme in chemistry. Other empirical
studies which gave positive effects of problem-solving method in achievement on other science subject include
Esra, Ijlal, and Gurbuz (2009), Ali, Hukamdad, Akhter & Khan (2010), Ayodele & Agunlaye (2011). This was
due to the fact that possession of knowledge was not sufficient to make a student solve a problem, but the ability
to select and apply appropriate knowledge and skills.
The Influence of the Teaching Method on the Gender of the Students’ in their Achievement on the Mole
Concept.
This study showed that gender was not influenced by the teaching method, in students’ achievement in
the mole concept.
Table 3 shows equal performance of male and female when both were taught the mole concept with
problem-solving approach (male X = 19.00, female X = 19.00). These revealed that there was no significant
difference between the achievement of male and female students’ as found in hypothesis 2.
This result was in agreement with the findings of Abdul-Raheem (2012), and Daniel (2012). However,
the result did not agree with those of Inyang & Hannah (2000) and Adeleye (2011), whose works revealed a
significant different in the performance of mole and female students in favour of mole.
IV. Conclusion
The way the mole concept has been taught in our secondary schools has called for an appraisal because
of its importance in the subject; it also called for an improvement in the teaching and learning the concept. This
had led to the focus of the present study to find an alternative method apart from the conventional lecture
method commonly used by most schools.
The findings of the study therefore, revealed that explicit problem-solving strategy was significantly
better than lecture method in improving students’ achievement in the mole concept, the outcomes of the
treatment was not influenced by gender.
V. Recommendations
Base on the findings, the following recommendations are made:
i. Chemistry teachers in senior secondary schools should try and use explicit problem-solving strategy while
teaching their students the mole concept.
ii. Chemistry apparatus and chemicals should be provided for laboratory activities.
iii. Chemistry teachers should be allowed to attend seminars and workshops on teaching method; this would
help them in updating their knowledge.
Reference
[1]. Abdul-Raheem, B. O., (2012). The Influence of Gender on Secondary School Students’ Academic Performance in South – East
Nigeria. Kamla – Raj. Journal of Social Sciences, 31(1), 92 – 98.
[2]. Adams, J. L. (1979). Conceptual Block Busting New York. www.nortonand.com
[3]. Ali, R., Hukamdad, M., Akhter, A. & Khan, A. (2010). Effect of Using Problem-solving Method in Teaching Mathematics
Students. Asian Social Science, 6(2), 69 – 73.
5. The effect of problem-solving instructional strategies on students’ learning outcomes in…
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[4]. Ayodele, O. & Ogunlaye, O., (2011). Teachers and Students Problem-solving Difficulties SSS Physics and Suggestion for
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