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Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding
Issue:
Volume 7, Issue 4, December 2019
Pages:
89-100
Received:
25 July 2019
Accepted:
13 August 2019
Published:
10 October 2019
Abstract: The study investigated the effect of graphic organizers on students’ levels of conceptual understanding, and the effect of students’ cognitive level on conceptual understanding. The control group (n=40) received a conventional classroom instruction while the experimental group (n=38) received an innovative classroom instruction, using graphic organizers. A mixed-method research design was employed. Pre-test, post-test, and Lawson’s Classroom Test of Scientific Reasoning were utilized to compare quantitative results within and between groups. Qualitative data were gathered using structured interview schedule to further corroborate the quantitative findings. In comparison, results show that the experimental group significantly outperformed control group based on post-test results: remembering (p=0.001), analysis (p=0.001) and thinking beyond (p=0.013), except for application (p=0.906) which is not statistically significant. Furthermore, the correlation results show that, overall, there are no strong and significant correlations between students’ concrete operational and transitional cognitive levels, and levels of conceptual understanding in both pre-test and post-test results for control and experimental groups. Since students’ cognitive levels have no significant effect in enhancing students’ conceptual understanding, therefore, the outperformance of the experimental group was due to the use of graphic organizers integrated in lesson packages.
Abstract: The study investigated the effect of graphic organizers on students’ levels of conceptual understanding, and the effect of students’ cognitive level on conceptual understanding. The control group (n=40) received a conventional classroom instruction while the experimental group (n=38) received an innovative classroom instruction, using graphic organ...
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Nature of Textile Teachers Instructional Approaches and Students Skills Acquisition in Ghana Senior High School Classrooms
Johnson Kofi Kassah,
Jacqueline Kisato,
Agbeyewornu Kofi Kemevor
Issue:
Volume 7, Issue 4, December 2019
Pages:
101-106
Received:
20 August 2019
Accepted:
16 September 2019
Published:
14 October 2019
Abstract: The purpose of this study was to investigate Ghana senior high school textile teachers’ instructional approaches and students’ practical skills acquisition. The study employed a cross-sectional survey design. The study targeted senior high school textile teachers, graduates and heads of visual arts department in Ghana senior high schools. The sample size for the study was 243 (225 teachers, 12 textile graduates & 6 HoDs). The study employed a questionnaire, document analysis, an interview guide and non-participant observation as research instruments for data collection. The findings of the study indicated that the textile training curriculum has enough practical components to equip learners with employable skills. The study also found out that most textile teachers used teacher-centred instructional methods of teaching such as lecture and whole class discussion methods than hands-on instructional methods such as demonstration, project method, field trip, learning by doing, and work-based learning. The study recommended that textile teachers should be encouraged to always use hands-on instructional approaches such as demonstration, project method and fieldtrip. Work-based (industrial attachment) which is not part of Ghana senior high schools textile system should be introduced into the curriculum.
Abstract: The purpose of this study was to investigate Ghana senior high school textile teachers’ instructional approaches and students’ practical skills acquisition. The study employed a cross-sectional survey design. The study targeted senior high school textile teachers, graduates and heads of visual arts department in Ghana senior high schools. The sampl...
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The Role of English Language Proficiency as Determinant of PGDT Candidate Academic Performance Across Selected Public Universities of Ethiopia
Fuad Ali,
Hailemichael Lemma,
Desalegn Motbaynor
Issue:
Volume 7, Issue 4, December 2019
Pages:
107-115
Received:
19 August 2019
Accepted:
31 October 2019
Published:
26 November 2019
Abstract: The purpose of this study was to assess the role of English language proficiency on academic performance of Post Graduate Diploma in Teaching (PGDT) candidates. Random and available sampling techniques were employed. Accordingly, 50 candidates’ (41 male, 9 female) and two public Universities were sampled. Secondary data of candidates were obtained from the archives of sampled Universities’ registrar office. Simple linear regression and multiple linear regression analysis techniques were used. Language proficiency, University, grade point average, gender and University entry grade point were used as independent variables for multiple regression analysis; while academic performance was used as dependent variable. In the simple linear regression analysis, language was the only independent variable; whereas academic performance was the dependent variable. The study confirmed that language proficiency was found to be statistically significant predictor of academic performance with simple regression analysis with R Square (r2) value of 9.3% and sig’ value of P=.032. In multiple regression analysis, the model was also found to be statistically significant predictor of academic performance with r2=56.6% and P<.000. Accordingly, implications and recommendations of the study were discussed and forwarded.
Abstract: The purpose of this study was to assess the role of English language proficiency on academic performance of Post Graduate Diploma in Teaching (PGDT) candidates. Random and available sampling techniques were employed. Accordingly, 50 candidates’ (41 male, 9 female) and two public Universities were sampled. Secondary data of candidates were obtained ...
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Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill
Rias Wita Suryani,
Yenni Rozimela,
Desvalini Anwar
Issue:
Volume 7, Issue 4, December 2019
Pages:
116-121
Received:
14 November 2019
Accepted:
9 December 2019
Published:
31 December 2019
Abstract: This study was aimed to investigate the effect of peer feedback on students’ writing skill and the students’ perceptions on the practice of peer feedback. The study adopted mixed methods research design. It involved 70 eleventh grade students in two intact classes at one public senior high school in West Sumatra, Indonesia. The students were given different types of treatment: the students from experimental class were given feedback from peers, and those from control class were given feedback from teacher. The study lasted 8 weeks. The data were collected through post-test and semi-structured interview. The post-test was used to obtain students’ writing scores and semi-structure interview to know their perception on the peer feedback. Findings of the study indicated that the students that were given peer feedback had better writing skill than those were given teacher feedback. This study also shows that the students had positive perceptions towards writing. They liked using this strategy because it made writing process become less stressful. However, there were also some students who valued teacher’s feedback more highly than the peer feedback. Those students believed that grammatical accuracy was more possible to be achieved through teacher feedback than through peer feedback because they thought that their peers had inadequate grammar knowledge.
Abstract: This study was aimed to investigate the effect of peer feedback on students’ writing skill and the students’ perceptions on the practice of peer feedback. The study adopted mixed methods research design. It involved 70 eleventh grade students in two intact classes at one public senior high school in West Sumatra, Indonesia. The students were given ...
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