Then, the post – test was conducted on both groups. The experimental group studied the course using social networks (Facebook) where the control group studied the course using the traditional method. The pre – test was conducted on both groups experimental and control. experimental group was (42) students and the control group was (44) students. The study sample was (86) students, divided into two groups the. For achieving that, the researcher prepared a teaching guide, a test in academic achievement and a scale of self-efficacy in teaching. The present study aimed to assess the effectiveness of using social communication networks in teaching geography to develop academic achievement and self-efficacy of college of education students. As a final point, the study has recommended the necessity of adopting electronic learning platforms as an integral part of the learning process in schools. The results of the study show that there are statistically significant differences at the significance level (α = 0.05) between the mean of the scores of the experimental group and the control group in the post-test of solving math geometric problems in favor of the experimental group. An achievement test in solving the geometric problem has been applied to the study sample, and its validity and reliability are verified.
through Darsak platform and the other is a control group taught through the traditional method in the academic year (2020/2021). The study sample consists of (36) students purposefully selected and equally distributed to two groups: one of them is an experimental group taught. To achieve the objectives of the study, the quasi-experimental method has been used. This study aims to explore the effectiveness of Darsak platform in developing the skills of solving math geometric problems among 8th-grade students in Jordan.
It was revealed among others that problem-based strategy significantly enhanced students’ achievement in Chemistry more than the discovery-based and the expository strategies.ĭOI: 10.5901/3n6p105 Read more Data were analyzed using mean and standard deviation to answer the research questions while analysis of Coveriance (ANCOVA) tested hypotheses at. 71 obtained using Kuder Richardson 20 (KR – 20) formular. Data was collected using two instruments, pre and post-achievement tests in Chemistry duly validated and a reliability co-efficient of. Treatment was administered for a period of 6 weeks after which a post-test was administered.
Pre-test was administered to both groups before the commencement of the treatment. Control groups were taught the same topic using expository method. Experimental groups were taught selected topic in Chemistry using problem-based and discovery-based strategies. The classes were assigned randomly to experimental and control groups. three intact classes randomly drawn from a clustered sample of three senior secondary schools in Agbani Education Zone. The sample comprised 375 senior secondary class two Chemistry students from. The research adopted a quasi-experimental pre-test, post-test, non-equivalent control group design involving two experimental and one control groups. The study investigated effect of Problem-based and Discovery-based instructional strategies on students’ Achievement in Chemistry in Agbani Education Zone of Enugu State. According to the results, the researcher recommended using interactive video in schools because of its effective way of increasing academic achievement. The study detected the effectiveness of the interactive video in increasing academic achievement in geography.
The achievement test (pre & post-test) was prepared in one instrument, and the achievement test was distributed after testing the validity and reliability of the instrument, The results of this study presented that there were significant differences at the level of significant (α≤0.05) between the experimental and control group for the benefit of the experimental group in the post-test, which were studied using the interactive video. The study sample was distributed in an experimental group that has (30) students who were educated on the geography subject using an interactive video and the control group that has (30) students who were educated on the same geography subject using a traditional method. The sample of the study consisted of (60) students of the sixth grade from the Ibntaimia School in Madaba Governate from the second semester in the university year 2019/2020. To achieve the objective of the study, the study was used as a quasi-experimental approach. This study investigates the Effectiveness of an Interactive Educational Video on the Academic Achievement in Geography for Sixth-Grade Students in Madaba Governorate Schools.