achievement

  • The Effectiveness of the E-mind Mapping Strategy for Sixth-Grade Students’ Achievement Level in Learning Arabic Vocabulary in Kuwait

    Author: Nouri Y. Alwattar
    Institution: Kuwait University
    Author: Eisa M. Al-Balhan
    Institution: Kuwait University
    Year of publication: 2018
    Source: Show
    Pages: 115-125
    DOI Address: https://doi.org/10.15804/tner.2018.53.3.10
    PDF: tner/201803/tner5310.pdf

    The purpose of the presented study was to identify the effect of using the e-mind maps strategy at the academic achievement level in learning Arabic vocabulary skills among six-grade primary male students in Iben Al-Atheer School for Intermediate Education in Kuwait in the 2017/2018 school year. The sample of the study consisted of 60 male students, equally divided into two groups, experimental and control ones. The result of the study indicated that there were statistically significant differences between the mean scores of the experimental group and the control one in the post achievement level test scale in favor of the experimental group. The effect size of using mind maps was high. There were statistically significant differences between the mean scores of the experimental and control group scores in the post achievement test of the Arabic vocabulary learning in favor of the experimental group. The study concludes with recommendations for future mind-mapping in other contexts.

  • The Effectiveness of a Learning Module for Statistical Literacy

    Author: Abdul Wahab
    Institution: Universitas Sulawesi Barat Indonesia
    Author: Muhammad Arif Tiro
    Institution: Universitas Negeri Makassar
    Author: Alimuddin Mahmud
    Institution: Universitas Negeri Makassar
    Year of publication: 2018
    Source: Show
    Pages: 187-199
    DOI Address: https://doi.org/10.15804/tner.2018.53.3.16
    PDF: tner/201803/tner5316.pdf

    Statistical literacy is the ability to master statistical concepts, applications, calculations and interpretations. This research is an experiment that aimed to investigate the effectiveness of a learning module for statistical literacy. The presented research focused on discussing and describing the effectiveness of a learning module for statistical literacy. The selected sample involved the public health students of STIKES BBM Majene; 20 students in class A as the sample for try-out I and 25 students in class B as the sample of try-out II by using One Group Pre-test and Post-test Design. The data was collected with the use of an achievement test of statistical literacy, and data was analyzed with the use of Descriptive Statistical Analysis, N-Gain Calculations, and Paired Sample t Test. Research results revealed that the average N-Gain in try-out I was 0.59, and the average N-Gain in try-out II was 0.61, each of which was in the moderate category. Moreover, in try-out I, the mean score of the post-test was 22.15, which was higher than and significantly different from the mean score of the pre-test, which was 10.66. Meanwhile, in try-out II, the mean score of the post-test was 22.68, which was higher than and significantly different from the mean score of the pre-test, which was 10.96. Therefore, the learning module for statistical literacy was effective.

  • The Effect of Using Electronic Mind Mapping on Achievement and Attitudes in an Introduction to Educational Psychology Course

    Author: Ahmad M. Mahasneh
    Year of publication: 2017
    Source: Show
    Pages: 295-304
    DOI Address: https://doi.org/10.15804/tner.2017.47.1.23
    PDF: tner/201701/tner20170123.pdf

    The study aimed to investigate the effects of electronic mind mapping on achievement and attitudes in an educational psychology course. This study used a quasi-experimental research design with pre-test and post-test control groups. The study sample consisted of 65 students, 34 students in the control group and 31 in the experimental group. The experimental group was taught using electronic mind mapping, while the control group was given traditional classroom instruction. To achieve the study objective, an achievement test and electronic mind mapping attitude scale were used. The results of the study showed a statistically significant difference between the two groups in achieve- ment test scores and attitudes, in favor of the experimental group attributed to using electronic mind mapping.

  • Effectiveness of geogebra on academic and conceptual knowledge: role of students’ procedural knowledge as a mediator

    Author: Hutkemri
    Author: Sharifah Norul Akmar Syed Zamri
    Year of publication: 2016
    Source: Show
    Pages: 153-164
    DOI Address: https://doi.org/10.15804/tner.2016.44.2.12
    PDF: tner/201602/tner20160212.pdf

    Quasi-experimental research was conducted to identify the effectiveness of GeoGebra in achieving students’ conceptual and procedural knowledge. The research was performed to identify the effects of a  mediator in students’ conceptual knowledge in relation to procedural knowledge with student achievement. A total of 284 students were involved in this study. The students in the experimental group learned using GeoGebra, whereas the students in the control group used the conventional method. The collected data were analyzed using SPSS 22.0, AMoS 18, and Anates V4. Findings of the study demonstrate that GeoGebra is used as a mediator of students’ procedural knowledge in relation to conceptual knowledge for academic achievement. This study also shows that conceptual knowledge affected the students’ mathematics procedures. The result of the study supports the related theory of the role and contribution of conceptual and procedural knowledge to student achievement. This study provides suggestions as intervention to increase students’ conceptual and procedural knowledge.

  • The effect of arcs motivational model on achievement motivation and academic achievement of the tenth grade students

    Author: Ahmed Thaer
    Author: Ghbari Thaer
    Year of publication: 2016
    Source: Show
    Pages: 68-77
    DOI Address: https://doi.org/10.15804/tner.2016.43.1.05
    PDF: tner/201601/tner20160105.pdf

    The presented study aimed at examining the effect of ARCS model on the Achievement Motivation (AM) and Academic Achievement (AA) of the tenth grade students. One hundred and thirteen tenth grade students (28 male, 85 female), divided into two groups (experimental = 50, control = 63), studied a unit about magnetism with the use of two different methods, an ARCS model and a traditional model for 2 weeks. Two instruments were used, a Motivation Achievement Test (MAT) and an Achievement Test (AT). The results showed that there were significant differences on the MAT and AT due to the implemented ARCS motivational model.

  • Thinking Metacognitively: Metacognitive Skills and Science Performance

    Author: Liliana Ciascai
    Institution: Babes-Bolyai University
    Author: Lavinia Haiduc
    Institution: Babes-Bolyai University
    Year of publication: 2014
    Source: Show
    Pages: 269-279
    DOI Address: https://doi.org/10.15804/tner.14.37.3.21
    PDF: tner/201403/tner3721.pdf

    The presented study aims to identify the relations between metacognitive skills and science performance. Data were collected from 211 Romanian adolescents in the seventh and eighth grades, who completed the Junior Metacognitive Awareness Inventory (the version for 5th- 9th grades). The results indicate that adolescents generally use metacognitive skills when learning science subjects and that some metacognitive skills are associated with better performance in science. Nevertheless, adolescents seem to encounter difficulties in using diagrams and pictures that facilitate the learning process, in evaluating the outcomes of their learning process and in using different learning strategies, in accordance with specific learning situations. Given the importance of metacognitive skills in science performance, we argue that it is essential for teachers to understand how to develop a culture of metacognition in science classrooms.

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