The Effect of Practical Presentations’ Strategy on the Achievement of the Ninth Graders Students of the Pre-Vocational Education Subject in Shobak District Schools (original) (raw)
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Pedagogy : Journal of English Language Teaching, 2018
Learning activities is an educational process which has various ways and can give the impacts of student's learning English abilities. In fact most students find some difficulties specially in mastering English lesson at school. The different views about learning in educational process are met in the kind of initial conclusion that education is a process of preparing the young generation learning to live out and fulfill their destiny more effectively and efficiently. Some of the ways to make students are able to master an English lesson is by presentation method and students learning skill. The research has the following objectives: to determine the effects of presentation method on student abilities; to determine the influences of students' learning skill to students' abilities; to determine the effects of presentation method and student skill to students English abilities. The result obtained that the value of tcount is greater than t table by calculat ing the Fvalue of 7.976. Medium Ftable (0,05) N = 30 is equal with 2.92. So Fcount > Ftable or 7.976 > 2.92. Therefore, H0 is rejected and Ha is accepted. It can be concluded that the method of presentation and student learning skill together give positive impacts toward student English abilit y. From t he summary table is obtained the value of Rsquare of 0.371. This means that the two independent variables X1 and X2 together can influent of 37.1% and the balance of 62.9% affected by other factors that are not observed by t he researcher.
Globish: An English-Indonesian Journal for English, Education, and Culture, 2018
The objective of this research is to find out whether there is significant effect student's speaking skill between students who are taught by presentation technique and for those who are not taught by presentation technique at SMA Negeri 24 Kabupaten Tangerang in academic year 2016-2017. Most of the students are not confident and afraid while speaking in front of the class. Presentation is type of speech in public that use based on the needed, but also presentation technique is a technique that uses by researcher to learn speaking in the public by providing an opportunity to students to inform, inform, convince, persuade, inspire, more confident, enthusiastic, and persuasive presentations. The research design in this research is Nonequivalent Control Group Design which containing two classes such as experiment and control class. Those are taking sample from XI IPA 4 and XI IPS 1 used Simple Random Sampling which containing 82 students. The data were gathered through tests which delivered into pre-test and post-test in experiment and control class. The result hypothesis by using The Separate Model T-Test at level at the level significance ( = 0.05) showed that the t-count was higher than t-table (5.708 > 1.993). Thus, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. It means that student presentation has significant effect on the eleventh grade students' speaking skill at SMA Negeri 24 Kabupaten Tangerang. As the suggestion, students' presentation is recommended to be applied in learning English especially in speaking skill.
Effects of Enhanced Conventional Lecture Method and Gender on Students' Achievement in Basic Science
Journal of Contemporary Education Research (JCER), 13 (6), 242-256., 2019
This paper investigated the effects of enhanced Conventional Lecture Method {Conventional Lecture Method + PowerPoint (ELM)} and Gender on Students' Achievement in Basic Science. A pretest-posttest quasi experimental design was adopted. The sample consisted of 404 JSS II Students from six schools randomly selected in three Educational Zones in Oyo State. Three instruments used were-Teachers' Instructional Guide for Enhanced Conventional Lecture Method, Teachers' Instructional Guide for Conventional Lecture Method and Students' Achievement Test (r=0.74). Three hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA and mean scores. Results showed that treatment had significant main effect on achievement {F (2,404) =206.18; p<.05; ᵑ 2 =.52}. Gender had significant main effect on achievement {F (1, 404) =3.98; p<.05}; ᵑ 2 =.01). There was no significant two-way interaction effect of treatment and gender on achievement (F (2, 404) =.741; p>.05; ᵑ 2 =.004). Enhanced Conventional Lecture Method is therefore, recommended to be adopted by Basic Science teachers and curriculum planners. Word Count: 155
Analysis on Preparation and Implementation of Studentsr Presentations as a Learning Process in Class
Proceedings of the 5th International Conference on Community Development (AMCA 2018), 2018
The process of learning in university invites the students to be able to think rationally and systematically. In the field of social sciences and humanities, the students are required to be able to capture, explain, and interpret facts and phenomena that are found to be easier and simpler based on existing concepts and theories and able to develop into a new theoretical yield. Discussion learning method becomes a learning strategy in the college so that the students are able to argue over ideas and thoughts possessed. The presentation is the presentation of concepts, theories, and ideas based on a topic discussed in each group and in other groups. The preparation and implementation of the presentation are indicators of the competence of the presenter, both personal and group.
International Journal of Educational Benchmark (July/August), 5(2), 74-88, 2016
This study investigated the effects of enhanced Conventional Lecture Method {Conventional Lecture Method + PowerPoint Presentation (ELM)} on Students’ Achievement in Basic Science. A pretest-posttest quasi experimental design was adopted. The sample consisted of 404 JSS II Students from nine schools randomly selected in three Educational Zones in Oyo State. Four instruments used were- Teachers’ Instructional Guide for Enhanced Conventional Lecture Method, Teachers’ Instructional Guide for Conventional Lecture Method, Academic Ability Test (r=0.86) and Students’ Achievement Test (r=0.74). Three hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA and mean scores. Results showed that treatment had significant main effect on achievement {F (2,404) =206.18; p<.05; ᵑ2=.52}. Academic ability had significant main effect on achievement {F (2, 404) =4.19; p<.05}; ᵑ2=.02). There was no significant two-way interaction effect of treatment and academic ability on achievement (F (2, 404) =1.711; p>.05; ᵑ2=.017). Enhanced Conventional Lecture Method is therefore, recommended to be adopted by Basic Science teachers and curriculum planners. Word Count: 161 Key Words: Conventional Lecture Method, PowerPoint Presentation, Academic Achievement, Academic Ability, Basic Science, Integrated Science
THE EFFECT OF POWERPOINT PRESENTATIONS ON ACADEMIC ACHIEVEMENT OF B.Ed. TEACHER TRAINEES
2014
In the present study the effect of PowerPoint presentations on academic achievement of B.Ed. teacher trainees has been examined. The study used two intact classes (62 students in each) of B.Ed. Specialization students. An achievement test developed and standardized by researcher was administered on both classes to obtain pre-test scores. Both classes were taught the same content for 34 instructional days (40 minutes per day). Experimental group was taught by lecture supported by PowerPoint presentations to learn the content while control group was taught by traditional lecture. After experimentation post-test scores on achievement test were obtained. Data analyzed through analysis of covariance revealed that there is significant difference among the two teaching methods with regard to achievement of the teacher trainees and achievement of girls is better than boys using PowerPoint.
The study in hand was conducted to see the comparative effect of cooperative learning and lecture demonstration method on the academic achievement and academic self-concept of the students at the elementary school level. The study also investigated these effects across the gender. In this particular study all the 5 th class students comprised the population of the study. A sample of 40 students was selected randomly from Nayab English medium School Dera Ismail Khan. Two instruments were used for data collection. One was a self-made academic achievement test which was made valid and reliable through experts view. This test was to check the academic achievement after experiments.
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This research aimed to measure the drawbacks of in-service training Design for teachers at elementary and secondary levels in Punjab. The main objective of the study was to investigate whether training related to presentation skills is given to teachers or not. The population of the study consisted of all Trainers and Trainees (Teachers) at Elementary and Secondary level in Punjab. The sample of the study was comprised of 665 trainers and trainees and the sample for supplementary Questioners comprised of 621 trainers and trainees. Data was collected through Questioners. Two separate Questioners were developed for trainees and trainers and a supplementary Questionnaire was also prepared to address the remaining aspects related to disaster management, Computer skills, use of social media, and multigrade teaching. Three-Point scale was used for questionnaires and weightage was given as (1) Mostly (2) To Some Extent (3) Not at All. Chi-Square test was applied for Statistical analysis. ...
The purpose of this study is to identify the causes of oral presentation difficulties encountered by the students at a polytechnic in Sarawak. It also examines the differences in the causes of difficulties in academic oral presentation faced by the engineering and commerce students. The total number of respondents who participated in this study was 223. Questionnaires and interviews were used to collect data from the respondents. The information gathered from the questionnaires was then analysed using descriptive statistics (mean and standard deviation) and inferential statistics (independent samples t-test). The interviews were then transcribed and coded. Based on the results, the main cause of oral presentation difficulties faced by the students was lack of practice. Moreover, the researcher found there were significant differences between engineering and commerce students in the causes of oral presentation difficulties such as psychological factors, lack of practice and role of teacher(s). For example, the engineering students were less prepared than the commerce students when dealing with oral presentations probably because engineering students focused more on their engineering subjects that involved engineering projects, which needed much of their time and efforts. It is hoped that the findings of this study would enable the lecturers to have a better understanding of how to prepare and train the students well in oral presentation skills before they enter the working world.