Effects of integrated video media on student achievement and attitudes in high school chemistry

Harwood, William S.; McMahon, Maureen M.

doi:10.1002/(sici)1098-2736(199708)34:6<617::aid-tea5>3.0.co;2-q

Cited by 57 publications

(32 citation statements)

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“…Thus, the video modes of metacognitive instruction significantly impacted on students' achievement in reading comprehension. This finding is in agreement with the findings made by earlier researchers on the effect of video instruction on school achievement (Fajola, 2000;Weeks, Brubakar & Davis, 2002;Okwo & Asadu, 2002;McRowland, 2002;Harwood & McMahon, 2007;Stepsus, 2007;Fante, 2007;Watts, 2007;Philip, Hannafin & Tripp, 2007). These researchers concluded with qualitative support evidence that video media instructional intervention do positively affect students' school achievement.…”

Section: Ho5supporting

confidence: 91%

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Effect of Modes of Video Presentation of Metacognitive Strategies on Secondary School Students' Achievement in Reading Comprehension in North Central Nigeria

Ijiga¹

2014

JEVR

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Many senior secondary school students struggle with reading comprehension of expository texts in Nigeria, leading to mass failure in the Senior School Certificate Examinations conducted by the West African Examination Council (WAEC). Research on improving reading comprehension has dwelt on isolated reading strategies taught the learners through the conventional lecture method. No study has explored the effect of video-based training on metacognitive strategies and verbal ability on studentsâ€™ achievement in reading comprehension. This study, therefore investigated the effect on achievement in reading comprehension of three modes of video instruction in metacognitive strategies of senior secondary school students in North Central zone of Nigeria. It also examined the main and interaction effects of verbal ability level, gender and treatments on achievement in reading comprehension. The study used a quasi-experimental post-test only equivalent group design. Three secondary schools were selected from three States in the North Central geo-political zones in Benue, Nasarawa and Kogi States. In each of the three schools, a total of 120 senior secondary school (SS II) students of both sexes were randomly sampled and assigned to three experimental groups and a control group. The study was guided by five hypotheses which were tested at p

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Section: Ho5supporting

confidence: 91%

“…Video instruction has several modes: Interactive, Tutorials, Simulations, Dynamic, Games, Drills and Practice, Integrated learning system mode (Rajasekar, 2009;Harwood & McMahon, 2007;Yang, 2005). Several studies have also been conducted to examine the efficacy of the different modes (Simpson, Cumley & Novak, 2007;Omoniyi, 2007).…”

Section: Introductionmentioning

confidence: 99%

Effect of Modes of Video Presentation of Metacognitive Strategies on Secondary School Students' Achievement in Reading Comprehension in North Central Nigeria

Ijiga¹

2014

JEVR

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“…Curriculum elements or enhancements (specific pedagogy or content): for example, active learning environments, contextualized scaffolding, technology, labs/demos, writing (Adams et al, 2006;Beichner et al, 1999;Carlone, 2004;Chin & Brown, 2000;Crouch, Fagen, Callan, & Mazur, 2004;Hand, Hohenshell, & Prain, 2004;Harwood & McMahon, 1997;Haussler & Hoffmann, 2002;Labudde, Herzog, Neuenschwander, Violi, & Gerber, 2000;Lawrenz, Wood, Kirchhoff, Kim, & Eisenkraft, 2009;Tai et al, 2005;Von Secker & Lissitz, 1999). Classroom/school characteristics: for example, class size, single-sex, private/public, studentcentered (Gillibrand et al, 1999;Haussler & Hoffmann, 2002;Labudde et al, 2000;Wyss, Tai, & Sadler, 2007).…”

Section: Learning Experiencesmentioning

confidence: 99%

Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study

et al. 2010

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This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real‐world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real‐world/contextual connections less frequently. The explicit discussion of under‐representation of women in science was positively related to physics identity for female students but had no impact for male students. Surprisingly, several experiences that were hypothesized to be important for females' physics identity were found to be non‐significant including having female scientist guest speakers, discussion of women scientists' work, and the frequency of group work. This study exemplifies a useful theoretical framework based on identity, which can be employed to further examine persistence in science, and illustrates possible avenues for change in high school physics teaching. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 978–1003, 2010

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“…Think Time, diberikan bertujuan agar siswa dapat menjelaskan aplikasi pengaruh suhu, konsentrasi, katalis dan luas permukaan dalam kehidupan sehari-hari. Chemistry Adventure, diberikan agar siswa dapat melihat animasi sehubungan dengan faktor-faktor yang mempengaruhi laju reaksi melalui situs yang diberikan (Harwood and McMahon, 1997;McMurry and Fay, 2006).…”

Section: Hasilunclassified

“…Karakteristik dari hasil pengembangan yang berbeda dengan buku ajar yang lain adalah: paparan dimulai dari penyajian fakta yang biasa diamati siswa dalam kehidupan sehari-hari (kontekstual), dari fakta tersebut kemudian diurai untuk mengetahui konsep-konsep yang terkait, dan pada bagian akhir baru disajikan simbol/rumus-rumus yang terkait dengan konsep. Model paparan yang demikian dapat meningkatkan motivasi dan hasil belajar siswa (Trowbridge,1990;Harwood et al, 1997;Yuliati et al, 2011). Sebagai contoh dalam memperkenalkan laju reaksi siswa diberikan beberapa fakta yang mengalami proses perubahan (Gambar 2).…”

Section: Pembahasanunclassified

Pengembangan Bahan Ajar Kimia Rintisan Sma Bertaraf Internasional Kelas Xi Materi Laju Reaksi

Carera

Dasna

2012

j. pendidik.

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This study was aimed to develop teaching materials about chemical reaction rate which covered materials adapted to A-Level High School students of grade XI in Pioneer International Standard High School (RSMA-BI). The developmental research was adopting the instructional development model 4D which include four stages of development, namely define, design, develop, and disseminate. Instructional materials were written in English consist of seven topics titled: Reaction Rate Concept, The Exchange's Expressions, Rate Law and Reaction Order, Experimental Determination of a Rate Law, Reaction Mechanism, Theories of Reaction Rate, Factors Affecting Reaction Rate. Results of content validation from content experts obtained the average score of 3. 56 of 14 range of scores which means valid / good / decent. Test limited to high school students of RSBI obtained an average score of 3.35 (valid / good / decent). The results of the use of teaching materials obtained a score of 77.8 which is above the minimal passing grade (75). Therefore it can be concluded that the materials were feasible to be used in the classroom.Penelitian ini bertujuan untuk mengembangkan bahan ajar laju reaksi dengan cakupan materi yang disesuaikan dengan A-Level untuk siswa kelas XI Rintisan Sekolah Menengah Atas Bertaraf Internasional (RSMA-BI. Rancangan penelitian pengembangan mengadaptasi model pengembangan bahan ajar Model 4D yang meliputi empat tahap pengembangan, yaitu define, design, develop dan disseminate. Produk pengembangan adalah bahan ajar kimia RSMA-BI kelas XI materi laju reaksi yang ditulis dalam bahasa Inggris menggunakan pendekatan kontekstual. Bahan ajar terdiri atas empat bagian utama yaitu pendahuluan, materi, evaluasi dan penutup. Materi tersusun atas tujuh sub materi yaitu Reaction Rate Concept, The Rates Expressions, Rate Law and Reaction Order, Experimental Determination of a Rate Law, Reaction Mechanism, Theories of Reaction Rate, Factors Affecting Reaction Rate. Hasil validasi isi dari ahli materi diperoleh nilai rata-rata 3,56 dari rentang skor 1-4 dengan kriteria valid/baik/layak. Hasil uji terbatas pada siswa SMA RSBI diperoleh nilai rata-rata 3,35 dari rentang skor 1-4 dengan kriteria valid/baik/layak. Hasil uji penggunaan bahan ajar diperoleh skor sebesar 77,8. Skor ini diatas SKM (Skor Kelulusan Minimal) yaitu 75 sehingga dapat disimpulkan bahwa bahan ajar telah layak dan dapat digunakan dalam pembelajaran di kelas.

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Effects of integrated video media on student achievement and attitudes in high school chemistry

Cited by 57 publications

References 0 publications

Effect of Modes of Video Presentation of Metacognitive Strategies on Secondary School Students' Achievement in Reading Comprehension in North Central Nigeria

Effect of Modes of Video Presentation of Metacognitive Strategies on Secondary School Students' Achievement in Reading Comprehension in North Central Nigeria

Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study

Pengembangan Bahan Ajar Kimia Rintisan Sma Bertaraf Internasional Kelas Xi Materi Laju Reaksi

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