Quasi-experiment in the educational reality

Sirotová, Mariana; Michvocíková, Veronika; Rubacha, Krzysztof

doi:10.15503/jecs2021.1.189.201

Cited by 5 publications

(5 citation statements)

References 5 publications

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“…According to (Gopalan et al, 2020), pre-tests and post-tests are perfectly designed to demonstrate the effectiveness of assessments. This assessment is used accurately to describe causal and effect relationships between variables when groups are randomly assigned and one group is given treatment (Gopalan et al, 2020;Campbell, D. T., & Stanley, 1963;Sirotová et al, 2021). The sample in this study is Class XI IPA, from SMAN 1 Merangin and SMAN 6 Merangin.…”

Section: Research Methods Design Of Researchmentioning

confidence: 99%

Using Assessment As Learning With Active Feedback : Effect On Student Achievement

Nurmaliati,

Atika Ulya Akmali,

Azmi Asra

2024

IJEET

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The use of assessment as learning is still less utilized in learning in schools, while evaluation as learning can stimulate students to reflect on their learning and take an active part in learning improvement. Assessment as Learning with active feedback, not only makes the student able to reflect on learning, but assessment as learning with this active feedback also enables the student to formulate a strategy for improving their learning with guidance, motivation, and advice from the Teacher and peers. Many studies have applied Assessment to Learning in various levels and fields of science. Therefore, this study aims to study the impact of applying assessment as learning with active feedback on high school physics material. This study is an experimental study with a Pretest-Postest Control design. Referring to the research results of the application of Assessment as Learning with Active Feed can significantly improve student performance. This study implies that the findings of this research will contribute to existing knowledge. It is important to know the impact of Assessment as Learning with active feedback on student learning performance.

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Section: Research Methods Design Of Researchmentioning

confidence: 99%

Using Assessment As Learning With Active Feedback : Effect On Student Achievement

Nurmaliati,

Atika Ulya Akmali,

Azmi Asra

2024

IJEET

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“…A quasi-experimental design is a research method in which subjects are not randomly assigned to treatment and control groups (Sirotová et al, 2021 ). Instead, subjects are divided into groups based on pre-existing characteristics or assigned to a treatment group based on availability.…”

Section: Methodsmentioning

confidence: 99%

A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition

Kazu

Kuvvetli

2023

Educ Inf Technol

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This research aimed to explore the views of 8 th grade students on digital game-based English language learning as a foreign language (EFL). A total of 69 students between the ages of 12 and 14 participated in the study. Students' vocabulary acquisition skills were tested using a web 2.0 application called "Quizziz." The study utilized a triangulation method in which the results of a quasi-experiment and the metaphorical perceptions of the learners were obtained. The results of the tests were recorded at two-week intervals, and students’ reactions to the results were collected using a data collection tool. The study used a pre-test, post-test, and control group design. The experimental and control groups took a pre-test before the study began. The experimental group then practiced vocabulary using Quizziz, while the control group practiced vocabulary by memorizing it in their mother tongue. The post-test results showed significant differences between the control and experimental groups. In addition, content analysis was used to analyse the data, with metaphors being grouped and frequencies calculated. The students generally expressed positive views on digital game-based EFL, stating that it was highly successful and that in-game power-ups, competing with other students, and receiving rapid feedback improved their motivation.

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“…Jenis penelitian ini menggunakan metode eksperimen semu ( Quasy Eksperiment ) eksperimen semu tentang pengaruh cerita dongeng terhadap siswa kelas V (Mayer & Davis, 1999) . Dalam melaksanakan metode eksperimen perlu ditentukan penyebab -peristiwa yang pengaruh sebab akibat yang ingin kita amati dan akibat yang dapat diukur untuk membuktikan hipotesis yang dikemukakan (Sirotová et al, 2021). Metode ini termasuk menentukan pengaruhnya (Livak & Schmittgen, 2001).…”

Section: Metode Penelitianunclassified

Perbandingan Efektifitas Penggunaan Media Pembelajaran Audio Visual dan Teks Untuk Meningkatkan Pemahaman Isi Dongeng Siswa Sekolah Dasar

Adelia Afriyanti,

J.Julia,

Aah Ahmad Syahid

2023

JEE

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Learning in the 21st century cannot be separated from the influence of digital technology. Learning to understand the contents of fairy tales through teachers reading fairy tales in front of the class is no longer suitable for students in the digital era. Therefore, further progress is needed in the use of learning media. Learning to understand the content of fairy tales using animated videos or audio-visual media can be an alternative method that teachers can use. Research comparing the effectiveness of using audiovisual and textual learning media to improve elementary school students' ability to understand the content of fairy tales was conducted at SDN Situraja. The research method used in this research is a quantitative method. Students' enthusiasm in learning to understand fairy tales using animated videos or audio-visual media will be better than learning to understand fairy tales in writing and reading in front of the class. This can be seen in the average ability of students to understand fairy tales. The average understanding ability of students after using learning media is 76.40, while the average ability to understand fairy tales before using it is 58.00, and the average ability of understanding students after using text media is 75.20, while the average ability students' understanding after using text media was 75.20, while the average students' understanding ability after using text media was 75.20, while the average students' understanding ability after using text media was 75.20. understanding the previous tale is 75.20. is 75.20. is 52.80. Apart from increasing students' ability to understand fairy tales at an average level, the use of animated video media also helps students become more active in the learning process. This can be seen when the teacher delivers By using 10-choice multiple choice questions before and after the broadcast, most students answered correctly the questions asked by the teacher.

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Quasi-experiment in the educational reality

Cited by 5 publications

References 5 publications

Using Assessment As Learning With Active Feedback : Effect On Student Achievement

Using Assessment As Learning With Active Feedback : Effect On Student Achievement

A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition

Perbandingan Efektifitas Penggunaan Media Pembelajaran Audio Visual dan Teks Untuk Meningkatkan Pemahaman Isi Dongeng Siswa Sekolah Dasar

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