Browsing by Subject "Science"
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ItemA comparative study of attitudes toward transition from the Singapore National Curriculum in primary level to the UK Cambridge International Curriculum in secondary level held by secondary years 1 to 4 students in English, mathematics and science subjects at an international school in Greater Bangkok, Thailand(Bangkok : Assumption University Press, 2022) Wachiravit Karuensatit ; Gonzalez, Orlando Rafael GonzalezThis quantitative study was conducted to compare, among different secondary year levels, the attitudes toward the transition from the Singapore National Curriculum at the primary level to the UK Cambridge International Curriculum in the secondary level held by Secondary Years 1 to 4 students in three academic subjects (i.e., English, Mathematics and Science) at an international school in Greater Bangkok, Thailand. This study was conducted on 102 students in Secondary Years 1 to 4 in the academic year 2019-2020. The target school follows the Singapore Ministry of Education’s national curriculum at nursery, kindergarten, and primary school levels, while the school follows the UK Cambridge International Curriculum at the secondary level. A questionnaire entitled the Questionnaire for Attitudes Toward Transition from the Singapore National Curriculum in Primary Level to the UK Cambridge International Curriculum in Secondary Level was developed for the data collection. The questionnaire comprised three 15-item sections (one for each subject), coded on a 6-point Likert scale, designed to assess students’ attitude toward the curricular transition in relation to six dimensions; timetable, classwork, homework, assessment, teachers, and textbooks. The data analysis found that the participants’ attitudes toward the curricular transition in English, Mathematics, and Science ranged from slightly negative to positive. A multivariate analysis of variance (MANOVA) revealed that, in the English subject, there was a significant difference between students’ attitudes toward the curricular transition along with all year levels. There was a significant difference in the Mathematics subject between students’ attitudes toward the curricular transition among Secondary Year 1 and Year 2 students and Secondary Year 2 and Years 3 and 4 students. In the Science subject, there was a significant difference between students’ attitudes toward the curricular transition among Secondary Year 1 and Years 3 and 4 students, and Secondary Year 2 and Years 3 and 4 students. Based on the research findings, recommendations for students, parents, teachers, administrators, and future researchers.
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ItemA comparative study of grade 12 students' motivation for learning science and social science according to gender at Escola Secundaria 5 de Maio in Dili, Timor-LesteIn the learning process, motivation is considered as the main component that encourages learning activity and empowers the process of learning to achieve learning goals. Motivation itself includes one's sense of intrinsic and extrinsic goal orientation, the impression and value of task, control of learning beliefs and self-Cognitive Theory of Motivation for learning. Although the gender gap continues to exist in all aspects of life, in education several studies on motivation for learning showed that the gender gap is gradually decreasing in the learning of science and social science. This research aimed to find out the level of grade 12 students' motivation for learning science and social science and to investigate that if there was any significant difference according to their gender at Escola Secundaria 5 de Maio in Dili, timor-Leste. The participants were 226 students among 537 students majoring in science and social science. This study utilized a questionnaire as the instrument for data collection and the collected data were analyzed by frequency, percentage, mean, standard deviation, and independent samples t-test. The research findings indicated that the level of students' motivation for learning science and social science was very high. Also, there was no significant difference between male and female students' motivation for learning science and social science. The students also showed high average of overall motivation scales. The paper concludes with recommendations for practice and for future research.
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ItemA comparative study of student academic achievement and satisfaction in grade 4 science under traditional instruction and cooperative learning instruction methods at Sarssas Witaed Bangbon School, ThailandThe National Education Act of B.E. 2542 (1999) as well as the Basic Education Core Curriculum of 2008 emphasize the importance of both the acquisition of the English language in present Thai society, as well as the development of 21st century skills for all Thai children. Furthermore, the Thai Ministry of Education supports and encourages cooperative learning as a way to create appealing, motivating, and meaningful learning. Unfortunately, this vision is often not shared by schools in Thailand, which prefer a more traditional instructional method. This comparative study aimed at measuring academic achievement as well as student satisfaction under two instructional methods - traditional instruction and cooperative learning instruction. The research was conducted in science grade four at Sarasas Witaed Bangbon School, Bangkok, Thailand. Science as a school subject is ideal for the implementation of cooperative learning. Indeed, science literacy develops critical thinking, analysis, and cooperative skills. A total of 122 students took part in this study over a period of six weeks during the second semester of the school year 2015. The research included six objectives. Objectives one and two were to determine student academic achievement under traditional instruction and cooperative learning instruction methods. Objectives three and four were to determine student satisfaction under traditional instruction and cooperative learning instruction methods. Finally, objectives five and six were to compare the results between the instructional methods in order to determine if an instructional method was more efficient and/or appealing. The findings of this study suggested that academic achievement of the cooperative learning group did not improve significantly. Student satisfaction was higher for the cooperative learning group than the traditional instruction group. Recommendations for school administrators and future researchers are provided.
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ItemA comparative study on student achievement in science through cooperative learning and individual learning at Nantawan International School(Assumption University, 2013) Hatipoglu, Vahide Gaye ; Assumption University. Graduate School of EducationThis study compared the differences in student achievement in science between cooperative learning and individualistic learning. The study had four objectives which were to determine 1) if there is an improvement in student achievement in science through cooperative learning, 2) if there is an improvement in student achievement in science through individualistic learning, 3) if there is a significant difference in student achievement in science between cooperative learning and individualistic learning activities, 4) if there is a significant difference in student achievement in science through cooperative learning and individualistic learning activities by year of study in Nantawan International School. The sample of 64 multinational students from the varying levels of primary Year 3 to 6 were given pretests and posttests through both cooperative and individualistic learning style in order to compare student achievement in science in the second semester of the academic year 2011-2012 at Nantawan International School. A major finding of the study was that there was a significant difference in student achievement in science between cooperative learning and individualistic learning activities in all four year levels from Year 3 to 6 in the direction that cooperative learning activities were more effective than individualistic learning activities for achievement in science. There was no significant difference in student achievement in science through both cooperative learning and individualistic learning activities by year of study in Nantawan International School. As a result of findings of this research, cooperative learning is recommended in the teaching/learning process to improve student achievement in science.
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ItemA correlational-comparative study of Grades 9, 10, 11 and 12 students' motivation for learning biology and their biology achievement at Pan-Asia International School, ThailandThis study investigated student motivation for learning biology, with student biology achievement at Pan-Asia International School (PAIS) in Thailand. The study separated Grades 9 and 10 students, and Grades 11 and 12 students according to their academic program. The study examined the motivation of 64 Grades 9 and 10 students (“Pre-IB” Program), and 43 Grades 11 and 12 students (International Baccalaureate Diploma Program). The researcher used the Motivated Strategies for Learning Science Questionnaire (MSLSQ) to identify the student motivation level for learning biology of these 107 students in the high school department at PAIS. Student motivation level for learning biology was determined from five components of motivation for learning: intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs and self-efficacy for learning and performance. Student achievement in biology was examined using two achievement placement tests created from past International Baccalaureate exam questions. The data collected was analyzed using means, standard deviations, Pearson product moment correlation coefficients and an independent samples t-test. The findings showed that the level of students’ motivation for learning biology in both Grades 9 and 10 and Grades 11 and 12 was high. A significant relationship was determined between students’ motivation level for learning biology and student biology achievement for both Grades 9 and 10 and Grades 11 and 12. Grade 12 students at PAIS were determined as having a lower level of motivation for learning biology, in comparison with the other grade levels studied. Recommendations for schools, teachers and future researchers were identified.
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