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Effects of Learning Environmental Education Using the 5E-Learning Cycle with Multiple Intelligences and Teacher s Handbook Approaches on Learning Achievement, Basic Science Process Skills and Critical Thinking of Grade 9 Students
Warapond Budprom,Paitool Suksringam,Adisak Singsriwo
Pakistan Journal of Social Sciences , 2012, DOI: 10.3923/pjssci.2010.200.204
Abstract: This study aimed to investigate and compare the effects of learning environmental education using the 5E-learning cycle with multiple intelligences and the teacher s handbook approaches on learning achievement, basic science process skills and critical thinking of 80 grade 9 students from two classes. They were randomly selected by the cluster random sampling technique and were assigned to an experimental group and a control group, 40 students each. The instruments for the study included 6 plans of learning organization using the 5E-learning cycle with multiple intelligences for the experimental group and 6 plans of learning organization using the teacher s handbook approach for the control group, each plan for 3 h of learning in each week; the learning achievement test with 40 items; the test on basic science process skills with 8 subscales and 40 items and the critical thinking test with 5 subscales and 54 items. The paired t-test and the F-test (Two-way MANCOVA) were employed for testing hypotheses. The major substantive findings revealed that the whole students, the male students and the female students in the experimental group showed gains in learning achievement, basic science process skills in general and in 4-8 subscales and critical thinking in general and in 3-5 subscales from before learning (p<0.05). The students with different sexes did not differently indicate basic science process skills in general and in each subscale and critical thinking in each subscale. However, the male students outperformed the female ones in learning achievement and critical thinking in general (p<0.05). The experimental group outscored the control group in learning achievement, basic science process skills in the observing subscale and critical thinking in general and in 4 subscales: (p<0.05) the statistical interactions of learning model with sex were found to be significant at the 0.05 level in the areas of learning achievement, basic science process skills in general and critical thinking in general and in each subscale.
The Development Model of 7 Steps Learning Cycle Using Multiple Intelligences and Metacognitive Techniques in the Subject of Life and Environment, Scientific Education Group, Secondary School, Year 2
Chadaporn Rookhached,Paitool Suksringarm,Adisak Singseewo
The Social Sciences , 2013, DOI: 10.3923/sscience.2010.477.480
Abstract: This research aims to educate the development model of the 7 steps learning cycle using 3 kinds of multiple intelligences and metacognitive techniques that are: intelligibility, plausibility and wide-applicability. In case of secondary school year 2, the development model of 7 steps learning cycle using multiple intelligences and metacognitive techniques has steps orderly as following: to write a learning management plan perfectly and practically that can be used in each of study periods or hours by using the total of 7 plans, 3 h per each plans, specialists estimate an appropriateness that has quality in the high level, to produce a test form of critical thinking by using conceptual idea of The Watson and Glaser Critical Thinking Appraisal (WGCTA), issue Y.M. in the total of 54 sections: to produce a test form of environmental preservation behavior according to the 5 levels of rating scale in the total of 40 sections. Afterwards, using the developed learning plan to experiment with secondary school students, year 2, 1st semester, for 7 weeks using pre-test and post-test learning with a learning achievement, critical thinking and environmental preservation behavior test forms. Then use the scores of learning achievement test form, critical thinking test form and environmental preservation behavior test to find its qualities and statistically analyze by using percentage, means and standard deviation (paired t-test). The research result has shown as following: the 7 steps learning cycle management plan using multiple intelligences and metacognitive techniques have an efficiency value at the rate of 0.563. The learning achievement test form has difficulty value in range of 0.31-0.75, Item-total correlation value is in range of 0.30-0.69 and reliability value is 0.92, the critical thinking test form has Item-total correlation value in range of 0.23-0.72, reliability value (KR20) is 0.84 and the environmental preservation behavior test form has Item-total correlation value in range of 0.39-0.80 and reliability value (and-Coefficient) is 0.84. Students who learn the 7 steps learning cycle management plan using multiple intelligences and metacognitive techniques have a higher learning achievement value than before class with statistically significant rate of (p<0.0001).
Effects of Learning Environmental Education Using the 7E-Learning Cycle with Metacognitive Techniques and the Teacher s Handbook Approaches on Learning Achievement, Integrated Science Process Skills and Critical Thinking of Mathayomsuksa 5 Students with Different Learning Achievement
Sutee Sornsakda,Paitool Suksringarm,Adisak Singseewo
Pakistan Journal of Social Sciences , 2012,
Abstract: This research aimed to investigate and compare the effects of learning environmental education using the 7E-learning cycle with metacognitive techniques and the teacher s handbook approaches on learning achievement, integrated science process skill and critical thinking of 93 Mathayomsuksa 5 (grade 11) students with different learning achievements, They were randomly selected by the cluster random sampling technique in the first semester of an academic year 2008. This students were assigned to an experimental group with 45 students and a control group with 48 students. The instruments for the study included: five plans of learning organization using the 7-E learning cycle with 3 metacognitive techniques: intelligibility, plausibility and wide-applicability for the experimental group and 5 plans of learning organization using the teacher s handbook approach for the control group, each plan for 2 h of learning in each week, the learning achievement test, the test on integrated science process skills and the critical thinking test. The paired t-test and the F-test (Two-way MANCOVA) were employed for testing hypothesis. The major findings revealed that the whole students, the high achievers and the low achievers indicated gains in learning achievement, integrated science process skills in general and in 3-5 subscales and critical thinking in general and in each subscale from before learning (p<0.05). The experimental group evidenced more learning achievement, integrated science process skills in general and in each subscale and critical thinking in general and in the interpretation subscale than the control group (p<0.05). The high achievers showed more learning achievement, integrated science process skills in general and in 4 subscales and critical thinking in general and in 4 subscales than the low achievers (p<0.05). Statistical interactions of learning model with learning achievement were found to be significant (p<0.05) in learning achievement, integrated science process skills in general and in 4 subscales and critical thinking in general and in 3 subscales.
Effects of Learning Environmental Education Using the 5Es-Learning Cycle Approach with the Metacognitive Moves and the Teacher’s Handbook Approach on Learning Achievement, Integrated Science Process Skills and Critical Thinking of High School (Grade 9) Students
Sombat Appamaraka,Paitool Suksringarm,Adisak Singseewo
Pakistan Journal of Social Sciences , 2012,
Abstract: This study aimed to study the effects of the 5Es-learning cycle using the metacognitive moves and the teacher’s handbook instruction on learning achievement, integrated science process skills and critical thinking of 82 high school (Grade 9) students from 2 classes, were selected by the use of the cluster random sampling technique. These students were randomly assigned to an experimental group who learned using the 5Es-learning cycle using metacognitive moves and a control group who learned using the teacher’s handbook instruction, 41 students each. Research instruments included, 6 plans of learning organization by using the 5Es-learning cycle with 3 metacognitive moves: intelligibility, plausibility and wide-applicability; 6 plans of learning organization using the teacher’s handbook, each plan for 3 h of learning in each week; the learning achievement test with 40 items; the integrated science process skills test with 5 subscales and 30 items and the critical thinking test with 5 subscales and 54 items. The data were analyzed by a percentage, a mean, a standard deviation and for testing hypotheses the t-test and the F-test (Two-way MANCOVA) were employed. The major findings revealed as following: The students as a whole, the male students and the female students in the experimental group showed gains in learning achievement, integrated science process skills in general and in 4-5 subscales and critical thinking in general and in 4-5 subscales from before learning (p<0.05). The students with different gender did not statistically indicate those mentioned learning outcomes differently (p>0.05). The experimental group indicated more learning achievement, integrated science process skills in general and critical thinking in general and in 3 subscales: interpretation, deduction and evaluation of arguments, than did the counterparts (p<0.05) and the statistical interactions of gender with learning model on these 3 learning outcomes were not found to be significant (p>0.05).
Effects of Environmental Education Learning by Using the 7Es-Learning Cycle with Multiple Intelligences and the Teacher s Handbook Approaches on Learning Achievement, Critical Thinking and Integrated Science Process Skills of High School (Grade 10) Students
Nida Kitjinda-Opas,Paitool Suksringarm,Adisak Singseewo
Pakistan Journal of Social Sciences , 2012,
Abstract: This study aimed to investigate and compare the effects of learning environmental education using the 7Es-learning cycle with multiple intelligences and the teacher s handbook approaches on learning achievement, critical thinking and integrated science process skills of 100 grade 10 students in high school. They were randomly selected by the cluster random sampling technique and were assigned to an experimental group and a control group which were 50 students in each group. The instruments for the study were included: 7 plans of learning organization using the 7Es-learning cycle with multiple intelligences for the experimental group and 7 plans of learning organization by using teacher s handbook approach for the control group, each plan was a 2 h weekly learning, the learning achievement test, the critical thinking test and the test on integrated science process skills. The collected data were analyzed by using a percentage, mean, standard deviation and for testing hypotheses the paired t-test and the F-test (Two-way MANCOVA) were employed. The major findings have been revealed that the whole students were male and females students in the experimental group have shown that they gains learning achievement, critical thinking in general and in each subscale and integrated science process skills in general and in 4 subscales from before learning is at the significant level of 0.05. The experimental group indicated more learning achievement, critical thinking in general and in 2 subscales and integrated science process skills in general and in 2 subscales than the control group. The students with a different gender which did not differently have an evidence in learning achievement, critical thinking in general and in almost subscales and integrated science process skills in general and in each subscale. However, the male students showed critical thinking in the deduction subscale more than the female. Statistical interactions of gender with learning model were found to be significant (p<0.05) only in 3 subscales of the critical thinking.
Effects of Learning Environmental Education Using the Good Science Thinking Moves with Metacognitive Techniques and the Teacher s Handbook Approach on Learning Achievement, Critical Thinking and Basic Science Process Skills of Mathayomsuksa 3 Students with Different Science Learning Achievement
Satianpong Siwina,Paitool Suksringarm,Adisak Singsriwo
Pakistan Journal of Social Sciences , 2012,
Abstract: This research aimed to investigate and compare effects of learning environmental education using the good science thinking moves with metacognitive techniques and the teacher s handbook approach on learning achievement, critical thinking and basic science process skills of 90 mathayomsuksa 3 (grade 9) students from 2 classes, selected by the cluster random sampling technique and were assigned to an experimental group and a control group, 90 students each. The instruments for the study included, 6 plans of learning organization using the good science thinking moves with 3 metacognitive techniques: intelligibility, plausibility and wide-applicability for the experimental group and 6 plans of learning organization using the teacher s handbook for the control group, each plan for 3 h of learning in each week; the learning achievement test; the critical thinking test and the test on basic science process skills. The paired t-test and the F-test (Two-way MANCOVA) were employed for testing hypotheses. The substantive findings revealed that the students as a whole and as classified according to science learning achievement showed gains in learning achievement, critical thinking in general and in each subscale and basic science process skills in general and in 6-8 subscales from before learning (p<0.05). The experimental group indicated more learning achievement, critical thinking in general and in 2 subscales, basic science process skills in general and in 4 subscales than the control group (p<0.05). The high achievers evidenced more learning achievement, critical thinking in general and basic science process skills in general and each 5 subscales more than the low achievers (p<0.05). Statistical interactions of science learning achievement and learning model were found to be significant (p<0.05) in learning achievement, critical thinking in general and basic science process skills in general and in each subscale.
Metacognitive Online Reading Strategies of Adult ESL Learners Using a Learning Management System  [cached]
Nor Fazlin Mohd Ramli,Saadiyah Darus,Nadzrah Abu Bakar
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.3.195-204
Abstract: In managing online learning, most educational institutions utilize Learning Management Systems (LMS). It is a learning platform that allows the administrators of the institution to manage and monitor learners, teachers and content of courses. Learners of this online learning environment have access to a variety of online learning tools and features that allow them to communicate with peers as well as instructors. Hence, these learners need to be equipped with appropriate learning strategies, particularly metacognitive strategies to help them manage their learning. As for English as a Second Language (ESL) learners, employing appropriate metacognitive strategies may help them regulate, plan, manage and monitor their learning. The study aims to investigate the metacognitive online reading strategies of adult learners of an ESL course at Universiti Technology MARA, Malaysia. A survey was used to gather information of these adult learners in semester one and two. The survey is adapted from the online survey of reading strategies or OSORS developed by Anderson (2003). The results of the survey reveal that the learners mostly used global reading strategies followed by problem solving strategies and support reading strategies. Also, independent t-test reveals that there is no significant difference between semester one and semester two students in using global reading strategies, problem solving strategies and support reading strategies. As indicated by the results of this study, it can be concluded that the learners have learning goals and purpose since they used mainly global reading strategies, but they do not effectively utilize online learning tools and features that are available in the LMS.
Effects of multiple intelligences supported project-based learning on students’ achievement levels and attitudes towards English lesson  [PDF]
G?khan BA?,?mer BEYHAN
International Electronic Journal of Elementary Education , 2010,
Abstract: The aim of the research was to investigate the effects of multiple intelligences supported project-based learning and traditional foreign language-teaching environment on students' achievement and their attitude towards English lesson. The research was carried out in 2009 – 2010 education-instruction year in Karatli Sehit Sahin Yilmaz Elementary School, Nigde, Turkey. Totally 50 students in two different classes in the 5th grade of this school participated in the study. The results of the research showed a significant difference between the attitude scores of the experiment group and the control group. It was also found out that the multiple intelligences approach activities were more effective in thepositive development of the students’ attitudes. At the end of the research, it is revealed that the students who are educated by multiple intelligences supported project-based learning method are more successful and have a higher motivation level than the studentswho are educated by the traditional instructional methods.
Accommodating Classroom Activities to EFL Learners’ Multiple Intelligences  [cached]
Nguyen Thi Dung,Luu Trong Tuan
Mediterranean Journal of Social Sciences , 2011,
Abstract: Gardner’s Multiple Intelligences theory has been among the theories innovating English Language Teaching since the period of the 70s and 80s. In this paper, the literature of Multiple Intelligences theory and its benefits on learners’ learning cognition, motivation, interaction and achievement are reviewed.Besides that, types of language learning activities and classroom activities to accommodate to learners’ Multiple Intelligences are presented.
Metacognitive Strategies and Test Performance: An Experience Sampling Analysis of Students' Learning Behavior  [PDF]
Ulrike E. Nett,Thomas Goetz,Nathan C. Hall,Anne C. Frenzel
Education Research International , 2012, DOI: 10.1155/2012/958319
Abstract: The aim of the present study was to explore students’ learning-related cognitions prior to an in-class achievement test, with a focus on metacognitive strategy use. A sample of 70 students in grade 11 (58.6% female, years) completed a series of structured, state-based measures over a two-week period via the experience sampling method until the day before a class test. Results illustrated students’ self-regulatory ability to preserve their motivational and cognitive resources, with test-related cognitions evidenced significantly more often in learning-related as opposed leisure settings. Metacognitive strategy use was also found to significantly increase as the test date approached underscoring the goal-oriented nature of situated learning behaviors. Higher intercepts and increases in frequency of test-related cognitions over time positively corresponded to test performance. Of the three metacognitive strategies assessed, monitoring was found to positively correspond with test performance. Implications for future practice as well as implications for future research employing the experience sampling method are discussed. 1. Introduction Metacognitive competencies have over the past three decades developed from a largely neglected issue to one of the most elaborated areas of theory and research in the educational sciences [1, 2]. Since the pioneering work of Flavell [3], the concept of metacognition has become inextricably linked with learning theories [4] and nearly equated with the construct of self-regulated learning in terms of planning, monitoring, and evaluation of learning and problem solving [5, 6]. This immense growth in interest is largely due to an emerging consensus among policy makers, teachers, educators, parents, and researchers concerning the importance of fostering students’ ability to autonomously direct their learning processes [5]. In light of the present societal emphasis on lifelong learning and economic climate requiring individuals to rapidly acquire new employment skills, this increase in theoretical and empirical interest in individuals’ metacognitive ability to independently and efficiently regulate their learning is likely to continue. Despite considerable research on metacognitive strategies, several questions warrant further investigation. More specifically, how often and when are metacognitive strategies applied in a learning process (e.g., when is it best to start to prepare for a test)? Which metacognitive learning strategies are most commonly employed in actual learning situations and most effective with respect to
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