The aim of the study was to investigate the effect of performance feedback (PF) provided to student teachers working with students with multiple disabilities and visual impairment (MDVI) on their teaching skills. The study group of the research was composed of 11 student teachers attending to the final year of the Teaching Students with Visual Impairments Program at a university in Ankara, Turkey. A quasi-experimental design, was used in the study. These student teachers recorded their classes for pretest and posttest and these video-recorded classes were thereafter watched by the observer, who completed semi-structured observation forms for each student teacher. The results of the analysis suggested a statistically significant difference between the pretest and posttest scores of the student teachers involved in the study before and after the performance feedback. The findings of the study were discussed in the light of the relevant literature and practical recommendations were included.

The purpose of this study is to examine the effects of blog activities on elementary students’ environmental literacy in science class. The relationships between students’ environmental literacy levels, their parents’ interest in environmental activities and the frequency of outdoor activities they do have also been also examined. Pre-test post-test quasi-experimental design has been utilized. The participants of the study are 80 seventh-grade elementary school students. The data have been gathered through “Environmental Literacy Scale”. After that, the instructor has created a blog to share some movies, animations and reflective questions for all the students. The students could follow and engage in all the sharing. The activities have lasted for eight weeks. Descriptive statistics, t-test and regression analysis have been tested via the data. The results have indicated that there is a significant difference between pre and post test scores regarding the students’ “environmental knowledge”, “attitude towards environment” and “being responsible for environment”. Furthermore; positive but weak relationship has been detected between students’ environmental literacy levels and parents’ interests in environmental activities. On the other hand, there is a moderate, positive correlation between students’ interest in environmental problems and involving in outdoor activities with parents(r=0.423, p=0.001). Overall, students’ involvements in blog activities and doing outdoor activities with parents have been found to be effective in acquiring environmental literacy.

The purpose of this study was to investigate the effect of lessons conducted in out-of-school learning settings on 5th graders science achievement within the scope of a guidance material that was prepared to be used in out-of-school learning settings in accordance with the “Let’s Solve the Riddle of Our Body” chapter objectives. The pretest / posttest equalized control group design, which is one of the quasi-experimental designs, was used in this study. The sample of this study was composed of a total of 31 5th grade students (15 were in experimental group, 16 were in control group) that were selected from secondary schools in the first semester of the 2015-2016 academic year in Tokat Province. Let’s Solve the Riddle of Our Body Chapter Achievement Test (LeSROBAT) was administered before and after the implementation of the guidance material to measure the students’ achievements and retention. The lessons were conducted as suggested by the current curriculum in the control group. The data were analyzed using independent samples t-test and covariance analysis (ANCOVA). As a result of the analyses, it was found that the LeSROBAT post-test scores of experimental group were significantly higher than the control group. Within this context, it was concluded that the out-of-school learning settings positively contributed to academic achievement and the guidance material that was developed within the scope of this study was effective. The results of retention test analyses didn’t reveal any significant difference between the posttest and retention test scores of experimental and control groups. When the LeSROBAT retention test scores were examined, it was observed that the scores of experimental group was higher than the control group.

The purpose of the study is to reveal the effect of cooperative learning on language skills in an English course. The study was carried out for 5 weeks with 66 students studying at the 10th grade at an Anatolian high school in the district of Karadeniz Eregli in Zonguldak during the fall term of the 2015-2016 academic year. The design of the study was ‘nonequivalent control groups pre-test post-test’ which is one of quasi-experimental designs. Data were gathered using an achievement test measuring students’ vocabulary knowledge, grammar knowledge, reading comprehension and listening skills. Results showed that cooperative learning had a larger effect on vocabulary knowledge, grammar, listening and reading skills compared to traditional method.

This study aims to assess the effects of teaching programming with mBlock on self-efficacy perceptions and attitudes considering programming. Particularly, this study tries to research whether there is a gender difference in middle school students or not. The study was conducted in pre-test/post-test quasi experimental design. The participants of the study which was completed in twelve weeks were 82 middle school students. The data were collected through “Educational Computer Games Assisted Learning Coding Attitude Scale” and “Computer Programming Self-efficacy Scale”. The results of the research indicate that although the self-efficacy perceptions of boys towards programming were higher than the girls’ at the beginning of the research, this difference was closed at the end of the research. The results also show that teaching programming with mBlock to middle school students did not cause gender differences in self-efficacy perceptions and attitudes regarding programming. Although girls’ attitudes regarding programming were slightly higher than boys’, the difference was not considered to be significant. In addition, it was found that programming with mBlock significantly increased students' self-efficacy perceptions and attitudes towards programming. As a result, teaching programming with mBlock can provide similar possibilities for both genders in self-efficacy perceptions and attitudes regarding programming.

The aim of this research is to examine the effects of creative writing activities on the reading and writing attitudes of fourth grade students. This research is a one-group pretest-posttest design of quantitative research methods. The study population of the study is the fourth grade students who are studying in Sorgun district of Yozgat province in Turkey. Cluster sampling was used in the sampling selection. A total of 35 students are in the sample. Creative writing activities were realized for the students for two months. Mean, standard deviation, paired samples t-test were used in the analysis of the data. As a result of the research, creative writing activities led to an increase in reading, writing and language lesson attitude of elementary school fourth graders. Increase in language lesson attitude is significant. The mean increase in Turkish lesson attitude scores was .39 with a 95% confidence interval ranging from 3.43 to 3.82. The effect size statistic (r=.32) indicated a medium effect size.

It can be said that effective development of intercultural sensitivity depends on the regulations and practices in the curriculum. Integrated program implementations are seen as one of the ways of regulation. In the study, a nested integration model was used in a single discipline. In this context, scientific research methods are considered as a discipline, and the achievements of this discipline and intercultural sensitivity development activities are integrated. Understanding different cultures correctly and not being prejudiced are very important for the development of intercultural sensitivity. Scientific research methods course provides students with scientific attitudes and behaviors. In this course, it is thought that students will be able to develop sensitivity by examining different cultures with scientific attitudes and behaviors. In this context, it is aimed to reveal the effectiveness of intercultural sensitization development activities integrated with scientific research methods course gains. The quasi-experimental design with a pretest-posttest and a control group was used in the study. The study group comprised of 86 second-grade students in the English Teacher Training Department. In order to measure the intercultural sensitivities of the students before and after the test procedure, the five-point likert type “Intercultural Sensitivity Scale” developed by Chen and Starosta and adapted to Turkish by Bulduk, Tosun and Ardic was used as data collection tool. It is concluded that the curriculum of scientific research methods integrated with intercultural sensitivity development activities is effective in developing students' intercultural sensitivities.

Self-regulation is an active and constructive process in which students regulate and observe their own behaviour, motivations and cognition by setting their own goals during their learning process. In this study, the aim is to investigate the effects of biology laboratory practices that are supported by self-regulated learning strategies on students’ readiness for self-directed learning and their attitudes towards science experiments in laboratory settings. This study, which was undertaken as a quasi-experimental study in accordance with the pretest-posttest design with a control group, was implemented. Second year students who studied science teaching in the faculty of education at a state university in Konya in the academic year of 2018-2019 made up the sample of this study. There were two groups in the study which were “The Control Group” and “The Experimental Group”. In order to measure the students’ self-directed learning readiness levels, “Scale of Self-Directed Learning Readiness in Laboratory” was used and to measure attitudes towards science experiments “Scale of Attitudes towards Science Experiments” was utilized. Both scales were implemented as pre-tests before the study and as post-tests after the completion of the implementation process. The analysis of the data was conducted via SPSS 18. Independent samples t test was conducted to understand whether biology laboratory practices supported with self-regulated learning strategies have any effect on students’ readiness for self-directed learning and their attitudes towards science experiments in laboratories. According to the findings of the study, biology laboratory practices supported with self-regulated learning strategies were observed to make a significant difference in favour of the experimental group considering their self-directed learning readiness and their attitudes towards science experiments.

Pragmatic competence is an indispensable dimension of overall language ability, and proper interpretation of implied meanings is a major constituent of pragmatic competence. In this regard, this study aimed to investigate the efficiency of a film-based instruction program devised to facilitate the interpretation of implied meanings in English. It was conducted with a quasi-experimental design. First, a multiple-choice discourse completion test was given to 144 English language teacher trainees with 77 people in the experimental group and 67 in the control group. After the 5-week instruction given to the experimental group, the test was administered to both groups again. The results revealed significant differences in favor of the experimental group. This makes the program a promising one as it made the participants, who were also prospective English as a Foreign Language (EFL) teachers responsible for helping their own students have pragmatic competence too, significantly more equipped about processing implied meanings as a major constituent of pragmatic competence.

The purpose of this research is to describe the effectiveness of STEM on the physics concepts understanding seen from gender differences. The research method used is a type of quasi-experimental design with 2x2 factorial design and saturated sampling technique. The data collecting technique used a tested method to see the results of students’ concept understanding. Hypothesis testing was done using two-way ANOVA 2 x 2 factorial designs. The results of the study are: (1) there are differences in STEM and conventional learning on concepts understanding and the use of STEM learning is more effective than the conventional one; (2) there are differences in the results of understanding the concept between male and female students where male students are higher than female students; and, (3) there is no interaction between learning and gender towards concepts understanding. The research recommends designing the STEM-integrated ESciT learning to be relevant with the indicator measurements and to manage the learning effectively to obtain optimum learning outcome.

This article presents an empirical study on the perceptions of university students toward the development of the teaching practicum, using the CourseSites platform as a communication and support tool for their training. The opinions of the students were collected through a questionnaire. The sample consisted of 1500 students who were registered in the degrees of Early Childhood Education, Primary Education and Pedagogy (2008-2018). A descriptive, inferential and multi-level analysis was conducted, which confirmed that future teachers had activated their professional competences, as they had the chance to share their internship experiences with their faculty members and with their own classmates.

The physical factors, which were studied less often than the other factors affecting students' learning, were considered in this study. The present study investigated the effect of the flexibility and non-flexibity of the physical classroom setting on undergraduate students' learning. The study adopted a mixed-method research design. The quantitative phase of the study employed the quasi-experimental method of research utilizing the pretest-posttest non-equivalent groups design. T Test and the Repeated Measures ANOVA test was used to compare the group means. In the qualitative phase of the study, the students received a questionnaire with open-ended questions to gather their opinions, and the data were analysed in NVIVO 11. There was no significant difference between the experimental and control groups in terms of learning; however, the achievement scores of both groups were found to be high. Furthermore, the views received from both groups indicated that the physical environment influenced learning in terms of motivation and enthusiasm.

The industrial revolution era 4.0 has now become a major topic in every country. Various sectors respond quickly to this problem, including education. In response to this, there are several aspects of skills that students must master. One of them is problem-solving skills. One of the aspects that influence the students’ problem-solving skills is the context and problem-based learning model. The purpose of this study is to describe the effect of the model on students' skills to solve physics problems. The research method used is a quasi-experimental research design with non-equivalent control group design. The data analysis technique used Independent Sample T-Test by PASW 18 with a significance 5%. Based on the results of the Independent Sample T-Test can be concluded that there is an effect on the model that was applied with a significant gain of 0,00. The results showed that the context and problem-based learning (C-PBL) model affected the physics problem-solving skills. The C-PBL model is able to improve the students’ physics problem-solving skills, communication skills, the students’ confidence in learning, as well as improving students’ understanding of physics lessons conceptually.

Each child has a different personality type of tendency. Personality type is closely related to emotional intelligence. Through this study, we report the analysis results of the effects of personality type tendencies and the application of learning strategies in controlling the emotional intelligence of elementary school students. This study uses the quasi-experimental method with a 2x2 factorial design in data collection. Data analysis used was a two-way analysis of variance (ANOVA) test. Research findings show that students with extrovert tendencies personality are better than students with introvert personality types. The application of inquiry strategies in learning is better at controlling emotional intelligence than the application of expository strategies.

The development of the revolution era 4.0 which increasingly rapidly demands the wider community to have the ability to think creatively mathematically. One effort to improve the ability to think creatively is through quality education. Quality education can be improved through to train thinking using the right learning model. This study aims to see which results are more effective in improving students' thinking skills between the two learning models applied. The two models are Problem Based Learning (PBL) and Aptitude Treatment Interaction (ATI) models. This research method uses quasi experimental method with a posttest only control test design not control group. This study uses two group subjects with two experimental classes. The analysis of the data used the hypothesis testing of the non-correlated 2-sample t-test. Based on the research results obtained Aptitude Treatment Interaction (ATI) models have a better effect on students' creative thinking abilities compared to Problem Based Learning (PBL) models.

The objectives of this study were to analyze the validity, practicality, and effectiveness of South Kalimantan local wisdom-based biology learning and its effect on student learning outcomes. The research method used is research and development. This research was in a Develop stage of Thiagarajan’s Model. This development has produced learning models (lesson plans, student’s worksheet, learning achievement test questions, teacher activity sheets, student activity sheets, and student response sheets). The local wisdom-based learning model were designed with seven stages using Banjar language (regional language of South Kalimantan). Model that have been developed were tested for the level of validity, practicality, effectiveness, and its effect in learning. The level of validity is determined based on the assessment and review of the four validators. To find out the effectiveness and the effect of the learning model, quasi-experimental design was applied by involving two classes at SMAN 7 Banjarmasin-Indonesia. Data were collected using a variety of instruments, namely the validity assessment sheet, the student’s worksheet and lesson plan sheets, student achievement test questions, and student response sheets. Data analysis was implemented to measure the effectiveness and the effect of learning by calculating n-Gain and ANCOVA, respectively. The results, the learning tools met the "valid" criteria so that it can be implemented. Learning also concluded having good practicality criteria. Moreover, it can be seen that the application of local wisdom-based learning model and tools was quite effective in improving student learning outcomes, in contrast to learning in the control class. Furthermore, ANCOVA test concluded that there were significant differences in learning outcomes between students in the experimental and the control class.

This study aims to determine the effect of the application of the Search, Solve, Create, and Share (SSCS) learning model to the mathematical reflective thinking skills and the students' mathematical problem-solving abilities. This research is a type of Quasi-Experimental Design research with a 2x2 factorial research design. Data collection techniques in this study in the form of documentation and tests at Private school in Bandar Lampung with 28 students of experiment classes and 28 students of control classes. Data analysis techniques used are the normality test and homogeneity test. Testing the hypothesis in this study using the Multivariate Analysis of Variance (MANOVA) test. Based on the results of the study, The calculation of the MANOVA test, it was concluded that there was an influence on the application of the SSCS learning model to students' mathematical reflective thinking skills. The application of the SSCS learning model to the mathematical reflective thinking ability has an influence percentage of 91.9%. The application of the SSCS learning model to mathematical reflective thinking skills and mathematical problem solving abilities has a relatively high level of effectiveness.

Problem-solving and mathematical communication are essential skills needed by students in learning mathematics. However, empirical evidence reports that students’ skills are less satisfying. Thus, this study aims to improve students’ problem-solving and mathematical communication skills using a Metacognitive-Based Contextual Learning (MBCL) model. A quasi-experimental non-equivalent control group design was used in this study. The participants were 204 fifth-grade students; consisting of experimental (n = 102) and control (n = 102) groups selected using convenience sampling. This study was conducted in four Indonesian elementary schools in the first semester of the academic year 2019/2020. The Problem-Solving Skills Test (PSST) and Mathematical Communication Skills Test (MCST) were used as pre- and post-tests. In order to analyze the data, one-way ANOVA was used at the 0.05 significance level. The results showed that students in the experimental group had higher post-test scores than the control group in terms of problem-solving and mathematical communication skills. It can be concluded that the MBCL effectively promotes fifth-grade students’ problem-solving and mathematical communication skills. Therefore, it is suggested that MBCL should be used more frequently in primary school mathematics to further improve students’ problem-solving and mathematical communication skills.

Self-efficacy and critical thinking represent two vital components for university graduates in the 21st century learning. However, several studies reported that these two important outcome predictors were unsatisfactory. This study aimed at investigating the effects of problem-based learning (PBL) on pre-service teachers’ self-efficacy and critical thinking. A quasi-experimental nonequivalent pretest-posttest control group design was utilized. A total of 44 pre-service elementary school teachers (aged 19-22) at a private university in Indonesia were assigned as experimental (n = 22) and control (n = 22) groups. The experimental group learning received PBL, while the control group learning with traditional college instruction. The Self-Efficacy Scale (SES) and the Critical Thinking Questionnaire (CTQ) were administered before and after the intervention in both groups. Independent and paired samples t-tests were employed to analyze the pretests and posttests data. The results indicated that PBL was more effective in increasing self-efficacy and critical thinking of pre-service elementary teachers than traditional teaching. It is suggested that PBL should be used more frequently in science learning to further enhance students’ self-efficacy and critical thinking skills in higher education.

Learning models that can improve critical thinking, skills collaborate, communicate, and creative thinking are needed in the 21st-century education era. Critical and creative thinking are the two essential competencies of the four skills required in the 21st century. However, both are still difficult to achieve well by students due to a lack of thinking skills during mathematics learning. This study was conducted to determine the model of learning that is appropriate to develop students' critical and creative thinking skills. The study used three-class samples from eighth grade. The first class is given the problem-posing lesson; the second class is given contextual learning and third class as a control class. The results of the study indicate that improving students' critical and creative thinking skills are included in the moderate category for types using contextual learning and problem-posing. Also, it is found that contextual learning is more effective for improving critical thinking skills when compared with learning problem posing and expository learning. Meanwhile, learning problem posing is more useful to enhance creative thinking skills compared with contextual and expository learning.