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Academic Journal

The Effect of Science Teaching Enriched with Technological Applications on the Science Achievements of 7th Grade Students

Subjects: Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Science Instruction, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Science Achievement, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Grade 7, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Elementary School Students, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Elementary School Science, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Elementary School Teachers, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Foreign Countries, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Quasiexperimental Design, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Pretests Posttests, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Control Groups, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Experimental Groups, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Achievement Tests, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Science Teachers, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Technology Uses in Education, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Pedagogical Content Knowledge, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Technological Literacy, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Influence of Technology, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Technology Integration, Science Instruction, Science Achievement, Grade 7, Elementary School Students, Elementary School Science, Elementary School Teachers, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Achievement Tests, Science Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy, Influence of Technology, Technology Integration, Statistical AnalysisTurkey

  • Source: Journal of Education and Training Studies, v6 n9 p53-68 Sep 2018. 16 pp.

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Academic Journal

Metrics and Methods Used to Compare Student Performance Data in Chemistry Education Research Articles

Subjects: Science Instruction, Comparative Analysis, Inferences, Validity, Intervention, Undergraduate Students, Outcomes of Education, Quasiexperimental Design, Classification, Causal Models, Science Achievement, Organic Chemistry, Science Instruction, Science Instruction, Comparative Analysis, Inferences, Validity, Intervention, Undergraduate Students, Outcomes of Education, Quasiexperimental Design, Classification, Causal Models, Science Achievement, Organic Chemistry, Comparative Analysis, Science Instruction, Comparative Analysis, Inferences, Validity, Intervention, Undergraduate Students, Outcomes of Education, Quasiexperimental Design, Classification, Causal Models, Science Achievement, Organic Chemistry, Inferences, Science Instruction, Comparative Analysis, Inferences, Validity, Intervention, Undergraduate Students, Outcomes of Education, Quasiexperimental Design, Classification, Causal Models, Science Achievement, Organic Chemistry, Validity, Science Instruction, Comparative Analysis, Inferences, Validity, Intervention, Undergraduate Students, Outcomes of Education, Quasiexperimental Design, Classification, Causal Models, Science Achievement, Organic Chemistry, Intervention, Science Instruction, Comparative Analysis, Inferences, Validity, Intervention, Undergraduate Students, Outcomes of Education, Quasiexperimental Design, Classification, Causal Models, Science Achievement, Organic Chemistry, Undergraduate Students, Science Instruction, Comparative Analysis, Inferences, Validity, Intervention, Undergraduate Students, Outcomes of Education, Quasiexperimental Design, Classification, Causal Models, Science Achievement, Organic Chemistry, Outcomes of Education, Science Instruction, Comparative Analysis, Inferences, Validity, Intervention, Undergraduate Students, Outcomes of Education, Quasiexperimental Design, Classification, Causal Models, Science Achievement, Organic Chemistry, Quasiexperimental Design, Science Instruction, Comparative Analysis, Inferences, Validity, Intervention, Undergraduate Students, Outcomes of Education, Quasiexperimental Design, Classification, Causal Models, Science Achievement, Organic Chemistry, Classification, Science Instruction, Comparative Analysis, Inferences, Validity, Intervention, Undergraduate Students, Outcomes of Education, Quasiexperimental Design, Classification, Causal Models, Science Achievement, Organic Chemistry, Causal Models, Science Instruction, Comparative Analysis, Inferences, Validity, Intervention, Undergraduate Students, Outcomes of Education, Quasiexperimental Design, Classification, Causal Models, Science Achievement, Organic Chemistry, Science Achievement, Science Instruction, Comparative Analysis, Inferences, Validity, Intervention, Undergraduate Students, Outcomes of Education, Quasiexperimental Design, Classification, Causal Models, Science Achievement, Organic Chemistry, Organic Chemistry, Science Instruction, Comparative Analysis, Inferences, Validity, Intervention, Undergraduate Students, Outcomes of Education, Quasiexperimental Design, Classification, Causal Models, Science Achievement, Organic Chemistry, Research Reports

  • Source: Journal of Chemical Education, v96 n3 p401-413 Mar 2019. 13 pp.

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Estimating the Treatment Effect of New Device Deployment on Uruguayan Students' Online Learning Activity

Subjects: Management Systems, Foreign Countries, Resource Allocation, Learner Engagement, Laptop Computers, Mathematics Instruction, Intelligent Tutoring Systems, Grade 6, Problem Solving, Program Effectiveness, Elementary School Students, Cost Effectiveness, Management Systems, Management Systems, Foreign Countries, Resource Allocation, Learner Engagement, Laptop Computers, Mathematics Instruction, Intelligent Tutoring Systems, Grade 6, Problem Solving, Program Effectiveness, Elementary School Students, Cost Effectiveness, Foreign Countries, Management Systems, Foreign Countries, Resource Allocation, Learner Engagement, Laptop Computers, Mathematics Instruction, Intelligent Tutoring Systems, Grade 6, Problem Solving, Program Effectiveness, Elementary School Students, Cost Effectiveness, Resource Allocation, Management Systems, Foreign Countries, Resource Allocation, Learner Engagement, Laptop Computers, Mathematics Instruction, Intelligent Tutoring Systems, Grade 6, Problem Solving, Program Effectiveness, Elementary School Students, Cost Effectiveness, Learner Engagement, Management Systems, Foreign Countries, Resource Allocation, Learner Engagement, Laptop Computers, Mathematics Instruction, Intelligent Tutoring Systems, Grade 6, Problem Solving, Program Effectiveness, Elementary School Students, Cost Effectiveness, Laptop Computers, Management Systems, Foreign Countries, Resource Allocation, Learner Engagement, Laptop Computers, Mathematics Instruction, Intelligent Tutoring Systems, Grade 6, Problem Solving, Program Effectiveness, Elementary School Students, Cost Effectiveness, Mathematics Instruction, Management Systems, Foreign Countries, Resource Allocation, Learner Engagement, Laptop Computers, Mathematics Instruction, Intelligent Tutoring Systems, Grade 6, Problem Solving, Program Effectiveness, Elementary School Students, Cost Effectiveness, Intelligent Tutoring Systems, Management Systems, Foreign Countries, Resource Allocation, Learner Engagement, Laptop Computers, Mathematics Instruction, Intelligent Tutoring Systems, Grade 6, Problem Solving, Program Effectiveness, Elementary School Students, Cost Effectiveness, Grade 6, Management Systems, Foreign Countries, Resource Allocation, Learner Engagement, Laptop Computers, Mathematics Instruction, Intelligent Tutoring Systems, Grade 6, Problem Solving, Program Effectiveness, Elementary School Students, Cost Effectiveness, Problem Solving, Management Systems, Foreign Countries, Resource Allocation, Learner Engagement, Laptop Computers, Mathematics Instruction, Intelligent Tutoring Systems, Grade 6, Problem Solving, Program Effectiveness, Elementary School Students, Cost Effectiveness, Program Effectiveness, Management Systems, Foreign Countries, Resource Allocation, Learner Engagement, Laptop Computers, Mathematics Instruction, Intelligent Tutoring Systems, Grade 6, Problem Solving, Program Effectiveness, Elementary School Students, Cost Effectiveness, Elementary School Students, Management Systems, Foreign Countries, Resource Allocation, Learner Engagement, Laptop Computers, Mathematics Instruction, Intelligent Tutoring Systems, Grade 6, Problem Solving, Program Effectiveness, Elementary School Students, Cost Effectiveness, Cost Effectiveness, Management Systems, Foreign Countries, Resource Allocation, Learner Engagement, Laptop Computers, Mathematics Instruction, Intelligent Tutoring Systems, Grade 6, Problem Solving, Program Effectiveness, Elementary School Students, Cost Effectiveness, Quasiexperimental DesignUruguay

  • Source: International Educational Data Mining Society, Paper presented at the International Conference on Educational Data Mining (EDM) (11th, Raleigh, NC, Jul 16-20, 2018). 7 pp.

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Academic Journal

Herringbone and Tri Focus Steve Snyder Technique: The Techniques for Teaching Reading Comprehension Viewed from Students' Reading Habit

Subjects: Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Reading Comprehension, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Reading Habits, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Teaching Methods, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Reading Skills, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Instructional Effectiveness, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Intermode Differences, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Junior High Schools, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Quasiexperimental Design, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Grade 9, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Experimental Groups, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Control Groups, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Comparative Analysis, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Questionnaires, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Pretests Posttests, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Foreign Countries, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, Readability Formulas, Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills, Instructional Effectiveness, Intermode Differences, Junior High Schools, Quasiexperimental Design, Grade 9, Experimental Groups, Control Groups, Comparative Analysis, Questionnaires, Pretests Posttests, Foreign Countries, Readability Formulas, ReadabilityIndonesiaFlesch Kincaid Grade Level Formula

  • Source: International Journal of Instruction, v11 n3 p603-616 Jul 2018. 14 pp.

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Academic Journal

The Effect of Learning Styles on Academic Achievement in Different Forms of Teaching

Subjects: Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Cognitive Style, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Academic Achievement, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Teaching Models, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Teaching Methods, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Quasiexperimental Design, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Preservice Teachers, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Preservice Teacher Education, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Control Groups, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Experimental Groups, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Technology Uses in Education, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Learning Strategies, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Statistical Significance, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Electronic Learning, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Conventional Instruction, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, English (Second Language), Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, College Second Language Programs, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Correlation, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Influences, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Foreign Countries, Cognitive Style, Academic Achievement, Teaching Models, Teaching Methods, Quasiexperimental Design, Preservice Teachers, Preservice Teacher Education, Control Groups, Experimental Groups, Technology Uses in Education, Learning Strategies, Statistical Significance, Electronic Learning, Conventional Instruction, English (Second Language), College Second Language Programs, Correlation, Influences, Foreign Countries, Statistical AnalysisSlovakia

  • Source: International Journal of Instruction, v11 n3 p219-232 Jul 2018. 14 pp.

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Academic Journal

Applying Cognitive Linguistics to Teaching English Prepositions: A Quasi-Experimental Study

Subjects: Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Psycholinguistics, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Teaching Methods, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Figurative Language, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, English (Second Language), Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Second Language Learning, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Second Language Instruction, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Form Classes (Languages), Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Quasiexperimental Design, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Pretests Posttests, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Comparative Analysis, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Questionnaires, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Student Attitudes, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Reliability, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Validity, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Verbal Communication, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Pictorial Stimuli, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, College Students, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Foreign Countries, Psycholinguistics, Teaching Methods, Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages), Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Questionnaires, Student Attitudes, Reliability, Validity, Verbal Communication, Pictorial Stimuli, College Students, Foreign Countries, Statistical AnalysisVietnam

  • Source: International Journal of Instruction, v11 n3 p327-346 Jul 2018. 20 pp.

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Academic Journal

Meaningful Biochemistry Learning Using the Orientation-Decision-Do-Discuss-Reflect (OD3R) Method

Subjects: Biochemistry, Science Instruction, College Science, College Students, Foreign Countries, Teaching Methods, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Scientific Attitudes, Science Laboratories, Research Reports, Instructional Effectiveness, Biochemistry, Biochemistry, Science Instruction, College Science, College Students, Foreign Countries, Teaching Methods, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Scientific Attitudes, Science Laboratories, Research Reports, Instructional Effectiveness, Science Instruction, Biochemistry, Science Instruction, College Science, College Students, Foreign Countries, Teaching Methods, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Scientific Attitudes, Science Laboratories, Research Reports, Instructional Effectiveness, College Science, Biochemistry, Science Instruction, College Science, College Students, Foreign Countries, Teaching Methods, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Scientific Attitudes, Science Laboratories, Research Reports, Instructional Effectiveness, College Students, Biochemistry, Science Instruction, College Science, College Students, Foreign Countries, Teaching Methods, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Scientific Attitudes, Science Laboratories, Research Reports, Instructional Effectiveness, Foreign Countries, Biochemistry, Science Instruction, College Science, College Students, Foreign Countries, Teaching Methods, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Scientific Attitudes, Science Laboratories, Research Reports, Instructional Effectiveness, Teaching Methods, Biochemistry, Science Instruction, College Science, College Students, Foreign Countries, Teaching Methods, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Scientific Attitudes, Science Laboratories, Research Reports, Instructional Effectiveness, Quasiexperimental Design, Biochemistry, Science Instruction, College Science, College Students, Foreign Countries, Teaching Methods, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Scientific Attitudes, Science Laboratories, Research Reports, Instructional Effectiveness, Pretests Posttests, Biochemistry, Science Instruction, College Science, College Students, Foreign Countries, Teaching Methods, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Scientific Attitudes, Science Laboratories, Research Reports, Instructional Effectiveness, Comparative Analysis, Biochemistry, Science Instruction, College Science, College Students, Foreign Countries, Teaching Methods, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Scientific Attitudes, Science Laboratories, Research Reports, Instructional Effectiveness, Scientific Attitudes, Biochemistry, Science Instruction, College Science, College Students, Foreign Countries, Teaching Methods, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Scientific Attitudes, Science Laboratories, Research Reports, Instructional Effectiveness, Science Laboratories, Biochemistry, Science Instruction, College Science, College Students, Foreign Countries, Teaching Methods, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Scientific Attitudes, Science Laboratories, Research Reports, Instructional Effectiveness, Research Reports, Biochemistry, Science Instruction, College Science, College Students, Foreign Countries, Teaching Methods, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Scientific Attitudes, Science Laboratories, Research Reports, Instructional Effectiveness, Instructional Effectiveness, Biochemistry, Science Instruction, College Science, College Students, Foreign Countries, Teaching Methods, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Scientific Attitudes, Science Laboratories, Research Reports, Instructional Effectiveness, SkillsIndonesia

  • Source: International Journal of Instruction, v11 n3 p17-30 Jul 2018. 14 pp.

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Academic Journal

The Effect of Project-Based Learning on Student Teacher Self-Efficacy and Achievement

Subjects: Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Self Efficacy, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Student Teacher Attitudes, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Active Learning, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Student Projects, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Academic Achievement, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Teaching Methods, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Instructional Effectiveness, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Control Groups, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Experimental Groups, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Achievement Tests, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Self Concept Measures, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Statistical Significance, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Achievement Gains, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Pretests Posttests, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Preservice Teachers, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Preservice Teacher Education, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Foreign Countries, Self Efficacy, Student Teacher Attitudes, Active Learning, Student Projects, Academic Achievement, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Achievement Tests, Self Concept Measures, Statistical Significance, Achievement Gains, Pretests Posttests, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Quasiexperimental DesignJordan

  • Source: International Journal of Instruction, v11 n3 p511-524 Jul 2018. 14 pp.

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Academic Journal

The Effects of Numbered Heads Together-Assurance Relevance Interest Assessment Satisfaction on Students' Motivation

Subjects: Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Student Motivation, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Cooperative Learning, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Learning Motivation, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Quasiexperimental Design, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Pretests Posttests, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Comparative Analysis, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Control Groups, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Experimental Groups, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Grade 11, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, High School Students, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Foreign Countries, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Teaching Methods, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Statistical Analysis, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Attention, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Questionnaires, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Student Attitudes, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Learning Strategies, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Sampling, Student Motivation, Cooperative Learning, Learning Motivation, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Grade 11, High School Students, Foreign Countries, Teaching Methods, Statistical Analysis, Attention, Questionnaires, Student Attitudes, Learning Strategies, Sampling, Student InterestsIndonesia

  • Source: International Journal of Instruction, v11 n3 p123-134 Jul 2018. 12 pp.

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Academic Journal

The Impacts of Enhancing Emotional Intelligence on the Development of Reading Skill

Subjects: Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, Emotional Intelligence, Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, English (Second Language), Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, Second Language Learning, Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, Foreign Countries, Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, Reading Skills, Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, Reading Tests, Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, Scores, Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, Statistical Analysis, Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, Experimental Groups, Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, Hypothesis Testing, Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, Quasiexperimental Design, Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, College Students, Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, Questionnaires, Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, Likert Scales, Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, Language Tests, Emotional Intelligence, English (Second Language), Second Language Learning, Foreign Countries, Reading Skills, Reading Tests, Scores, Statistical Analysis, Experimental Groups, Hypothesis Testing, Quasiexperimental Design, College Students, Questionnaires, Likert Scales, Language Tests, Pretests PosttestsIranInternational English Language Testing System

  • Source: International Journal of Instruction, v11 n3 p573-586 Jul 2018. 14 pp.

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