impact practical experiments teaching de zafar hamida (5 resultados)

Taschenbuch. Condición: Neu. Neuware -The purpose of the research was to investigate the impact of practical experiments in teaching science at a primary level. The difference in student understanding was observed when they were taught using the traditional, teacher centered method, and when they were taught using practical, hands-on activities. The study was conducted on 24 students of Grade 5. They were given a pre and a post-test questionnaire of 10 multiple choice questions. These questions were validated by two experienced university lecturers of the Education department. The results showed no significant difference between the pre, and post-test, and student¿s performance was almost equal. But the average for post-test (7.04) was higher than that of the pre-test (6.03) so it was concluded that the practical learning method is slightly more effective. A paired sample t-test was used to find the significant difference between the teaching strategies. There was sufficient evidence to accept the null hypothesis as difference between the Pre-test and the Post-test scores was not statistically significant. The t-value or p-value (1.108) at the 95 percent confidence interval was greater than Cronbach alpha value 0.05.Books on Demand GmbH, Überseering 33, 22297 Hamburg 52 pp. Englisch.

Taschenbuch. Condición: Neu. Impact of practical experiments in teaching sciences | at primary level | Hamida Zafar (u. a.) | Taschenbuch | Englisch | 2022 | LAP LAMBERT Academic Publishing | EAN 9786204742649 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The purpose of the research was to investigate the impact of practical experiments in teaching science at a primary level. The difference in student understanding was observed when they were taught using the traditional, teacher centered method, and when they were taught using practical, hands-on activities. The study was conducted on 24 students of Grade 5. They were given a pre and a post-test questionnaire of 10 multiple choice questions. These questions were validated by two experienced university lecturers of the Education department. The results showed no significant difference between the pre, and post-test, and student's performance was almost equal. But the average for post-test (7.04) was higher than that of the pre-test (6.03) so it was concluded that the practical learning method is slightly more effective. A paired sample t-test was used to find the significant difference between the teaching strategies. There was sufficient evidence to accept the null hypothesis as difference between the Pre-test and the Post-test scores was not statistically significant. The t-value or p-value (1.108) at the 95 percent confidence interval was greater than Cronbach alpha value 0.05. 52 pp. Englisch.

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Zafar Dr. HamidaDr. Hamida Zafar - Professor in Jinnah University for Women teaching since last 30 years, is a senior faculty member in education department. She is working as a reviewer in research field.Farha Naz began teaching sci.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The purpose of the research was to investigate the impact of practical experiments in teaching science at a primary level. The difference in student understanding was observed when they were taught using the traditional, teacher centered method, and when they were taught using practical, hands-on activities. The study was conducted on 24 students of Grade 5. They were given a pre and a post-test questionnaire of 10 multiple choice questions. These questions were validated by two experienced university lecturers of the Education department. The results showed no significant difference between the pre, and post-test, and student's performance was almost equal. But the average for post-test (7.04) was higher than that of the pre-test (6.03) so it was concluded that the practical learning method is slightly more effective. A paired sample t-test was used to find the significant difference between the teaching strategies. There was sufficient evidence to accept the null hypothesis as difference between the Pre-test and the Post-test scores was not statistically significant. The t-value or p-value (1.108) at the 95 percent confidence interval was greater than Cronbach alpha value 0.05.