Development of a Quran-Integrated Science Module to Empower the Religious Attitudes of Seventh-Grade Students in Ecology Material

The Effect of Education Based on the Health Belief Model on the Promotion of Sanitary Wastewater Disposal Behavior

To determine the effect of kangaroo mother care (KMC) on perfusion index, heart rate, and oxygen saturation in premature infants who were discharged early and admitted to the neonatal intensive care unit (NICU) in the following days. This study has a randomized controlled experimental design and uses a pretest-posttest control group model. This study included infants between December 2019 and December 2020 who were discharged early and subsequently admitted to the NICU. Experimental (n=38) and control (n=38) groups were assigned using the simple randomization technique at the NICU of a private university hospital in Istanbul, Türkiye. Heart rate, perfusion index, and oxygen saturation levels of the experimental group in which KMC was applied and the control group in which KMC was not applied were compared. Measurements of these parameters were made at 15-minute intervals for 45 minutes (0-1, 15, 30, 45 minutes). Data were collected via the Mother and Infant Introductory Information Form, Kangaroo Mother Care Preparation Checklist, Kangaroo Mother Care Physiological Parameter Monitoring Form, and Noninvaziv Pulse Co-Oximetry. Statistics of these data were performed with the independent sample t-test, Pearson's Chi-square, Fisher's exact test. In the experimental and control groups, infants' gestational age (31.11 ± 3.25 and 31.61 ± 3.04, respectively; p = .491) and weight (1778.29 ± 436.93 and 1953.29 ± 345.74, respectively; p = .057) were similar, and the differences were statistically insignificant. Before KMC, there was no difference between the heart rate, oxygen saturation, and perfusion index values of the experimental and control groups (p > .05). From the first 15 minutes after the application of KMC to 45 minutes post-KMC, there was a significant decrease in (p=0.001) and stabilization of heart rate and oxygen saturation in the experimental group compared with the control group. The heart rates in the experimental group at 15th, 30th, and 45th minutes during KMC were lower than in the control group (147.63 ± 11.04; 142.47 ± 11.94; 136.82 ± 13.22 and 153.13 ± 8.73; 154.50 ± 7.27; 154.84 ± 7.05, respectively). Also, their oxygen saturation during KMC was higher than in the control group (96.68 ± 2.08; 97.24 ± 2.18; 97.87 ± 1.66 and 94.79 ± 1.27; 94.66 ± 1.45; 94.39 ± 1.38, respectively). This significant difference between KMC on heart rate and oxygen saturation in the experimental group compared to the control group continued for 45 minutes after KMC. The perfusion index was significantly higher at 30 minutes and 45 minutes during KMC. However, although it continued after KMC, this change in perfusion index was not statistically significant. Kangaroo mother care helps to regulate the heart rate, oxygen saturation, and perfusion index of premature infants who were discharged early and admitted to the NICU in the following days.

The purpose of the present study is investigating the effect of instruction based on Multiple intelligence (MI) theory on attitude and learning of General English course among students of Islamic Azad University, Kermanshah Branch in the second semester of educational year of 2010-2011. 61 male and female students in two different classes participated in the present study that were assigned to experimental (32 students) and control (29students) groups based on random cluster sampling. A quasi experimental method of research with a pre- and post test was used. The experimental group was taught according to the theory of MI and the control group was instructed based on the traditional method of teaching General English in eight weeks time. In order to determine the effect of MI-based instruction compared with traditional method, a researcher constructed test including 30 items were utilized. In order to assess the attitude of the learners toward English, a 15 items scale of attitude toward English Language was also employed. For analyzing data we used ANCOVA and independent sample t-test. The results of the study indicated that there was a significant difference between improving in General English course between experimental and control groups. In other words, students taught based on MI theory exceeded the traditionally instructed students both in general and in each sub-skill of learning English (vocabulary, reading comprehension, and structure). The results also indicated that attitude of students towards learning English in experimental group improved significantly.

This study aimed to examine the effect of higher-order thinking skills (HOTS) through the implementation of an inquiry-based electronic student worksheet (e-LKPD) on Boyle’s Law material. The participants were students from class XI IPA 1, who served as the experimental group, and class XI IPA 2, who served as the control group at SMA Negeri 1 Pekalongan. A quasi-experimental method with a pretest-posttest group design was employed. The study involved two variables: the independent variable (the inquiry-based e-LKPD on Boyle’s Law) and the dependent variable (students’ higher-order thinking skills). Data were analyzed using N-gain analysis, an Independent Samples t-test, and an effect size calculation. The N-gain results showed an improvement in HOTS in the experimental group with a score of 0.65 (moderate category), while the control group scored 0.49 (also in the moderate category). The Independent Samples t-test produced a sig. (2-tailed) value of 0.000, indicating a significant difference in HOTS between the experimental and control groups. Additionally, the effect size analysis yielded a Cohen’s d value of 1.715, classified as a large effect. These results indicate that the use of an inquiry-based e-LKPD had a substantial impact on enhancing students’ higher-order thinking skills. In conclusion, implementing inquiry-based e-LKPD in teaching Boyle’s Law significantly improves students' ability to think at higher cognitive levels.

This study was conducted to determine the effects of ten weekly plyometric training on anaerobic power in judokas. 30 male judokas participated in the study and the subjects were divided into two groups as an experimental (15 male age = 21,40 ± 1,99) and control (15 male age = 21,53 ± 1,80) groups. Judo training programme was applied in both groups for 3 days / 90 minutes per week. Experimental and control group were made warm up exercises for 20 minutes. Both groups continued with the special preparatory period judo training program. After warm up exercises, experimental group judokas were made plyometric training consisting of 15 different movements for 20 minutes. Then they were allowed to continue the judo training. As the groups showed normal distribution, Paired Samples T-Test was applied for the significance between pre-test and post-test measurements of the groups. Independent Samples T-Test was used to analyze the difference between the test group and control group. The Independent Samples T-Test was used to analyze the difference between the experimental group and the control group. As a result of the plyometric training, when the pre-test and post-test differences of the physical measurement parameters for the experimental and control groups were compared, the mean values of back strength, anaerobic power and body fat percentage were found to be significant(p0.05).
 As a result, it is seen that the regular plyometric exercises increase the performance of anaerobic power to judokas. It can be said that putting plyometric training besides judo training has a positive effect for performance.

This study aimed to investigate the effect of the motor acquisitions placed in pre-school education program on the psychomotor development of 5 year-olds group children. In 2014-2015 school year, pre-school 5 year-old sex perimental group (n=55), control group (n=45) totally 100 children participated in. In order to measure the motor performances of control and experiment groups, the motor performance test protocol that, as pre-test, Morris, Atwater Williams and Will more performed in 1980 wasused. While the program of “Educational Play Activity Towards The Acquisitions About The Motor Development Placed in The Ministry of National Education Pre-School Program” wasapplied for the experimental group as 40 minutes for 2 days in a week for 8 weeks, Physical Activity wasappliedfor Control group as 10 minutes foreverymorning and 5 days in a week. The difference between pre-test and post-test was analysed by Paired-Samples t-test. The Differences between experimental group and control group were analysed by independent-Samples t-Test. The pre-test values of the experimental and control groups in the investigation were analysed by Independent Samples t-Test. The difference between control and experimental groups accordingto the analysis results of Promptness, Long Jump by Standingand Throwing Tennis Ball tests wasn’t found important statistically (p>0,05). Accordingto the analysis results of Balance, Speedand Catchingtests, significant difference was found statistically between the control andexperi mental group (p 0.05). The difference between pre-test and post-test belongingto experimental group was analysed by paired t-test. The difference among Promptness, Long Jump by Standing, Stand In Balance On OneFoot, Throwing Tennis Ball, Sprint and Catchingtests was foundsignificant statistically (p<0.05). It is understood that regularimplementation of Motor Acquisitions Placed in Pre-School Education Curriculum on 5 Year-Olds Group Children can develop the motor performances such as Balance, Speed and Catching skills significantly

During the brain computed tomography angiography (Brain CTA) test of hemorrhagic stroke patients, we tried to find out the test method for optimizing contrast enhancement of cerebrovascular vessels by changing the location of the region of interest (ROI) and scan delay time. From September 2022 to February 2023, 80 patients who visited the emergency room and performed a Brain CTA test were tested, and 10 people in control group without disease were ROI set at C3 to C4 level and performed a test by 6-second delay scan as soon as contrast enhancement was performed on common carotid artery (CCA) with the naked eye. 40 people in the hemorrhagic stroke experiment group A setting the same test method as the control group were tested after A-0; 6 second, A-1; 8 second, A-2; 10 second, A-3; 12-second delay for 10 people each, and 30 people in experiment group B setting ROI at circle of willis level and as soon as contrast enhancement was performed in the middle cerebral artery (MCA) were tested after B-1; 2 second, B-2; 4 second, B-3; 6-second delay for 10 people each. The evaluation methods include quantitative evaluation that compares and analyzes the mean HU values and percentage values of internal carotid artery (ICA), MCA, superior sagittal sinus (SSS), and internal jugular vein (IJV) of the control group and experimental groups A and B, qualitative evaluation through reconstructed images, and significance evaluation was conducted using an independent sample t-test. As a result of the quantitative evaluation, the mean HU value of MCA in the experimental group was measured lower than that of the control group, 369 HU, but was generally close to 300 HU. In the MCA vs SSS percentage value, the experimental group B-2 was 0.7%, the closest value to the control group. As a result of the blind test through reconstructed images as a qualitative evaluation, the control group scored the highest with 16 points, and in the experimental group B-2 scored the highest with 15 points. As a result of significance evaluation through an independent sample t-test, the p-value of the control group and the experimental group B-2 was 0.408, which was evaluated as having no significant difference, and other experimental groups were evaluated that there was a significant difference. As a result of analyzing the test performed by changing the ROI position and scan delay time of control and experimental groups A and B, setting the ROI at the circle of willis level and testing after 4-second delay as soon as contrast enhancement is made in MCA will be useful for Brain CTA test in hemorrhagic stroke patients.

Integrated Science, a core subject in Zambia’s junior secondary curriculum, serves as a foundation for senior secondary subjects like Physics, Chemistry, and Biology. Despite its significance, student performance often falls short due to inadequate assessment practices and feedback mechanisms. Continuous assessment, especially end-of-topic tests, is a critical tool for evaluating learning progress, but its effectiveness in improving academic outcomes in Integrated Science has not been rigorously evaluated. This study investigated the effect of end-of-topic tests on pupils’ performance and attitudes toward learning Integrated Science. The study employed a quasi-experimental design at Mejocama Secondary School, Lusaka, involving 60 Grade 8 pupils divided into experimental and control groups. The experimental group underwent regular end-of-topic tests over one academic term, while the control group followed traditional instruction without such tests. Data were collected using pre-tests, post-tests, and questionnaires. Quantitative data were analyzed using descriptive statistics, Shapiro-Wilk normality tests, and independent samples t-tests. Qualitative data on pupils’ attitudes were analyzed thematically. Pre-test scores showed no significant difference between the experimental and control groups (p = 0.229). However, post-test results revealed significant performance improvements in the experimental group. The mean score for post-test one was 52.5% for the experimental group compared to 31.1% for the control group (p = 0.001). Similarly, post-test two indicated a mean score of 62.3% for the experimental group versus 43.9% for the control group (p = 0.001). Qualitative findings showed that end-of-topic tests enhanced students’ study habits, conceptual understanding, and confidence, although some reported test-related anxiety. End-of-topic tests significantly improve academic performance in Integrated Science and positively influence pupils’ attitudes toward learning. These findings highlight the importance of integrating well-structured assessments into teaching practices to enhance learning outcomes.

The Effectiveness of a Human Patient Simulator in the ATLS Shock Skills Station

Multiple teaching methods are used by teachers in order to improve learning of students. The most popular is lecture method, while very effective is cooperative learning method. Later teaching method had been preferred for teaching science and languages as cited by previous research studies. However, in the subjects of social sciences and humanities, its importance cannot be ignored. Following study is an effort to determine effect of cooperative learning method on students’ achievement in subject of Education. Qusi experimental design, with pre and post test of control and experimental group was used to achieve target of the study. Sample of the study consisted of 63 female students enrolled in grade 12 of a public college. An achievement test was used as a pre-test, the students were than divided in experimental and control groups. Multiple cooperative learning activities were performed with experimental group by using three common methods of cooperative learning i.e., STAD, TGT and Jigsaw II. The control group was taught by lecture method only. After 8 weeks a post test was administered on both experimental and control group in order to identify difference in achievement. The independent sample t-test was used to measure the mean scores difference between achievement scores of control and treatment groups on pretest. The results showed that there was no significant difference between the two groups (p=.825) leading to assumption that both groups were on equal level of achievement before intervention. Same test was applied to find out difference between two groups before and after intervention. The results showed that there was a significant difference in scores of control and experimental group in post-test. In addition to this paired sample t-test was conducted to compare the effect of intervention on achievement scores of experimental group. The results showed that there was significant difference between scores of experimental group before and after intervention (p=.000). It can be concluded from results that cooperative learning activities had a positive effect on academic achievement of students enrolled in the subject of Education. This study is a contribution in knowledge body of teaching methods for social sciences. This had clarified that cooperative learning activities are equally helpful for the subject that was considered truly a lecture subject. The teachers can use this teaching method in their classes.

Aim: To examine the development of strength exercises for the big toe in young football players and to examine the effect of this development on the athletic performance parameters (vertical jump, contact, dynamic balance) we determined. Materials and Methods: The study group consisted of 24 individuals, 12 experimental and 12 control groups, who played active football between the ages of 12-14. To the control and experimental group; big toe strength (BTS), vertical jump, tapping, dynamic balance tests were applied as pretest and posttest. BTS exercise was performed on the platform developed to improve the strength of the big toe, 3 days a week for 8 weeks, along with football training, in the experimental group. The control group continued football training for 8 weeks. Since the experimental and control groups of the study showed a normal distribution, it was checked whether the pretest scores of the groups were statistically different, and whether the pretest and post-test values of the experimental and control groups differed in percentage terms with the independent sample t-test. In the analysis of all hypothesis tests, the level of significance was evaluated by taking p&lt;0.05 Results: In the 8-week strength exercise we have done to the participants in the experimental group of our study, we see that the BTS scores have increased at the level of significance compared to the control group. This development shows a positive improvement in all anaerobic athletic performance scores. Conclusion: In conclusion, our study shows that BTS development is positively related to athletic performance parameters. Keywords: Football, Big Toe, Athletic Performance, Training Science, Exercise

BackgroundAlthough the harmfulness of second-hand smoke (SHS) exposure to foetuses is well-established, literature reporting foetal outcomes in experimental studies is limited. This follow-up study on preventing SHS exposure among non-smoking Indonesian pregnant women at home was based on a randomised controlled trial involving the provision of comic booklets with stickers to couples. This trial examined differences in the birth outcomes of participating couples between the experimental and control groups, factors associated with paternal smoking behaviour, and association between birth outcomes and paternal-related outcomes.MethodsIn total, 197 neonates of 286 couples who participated in an original trial were included. This study compared birth outcomes between participating couples using a comic booklet with stickers to reduce SHS exposure at home during pregnancy as the intervention. Pearson Chi-square tests were conducted to investigate significant differences in neonate sexes between the experimental and control groups. Independent sample t-tests were used to check for significant differences in birth outcome data between the experimental and control groups. A multiple regression analysis was applied to test the correlation between paternal smoking behaviour and the birth outcomes.ResultsThe gestational age in the experimental group was longer than the age in control group (mean difference = 0.373, Cohen’s d = 0.291, 95% CI [0.010–0.57], p-value = 0.048). Pregnant women’s avoidance of SHS strongly influenced paternal smoking behaviour in both the experimental group (b = 0.559, 95% CI [1.175–2.109], p-value < 0.001) and the control group (b = 0.429, 95% CI [0.675–1.567], p-value < 0.001). No associations were observed between birth and paternal behaviour outcomes.ConclusionsThe neonates’ gestational ages were greater in the experimental group than in the control group because of our intervention effect; pregnant women’s avoidance of SHS strongly influenced paternal smoking behaviour in both groups. Thus, the comic booklet intervention for smoking fathers with non-smoking pregnant partners helped reduce the risk of foetal developmental disorders. Couple-based interventions should be actively integrated into health worker strategies to effectively mitigate second-hand smoke exposure among pregnant women.Trial registration This study was registered in the UMIN Clinical Trials Registry under the registration number UMIN000035423 (01/02/2019).

Mathematical proficiency, particularly in Numbers and Algebra outcomes, is critical for academic achievement and real-world problem-solving. This study examines the impact of an intelligent tutoring system on seventh-grade students&amp;rsquo; mathematical development. The research had two goals: (1) to compare the conceptual understanding between experimental and control groups, and (2) to assess learning progression over time. Eighty-four seventh-grade students from the Demonstration School of Khon Kaen University (Modindaeng), Thailand, were selected through systematic random sampling. Students were assigned either to an experimental group (42 students) that used intelligent tutoring with automated feedback or to a control group (42 students) using the same system without feedback. Research tools included a mathematical ability assessment and intelligent tutoring lessons. Data were analyzed through an independent samples t-test, repeated measures ANOVA, and relative gain scores. The results showed that: (1) the experimental group achieved significantly greater improvement (p &amp;lt; .05), with mean scores rising from 0.33 (SD = 0.78) to 1.67 (SD = 1.57), compared to 0.33 (SD = 0.84) to 0.95 (SD = 1.30) in the control group; and (2) learning progression was significantly higher in the experimental group (p = .003), with a 40.67% (SD = 38.96) average gain versus 19.64% (SD = 30.00) for the control group. The findings confirm that diagnostic-based intelligent tutoring significantly boosts students&amp;rsquo; conceptual understanding and learning growth, underlining the potential of digital technology to drive future innovations in mathematics education.

Background and Aim: In recent years, the physical fitness of Chinese college students has been declining. There are many reasons for this situation, such as students' lack of physical exercise. How to let students make rational use of recreational time, actively participate in sports activities, develop long-term exercise habits, develop students' recreational sports participation, improve sports skills, cultivate sports interest, and gain sports experience are issues that schools should pay attention to. This study aims to develop a recreational sports participation model to improve the physical fitness of students. The main research aims are (1) to study the current situation of college students’ physical fitness and recreational sports participation at Fuzhou Institute of Technology. (2) To develop a recreational sports participation model to enhance the physical fitness of students at Fuzhou Institute of Technology. (3) To evaluate the effectiveness of the recreational sports participation model in enhancing the physical fitness of students at Fuzhou Institute of Technology. Materials and Methods: This study adoption of Research and Development(R&amp;D) research methodology. Has the following 4 steps. Step 1 Research (R1) is to study the theories of recreational sports and the current situation of sports participation. The population is 1889 juniors in 26 majors at Fuzhou Institute of Technology, 1,133 males and 756 females. (2) Teachers of 26 majors at Fuzhou Institute of Technology. The sample are questionnaire of 344 students, interviews with 30 students, and 8 teachers. Step 2 Development (D1) is to develop the recreational sport participation model. The tools are (1) the Recreational Sports Participation Model and (2) the Physical Fitness Test Form. Step 3 Research (R2) is to implement the program of the recreational sport participation model. Stratified random sampling was used to select 104 students from 1889 juniors to participate in the 8-week experimental study. The control and experimental groups had 52 students each. There were 26 male students and 26 female students. Step 4 Development (D2) is to evaluate the recreational sport participation model. Analyze the test scores of the experimental and control groups before and after the experiment. Data analysis:(1) Experimental pre-test and post-test data were subjected to a paired samples t-test. (2) An independent samples t-test was done for the comparison of pre-test performance scores and post-test performance scores of the two groups. Results: Research (R1): The lack of organization and management in the school's sports policy. Students have enough recreational time to spend every day. However, due to the lack of awareness of physical exercise, and lack of exercise goals and plans, most of the time is spent on non-sports recreational activities. The types of projects for physical exercise are single, mainly for ball sports and running, such as basketball, badminton, and table tennis. The number of exercises and the duration of exercise are not fixed. Participating in sports helps relax the body and mind and maintain good health. Development (D1): The recreational sport participation model developed in this study uses the FITT principle. It was developed by combining the relevant dimensions of recreational sports and sports participation. That is, frequency (F), intensity (I), time (T), and type (T): behavior, motivation, limitation, and satisfaction. Research (R2): Students' post-test scores were better than pre-test scores. Students' physical fitness is enhanced, and significant changes occur. Development (D2): The results of the paired samples t-test, the post-test scores of the experimental group were higher than the pre-test scores, and there was a significant difference. The analysis of the independent samples t-test results, there is no significant difference between the pre-test scores of the experimental and control groups. The posttest scores of cardiorespiratory endurance, muscular strength and endurance, and flexibility. There is a significant difference. And there was no significant difference in the comparison of the two groups' scores for body composition. Recreational sports participation models are effective. Conclusion: College students have plenty of recreational time, but the lack of rational use of recreational time to participate in physical activity limits the discovery of physical fitness. This study analyzes the relevant theories of recreational sports and sports participation, combining students' interests, exercise habits, sports experience, satisfaction, and other factors, and is based on the relevant theories of the FITT principle. A recreational sports participation model aimed at developing college students' bodies was developed. The experimental study showed that the physical fitness post-test scores of the students in the experimental group showed a better improvement compared with the pre-test scores, and significant changes occurred. The recreational sport participation model developed in this study to develop college students' physical fitness is effective. Recreational sports participation models are effective.

This study aims to investigate the effect of green chemistry activities on students’ environmental care attitudes. A quasi-experimental with a pretest-posttest control group design was used in this study. The participants were 44 eleventh-grade students at a public school in West Java, Indonesia. Two intact classes were randomly assigned to the control group (n=19) and the experimental group (n=25). Control group students carried out traditional experiments, while experimental group students carried out green chemistry experiments. The data obtained were analyzed using independent samples t-test and paired samples t-test. The results of the independent samples t-test (ɑ=5%) show that the p values obtained for the pretest and posttest scores are 0.189 and 0.037, respectively. In addition, the results of the paired samples t-test indicated that the p-values for the control and experimental groups were 0.349 and 0.000, respectively. This shows that there is a significant difference in the environmental care attitude score between the two groups in favor of the experimental group. The experimental group also showed a greater increase in scores than the control class after treatment. It can be concluded that green chemistry experiments and activities are effective in promoting the environmental care attitudes of eleventh-grade students on the topic of acids and bases. It is suggested to teachers use the green chemistry curriculum on other topics to improve student learning.