Difference In Posttest Mean Scores Research Articles

The Effect of Multi-Word Expression Technique on Iraqi Preparatory School Students' Writing Skills

The purpose of this study is to determine the effect of the multi-word expression technique (MWE) on the writing ability of Iraqi preparatory school students and to determine the level of writing competence of Iraqi preparatory school students. "In order to perform the study and achieve its objectives, the following hypotheses are established": 1- There is no "statistically significant difference in post-test mean scores between the experimental group taught using the multi-word expression approach and the control group taught using the standard method". 2- There are statistically significant differences between the mean scores of the experimental group's achievements at the recognition and the production levels in the post-test. To accomplish the objective and validate the hypotheses, a quasi-experimental design with Group Pretest-Posttest is used. The current study sampled (86) fifth-stage students from schools selected from Omar Al-Mukhtar preparatory school during the academic year 2021- 2022 "for males." "Both groups have been equalized in terms of educational attainment of parents, testees" age, English grade accomplishment in the fourth stage, and both groups' post- and pre-test performance". The trial lasted three months, and the researcher taught the two groups from 2011 to 2012. "Various statistical methods were utilized to assess the gathered data, including many T-tests for two independent samples. “Following statistical treatment of the data, the following conclusions are drawn: 1. Teaching students utilizing the multi-word expression technique has been shown to be successful in improving students' writing abilities. 2. Based on the findings and conclusions reached in this study, relevant "recommendations and ideas for more research are made".

The Effect of Multi-Word Expression Technique on Iraqi Preparatory School Students' Writing Skills

The purpose of this study is to determine the effect of the multi-word expression (MWE) technique on the writing ability of Iraqi preparatory school students and to determine the level of writing competence of Iraqi preparatory school students. "In order to perform the study and achieve its objectives, the following hypotheses are established": 1- There is no statistically significant difference in post-test mean scores between the experimental group taught using the multi-word expression approach and the control group taught using the standard method. To accomplish the objective and validate the hypotheses, a quasi-experimental design with Group Pretest-Posttest is used. The current study sampled (86) fifth-stage students from schools selected from Omar Al-Mukhtar preparatory school during the academic year 2021-2022 "for males." Both groups have been equalized in terms of educational attainment of parents, testees' age, English grade accomplishment in the fourth stage, and both groups' post- and pre-test performance. The trial lasted three months, and the researcher taught the two groups from 2011 to 2012.

Effects of Mastery Learning Strategy on Secondary School Students Performance in Mathematics

The paper examined the effects of Mastery Learning Strategy (MLS) on secondary school students’ performance in Mathematics. It investigated differences in the performance of Mathematics students in conventional and MLS groups. The study adopted a pretest, posttest and control group quasi-experimental research design. The population for the study comprises all secondary school students in Ekiti State. 60 students were the sample selected using the stratified sampling technique. Achievement Test in Mathematics (ATM) was the instrument used for the study. The validity of the instrument was ensured by experts in Mathematics education while the reliability coefficient of 0.83 was obtained, which adjudged the instrument suitable for the study. The findings of the study revealed that there is a significant difference in post-test mean scores of students taught using MLS and the Conventional method. Also, there is no significant difference in the post-test and retention mean scores of students taught using the MLS and Conventional method. There is no significant difference in the post-test mean scores of male and female students taught using MLS and Conventional method. Based on the findings of this study, it was recommended that the use of MLS should be encouraged in Mathematics teaching.

A study on the effect of Montessori Education on self-regulation skills in preschoolers

ABSTRACT This study aimed to examine the effects of Montessori Education on children’s self-regulation skills in the preschool period. The study had a 2 × 2 mixed design, wherein the dependent variable was self-regulation levels of 3, 4, 5-year-old children (experimental group: 62, control group: 53) and the independent variable was education based on the Montessori Method whose influence on children’s self-regulation skills was examined. The study employed the Demographic Information Form, the Preschool Self-Regulation Assessment (PSRA). The study results yielded a significant difference in posttest mean scores for Self-Regulation and Attention/Impulse Control between experimental and control group children, while there was no significant difference in Positive Emotion. There was a significant difference for Self-Regulation and Attention/Impulse Control between the pretest and posttest mean scores of experimental group children, whereas the analyses indicated no significant difference between pretest and posttest mean scores of control group children for Self-Regulation, Attention/Impulse Control and Positive Emotion.

Evaluation of Changes in Quality Improvement Knowledge Following a Formal Educational Curriculum Within a Statewide Learning Collaborative

Our objectives were to (1) develop a curriculum based upon participants' needs, (2) evaluate baseline QI knowledge of the Illinois Surgical Quality Improvement Collaborative (ISQIC) members, and (3) evaluate the effectiveness of the educational curriculum. The Surgeon Champion (SC), Surgical Clinical Reviewer (SCR), and QI Designee at each ISQIC hospital completed a QI curriculum containing online modules and in-person trainings. A surgical adaptation of QI-KAT, a validated QI knowledge assessment with multiple-choice and free-response sections, was administered pre- and postcurriculum. Three blinded educators scored each exam using a rubric-based scoring tool (54 total points). The ISQIC is a 52-hospital learning collaborative. Generally, ISQIC participants had little prior formal training or experience with quality improvement. Among 52 hospitals, 144 pretests and 112 post-tests were collected. Mean scores increased from 66% (35.6 points) to 77% (41.6 points; p < 0.001). Across all hospitals, all participant groups scored higher on the post-test (SCs 15%, SCRs 21%, QI Designees 17%). There was no significant difference in post-test mean scores among different team members: SCs 44 points, SCRs 42 points, QI Designees 44 points, (p = 0.76). When the post-test scores were aggregated at the hospital level, hospitals with new surgical QI programs improved more than hospitals with established programs (new 18%, established 11%, p < 0.05). QI knowledge significantly improved after completion of the ISQIC curriculum. These data support the value of formalized curricula to rapidly advance QI knowledge and application skills as a foundation for implementing QI initiatives.

Investigating the Effect of Origami Instruction on Preservice Teachers’ Spatial Ability and Geometric Knowledge for Teaching

Whereas origami is said to have pedagogical benefits in geometry education, research is inclusive about its effect on spatial ability and geometric knowledge among preservice teachers whose prior knowledge in geometry is seemingly weak. The study investigated the effect of origami instruction on these aspects using pretest posttest quasi-experiment design. The experimental group consisted of 52 students while students in the control group were 42. Paper folding test and mental rotation test were used to assess two subscales of spatial ability and achievement test was prepared to assess geometric knowledge for teaching shape and space. Data was analyzed using (M)ANOVAs at 0.05 significance level. The results of univariate ANOVAs show statistical and practical significant effect on spatial orientation and geometric knowledge for teaching, but unpredictably no statistical significant difference in spatial visualization between groups was found. The MANOVA however indicated overall statistically significant difference in posttest mean scores between groups with treatment accounting for 16.5% of multivariate variance of dependent variable. Implication for adopting origami instructions at the colleges of education were discussed.

Effect of the penn resiliency program on student with emotional problems

Aim: Education in university is difficult for some students and so depression, stress, and anxiety are prevalent problems in colleges across the country. People experiencing such psychosocial difficulties are more likely to be defeated in the course. Resilience training can target these risk factors, but there is little research evaluating the effectiveness of such programs. This paper describes the design and measures of a study to evaluate a resilience training program to decrease emotional problems. Methods: This study followed a randomized controlled trial and included a pretest and posttest. A purposive sampling was used. In this way, participants were 30 students randomly selected between who have emotional problems in 2014 at Tabriz University, Iran. They were assigned into control and experimental group. Data were collected using depression, anxiety, and stress scale 21. Cronbach's alpha coefficients for each subscale indicate high internal reliability. Multivariate analysis of variance (MANOVA) was run to analyze the data. Results: The findings of this study show a decrease in the mean score in the mean score of the experimental group in the posttest. Multivariate variance analysis MANOVA showed difference in posttest mean scores of participants' anxiety, depression, and stress in the experimental group. Conclusions: The Penn Resiliency Program will promote psychosocial well-being for student with emotional problems.

Effects of Outdoor School Ground Lessons on Students’ Science Process Skills and Scientific Curiosity

The purpose of this study was to investigate the effects of outdoor school ground lessons on Year Five students’ science process skills and scientific curiosity. A quasi-experimental design was employed in this study. The participants in the study were divided into two groups, one subjected to the experimental treatment, defined as “eco-hunt” group and the other had no experimental treatment, defined as control group. This study used intact four classes which consisted of 119 students and randomly assigned to the treatment (n = 63) and control groups (n = 56). Students’ science process skill was measured by a self-developed Science Process Skills Test and students’ scientific curiosity was measured using Children Scientific Curiosity Scale adapted from Harty and Beall (1984). The results showed a significant difference in post-test mean scores between students in “eco-hunt” group and control group in both students’ science process skills and scientific curiosity. Follow-up comparisons on the dimensions of science process skills and scientific curiosity were analyzed and discussed. The findings of this study will provide a framework for science teachers to teach students through interesting and meaningful outdoor activities.