Difference In Gain Scores Research Articles

The Effect of PhET Simulations on Graphing Linear Equations Among 8th Grade Learners

This study assessed the mastery of graphing linear equations among Grade 8 students using PhET simulations to address numeracy challenges. Students from a public high school in Nueva Vizcaya, Philippines, participated in the study. The control and experimental groups were assigned to two different sections. Employing a quasi-experimental pretest-posttest control group design, descriptive statistics (including frequencies, percentages, means, and standard deviations) were used to measure the students’ mastery levels. A paired-sample t-test was used to compare pretest and posttest results within each group, while an independent-sample t-test assessed significant differences in gain scores between groups. Results showed improved mastery of graphing linear equations after the interventions, with both groups exhibiting higher posttest mastery levels than pretest levels. Additionally, the experimental group displayed greater improvement. Hence, PhET simulations were found to enhance the learning of graphing linear equations and are recommended for continued use.

Anxiety and enjoyment among young teenagers learning English as a foreign language outdoors: a mixed-methods study

ABSTRACT Purpose The aim of this study is to explore how outdoor education can influence foreign language anxiety (FLA) and foreign language enjoyment (FLE) when young teenagers are learning a foreign language (FL). We applied a dynamic perspective to investigate if using English in an outdoor context would reduce FLA and boost FLE, leading to a stronger willingness to communicate (WTC) in the FL. Design/methodology/approach The design was a pre-post intervention study with an experimental group (EG) and a control group (CG). Both groups engaged in fluency-oriented activities during a six-week intervention. The EG conducted the activities outdoors whereas the CG conducted them in their classrooms. A mixed-methods approach was applied collecting data through student questionnaires and group interviews with both students and their English teachers. Observations and recordings of participants’ speech were also conducted. Findings Statistical analyses indicated a small effect of the intervention for both FLA and FLE but the difference in gain scores between groups was found to be non-significant. The qualitative data revealed a strong appreciation of the outdoor experience in English. Originality/value Most previous studies have investigated emotions in FL learning inside the classroom. The current study investigates emotions in FL learning among young teenagers in an outdoor environment.

Outcomes of an individual counselling programme in Grozny, Chechnya: a randomised controlled study

ObjectivesTo evaluate the effectiveness of individual counselling on functioning of clients participating in a mental health intervention in a humanitarian setting.DesignRandomised controlled trial.SettingMental health programme implemented by Médecins Sans Frontières...

P14 - Impact of Health at Every Size Curriculum Module on Weight Attitudes of College Students

Background (Background, Rationale, Prior Research, and/or Theory): Weight bias is pervasive in Western society. Health at Every Size (HAES) provides an alternative to weight-centric approaches and may help to alleviate weight stigma. Objective: The purpose of this study was to evaluate whether a HAES curriculum module would impact weight attitudes of college students. Study Design, Setting, Participants, Intervention: Quasi-experimental design using pre- and post-testing was used to compare attitudes among students in a personal health course. Students in 11 sections of the course received the usual weight management module (comparison) while students in the other 11 sections received a 2-day HAES-focused module (intervention). The HAES module included information about HAES principles, mindful eating, comparison of dieting and non-dieting approaches to nutrition, and body positive self-talk. Outcome Measures and Analysis: Attitudes were measured using the Health and Weight Attitudes Scale, an instrument measuring HAES attitudes. Independent t-tests were used to analyze differences in attitudes among the comparison and intervention groups, paired t-tests to analyze differences between pre- and post-tests, and ANOVA to analyze differences in gain scores among the groups. Results: One hundred and ninety five college students participated in both pre- and post-tests. Attitudes at pre-test did not differ significantly between the intervention (n = 109) and comparison (n = 86) groups [t(193) = -.08, P = .93]. Comparison group scores did not change from pre- to post-test [t(85) = .29, P = .77] while the intervention group did have a significant change from pre- to post-test [t(108) = -7.55, P < .001]. At post-test, intervention group attitudes also differed significantly from the comparison group [t(193) = -4.67, P < .001]; the intervention group had significantly more positive attitudes at post-test [F(1,193) = 32.43, P < .0001]. Conclusions and Implications: Even a short, 2-day HAES curriculum module can increase positive attitudes of students toward HAES principles. Nutrition educators can optimize the impact of their instruction by incorporating HAES principles in their curriculum, even in small doses, to support body and size acceptance and improve attitudes about weight. Funding: None.

Effects of Classical Yoga Intervention on Resilience of Rural-to-Urban Migrant College Students

Present study attempts to explore the effects of Classical Yoga Intervention (CYI) on the resilience of college students who migrate to cities from rural areas for the sake of education. Students in the study belonged to the age group of l6-18 years and were in their first year in the new city, Pune. They were pre-tested on the Connor-Davidson Resilience Scale (CD-RISC) (2003). Experimental and control group were equivalent on resilience before the intervention. Classical Yoga Intervention consisting of 40 sessions of Yoga was conducted on the experimental group. After 40 sessions, post testing was done. Differences in gain scores of experimental and control group on resilience were tested using independent 't' test. Results revealed that experimental group was significantly higher than the control group on factor 1 (t=-2.99, p=.00, factor 2 (t=-2.09, p=.04), factor 4 (t=-2.43, p=.02) and total score of resilience (t=-3.14,p=.00). Results showed that CYI has been helpful in enhancing students' resilience.

A Pilot Comparison of the Hang Clean and Hang Snatch to the Clean Pull and Snatch Pull

Development of lower body strength and power is a primary goal of athletic-based strength and conditioning programs. Weightlifting and weightlifting derivatives are key components of these programs. 1.1 Objectives: This pilot study compared two variations of weightlifting derivatives on lower body strength and power in female athletes. 1.2 Methods: Athletes (n=21, 19-21 years) were randomly assigned to either the Hang Group-HG (n=11) or the Pull Group-PG (n=10). Weightlifting training took place for 6 weeks focusing on the hang clean and hang snatch with catch, and the clean pull and snatch pull without catch; supplemental resistance exercises were identical between the groups. HG performed hang cleans for weeks 1-3, before transitioning over to hang snatches for weeks 4-6. PG performed clean pulls for weeks 1-3, before transitioning over to snatch pulls for weeks 4-6. The same set, repetition, and loading scheme were used for both groups. Testing was conducted for 1RM box squat (BS), vertical jump (VJ), and standing broad jump (BJ). 1.3 Results: 14 participants completed the study (HG, n=9; PG n=5). Both groups significantly improved 1RM BS scores (HG: 15.8%, PG: 15.5%) and VJ (HG: 12.1%, PG: 16.1%) (p< 0.05). Despite improvements in 1RM BS strength and VJ performance, the BJ did not improve in either group (p> 0.05). There was no significant difference in gain scores between groups for VJ or 1RM box squat. 1.4 Conclusion: Within the parameters of this study, the hang clean and hang snatch with catch, and the clean pull and snatch pull without catch, have similar effects on lower body strength and power. Practitioners may consider these weightlifting derivatives interchangeable choices to increase both lower body strength and power. However, the lack of a catch may be advantageous in terms of reduced joint stress to the athlete and improved time efficiency during teaching and training.

Pengetahuan, Sikap dan Keterampilan Guru Sebagai Prevensi terhadap Kekerasan Seksual Pada Anak

This paper aims to examine the provision of child protection training at the elementary school teachers as primary prevention of child sexual abuse to increase knowledge, attitudes and skills to convey information in Tulungagung, East Java. The research method using untreated control group design with pre-test and post-test. There are 21 elementary school teachers who are involved in the research. The instrument used was a questionnaire, observation. Test Mann Whitney U-test to test for differences in gain score the experimental group and the control group. The results showed no significant effect giving child protection programs against KSA by Guru to the increase of knowledge, attitudes, and skills of teachers as primary prevention of sexual assault at elementary school children in Tulungagung, East Java, as indicated by the results of Mann Whitney p value below a significant level 0,05 (p &lt;0.05)

156: An Interactive Web-Based Module Versus Website and Standard of Care for Parental Fever Education: A Randomized Controlled Trial

Fever is currently the most common reason for an emergency department (ED) visit. Parental concerns regarding dehydration and seizures, lead to significant anxiety and ED visits. With rapid advances in software development and Internet access, web-based modules (WBMs) are a feasible way to educate parents. Studies using educational WBMs on antibiotics and autism have shown increased knowledge transfer and information retention. There are currently no such interventions to educate parents about fever. Our objectives were to assess caregivers' knowledge acquisition and satisfaction with an interactive WBM for fever education. We randomized caregivers of children presenting to the ED with a chief complaint of fever to receive education through an interactive WBM, read-only website (WEB), or standard of care handout (SOC). Primary outcome variable was the pre-post difference (gain score) on a novel questionnaire testing parental knowledge of the etiology, measurement, therapy, and complications of fever. Secondary outcome variable was parental satisfaction using a 13-item questionnaire. There were 70, 66, and 67 participants in the WEB, WBM, and SOC groups respectively. The mean (SD) caregiver age was 33 (6.7) years. Most (113/203, 55.7%) completed post-secondary education. 54/203 (26.6%) were employed in health care. Of a maximum score of 33, the mean (SD) gain scores on the knowledge questionnaire were 3.9 (4.0), 3.5 (4.2), and 0.2 (3.1) for the WBM, WEB, and SOC groups, respectively (P<0.001). Contrast analyses showed no significant differences in gain scores between WBM and WEB (P=0.55). Of a maximum score of 52, the mean (SD) parental satisfaction scores were 43 (5.2), 38.7 (8.1), and 29.9 (11.9), for the WBM, WEB, and SOC groups respectively (P<0.001). Contrast analysis showed that all groups were significantly different in terms of parental satisfaction in the following rank: WBM > WEB > SOC (P<0.01). The WBM and WEB educational tools lead to a significant improvement in caregivers' knowledge of fever, and caregiver satisfaction is significantly greater with WBM. Evidence for the effectiveness of WBMs on clinically important outcomes such as ED visits could lead to widespread adoption of this intervention.

Effectiveness of Collaborative Stepped Care for Anxiety Disorders in Primary Care: A Pragmatic Cluster Randomised Controlled Trial

Background: Collaborative stepped care (CSC) may be an appropriate model to provide evidence-based treatment for anxiety disorders in primary care. Methods: In a cluster randomised controlled trial, the effectiveness of CSC compared to care as usual (CAU) for adults with panic disorder (PD) or generalised anxiety disorder (GAD) in primary care was evaluated. Thirty-one psychiatric nurses who provided their services to 43 primary care practices in the Netherlands were randomised to deliver CSC (16 psychiatric nurses, 23 practices) or CAU (15 psychiatric nurses, 20 practices). CSC was provided by the psychiatric nurses (care managers) in collaboration with the general practitioner and a consultant psychiatrist. The intervention consisted of 3 steps, namely guided self-help, cognitive behavioural therapy and antidepressants. Anxiety symptoms were measured with the Beck Anxiety Inventory (BAI) at baseline and after 3, 6, 9 and 12 months. Results: We recruited 180 patients with a DSM-IV diagnosis of PD or GAD, of whom 114 received CSC and 66 received usual primary care. On the BAI, CSC was superior to CAU [difference in gain scores from baseline to 3 months: -5.11, 95% confidence interval (CI) -8.28 to -1.94; 6 months: -4.65, 95% CI -7.93 to -1.38; 9 months: -5.67, 95% CI -8.97 to -2.36; 12 months: -6.84, 95% CI -10.13 to -3.55]. Conclusions: CSC, with guided self-help as a first step, was more effective than CAU for primary care patients with PD or GAD.

Multimedia-Aided Instruction in Teaching Grade Four Science and Health: Its Effect on Pupils' Performance and Attitude Towards Multimedia Use in the Classroom

This study is focused on the effects of multimedia aided instructions in Grade 4 Science and health pupils' performance and attitude towards multimedia. Specifically this study sought to explore the multimedia aided instruction on the learning environment of the grade four pupils' performance in science and health. Two intact classes in grade 4 were exposed to multimedia aided instructions. The difference in gain scores produced by integrating multimedia in Science and Health 4 classes and those produced by conventional method of teaching was investigated in this quasi experimental research. Results indicated that using the multimedia in the classes produced significant improvement in the performance of the pupils in Science and Health, but not in the other, which is congruent with most other results for this strategy of teaching found in the literature. Follow-up survey of attitudes of 86 pupils towards the use of multimedia in the classroom provided additional evidence for its positive effect in the teaching learning process. The pupils' attitudes towards their class were positive about the potential for multimedia and enthusiastic about what this would mean in learning Science and Health. Utilizing multimedia seemed to affect the teachers' personal and professional growth. Teachers expect to develop their technological skills and knowledge to use multimedia in their classrooms. Pedagogical issues challenge the teachers' approaches in the teaching and learning.

The Effects of a Computer-Assisted, Schema-Based Instruction Intervention on Word Problem-Solving Skills of Low-Performing Fifth Grade Students

This study examined the effects of computer-assisted, schema-based instruction on the problem-solving skills of fifth grade students with below average problem-solving skills. In a randomized controlled study, 16 students were given a 12-week intervention, and 16 control students received state test preparation review in their regular classroom. Results demonstrated that the computer-assisted, schema-based instruction group showed greater gains relative to the control group on items from the Massachusetts Comprehensive Assessment System and greater rates of growth on biweekly examiner-made probes. However, no difference in gain scores between the groups was observed on the Process and Application subtest from the Group Mathematics Assessment and Diagnostic Evaluation. Implications for intervention and future research are discussed.

Efficacy of the Get Ready to Learn Yoga Program Among Children With Autism Spectrum Disorders: A Pretest–Posttest Control Group Design

Occupational therapists use school-based yoga programs, but these interventions typically lack manualization and evidence from well-designed studies. Using an experimental pretest-posttest control group design, we examined the effectiveness of the Get Ready to Learn (GRTL) classroom yoga program among children with autism spectrum disorders (ASD). The intervention group received the manualized yoga program daily for 16 wk, and the control group engaged in their standard morning routine. We assessed challenging behaviors with standardized measures and behavior coding before and after intervention. We completed a between-groups analysis of variance to assess differences in gain scores on the dependent variables. Students in the GRTL program showed significant decreases (p < .05) in teacher ratings of maladaptive behavior, as measured with the Aberrant Behavior Checklist, compared with the control participants. This study demonstrates that use of daily classroomwide yoga interventions has a significant impact on key classroom behaviors among children with ASD.

Adapted version of constraint-induced movement therapy promotes functioning in children with cerebral palsy: a randomized controlled trial

Objective: To evaluate the effects of constraint-induced movement therapy on the use of the affected arm and on daily functioning in children with hemiplegic cerebral palsy. Design: A single-blinded randomized clinical trial. Subjects: Sixteen children with cerebral palsy randomized to intervention (n = 8, 4 males, 4 females, mean age 5 years and 6 months) and control groups (n = 8, 4 males, 4 females, mean age 6 years and 7 months). Interventions: Non-affected arm of intervention group was restricted for 10 hours/ day and the affected arm intensively trained for 3 hours/day for two weeks. The intervention protocol included one week of bimanual functional training following constraint therapy. The control group maintained usual rehabilitation throughout the intervention period. Main measures: Pediatric Evaluation of Disability Inventory (self-care domain) and an adapted version of the Jebsen—Taylor test were administered before and after intervention, and at one month follow-up. General linear models tested differences in gain scores and the number needed to treat estimated relative effectiveness of intervention protocol for functional skills and independence in self-care. Results: Results are reported for 15 children who completed assessments and intervention. Higher gains were observed in the intervention group for functional skills and independence post intervention (dfunctional skills = 1.61, P =0.0134; dindependence=1.37; P =0.0001) and follow-up (dfunctional skills = 2.08, P =0.004; dindependence = 0.85; P =0.0016). No group difference in manual dexterity gains was observed. Low indices of number needed to treat (1.75 and 2.33) illustrate clinical relevance of intervention. Conclusions: The protocol associating constraint-induced movement therapy and bimanual functional training was effective in promoting daily living functioning among children with cerebral palsy.

Bridging Realty to Virtual Reality: Investigating gender effect and student engagement on learning through video game play in an elementary school classroom

The purpose of this study was to examine students' learning of simple machines, a fifth‐grade (ages 10–11) forces and motion unit, and student engagement using a teacher‐created Multiplayer Educational Gaming Application. This mixed‐method study collected pre‐test/post‐test results to determine student knowledge about simple machines. A survey ascertained the time spent using the computer for general purposes, and the time spent playing computer games as a function of gender. The pre‐test and post‐test design involved 74 students, 31 males and 43 females, who played the Dr. Friction Multiplayer Educational Gaming Application for several days in the middle of the unit. Results showed the females averaged using the computer more than their male counterparts and males played video games more than females. Analysis of covariance suggested no significant difference between the factor gender (p > .05) but statistically significant differences in gain scores (p = .001). Observations and qualitative focus groups suggested high student engagement and how video game technology can scaffold learning of simple machines.

Benefits of computer‐assisted instruction for struggling readers in middle school

This study investigated the benefits of computer‐assisted instruction (CAI) for middle‐school students attending remedial reading classes. As a supplement to a strong language‐based reading curriculum, a CAI programme that works on strengthening phonics word identification skills was provided to students in the treatment group. These students were compared with control students taught by the same teacher but without CAI support. Students in the treatment group showed greater reading gains than control students. Group differences in gain scores were significant in the area of decoding skills. These results show that a skills‐based CAI programme can boost decoding for struggling readers in middle school.

Randomized Comparison of Pain Perception During Radial Head Subluxation Reduction Using Supination-Flexion or Forced Pronation

To determine if a difference exists in perceived pain between the forced pronation and supination-flexion methods of radial head subluxation (RHS) reduction. We developed a prospective randomized trial of children aged 6 months to 7 years who presented to the emergency department (ED) at Miami Children's Hospital with an immobile arm and physical findings suggestive of RHS. Children were randomized into 2 groups for RHS reduction: forced pronation and supination-flexion. Parents, physicians, and nurses were given a standard visual analog pain scale for pain assessment before, during, and at 1 minute after successful reduction. Seventy-five children presented to the ED with RHS; 3 children were excluded from the study because of nonadherence to the protocol and another 9 were excluded because of unsuccessful reduction during the first attempt. Of the remaining children, 32 children underwent forced pronation and 31 underwent supination-flexion. Physicians did not find a significant difference in gain scores between their perceptions of the premeasure and postmeasure of pain between those patients receiving supination-flexion and those receiving forced pronation. For nurses (P < 0.031) and parents (P < 0.043), there were statistically significant differences in gain scores. Nurses and parents perceived forced pronation as being less painful. The mean difference for parents was 1.7 cm, which exceeded the value of 1.3 cm identified as clinically significant. Forced pronation is perceived as less painful than the supination-flexion method by parents of children treated for RHS in our ED.

Southern Association of Colleges and Schools Accreditation:Impact on Elementary Student Performance

Currently, 848 Georgia public elementary schools that house third- and fifth-grades in the same building use the Southern Association of Colleges and Schools (SACS) accreditation as a school improvement model. The purpose of this investigation was to determine whether elementary schools that are SACS accredited increased their levels of academic achievement at a higher rate over a five-year period than elementary schools that were not SACS accredited as measured by the Iowa Test of Basic Skills (ITBS). Independent variables included accreditation status, socioeconomic status (SES) of schools, and baseline scores of academic achievement. Dependent variables included mathematics and reading achievement scores. There was a statistically significant difference found when examining the SES of schools and baseline scores of the elementary schools. SACS accredited elementary schools had higher SES and higher baseline scores in third- and fifth grade mathematics and reading. However, the multiple regression model indicated no statistically significant differences in gain scores between SACS accredited and non-SACS accredited elementary schools in third- and fifth-grade mathematics and reading achievement during the five year period examined in this study.

Traditional vs. Retrospective Pretests for Measuring Science Teaching Efficacy Beliefs in Preservice Teachers

The difference in gain scores produced by traditional pretests and those produced by retrospective pretests when compared to posttest scores on the Science Teaching Efficacy Belief Instrument for preservice teachers was investigated in this study. Results indicated that gain scores using the traditional pretest produced significant improvement in one factor, but not in the other, which is congruent with most other results for this instrument found in the literature. However, gain scores produced by using retrospective pretests produced a greater magnitude of significance for the first factor, and also produced significant gains for the second factor. Follow‐up interviews with participants provided evidence for greater internal validity for the retrospective pretest. Findings support the notion that retrospective pretests may produce gain scores with greater validity and greater statistical power.

Including Students with Disabilities in Regular Physical Education: Effects on Nondisabled Children

The purpose of this study was to measure the impact of including three 6th-grade students with severe disabilities who were given support services into a regular physical education class. Basketball skill improvement in passing, shooting, and dribbling during a 3-1/2-week basketball unit and attitudes toward students with disabilities were compared between a 6th-grade class that included 3 students with severe disabilities (CI) and a 6th-grade class in the same school that did not have any students with disabilities (C2). Results from the nonparametric Mann-Whitney U test indicated no differences in skill improvement between the two groups except in dribbling, which favored C2. C1 showed significantly greater pretest scores in general and sport-specific attitudes compared to C2, but there were no differences in gain scores for either general or sport-specific attitude. It was argued that, with proper support services, students with severe disabilities can be included in regular physical education without negatively affecting the program for students without disabilities.

Mental practice enhances recruit police officers’ acquisition of critical psychomotor skills

Mental practice is a method for acquiring, rehearsing or enhancing a physical skill without using fine or gross motor movements. Experiments were made on 72 student police volunteers at the University of Illinois. Participants were allowed to evaluate their own mental images of firearm skills. Shows that treatment and control groups have practical and statistically significant differences in gain scores. Demonstrates that belief in the efficacy of mental practice is a key to high scoring.