Post-test Scores Of Experimental Group Research Articles

Improving the Cardiovascular Endurance of Teacher Education Students through the Utilization of the TikTok Application

Driven by the widespread usage of mobile applications, the expansive development of TikTok application has carried considerable challenges and opportunities to the Physical Education industry. Hence, it is imperative to examine the usefulness of this application to mitigate the low cardiovascular endurance of college students since the conduct of research to improve their physical activity engagement is still significant. Thus, this action research sought to improve the cardiovascular endurance of undergraduate teacher education students using the TikTok application as a tool for their physical activity. This study utilized a quantitative approach, specifically, the pretest-post-test design which is classified as quasi-experimental research. Using the normative data from YMCA 3-minute step test, 50 participants from the Bachelor of Elementary Education (BEEd) enrolled in their physical education classes were determined to be qualified based on their pre-test scorecards. Two groups were formed out of them: 25 in the experimental group who were exposed to the intervention and another 25 in the control group who were instructed using the standard discussion. Descriptive statistics and ANOVA-type test analysis were utilized using participants' pre-test and post-test results to ascertain the efficacy of the intervention. Results unveiled that the intervention has significantly improved the experimental group's post-test scores compared to the control group since the post-test results of the control group remained almost stagnant, indicating the intervention's effectiveness by rejecting the null hypothesis. Therefore, this action research inferred that the intervention has efficiently strengthened the cardiovascular endurance of the 1st year BEEd students.

Effectiveness of Lib-Rungog: Audiobook on the Listening Comprehension Skills of Grade 7 Learners: Basis for Intervention Program

This study investigates the impact of the Lib-RUNGOG Audiobook intervention on the listening comprehension skills of Grade 7 students. Employing a randomized pre-test post-test control group design, the study compares the performance of an experimental group exposed to the audiobook intervention with a control group utilizing traditional listening strategies. The research instruments include a Mother Tongue-Based Multilingual Education (MTB-MLE)-integrated audiobook, pre-test, and post-test items. Data analysis involves t-tests for independent and correlated samples, with a significance level of 0.05. The findings reveal a significant improvement in the experimental group's post-test scores, emphasizing the efficacy of the Lib-RUNGOG Audiobook intervention. In contrast, the control group employing conventional strategies shows no significant improvement. A comparison between the two groups suggests that, on average, the Lib-RUNGOG audiobook intervention yields higher post-test scores. However, the intervention group exhibits a greater variability in scores, emphasizing the need for nuanced understanding of individual responses. In conclusion, the Lib-RUNGOG Audiobook intervention demonstrates a substantial positive impact on reading comprehension skills. While both approaches were effective, the innovative audiobook intervention stands out in enhancing academic performance. The study recommends the integration of such interventions in educational settings, with a focus on individualized learning plans. Future research should explore the long-term effects and establish collaborations among teachers, parents, and researchers to optimize educational strategies, especially in the context of listening skills.

Improving Students’ Writing Ability In The Procedure Text Using Duolingo Application At 8 Grade Students Of SMP Negeri 5 Pati 2023/2024

Improving Students’ Writing Ability In The Procedure Text Using Duolingo Application At 8 Grade Students Of SMP Negeri 5 Pati. Final Project, English Study Program, Faculty of Language and Arts Education, Universitas PGRI Semarang. Supervisor I Dra. Maria Yosephin, M.Pd, Supervisor II: Dra. Siti Lestari, M.Pd. This study aims to 1) to find out the improvement of students’ writing competence in procedure text before they are taught using the Duolingo application. 2) to find out the improvement of students’ writing competence in procedure text skills after they are taught using the Duolingo application. 3) to explain the significant difference in students’ writing competence in procedure text taught before and after using Duolingo application. In this study, the researcher used quantitative research. An experimental design was applied in carrying out this study. The researcher took two classes as samples: VIII A (experimental group) and VIII B (control group). The experimental group has been given treatment by duolingo application in procedure text. On the other hand, the control group was not assigned treatment at all. The population in this study was class VIII in the academic year 2023/2024. This study indicated that using Duolingo Application in procedure text is an effective technique. The results of the pre-test mean scores in both classes were 66.34 for the experimental group and 66.94 for the control group. In addition, the mean post-test score of experimental group was 84.78, and the control group was 76.66. These findings were calculated using the t-test formula. The t-test > t-table, based on the test results. T-table 5% percentage is 1.670. the computation shows that 6.180 > 1.670. There is a significant difference in students using the Duolingo application in procedure text for students of grade 8 of SMP Negeri 5 Pati. Students are interested and excited when using Duolingo Application in the learning and teaching process with the goal of developing students’ writing skills. Based on the research findings, the researcher concludes that using Duolingo Application in procedure text can help students to develop and improve students writing skills.

Improving critical thinking skills of master students through problem-based learning model

Critical thinking is one of the most essential skills in the education system of modern society. In the field of education, many methods and techniques are used to develop this skill. In this regard, the problem-based learning method can be considered as the most effective of the various methods. This article investigated the efficiency of Problem-Based Learning (PBL) model as a useful strategy for improving English language learners’ critical thinking skills. The participants of this study were 34 Master Students of Academic Writing program of Khoja Akhmet Yassawi International Kazakh-Turkish University. English language learners were separated into experimental and control groups. The author used pre and post tests as a data collection instrument. In order to analyze the test results a quantitative method and descriptive statistical analysis were applied. The test scores were measured according to the six indicators of Bloom's Taxonomy thinking levels. The study lasted five weeks and the experimental group was taught online via Google classroom platform. In this research, a mind mapping strategy was used as a brainstorming tool to define and solve problems. It can be noted that the experimental group's post-test scores and learning outcomes were significantly improved. The experimental group achieved high scores from understanding and evaluation indicators, scoring 79% and 76% higher than the average scores respectively. This means that they can understand and evaluate any information they read or hear. While the other indicators, namely memorization (65%), application (68%) creation (61%) and analysis (51%), were also higher than the previous test scores. The latest results of the study identified the problem-oriented learning (PBL) model as the most effective method for developing critical thinking and recommend its independent application in any educational institution. It was also found that the integrated application of the problem-based learning (PBL) model with the mind mapping strategy can improve English language learners’ critical thinking skills. Keywords: critical thinking, Bloom’s Taxonomy, problem-based learning (PBL), mind map, MindMeister.

Career sailboat: a model for enhancing career decision-making self-efficacy among job-seekers

ABSTRACT We examined the effects of a five-week psychoeducational programme based on the Career Sailboat model on career decision-making self-efficacy levels of Turkish university students in their job-seeking phase. Twenty-six university students were assigned to one of three groups: experimental group (EG) (n = 9), the placebo group (PG) (n = 7) and the control group (CG) (n = 10). The EG post-test scores were higher than that of the CG but not higher than that of the PG. Pre-test vs. post-test paired comparisons indicated a significant increase in career decision-making self-efficacy level only for the EG group. The use of a quantitative paradigm, specifically an experimental design, was supplemented by soliciting qualitative data as well. The findings based on the qualitative data support the quantitative findings.

Akran ve öz değerlendirme uygulamalarının yazma becerilerine etkisinin incelenmesi

This study aims to reveal how peer- and self-assessment practices influence the writing skills of 9th grade students. The study adopted mixed-methods explanatory design. The participants were 102 students attending a public school in Ankara. The quantitative data were collected through a quasi-experimental method, and qualitative data were collected through a case study. There were three groups of participants in this study: the 1st experimental group in which peer-assessment was carried out with 34 participants; the 2nd experimental group in which self-assessment was conducted with 34 students, and 34 students in the control group. The interventions lasted 7 weeks. Writing performance tasks and rubrics were used to gather quantitative data while a Semi-Structured Interview Form was used to collect the qualitative data. For the analysis, paired samples t-test, ANOVA, and content analysis were used. The findings revealed that there was a significant difference between pre-test and post-test scores of experimental groups in which peer and self-assessments were conducted whereas there was not a significant difference between the scores of the control group. The findings of ANOVA, the post-test results of the experimental and control groups showed that there was a significant difference between all groups in favor of the 1st experimental group in which peer assessment was applied. The qualitative findings of the study corroborate the quantitative findings. Hence, we can conclude that peer and self-assessment practices were effective both in the development of students' writing skills and on their attitudes and interests towards writing.

LanguageEffect of Mind Mapping Technique on Learning Success in Teaching Substantive Verbs in Turkish Language Education

In the current study, the effect of mind map technique on the teaching success of substantive verbs is researched. To this end, pretest, post-test paired control group design was used. The study group of the study consisted of 48 students in 7/A and 7/B classes in a secondary school affiliatedto the Directorate of National Education in the Province of Balıkesir. In the research, a pretest was applied to evaluate the level of knowledge on the acquisition of “S/he uses substantive verbs in accordance with their functions”. Following the pretest application, mind map technique regarding the above- mentioned acquisitions in line with daily plans was administered in the experimental group; however, four weeks of practice was applied through the activities in the textbook using the lecturing method and, then, post-test was administered to determine the learning level. After 21 days from the post-test, permanence test was applied. Based on the research findings,to what extent the above- mentioned technique contributed to the teaching of substantive verbs was intended to be revealed. Mann- Whitney U Test was utilized to analyse the pretest scores of experimental and control groups; Dependent Variables T Test to analyse pretest, post-test scores of experimental group and Wilcoxon Signed- Rank Test to analyse the difference between pretest and post-test scores of the control group. Furthermore, Mann- Whitney U Test was used to analyse the difference between post-test scores of the experimental and control groups; dependent Variables T Test to analyse the post-test scores of experimental group and permanency test scores and Wilcoxon Signed- Rank Test to analyse the post-test scores of the control group and permanency test scores. The results showed that the use of mind map technique contributed to the student achievement, learning permanence, and the teaching of substantive verbs. It has been thought that the inclusion of this technique in the lessons by Turkish language teachers will increase the success of the course and the learning permanence. From a wider perspective, it will contribute positively to student’s literacy skills.

Effect of metacognitive learning strategies on English language performance among students in Kenya

The study investigated the effect of metacognitive learning strategies on academic performance in English language among students in public secondary schools in Kenya. The study adopted Solomon four-group experimental design. The participants comprised 283 Grade 11 students from four public secondary schools. The study utilised a modified standardised metacognitive learning strategy questionnaire (MLSQ) to measure the use of metacognitive learning strategies by students in English language. Cronbach's alpha (α) was computed to investigate the internal consistency of the questionnaire and the overall reliability coefficient of α = 0.827 was reported. The findings is that there is significant difference between experimental group posttest scores (Group-3) and control group posttest scores (Group-4), t(53) = -8.095 (p < .05). The conclusion is that metacognitive learning strategies are effective in enhancing student's academic performance in English language. Teachers of English language should therefore utilise metacognitive learning strategy during instruction in schools.

The Effects of Resilience-Focused Psychoeducation in Patients Diagnosed with Depression

This study was conducted to determine the effects of resilience-focused psychoeducation on the level of depression, hopelessness, coping with stress, and psychological resilience in patients diagnosed with depression. This experimental study was conducted using pre and post-tests, with control groups. The sample of the research has been consisted of 60 patients (30 patients in experimental group and 30 patients in control group). Data has been collected by using Beck Depresssion Scale (BDI), Beck Hopelessness Scale (BHS), Ways of Coping Scale (WCS) and Resilience Scale for Adults (RSA). BDI and BHS posttest score of experimental group was found to be decreased to be significantly according to pre-test score (p < 0.05), at the control group was not found to be significantly decreased (p > 0.05). The increases in the score of WCS sub-dimension Self-confident, Optimistic approaches and Seeking of social support coping styles and the decrease of score of Helpless approach of patients in experimental group in posttest compared with pre-test are significant (p < 0.05). Psychoeducation has been effective on decreasing depression and hopelessness levels, and increasing effectively-active coping and decreasing-passive coping strategies of patients. It has been partially effective on level of resilience.

EFFECTIVENESS OF PLANNED TEACHING PROGRAM ON KNOWLEDGE AND ATTITUDE REGARDING DETERMINANTS OF DRUG ABUSE AMONG STUDENTS

Drug abuse has increased all over the world and the age of initiation of abuse is progressively falling. Encouragement from the peer group, deep desire to be popular, poor parental control and easy availability of the substances make an adolescent to go for drug abuse. Adolescence is a period when lots of changes take place in body and mind. Adolescents start using harmful and illegal substances at younger age. Drinking, smoking and drug use by adolescents affect their general health, physical growth, emotional development and school performance. The present study was undertaken to assess the effectiveness of planned teaching programme on knowledge and attitude by comparing pre- and post-test score of experimental group.

Enhancing EFL Speaking Skills of Preparatory Stage students and their Motivation through A Program based on Synchronous Computer Mediated communication (SCMC)

Abstract The research aimed to investigate the effectiveness of a program based on using Synchronous Computer Mediated Communication in enhancing EFL student teachers’ speaking skills. The sample of the study consisted of (24) third-year preparatory students at Narmar Language School. Instruments of the study were speaking skills checklist, speaking scoring rubric, pre and post speaking test, and a program based on Synchronous Computer Mediated Communication (SCMC). In this study, the pre and post-test was used for the two experimental and control groups. The results of the study revealed that the experimental group post-test scores in speaking were significantly better than their pre-test. The study group’s gains in these productive skills and the enhancement in their motivation towards speaking are attributed to using the Synchronous Computer Mediated communication (SCMC)-based program designed and implemented by the researcher. Key Words: SCMC (Synchronous Computer Mediated communication), Preparatory Stage Students (SCMC), EFL Speaking Skills, Motivation. 1- Introduction: For many years, teaching EFL in Egyptian schools relied on the teacher-centred method. This method increased students’ dependency, lack of motivation, and lack of creativity. It also reduced students’ self-learning, and participation in activities. Students depended only on memorizing and recalling information for passing the exams (Salem, 2007 Ahmed, 2010). Speaking skills are considered the most important skills among other skills. Every learner seeks to conduct speaking skills (Khamkhien, 2010). Learners feel frustrated when they cannot speak fluently although they have spent years trying to learn English (Rodriguez, 2012). EFL speakers’ lack of interaction inside the classrooms affects their confidence in speaking when they are in a real situation (Hadfield and Hadfield, 2008).

The Effect of Expressive Writing Programs on Post-Traumatic Stress Disorders Symptoms in Female Victims of Domestic Violence

The purpose of this study was to determine the effect of expressive writing on the symptoms of posttraumatic stress disorder in female victims of domestic violence. This research uses quasi-experimental methods (using the untreated control group design). Participants in this study were 10 women who are victims of domestic violence. Participants were assigned into two groups, experimental and control groups. The results showed that there was a significant effect between experimental group posttest scores with the control group (p=0,043), which means that the research hypothesis was accepted. From the results of this study also found that there is a decrease in scores of symptoms of posttraumatic stress disorder which measured using the Impact of Events Scale-Revised (IES-R) in participants in the experimental group. Keywords : expressive writing; symptoms of posttraumatic stress disorder; domestic violence.

Attitude of Higher Secondary Students to Flipped Classroom

Educational Technology is an applied study which aims at maximizing learning by making use of the scientific and technological method and concepts developed in other social service. “Educational technology is the application of scientific knowledge about learning and conditions learning to improve the effectiveness and efficiency of teaching and learning.”Four Pillars of Flipped Learning Flipped Learning Consists Of Four Pillars: Flexible Environment, learning the culture, intentional content, and Professional educators. Flipped Learning F-L-I-PFlexible Environment Learning Culture Intentional Content Professional Educators. Flipping a classroom is one of the recent methods which requires teachers’ recording the lesson and students’ watching the recordings before coming to the classroom to spend the class time with the activities. As teachers do not deliver the lecture in the class, more time can be allocated to active learning activities. The flipped classroom is “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction.” That means that there is much more use of technology for Flipped Learning. The objectives of the study were: to study the effectiveness of Flipped classroom instruction upon the teaching of Chemistry at the Higher secondary level. Findings: The means of pre-test scores and post-test scores of experimental groups differ significantly (0.01 level) with the post-test mean being higher than the pretest mean. The implication of that is that the level of acquiring of the basic skills in Chemistry has not increased due to the traditional method in the Control group and the Flipped classroomInstructional Method in Experimental group. The post-test scores of the control and experimental group differ significantly. The means score of the experimental group is greater than of the control group.

The Influence Of English Song As Learning Materials Towards The Students’ Pronunciation

This research investigated whether or not there is the influence of English song towards the student’s pronunciation. This research used a quantitative method. Research design is an experimental class and control class, two classes were selected from eleventh-grade students at SMAN 1 Ciasem Subang. The Quasi-Experimental Research was conducted in four meetings. The data were obtained by observing the teaching and learning process, test, questionnaire, and interviewing the students. The research result of the analysis quantitative and qualitative data were as follows. The analysis of quantitative data, mean score of pre-test in the experimental class was 14.44. While the mean score in the control class was 14.58. Furthermore, the mean score of the post-test in the experimental class was 82.98. While the mean score post-test in the control class was 60.56. Based on the result, the experimental class students’ score on post-test were better in which the mean = 82.89 than their scores on pre-test the mean = 60.56 . in addition, the two-tailed value of p was 0.000 which was lower than 0.05 . in conclusion, the calculation of paired t-test showed that there was a significant difference between the pre-test and post-test scores of experimental group. The analysis of qualitative data show that used English song influence through students’ pronunciation by observing the teaching and learning process, test, questionnaire, and interviewing the students. The students were more confident and were not afraid of making mistakes when pronunciation.

THE USE OF VIDEO MEDIA TO IMPROVE STUDENTS’ PRONUNCIATION

This study was conducted to investigate the use of video media to improve students’ pronunciation in the second grade of a junior high school. Thus its specific objective was to find out: The effectiveness of video in teaching students pronunciation of of /ʒ/ /tʃ/ /dʒ/ /θ/ /ð/. The research method used in this study was quasi-experimental and it was conducted in one junior high school in Cikajang. The data in this study were collected by using pre-test and post-test. They were then analyzed by using the Mann-Whitney t-test to see if there is significant difference in the mean of both groups’ score and the dependent t-test to see if the use of video media significantly affects students’ pronunciation. The findings showed that use video media is effective in improving students’ score in pronunciation post-test score of experimental group, M=13.06, of control group M=7,73 the result of the dependent t-test: t(30) = - 18.351 &lt; 0.05 with tcrit (30) = 2.042. The obtained value of tcritis proven to be greater than tcrit (-18.351 &gt; 2.042) and this result is significant at α level 0.05. In addition, this technique is very helpful as it becomes in teaching pronunciation.

The Effect of Task Based Language Learning (TBLL) on Developing Speaking Skills of Secondary School Learners in Pakistan

The objective of the present study was to investigate the effect of task based language learning on developing speaking skills of secondary level learners. To achieve this objective, a task based instructional programme consisted of four units of textbook of grade IX was developed. The students of IX grade of Islamabad district were the population of the study. Two groups experimental and control were randomly taken in a natural setting from a randomly selected school of Islamabad district. Both groups were pre and post-tested to determine the difference in their mean scores. Both groups were administered a teacher made speaking skill test as pre-test before starting intervention of treatment. The experimental group got treatment, while control group was taught conventionally for 45 days. Same teacher made speaking skill test was administered to both experimental and control groups as post-test after 45 days. Two tailed t-test was applied at 0.05 levels. The results of the present study showed statistically significant differences between mean scores of the experimental group subjects in term of speaking skills as the post-test scores of experimental group were noticeably higher than the scores of control group. The results of the study support the effectiveness of TBLL as a foreign language. The present study recommends that Pakistani teachers should adopt TBLL approach which is pragmatic, instead of struggling with obsolete traditional methods in second language acquisition.

How effective is TPRS for adult EFL learners with limited English proficiency?

This study examines the impact of ‘Teaching Proficiency through Reading and Storytelling’ (TPRS) on students’ grammar and vocabulary performance as well as their attitude toward learning English. The participants are 38 freshmen, 14 in experimental and 24 in control group, studying in the department of tourism and hospitality services of a 2-year vocational school at a state university in Turkey. A pre-test including grammar and vocabulary questions as well as an attitude questionnaire was used as pre-test and post-test in the beginning and end of a four-week intervention as the data gathering tool. TPRS technique was implemented for four sessions in the experimental group to teach target vocabulary and structures. While The Mann-Whitney U test was run to find out the differences between pre-test and post-test scores of control and experimental groups, Wilcoxon Signed Rank Test was employed to find out the differences between the pre-test and the post-test scores of experimental group. The results indicated that TPRS technique had positive impact on students’ grammar and vocabulary performance as the students in the experimental group outperformed the ones in the control group in the post-test. TPRS technique was also found to be effective in creating positive attitudes toward learning English. Some implications to employ TPRS in English classes as well as suggestions for further research were also provided.

Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge

Developing adaptive expertise with arithmetic problem solving is a much desired aim of primary school mathematics education. However, there are very few practical tools for teachers that would aid reaching this complex mathematical learning goal. The aim of the present study was to test the effects of a game-based learning environment in supporting primary school students' adaptive number knowledge and related arithmetic skills. Participants were 1168 students in grades four, five, and six. Classes were randomized in two conditions: in the experimental group regular mathematics teaching was enriched with gameplay using the Number Navigation Game (NNG), and in the control group students continued according to their regular math curriculum. An experimental design with pre- and post-test was used to measure students' adaptive number knowledge, arithmetic fluency, and pre-algebra knowledge. Overall, results showed that the experimental group outperformed the control group on adaptive number knowledge and math fluency. Results showed varying effects of the training in different grade levels, with more pronounced improvement of students' adaptive number knowledge in grade five. Game performance was related to the experimental group's post-test scores even after controlling for pre-test scores and grade. Results suggest that the NNG is effective in enhancing different types of arithmetic skills and knowledge in different grades of primary school education and can provide teachers with a practical and flexible tool to extend their regular classroom practice.

The Effects of Out-of-School Learning Settings Science Activities on 5th Graders’ Academic Achievement

&lt;p style="text-align:justify"&gt;The purpose of this study was to investigate the effect of lessons conducted in out-of-school learning settings on 5th graders science achievement within the scope of a guidance material that was prepared to be used in out-of-school learning settings in accordance with the “Let’s Solve the Riddle of Our Body” chapter objectives. The pretest / posttest equalized control group design, which is one of the quasi-experimental designs, was used in this study. The sample of this study was composed of a total of 31 5th grade students (15 were in experimental group, 16 were in control group) that were selected from secondary schools in the first semester of the 2015-2016 academic year in Tokat Province. Let’s Solve the Riddle of Our Body Chapter Achievement Test (LeSROBAT) was administered before and after the implementation of the guidance material to measure the students’ achievements and retention. The lessons were conducted as suggested by the current curriculum in the control group. The data were analyzed using independent samples t-test and covariance analysis (ANCOVA). As a result of the analyses, it was found that the LeSROBAT post-test scores of experimental group were significantly higher than the control group. Within this context, it was concluded that the out-of-school learning settings positively contributed to academic achievement and the guidance material that was developed within the scope of this study was effective. The results of retention test analyses didn’t reveal any significant difference between the posttest and retention test scores of experimental and control groups. When the LeSROBAT retention test scores were examined, it was observed that the scores of experimental group was higher than the control group.&lt;/p&gt;

TEACHING VOCABULARY THROUGH SNAKE AND LADDER BOARD GAME IN THE TENTH GRADE OF SMA MUHAMMADIYAH 1 MALANG

Vocabulary is the language resource, students have to know vocabularies to produce sentences. Thus, the aim of this study was to find out whether snake and ladder board game could improve students’ vocabulary mastery or not. The subject analyzed in this research were the tenth grade students of SMA Muhammadiyah I. The experimental group was X-IPS-I while the control group was X-IPS-II.This study employed quantitative research design. This design was selected due to this present study was required a concrete evidence whether Snake and Ladder Board Game could enhance students’ vocabulary mastery in senior high school or not. In this study the instruments used were pre-test, treatment, and post-test. The pre-test was given to both experimental and control group. After the pre-test was given to both groups, then the experimental group was treated or taught by using snake and ladder board game, while the control group was not treated by using snake and ladder board game. After that, the post-test was also given to both experimental and control group. The researcher used t-test to know the significant difference between the mean score of the experimental and control group. The process of t-test was counted using computer SPSS 17 version.The result of this study was shown that snake and ladder board game could improve students’ vocabulary mastery due to the score of pre-test in control group was higher than the pre-test score of experimental group. Otherwise, the post-test score of experimental group was higher than the control group. Accordingly, related to the result of this experimental research, the researcher concludes that snake and ladder board game can improve students’ vocabulary mastery in the first year students of senior high school.