Extra Exercises Research Articles

LIFE SKILLS INTEGRATION IN PAKISTAN STUDIES TEXTBOOK GRADE-XII: A QUALITATIVE CONTENT ANALYSIS

This qualitative research aimed to analyze the integration of twelve core competencies in the Pakistan Studies textbook for Grade Twelve based on the framework of the UNICEF MENA report (2017). The textbook was selected through purposive sampling. In analyzing the text, the approach used was qualitative content analysis with help of NVivo 14 software. The analysis showed that the textbook exhibited a mixed view of these life skills. To some extent, critical thinking, problem-solving, communication & participation are covered through historical analysis of specific instances or a description of governance structures and active citizenship. However, important skills like creative thinking, communication, self-management, and empathy are paid minimum attention. Textbook mainly seems to be information sharing on Pakistani history, politics, and social organization, and process of learning and developing life skills is not very visible. Based on study, it is suggested that curriculum developers make a more conscious effort to ensure that life skills are integrated into content of textbooks; in the form of extra exercises, problem-solving activities, actual conversations about these as the worthy lifelong skills.

A MIXED METHOD APPROACH IN GRAMMAR TEACHING (BUKOVYNA, THE FIRST HALF OF THE XX CENTURY)

The unique aspect of studying other languages is not only the acquisition of basic information, but also the development of communicative competency abilities, which are practical skills required in everyday practice or communication with representatives of foreign-speaking societies. Our present research focuses on the devlopment and implementation of a mixed method of learning for teaching grammatical material in English and German in Bukovyna schools during the first half of the twentieth century. The purpose of our research is to compare the prerequisites for the development and formation of the methodology of teaching English and German grammatical competence in Bukovyna schools between 1932 and 1940, as well as to reveal the peculiarities of the formation of reproductive and receptive grammatical skills in the specified territory and within the defined time for further study of listening, reading, and speaking. Consequently, instructional tactics demonstrated the right selection and organization limits. The development of fundamental grammar abilities is seen as critical in teaching foreign language grammar, since it serves as a foundation of grammatical information. The explanation of grammatical phenomena in German and English was given in the original language, supported by examples from the texts, and strengthened by the completion of exercises. The structure of the grammar appendices, which included extra exercises to reinforce grammatical constructions and the authors' personal explanations of the textbooks in addition to rules and tables, also made a difference in the way the grammatical material of the languages mentioned was taught. The most recent strategy in textbooks at the time was to promote communicating with native speakers (for example, via correspondence), which improved grammatical and lexical mastery of a foreign language. It came to light that acquiring grammatical content using a mixed technique was an approach for producing grammatically and lexically correct spoken speech. Practical application (speaking) demonstrates comprehension of the fundamental principles of grammar and their proper application. Authentic literary reading was essential for developing grammatical knowledge. Translation exercises examined different languages' grammatical structures, with the goal of improving the capacity to use them in context and accurately acquire them when speaking.

Differential Effects of Additional Formative Assessments on Student Learning Behaviors and Outcomes

It is well-established that formative assessments with accompanying feedback can enhance learning. However, the degree to which additional formative assessments on the same material further improve learning outcomes remains an open research question. Moreover, it is unclear whether providing additional formative assessments impacts self-regulated learning behavior, and if the benefits of such assessments depend on students' self-regulated learning behavior. The current study, conducted in a real-world blended learning setting and using a Learning Analytics approach, compares 154 students who completed additional formative assessments with 154 students who did not. The results indicate that the additional formative assessments led to an improvement in learning outcomes, but also had both positive and negative effects on students' self-regulated learning behavior. Students who completed additional formative assessments performed better on the assessments but reported lower levels of subjective comprehension and devoted more time to completing exercises. Simultaneously, they devoted less effort to additional learning activities (additional investment), such as class preparation and post-processing. Furthermore, the impact of additional formative assessments on learning success depended on students' self-regulated learning behavior. It was primarily the students who invested above-average time during formative assessments (time investment) who benefited from the additional exercises. Cluster analysis revealed that high-effort students (those with above-average time investment and above-average additional investment) gained the most from the extra exercises. In contrast, low-effort students and those who achieved high performance with relatively low effort (efficient students) did not benefit from additional formative assessments. In conclusion, providing students with additional formative assessments can enhance learning, but it should be done with caution as it can alter self-regulated learning behavior in both positive and negative ways, and not all students may benefit from it equally.

Distance education project of English idioms learning from watching YouTube.

Idioms have been recognized to be commonly adopted by academic practitioners in their speech and writing. However, despite their common occurrence in English communication, idioms pose great challenges for non-native English speakers, as they are often ignored in English classrooms. Particularly in Vietnam, a minimal number of idioms appear in English textbooks published by the Ministry of Education, and teachers appeared to under-emphasize English idioms' usefulness in conversation. To fill the gap, the present study adopted YouTube for Vietnamese students to undertake supplementary learning of English idiom knowledge. The study recruited 34 students and randomly assigned them to a control group and an experimental group. Both groups were required to take notes during their watching. Yet, only the experimental group would take extra exercises at the end of their watching. Immediate post-tests, delayed post-tests, and a survey were conducted. The findings demonstrate that the students in the two groups retained idiom knowledge similarly well. They were also positive towards learning English idioms through YouTube. Pedagogical implications and research suggestions are provided to conclude the study.

Using Lexical Cohesion Cloze Exercises to Improve EFL Learners’ Reading Comprehension

The present research examined the effects of lexical cohesion cloze reading exercises (in which deletions involved various types of lexical cohesive devices) on improving EFL students’ reading comprehension. Sixty-four Thai university students were randomly assigned to control and experimental groups. Both groups received 12 sessions of skill-based instruction, but the experimental group had additional practice in recognizing lexical relations through cloze passages. The mean pretest and posttest scores were compared using paired samples t-test. Post-treatment questionnaires were used to investigate students’ attitudes towards the assigned extra reading exercises. Students in the experimental group achieved significantly higher mean posttest scores than the control group (p < 0.05). There were no significant difference in attitude mean scores between the control group and the experimental group (p > 0.05). The experimental group, however, were more positive towards the use of the extra reading exercises and found the technique to be useful in fostering their English reading comprehension. These findings indicated that lexical cohesion cloze reading is effective in improving the reading performance of Thai EFL students and should be used to equip EFL students with the knowledge they need for better reading comprehension.

Effects of Combined Horizontal Plyometric and Change of Direction Training on Anaerobic Parameters in Youth Soccer Players

The aim of this study is to investigate whether the combination of soccer training, plyometric training (PT), and change of direction (COD) exercises would enhance anaerobic performance to a greater extent than training on its own in youth U17 soccer players. Twenty youth players participated in this study. Players were randomly separated into two groups: the control group (CG, n = 9) and the intervention group (EX), which performed extra PT and COD exercises (EX, n = 11). The duration of the training program was six weeks. Sprint 10 m, 30 m, countermovement jump (CMJ), single leg countermovement jump (CMJ right and left), squat jump (SJ), 505 test, and Illinois agility test were measured pre and post of the training program. The performance in the 505 test improved for the EX group (right leg: p = 0.031, left leg: p = 0.004). In addition, Illinois test performance increased in the EX group (2.9%, p = 0.019). The performances of the two groups differed significantly in the Illinois agility test (p = 0.001). This study supports that a short-term combined program of PT and COD exercises can improve change of direction ability in youth U17 soccer players. The lack of effect of the intervention program on sprint and jump performance may be due to the type and volume of plyometric exercises used. The results reflect the training principle of specialization of stimulus. The improvement in performance was presented in tests that had similar characteristics to training stimuli.

New Generation Schools in Cambodia: a farewell to shadow education?

ABSTRACT The New Generation School (NGS) initiative, launched by the government of Cambodia in 2015, aims to improve the quality of education including raising teaching standards; improving student performance; innovating curriculum; and introducing accountability measures. Similar to charter schools in the USA, the NGSs operate as autonomous schools and receive funding from public and private sources. One of the key objectives of the reform is to eliminate private tutoring, a widespread phenomenon that has been blamed as a contributor to the poor quality of education and an enabler of social inequalities. Using qualitative methods with fourteen respondent students from two NGSs, this empirical study found that private tutoring still persists in the NGSs for a variety of reasons: catching up with contents; the need for extra exercises; examination pressure; low quality of teaching; and lack of confidence. Positive aspects include the absence of teacher-provided tutoring, a common practice in non-NGS schools reported in previous literature. We posit that more scholarly and policy attention is needed to understand admission policies that arguably favour tutored students and could become a hidden barrier to realizing the government’s promise of a “more efficient and socially equitable” education system.

An Egyptian patient story: multilingual role in post-stroke aphasia recovery

BackgroundIschemic strokes are common neurological disease and unless being managed fast enough within hours of onset a permanent deficit usually results. Such deficit impairs the patient independency to a great extent. Aphasia affects more than a quarter of acute stroke cases. Initially it is more prominent and with time its severity may subside, yet to which degree and what factors play a role in this severity reduction still needs further studies and is under postulations.Case presentationMultilingual role in post-stroke aphasia recovery is presented in this case report where a trilingual female who acquired a foreign accent and who involuntarily uses code switching between Arabic, French and English in order to linguistically communicate; thus overcoming post-stroke language communication problems. The neurolinguistics data are taken from the results of the application of the Western Aphasia Battery-Revised scale in Cairene Dialect, in addition to extra language exercises including repetition, picture description and conversation with the patient. Linguistic analysis includes the investigation of morph syntactic constructions, phonetic deviations and semantic paraphasia. Linguistic analysis also revealed that the patient’s aphasia disorder is of the conduction type and that she resorts to her second language (L2) namely French or her third language (L3) namely English if she finds it difficult to produce the Arabic word.ConclusionCognitive reserve and multilingualism may have a role in post-stroke aphasia recovery.

Monitoria na disciplina de fundamentos de engenharia: importância da monitoria para alunos e monitores / Monitoring the subject of fundamentals of engineering: the importance of monitoring for students and monitors

Fundamentos de Engenharia é uma disciplina de formação básica do curso de Engenharia de Alimentos, visto que os conteúdos estudados na mesma servem como conceitos básicos para as demais disciplinas futuras presentes na grade curricular. Desta forma, o desempenho do aluno na disciplina é fundamental para que o próprio possa compreender, progredir e assimilar com menos dificuldade os próximos componentes curriculares. A finalidade do estudo é apresentar as principais atividades desenvolvidas na monitoria bem como o impacto destas no desempenho dos alunos que buscaram tal atividade complementar como forma de auxílio e suporte na compreensão da disciplina. O índice de retenção na disciplina é significativo e a presença de um aluno-monitor tem como objetivo a redução do mesmo, pois a interação aluno-aluno contribui para o melhor entendimento dos conteúdos. Para Schneider (2006), a monitoria é uma modalidade de ensino e aprendizagem que contribui de forma direta para a formação integrada do aluno nas atividades de ensino, pesquisa e extensão dos cursos de graduação. Foram disponibilizados 3 monitores, sendo 1 bolsista e 2 voluntários, em função do elevado número de alunos matriculados na disciplina e também devido ao elevado número de retenções. O foco dos encontros foi resolução de exercícios extras pré-selecionados pelo professor, com explicação do conteúdo já abordado durante as aulas regulares, e também as dúvidas trazidas pelos próprios discentes. O desempenho da grande maioria dos alunos que participaram ativamente dos encontros de monitoria foi diferenciado, fator este que contribui na elevação do índice de aprovação da referida disciplina. Desta forma, conclui-se que a monitoria realizou papel importante para os alunos, monitor e no auxílio ao professor da disciplina, permitindo uma experiência positiva a todos, tornando os alunos mais participativos, através desta conexão.

A meta-analysis of relative effectiveness of flipped learning in English as second/foreign language research

Flipped learning is a pedagogical approach in which the traditional way of instruction is inverted by presenting new concepts and subject matters before class and allocating more class time to collaborative, individualized, and differentiated learning. Recently, the use of flipped learning has become popular in the context of learning English as a second/foreign language (ESL/EFL). However, no quantitative synthesis has been conducted on the results of flipped ESL/EFL studies so far. Therefore, with this gap in our mind, we conducted a meta-analysis that consisted of 69 between-subject design studies in the field of ESL/EFL, in which we compared the flipped and lectured-based classrooms in improving students’ achievements. In order to interpret the results, we used the field-specific benchmark for L2 research proposed by Plonsky and Oswald (2014) in Mod Lang J 100: 538–553, 2021. We found that the influence of flipped learning on students’ achievements was large and positive. Also, the findings of moderator analysis indicated that the flipped group performed better when some extra activities and exercises were accompanied by pre-class materials. We conclude that although flipped learning is new in the ESL/EFL field, it has the potential to improve students’ achievements if appropriately designed and implemented. Moreover, since flipped learning is in its fledgling state in the ESL/EFL field, more empirical evidence and research is required in all educational levels to examine its effectiveness, more specifically regarding design and implementation.

Management of the Independent Learning Curriculum during the Covid-19 Pandemic

The curriculum is something that cannot be avoided in interacting with the educational environment. Covid-19, which has become a pandemic in more than 200 countries in the world, demands changes in various fields, including education, in this case the curriculum. This study aims to examine the status, all things considered, ranging from teachers, learning facilities, students and school partnerships, namely the school committee (parents of students). on the one hand, the readiness of some teachers in mastering technology is still not optimal as a demand for distance learning and the school is not yet optimal in disseminating the curriculum for independent learning or the enactment of the curriculum during the pandemic. This investigation utilizes an illustrative subjective technique which means analyzing and afterward describing the problem obviously, sourced from library research with metaphysical realism as the approach. To help understudies influenced by the pandemic and possibly left behind, instructors are required to complete a symptomatic evaluation. The aftereffects of the appraisal are utilized as the reason for choosing learning procedures and giving healing or extra exercises to understudies who are generally given up. Therefore, we need a humanistic educational approach. The concept of humanistic education aims to make humans have awareness, freedom, and responsibility as individuals but in fact live in society.

An Interview with Antti Juvonen: Creativity, Talent and Giftedness in Finland

- In your opinion, how well does Finland teach, mentor, coach and help gifted and talented and creative students? I suppose you mean the school education context. I am afraid that gifted, talented and creative students have been almost forgotten in our Finnish school system. I believe that the only thing that is currently being done for gifted, talented and creative pupils is differentiating upwards, which means in practice, offering them some extra exercises. This is mostly because in Finland we have a system where pupils with special needs are put in normal classes with other pupils. It is called inclusion. Pupils with special needs have been supported with a so called “three step support” since 2011. The first step is general support which the teacher offers with individual pedagogical solutions. The second step is aimed for pupils with long-lasting wider needs for support. It is called intensified support. If this does not help the pupil, the system offers specific support which can be offered after quite comprehensive studies are made by psychologists and other specialists. The idea of this model was to help all pupils to get as good and comprehensive an education as possible. What went wrong was that the cities and especially small towns, did not hire enough helping personnel to support the pupils with special needs. This causes big challenges to class teachers who are put in a position of a special education teacher: they have to take care of pupils with special needs, but at the same time they should be able to teach the rest of the class with normal level pupils and the gifted, talented and creative pupils. Of course, the pupils with special needs take most of their time, which means that the others must try to learn at least the minimum of the curriculum’s requirements. The most gifted often become frustrated and start inventing activities which also disturb the classroom action and atmosphere. This happens because they are bored and do not get any response or activation or response for their innovativeness or special gifts. So, as a whole I see the situation quite poor from the point of view of those groups mentioned.

اتجاهات طلاب العلاقات العامة والإعلان نحو التعلیم الإلکترونی:

اتجاهات طلاب العلاقات العامة والإعلان نحو التعلیم الإلکترونی:

The effect of functional movement screen and lower extremity training on hamstring/quadriceps ratio in football players

Background and Study Aim. The aim of this study is to determine the effect of functional movement screen and lower extremity training on hamstring/quadriceps (H/Q) ratio in football players.
 Material and Methods. 11 players from Sivas Belediyespor, affiliated to the Turkish Football Federation, participated in this study. The average age of the players involved in the study was 25.75±4.45, height averages 178.49±8.72 cm, and body weight averages 69.83±6.47 kg. Players who participated in the study had previously suffered a knee area injury. In addition to team training for 8 weeks, extra exercises to strengthen their hamstring and quadriceps muscles were conducted 3 times a week. Isokinetic force tests and Functional Movement Screen (FMS) tests were conducted in the study. Data obtained were evaluated in SPSS package 24 program.
 Results: There was a significant difference in the total score of FMS at the level of p<0.05. Deep squat 13.5%, hurdle step 10.49%, in line lunge 9%, shoulder mobility 3.44%, active straight 6.84%, trunk stability push up 6.84%, rotatuar stability 14.73% and FMS total score 17.24% showed improvement. There was a significant difference in the H/Q ratio between both the right knee and left knee pre-test and post-test at p<0.01 level. The right knee developed at a rate of 600 H/Q at a rate of 17.24% and the left knee developed at a rate of 600 H/Q.
 Conclusions: As a result, 8 weeks of extra lower extremity exercises can be said to increase the H/Q ratio of football players. It is also seen that the FMS score has increased. Thus, it is thought that the risk of football players having a sports injury again is reduced.

Board games for teaching English prosody to advanced EFL learners

Abstract This exploratory study fills the gap in research on using print board games to teach English prosody to advanced EFL learners at university level. We developed three in-class print-and-play board games that accompanied three prosody-related topics in a course in English phonetics and phonology at a Polish university. For those topics, compared to topics without any board games, learners reported higher in-class engagement and obtained higher post-class quiz scores. At the end of the course, learners rated board games as equally or more useful than some of the other teaching aids. Although traditional printed worksheets were still rated as the most useful teaching aid, learners expressed their preference for using extra classroom time for playing board games instead of completing extra worksheet exercises. We hope these promising results will encourage teachers to experiment with implementing these and other board games in their advanced curricula.

Effects of Plyometric and Directional Training on Physical Fitness Parameters in Youth Soccer Players.

To investigate whether the combination of a soccer training session, plyometric training, and change-of-direction (COD) exercises would enhance soccer ability to a greater extent than training on its own in youth soccer players. Thirty-one youth players participated in this study (age: 12 [0.8]y). Players were randomly separated into 2 groups: a control group (CG, n = 14) and an intervention group that performed extra plyometric training and COD exercises (intervention group, n = 17). The duration of the training program was 6 wk. Players' performances in sprint (10 and 30m), countermovement jump, squat jump, long jump, multiple 5-bound, T-test, and Yo-Yo Intermittent Endurance Test 1 were measured before and after the training program. Players' performance in acceleration, T-test, and long jump improved in both groups (P = .03, P = .002, and P = .001, respectively). Squat-jump performance increased in the intervention group (15.2%, P = .003) and slightly decreased in the control group (P = .003). The performances of the 2 groups differed significantly in squat jump and long jump (P = .003 and P = .038, respectively). This study indicates that a short-term combined program of plyometric training and COD exercises can improve jumping ability, acceleration, and endurance parameters in youth soccer players. The small training effect could be explained when taking into account the level of the participants, the duration of the program, and the low volume of COD exercises used.

Predicting the Effectiveness of Work-Focused CBT for Common Mental Disorders: The Influence of Baseline Self-Efficacy, Depression and Anxiety

Purpose This study examined who benefits most from a cognitive behavioural therapy (CBT)-based intervention that aims to enhance return to work (RTW) among employees who are absent due to common mental disorders (CMDs) (e.g., depression, anxiety, or adjustment disorder). We researched the influence of baseline work-related self-efficacy and mental health (depressive complaints and anxiety) on treatment outcomes of two psychotherapeutic interventions. Methods Using a quasi-experimental design, 12-month follow-up data of 168 employees were collected. Participants either received work-focused cognitive behavioural therapy (W-CBT) that integrated work aspects early into the treatment (n = 89) or regular cognitive behavioural therapy (R-CBT) without a focus on work (n = 79). Results Compared with R-CBT, W-CBT resulted in a faster partial RTW, irrespective of baseline self-efficacy. Among individuals with high self-efficacy, W-CBT also resulted in faster full RTW. The effectiveness of W-CBT on RTW did not depend on baseline depressive complaints or anxiety. The decline of mental health complaints did not differ between the two interventions, nor depended on baseline self-efficacy or mental health. Conclusions Considering the benefits of W-CBT for partial RTW, we recommend this intervention as a preferred method for employees with CMDs, irrespective of baseline self-efficacy, depression and anxiety. For individuals with high baseline self-efficacy, this intervention also results in higher full RTW. For those with low self-efficacy, extra exercises or components may be needed to promote full RTW.

Integrating extra credit exercises into a university English-language course: how action research provided a framework to identify a practical problem

This article describes an action research (AR) study with multiple cycles undertaken with undergraduates over three years. The university is a trilingual institution in Italy where degree programmes are taught in Italian, German and English. The study’s aim was to improve the syllabus of an advanced English for Specific Purposes course using a blended approach: it would be more learner-centred, but it would also provide more speaking practice during class. This would thus combine elements from process and product approaches to syllabus design. However, students had to attend class to benefit from the speaking skills practice planned, which was not automatic, as the university does not require compulsory attendance. Although optional attendance was a given, its impact on the syllabus was not fully considered and led to an AR cycle that failed to implement the proposed syllabus. However, an advantage of using multiple cycles was that this unexpected problem was identified and addressed in a subsequent cycle when action was taken: the introduction of extra credit exercises (ECE) to motivate students to attend class. The use of ECEs had a startling effect on attendance levels and a positive impact on the study’s central focus, the blended syllabus.

Teachers’ use of classroom assessment techniques in primary mathematics education—an explorative study with six Chinese teachers

This paper reports on the use of classroom assessment techniques (CATs) by primary school mathematics teachers in China. CATs are short, focused assessment activities that can reveal students’ understanding of specific mathematical subjects. The study involved six female third-grade mathematics teachers from Nanjing, China. The focus was on assessing division. Data were collected by teacher interviews, feedback forms and final reports, lesson observations, and student work. The study revealed that the teachers could easily include CATs in their daily practice. By conducting the CATs, the teachers got new information about their students’ learning. Most teachers liked using the CATs, especially those with the red/green cards, which is a whole-classroom immediate response format, providing quick information of the students’ learning. The teachers also found the CATs feasible to conduct and helpful to engage their students during the lesson. However, no evidence was found that they used the information gained from the CATs for adapting their instruction to meet the students’ needs in subsequent lessons. In fact, the teachers only used the teacher guide of the CATs to adapt their instruction beforehand. The CATs, instead of being implemented as assessment activities, were often included as extra exercises in the pre-arranged lesson plans of the teachers. If necessary, the teachers provided their students with instant help in order to assist them to get the correct answers. In general, the teachers were positive about the CATs as a way to reveal their students’ understanding of division in an effective and efficient fashion. The teachers recognized that it can be very revealing to challenge their students with questions that are not completely prepared by the content of their textbooks. The results of this study suggest that on the one hand CATs can be helpful for Chinese mathematics teachers’ formative assessment practice in primary education. On the other hand, our study also provides some evidence that using CATs, as an approach to formative assessment, to make informed and adequate decisions about further teaching, can be a real challenge for teachers.

Flexibility Program among Lower Secondary School Students and Physical Fitness Indicators Assessed in the Convention of Health-related Fitness (H-RF)

Flexibility is one of the elements – components which support physical fitness and health as well (Howley, Franks, 1997; Bouchard, Shephard, 1994; Skinner, Oja, 1994). The purpose of this paper was to assess the impact of additional flexibility exercises on physical fitness in lower secondary school students, evaluated by means of IPFT (the International Physical Fitness Test). The study was conducted in two experimental groups, where extra flexibility exercises were added to all obligatory PE lessons, and one control group. 1. The decreased standard deviation observed in particular IPFT attempts in the experimental class is the correct tendency showing the favorable influence of flexibility exercises on students’ physical fitness and health. 2. An improvement and considerably better, though statistically insignificant, results were obtained by the students involved in the additional exercises, in all assessed motor skills (strength, speed, endurance and flexibility) and in the scoring reflecting the level of physical fitness.3. After one year of exercises the control group had worse average results in two attempts – 50 m run (to assess speed) and standing forward bend (to measure flexibility). This trend indicates the importance of flexibility exercises as regards speed and agility.