Comparison Group Design Research Articles

The Effect of the Cooperative Learning Model Type of Group Investigation (GI) on Scientific Attitudes and Learning Outcomes in the Excretion System Material of Grade VIII Students of Padang 11 Junior High School

This research is based on the problems by science teachers, namely the daily test scores of students, more than 50% of students get scores below the minimum completeness criteria. The purpose of this study is (1) to reveal the presence or absence of differences in learning outcomes between students who are taught using a cooperative learning model type Group Investigation (GI) with students who are taught using conventional learning models, (2) reveal the presence or absence of scientific attitude differences, among students who are taught to use a cooperative learning model type of Group Investigation (GI) with students who are taught using conventional learning models. This research is an experimental study with the research Static Group Comparison Design. The subjects in this study were 8th grade students of the 11th Junior High School in Padang 2018/2019 in 64 students. The research instrument used was in the form of posttest for knowledge competencies, observation sheets for attitude and skills competencies.The hypothesis in this study was tested using the t ^ test. The results of the t-test are known that in the competency of knowledge t count 2.18> t table 2.04, the competency attitude t count 3.36> t table 2.04, while the competency skills t count 1.40 <t table. This shows that the hypothesis is accepted for knowledge and attitude competencies. So it can be concluded that the application of the Group Investigation learning model can improve student learning competencies in the material of Excretion Systems at Padang 11 Public Middle School with a confidence level of 0.975

Eksperimentasi Model Pembelajaran Quantum Learning Berbasis Pendekatan Scientific Terhadap Hasil Belajar Siswa pada Pokok Bahasan Puisi

This research aims to determine whether the Quantum Learning model based on the Scientific approach can provide better learning outcomes rather than direct learning model. This research is a quasi experimental research with matching static group comparison design. The research instrument used to obtain data is in the form of documentation and test. The calculation of the hypothesis test the value of tcount > ttable where tcount = 1.83 and ttable = 1.68 at the significant level of 5% with dk=50. The conclusions from the analysis of the hypothesis test is that the Quantum Learning model based on Scientific approach provides better learning outcomes than students who were taught using direct learning models.

An effective alternative of pre-dawn meal using milk kefir

In this study, the nutritional composition of milk kefir cream and hunger resistance on its use as a menu of a pre-dawn meal were examined. The pre-experimental design of intact group comparison was used on 34 research subjects. The experimental group (n = 17) treated a pre-dawn meal using milk kefir cream and cereal while the control group used a regular predawn meal menu. The time of preparation, the implementation of the meal and hunger resistance were calculated and recorded. Based on the results of the study, in terms of methods, consuming 250 mL of milk kefir cream and cereal only takes about 7.9 minutes with a hunger resistance of up to 9.4 hours. With this composition and method, it is suggested that the results of this study can be useful to be an effective alternative of the pre-dawn meal both in Ramadan and other Sunnah fasting.

Comparison of Real Object and Blended Learning towards Students’ Metacognitive Knowledge

This study aims to compare the effectiveness of real object-based learning and blended learning towards students’ metacognitive knowledge in ecosystem material. This research is a quasi-experiment using a pretest-posttest comparison group design. The population of this study was all students of class X in Bantul Public High School 1 and Bantul Public High School 2. The sample of this study was class X MIA 3 students as experimental group 1 and class X MIA 6 students as experimental group 2 in Bantul Public High School 1 and class X MIA 4 students as experimental group 1 and class X students MIA 6 as experimental group 2 in Bantul Public High School 2 which is determined through cluster random sampling. Data collection techniques in this study used tests and questionnaires. The research data analysis technique uses One Way ANOVA tests to determine the effect of real objects and blended learning on students’ metacognitive knowledge. The results showed that the two learning methods did not have a significant effect on students’ metacognitive knowledge, but blended learning had a higher average increase in metacognitive knowledge than real object-based learning.

Is the Wellness Recovery Action Plan (WRAP) efficacious for improving personal and clinical recovery outcomes? A systematic review and meta-analysis.

The Wellness Recovery Action Plan (WRAP) is a structured approach to illness self-management that is widely used within mental health services. This systematic review identifies, appraises, and meta-analyzes quantitative evidence from experimental or quasi-experimental comparison group designs for effects of WRAP on measures reflecting personal recovery and clinical symptomatology. A systematic strategy was used to search 6 electronic reference databases (Medline, CINAHL, EMBASE, PsycINFO, PsycARTICLES, The Cochrane Library) using full-text, keywords, and Medical Subject Headings (MeSh)/Thesaurus headings terms. Unpublished research was identified using the same strategy in the EThOS database. Controlled trials of WRAP were selected and assessed for quality. Meta-analyses were applied to quantitative data to establish the effects of WRAP on outcomes of interest. Of 253 studies initially identified, 5 quantitative studies (reported in 6 papers) reporting controlled trials were included in the review. Meta-analyses revealed that, relative to inactive control conditions, WRAP was (a) superior for promoting self-perceived recovery outcomes (demonstrating a small-but-significant pooled effect), but (b) not superior for reducing clinical symptomatology-although restriction to randomized-controlled trials revealed 1 small effect favoring WRAP for reducing depression. Participation in WRAP has positive outcomes for participants, quantifiable using comprehensive measures of self-perceived recovery. Improvements were not sustained over time. Future research could explore this, as well as potential effects of follow-up WRAP sessions. The results support a move to broader measurement of outcomes within mental health, away from a reliance on clinical outcome measures. Recommendations for further research are made. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The Effect of Child-Friendly Lift-the-Flap Story Books on the Creative Thinking Ability

Child-Friendly Lift-the-Flap Story Books is a textbook with instructional materials integrated into the story and the pictures. This study aims to determine the effect of child-friendly lift-the-flap story books "Kayanya Negeriku" to the students' creative thinking abilities fourth grade. Quasi-experimental research design types of nonequivalent comparison-group design. The research population is fourth-grade students at SDN Pleret Bantul. The cluster random sampling technique was used to determine pre-existing samples without random assignments, so that 28 students in fourth-grade of SDN Pungkuran were obtained as the experimental class and 28 students in fourth-grade of SDN Putrenas the control class. Data collection through pretest and posttest using creative thinking test instruments that have been tested for validity and reliability. Data were analyzed using paired samples t-test, gain test and N-gain test. The results showed that child-friendly lift-the-flap story books"Kayanya Negeriku" affects the creative thinking abilities of fourth grade elementary school students.

The Effectiveness of Assertive Training Techniques and Thought-Stopping Techniques to Increase Student Assertiveness Ability

In carrying out activities, not all individuals/students can behave assertively and instead choose to act non-assertive (passive), such as harboring feelings, pretending, holding differences of opinion, or vice versa by being aggressive. Allowing yourself to be non-assertive can threaten the relationship because one party will feel used by the other party, not resolve the emotional problems they face, and can cause anxiety and stress. The purpose of this study is to examine the group counseling techniques assertive training and thought-stopping to improve student assertiveness abilities. Randomized Pretest-Postest Comparison Group Design for 24 students Bandar Lampung. The instrument used was an assertive scale by Fensterheim and Baer (1980). Data analysis techniques Paired sample t-test and one-way ANOVA. The results showed that group counseling for assertive training and thought-stopping techniques was effective in increasing student assertiveness. Findings prove the success of group counseling in assertive training and thought-stopping techniques for students in the city of Bandar Lampung.

A Novel Approach to Sensorimotor Skill Acquisition Utilizing Sensory Substitution: A Driving Simulation Study

The aim of this study is to demonstrate the potential of sensory substitution/augmentation (SS/A) techniques for driver assistance systems in a simulated driving environment. Using a group-comparison design, we examined lane-keeping skill acquisition in a driving simulator that can provide information regarding vehicle lateral position by changing the binaural balance of auditory white noise delivered to the driver. Consequently, lane-keeping accuracy was significantly degraded when the lower visual scene (proximal part of the road) was occluded, suggesting it conveyed critical visual information necessary for lane keeping. After 40 minutes of training with auditory cueing of vehicle lateral position, lane-keeping accuracy returned to the baseline (normal driving) level. This indicates that auditory cueing can compensate for the loss of visual information. Taken together, our data suggest that auditory cueing of vehicle lateral position is sufficient for lane-keeping skill acquisition and that SS/A techniques can potentially be used for the development of driver assistance systems, particularly for situations where immediate time-sensitive actions are required in response to rapidly changing sensory information. Although this study is the first to apply SS/A techniques to driver assistance, further studies are however required to establish the generalizability of the findings to real-world settings.

Retrospective Pretest and Counterfactual Self-Report: Different or Same?


 
 
 
 Purpose: To examine discriminant validity of treatment participants’ self-report of the state they would be in had they not received treatment (counterfactual); specifically, the distinction between self-report of counterfactual and self-report of preintervention state (retrospective pretest).
 
 Setting: An education department of a large University in North America.
 
 Intervention: Methods of self-reporting research self-efficacy with counterfactual items and with retrospective pretest items.
 
 Research design: A randomized comparison group design with two treatments that were defined by the version of the survey used in each. In the survey for the counterfactual condition, items about research self-efficacy without the influence of their program of studies were included. The survey in the retrospective pretest condition contained items regarding research self-efficacy before participating in their program of study. The same items about research self-efficacy at the current time (posttest) were included in both treatment conditions.
 
 
 
 Data collection & analysis: Participants were graduate students recruited via email who answered an online survey about research self-efficacy. These students were randomly assigned to one of the two aforementioned treatments. Responses were analyzed using a mixed 2 by 2 randomized factorial ANOVA design with self-report method (counterfactual or retrospective pretest) as the between-subjects factor and time (pre and post intervention) as the within-subjects factor.
 
 Findings: Our findings show that counterfactual and retrospective pretest scores and treatment effects computed based on these two sets of scores are virtually identical, casting doubt on participants’ ability to differentiate between a state of no treatment and a state at treatment commencement after they have received treatment.
 
 
 

PENGARUH SITZ BATH AIR HANGAT TERHADAP LAMA PENYEMBUHAN LUKA PERINEUM PADA IBU POST PARTUM DI PMB PONIRAH KOTA METRO

Background: Tearing a perineal wound during labor usually occurs so that the baby's head can be born quickly. Perineal wounds can be due to spontaneous tears or because of an episiotomy. The incidence of perineal rupturein PMB Ponirah as much as 69% 65% of mothers trip advisor perineal wounds. The impact of perineal rupture can cause pain.
 Objective: The purpose of this study was to determine the effect of warm baths on the wounds experienced by postpartum mothers in PMB Ponirah Metro City District.
 Methods: This study is a pre-experimental quantitative study with the Static Group Comparison design. The large sample consisted of 30 people, consisting of 15 people as sizt bath and 15 people as not sizt bath. In this study used the Mann Whitney test.
 Results: The results of the study showed the average reserve of bath sitz on day 5 and there was no reserve for bathing sitz on the 7th day. The result of the effect is the effect of warm baths on the duration of perineal wound healing in postpartum mothers.
 Conclusion: Sitz bath can accelerate wound healing and help with perineal pain.
 Keywords: Perineal pain, Perineal wound healing,Sitz bath

Evoking the four dimensions of student knowledge in ecosystem: effectiveness of real object, web, and blended learning

This research aims to: identify whether there is a significant difference in influence between learning media based on real object, web, and blended learning on student knowledge dimension, which covers factual, conceptual, procedural, and metacognitive knowledge on ecosystem material. It was a quasi-experiment with a pretest-posttest comparison group design. The population in this study was all students of class X MIA in SMA N 1 Bantul and SMA N 2 Bantul in semester 2 of the 2018/2019 academic year. The sample in this study used three experimental classes that were randomly selected using cluster random sampling techniques. The data were collected using tests of factual, conceptual, procedural, and metacognitive knowledge and student's metacognitive questionnaire. These data were then analyzed using the Multivariate Analysis of Variants test. The results demonstrate that: (1) learning media based on real object, web and blended learning affect the student’s factual, conceptual, procedural and metacognitive knowledge, (2) there is a significant difference in effectiveness between learning media based on real object, web and blended learning on students' factual, conceptual and metacognitive knowledge, (3) there is no significant difference in effectiveness between learning media based on real object, web and blended learning on students' procedural knowledge. Based on this, it can be recommended that biology learning media based on real object and blended learning can be applied by the teacher to improve students' factual, conceptual, and metacognitive knowledge.

Perbandingan Keefektifan Cornell Notes Method Dan Mind Maps Ditinjau Dari Self Efficacy

This study aims to examine the comparison of the effectiveness of note taking styles of students who use the cornell notes method and mind maps in terms of student self-efficacy. This type of research is a quasi-experimental study with a pretets-posttest nonequivalent comparison-group design. The population in this study were all eighth grade students of SMPN 1 Sungguminasa. The sample is class VIIIE and VIIIB as the experimental class. Class VIIIE is treated in the form of a note-taking style using cornell notes, while class VIIIB is treated as a note-taking style by mind maps. To test the effectiveness of learning using a paired sample t test. To test the difference in effectiveness using the independent sample t-test. The results of this study are: 1) the cornell notes method is not effective if viewed from the students' self efficacy, 2) mind maps is effective if it is reviewed by students' self-efficacy. 3) There is a difference in effectiveness between the cornell notes method and mind maps in terms of students' self-efficacy where students who record by mind maps get better efficacy scores than students who record by cornell notes method.

DIFFERENCES IN INCREASING VO2 MAX BETWEEN BRISK WALKING AND HIGH INTENSITY INTERVAL TRAINING (HIIT) IN YOUNG ADULTS

Background: Sedentary lifestyle is widely adopted by the society. Sedentary lifestyle is associated with limited physical activity, thereby increasing the risk of diseases, as well as reducing fitness. Fitness is assessed with VO2Max. However, people with sedentary lifestyle are reluctant to exercise, thus the authors want to see whether briskwalking, an easy exercise and HIIT, a short-time exercise can increase VO2Max. Research Method: Quasi-experimental research with a pre-test and post-test comparison group design. 60 young adult women were divided into three groups, namely brisk walking, HIIT, and control by using purposive sampling. The brisk walking group did brisk walking and HIIT did HIIT aerobics for six weeks, three times in every week. The control group was not treated. All subjects performed VO2Max pretest and posttest with Cooper test. Result: The VO2Max value for brisk walking and HIIT increased by averages of 9.83±3.93 and 8.84±4.76, while the control decreased by -3.97±4.02 The result from paired t-test and Wilcoxon shows significancy thus indicating a significant difference of VO2 max value before and after the treatments towards the brisk walking, HIIT, and control groups. After the Mann Whitney test is performed, no significant difference is found between brisk walking and HIIT, whereas there is a significant difference between brisk walking and control, and also between HIIT and control. Conclusion: Brisk walking and HIIT can increase VO2Max. However, there was no difference in the increase between brisk walking and HIIT.Key Words: VO2Max, brisk walking, HIIT

Effects of simulation-based learning on nursing student competences and clinical performance

The aims of this study were to explore the effects of simulation-based learning (SBL) on nursing student competences and performance in the clinical setting.A comparison group design was used with data obtained from self-administered questionnaires at the onset and end of the semester. Students' practicum grades were also collected to examine their clinical performance. Four simulated scenarios were added to the course and a Chinese version of the Simulation-Based Learning Evaluation Scale (SBLES) was distributed to the participants. The student practicum evaluation form was used to collect the participants' practicum grades. Data analyses included descriptive statistics, paired t-test, and analysis of covariance (ANCOVA).Positive, significant differences were found in five competences in the test group. In the comparison group, results in the professional knowledge and nursing process subscale showed significant differences, and no significant difference was found in the patient safety, communication, and attitude of reflection subscales. The students in the test group perceived greater competences than those in the comparison group. Finally, no significant findings were found in clinical performance between two groups.The findings showed that SBL is seen as an attractive teaching strategy for students’ learning as part of their curriculum and that the effects of SBL on clinical practice need further examination.

A study to evaluate the effectiveness of educational package on breastfeeding in terms of knowledge, attitude and practices among primi mothers in selected hospitals of district ambala, Haryana

Introduction: Breastfeeding is a special gift from a mother to her baby. It is the normal way of providing young infants with the nutrients they need for healthy growth and development. To achieve millennium development goals, it is expected to reduce the neonatal mortality by two third of present rate. A newborn baby has only three demands. They are warmth in the arms of its mother, food from her breasts and security in the knowledge of her presence. Breastfeeding satisfies all three. Material and Method: A quasi experimental study using posttest comparison group design was conducted to evaluate the effectiveness of educational package on breastfeeding in terms of knowledge, attitude and practices among sixty primi mothers selected by using purposive sampling technique in selected Hospitals of District Ambala, Haryana. Assessment of knowledge, attitude and practice was done by using structured knowledge questionnaire, attitude scale, observational checklist and reliability was 0.65, 0.87, and 0.96 respectively. Educational package I was administered at latent phase of labour and educational package II was administered to the mother postnatal. Mother was supported for correct technique till the time she gained proficiency and gave one correct demonstration for breast feeding. Posttest for knowledge and attitude was taken on second day and posttest for practice was taken on third day after delivery. Follow up was done on 6th week through telephonic interview method. Findings: Findings of the study indicated that mean knowledge score (20.63+4.08), mean attitude score (38.57+4.85) and mean practice score (16.73+1.96) in the experimental group was significantly higher than mean knowledge score (11.53+4.61), mean attitude score (28.83+5.62), mean practice score (11.93+4.06) respectively in the comparison group. Positive non-significant correlation was found between knowledge, attitude and practice score of primi mothers in the experimental group. Findings also indicated

Teaching implicit vs explicit reading comprehension skills and translation performance of Iranian undergraduate students

Purpose This paper reports on a quasi-experimental research performed in the field of reading comprehension and translation quality. The purpose of this paper is to investigate the comparative effect of explicit vs implicit reading comprehension skills on translation quality of Iranian translation students at BA level. Design/methodology/approach The design of this research was quasi-experimental in nature. This design was preferred in this study, as it was impossible to assign random sampling to the subjects and apply a true experimental design. The research in hand was also a comparative group design research in a sense that it was supposed to compare two reading comprehension methods (explicit vs implicit) with different treatments. Findings In light of this research, some conclusions can be drawn. It can be concluded that there is a positive and direct relationship between reading comprehension and translation, as the first step of translation is to understand the content of the source text (Reid, 1993). Research limitations/implications The reading comprehension ability of translation students should be enhanced in their undergraduate classes so that they can better understand the source text and produce a more fluent translation. In order to teach reading comprehension skills, both implicit and explicit techniques can be applied; however, it is better if the subjects receive explicit instruction, as this technique may have more positive results. Originality/value Various researchers have explored explicit and implicit instructions on such areas as reading, speaking and listening (see, e.g. Jalilifar and Alipour, 2007; Vahid Dastjerdi and Shirzad, 2010; Negahi and Nouri, 2014; Khanbeiki and Abdolmanafi-Rokni, 2015; Khoii et al., 2015; Mostafavi and Vahdany 2016; Rahimi and Riasati, 2017). Although the results of these studies have shown the positive impacts of both explicit and implicit teaching, explicit has more positive impacts. However, the review of the literature shows that explicit and implicit reading comprehension skills have not been investigated in relation to teaching translation and their possible impacts on translation quality.

Effect of D-Allethrin Aerosol and Coil to the Mortality of Mosquitoes

Commercial insecticides were widely used by communities to control the mosquito population in their houses. D-allethrin is one of insecticide ingredients widely distributed in two different concentrations namely 0.15% of aerosol and 0.3% of coil formulations. We aimed to understand the mortality of indoor mosquitoes after being exposed to d-allethrin 0.15% (aerosol) and 0.3% (coil) formulations. This quasi-experiment study applied the posttest-only comparison group design. The aerosol and coil d-allethrin were used to expose the wild mosquitoes in twelve dormitory bedrooms of SMKN Jawa Tengah, a vocational high school belonging to Central Java Provincial Government, on March 2017. The compounds were exposed for 60 min to each bedroom with four-week interval for both of formulations. The knockdown mosquitoes were collected into a plastic cup and delivered to the laboratory for 24h holding, morphologically species identification and mortality recording. History of insecticide use in the dormitory was recorded by an interview with one student in each bedroom. Data were statistically analyzed with independent sample t-test and Mann-Whitney. As many as 57 knockdown mosquitoes belonging to three species were obtained namely Culex fuscocephala, Cx. quinquefasciatus and Aedes aegypti with mortality rate of 50.88% after 24h holding. Knockdown and mortality of mosquitoes were significantly different based on d-allethrin formulations. D-allethrin concentrations were not effective for controlling Culex mosquitoes but effective for Ae. aegypti. Further efficacy of d-allethrin 0.15% aerosol to eradicate Ae. aegypti is necessary to be conducted in supporting the Dengue vector control.

Engaging Adolescents: Animal Assisted Therapy for Adolescents with Psychiatric and Substance Use Disorders

ObjectivesThis study compares treatment engagement and outcomes between two groups of adolescents with psychiatric and substance use disorders (SUD): one received treatment with Animal Assisted Therapy (AAT) and another without AAT.MethodsThis is an exploratory study with a quasi-experimental pre-post comparison group design. Participants were 31 adolescents (ages 12–17 years) participating in an urban school-based substance treatment program. Cases (n = 14) received treatment with AAT, whereas comparison (n = 17) received treatment without AAT. The outcome measures included: number of sessions attended, proportion of negative urine drug screens for non-nicotine substances, overall-wellbeing, and the School Engagement Instrument. Student’s T test and a Wilcoxon Rank Sum Test were used to evaluate differences. Outcomes that differed significantly between groups were further evaluated using unadjusted linear regression.ResultsParticipants who received treatment with AAT (M = 9.9, SD = 3.2) attended more therapy sessions within a 16-week period (β = 3.5, t(1) = 2.89, p = 0.0072) than those that received treatment without AAT (M = 6.4, SD = 3.5). Additionally, the AAT group (Mdn = 2.9, IQR: 1.8, 5.0) had a greater improvement in overall-wellbeing (β = 3.6, t(1) = 3.74, p = 0.0009) than treatment group without AAT (Mdn = 0.5, IQR: −2.6, 1.4).ConclusionsAAT could be a way to increase engagement for youth in substance use treatment.

Mental construction in mathematical proof

Mental construction in this study is mental construction based on APOS theory (action, process, object, schema) in conducting mathematical proof. Therefore the purpose of this research is to find out how mental construction is based on APOS theory in mathematical proof and the results obtained from its application. This study included a quasi-experimental with posstest only nonequivalent comparison group design. This study conducted at IKIP PGRI Bali. The research sample was students who took real analysis courses. Based on the sampling results obtained two classes. Data retrieval is done by direct observation and tests. Based on the observations, it shows that the student worksheet is able to make all students active in learning. Data analysis shows that the mental construction of students proving ability is only up to the object stage. Based on the whole test results, the experimental class achieved significantly better results compared to the comparison class. This shows that the mental construction of students in proof has not yet reached the schema stage, which means that it needs to be improved and the application of APOS learning is able to help students in mathematical proof.

Develop a student’s critical thinking skills

The purpose of this research is to reveal: (1) the effect of Problem-based Learning (PBL) on the critical thinking skills; (2) the effect of Project-based Learning (PjBL) on the critical thinking skills; and (3) differences of critical thinking skills between the group taught using PBL and the group taught using PjBL. This study was a quasi-experiment the non-equivalent comparison group design. The population was 54 students. The data analysis used t-test and Univariate Analysis of Variance at the significant level of 5%. The results are as follows: (1) PBL Improved positively and significantly on the critical thinking skills; (2) PjBL improved positively and significantly on the critical thinking skills; and (3) there is a significant difference on the critical thinking skills between the group taught using PBL and that taught using PjBL.