Pretest Scores Of Group Research Articles

The Effect of Discovery Learning in Improving SMAN 2 Tambang First-Year Students' Reading Comprehension at Recount Text

The research aims to enhance reading comprehension and text analysis skills through the Discovery Learning method. A quantitative approach was used, with data collected numerically and analyzed using SPSS. A quasi-experimental design was implemented over six sessions (one month and two weeks), involving experimental and control groups of Class X students. Both groups took pre-tests and post-tests to assess their performance before and after the treatment. The experimental group received Discovery Learning in recount texts. The results showed an improvement in the scores of the experimental group. Pre-test scores ranged from 52.8 to 95.7 with an average of 72.17, while post-test scores ranged from 72.6 to 95.7 with an average of 82.17. The control group's pre-test scores ranged from 29.7 to 100 with an average of 63.16, and post-test scores ranged from 52.8 to 100 with an average of 70.87. The average post-test score of the experimental group was higher than that of the control group (82.17 vs 70.87). These findings indicate that Discovery Learning significantly improves English reading comprehension in recount texts at SMAN 2 Tambang.

The Second Language Processing of Passives, Object Pronouns and Null Subjects: Processing Instruction Compared to Language Experience

The present study compared the performance of two groups of second language learners processing three linguistic structures in Spanish. The linguistic targets were passives, object pronouns in OproVS sentences, and gender-cued null subjects in subordinate clauses. The primary differences between the two groups were language experience and an instructional treatment. The group with greater language experience was enrolled in the last course of their Spanish major, the other group in the middle of their major coursework. The group with less language experience received Processing Instruction on passives. The scores of the greater language experience group were compared to the pretest and then posttest scores of the Processing Instruction group. Results demonstrated that greater language experience gave learners an advantage in processing the linguistic targets when compared to the Processing Instruction group's pretest scores. Comparisons between the greater language experience group's scores with the Processing Instruction group's posttest scores showed that Processing Instruction provided a superior effect on passives, an equalizing effect on null subjects, and a non-effect on object pronouns. Experience counted more with object pronouns.

Seeing is believing: a demonstration of critical fusion frequency and its multidimensional nature.

critical fusion frequency (CFF), or the flicker fusion threshold, is defined as the critical frequency above which a flickering light source appears steady to the observer (see [Fig. 1][1]). It is known to depend on a number of parameters, namely, intensity of the light source ([5][2], [15][3]),

Dialectical behavior therapy with American Indian/Alaska Native adolescents diagnosed with substance use disorders: Combining an evidence based treatment with cultural, traditional, and spiritual beliefs

This pilot study examined pre to post-change of patients in a substance use residential treatment center that incorporated Dialectical Behavior Therapy with specific cultural, traditional and spiritual practices for American Indian/Alaska Native adolescents. Specifically, the incorporation of cultural, spiritual and traditional practices was done while still maintaining fidelity to the evidence based treatment (DBT). 229 adolescents participated in the study and were given the Youth Outcome Questionnaire-Self-Report version at pre-treatment and post-treatment and the total scores were compared. The results of the research study showed that 96% of adolescents were either “recovered” or “improved” using clinical significant change criteria. Additionally, differences between the group's pre-test scores and post-test scores were statistically significant using a matched standard T-test comparison. Finally, the effect size that was calculated using Cohen's criteria was found to be large. The results are discussed in terms of the implication for integrating western and traditional based methods of care in addressing substance use disorders and other mental health disorders with American Indian/Alaska Native adolescents.

Evaluating the Efficacy of a Short Aging Simulation Workshop for an Interdisciplinary Group of Health-care Employees at a Veterans Affairs Medical Center

Several interventions aimed at increasing positive attitudes towards older adults among health-care professionals have been introduced. These interventions tend to focus on a small subset of clinical employees, ignoring other clinical and nonclinical hospital staff. The objective of this study was to evaluate the efficacy of a short aging simulation workshop toward increasing positive attitudes towards older adults among a multidisciplinary group of workshop participants using a pre/post quasiexperimental design. Four hundred seventy six new employees of the Department of Veterans Affairs completed the Kogan's Attitudes Toward Old People Scale (KOP) immediately before and after participating in a short aging simulation workshop. Significant pre- to-posttest increases in KOP scores were identified for nurses, physicians, psychologists, other clinical employees, and nonclinical employees, but not among medical support assistants, nurse assistants, and social workers. There existed no significant differences between each group's pretest scores; however, staff of higher educational achievement had significantly higher posttest scores as compared to persons of lower educational status. This short aging simulation workshop was successful in increasing positive attitudes towards older adults among staff who had higher educational achievement.

Increasing girls’ knowledge about human papillomavirus vaccination with a pre-test and a national leaflet: a quasi-experimental study

BackgroundAdolescent girls are at an age to be involved in the decision about HPV vaccination uptake and therefore need adequate information about the vaccination. This study assesses to what extent reading an official information leaflet about HPV contributes to girls’ knowledge levels, and to what extent an increase in knowledge is boosted by a pre-test measurement.MethodsParticipants (girls aged 11–14 years) were systematically allocated to group A that completed a pre-test measurement (12 true/false statements) or to group B that did not complete it. Subsequently, both groups read the HPV leaflet and completed the post-test measurement.ResultsThe response rate was 237/287 (83%). Pre-test scores in group A (M = 3.6, SD = 1.81, p < 0.001) were lower than post-test mean knowledge scores (0–10) in group B (M = 4.6, SD = 2.05). Post-test knowledge scores in group A were higher than those in group B [6.2 (SD = 2.06) versus 4.6 (SD = 2.05), p < 0.001]. In the post-test measurement, about a third of both groups knew that vaccinations do not give 100% protection against cervical cancer and that the duration of protection is unknown.ConclusionsReading the information leaflet had a positive effect on knowledge, even more so when boosted by a pre-test measurement. However, knowledge on the degree and duration of protection against cervical cancer remained limited. Focusing girls’ attention on important aspects before they start reading the leaflet (e.g. by including a quiz on the first page) may serve to raise their awareness of these aspects.

Growing Minds: The Effects of a One-year School Garden Program on Six Constructs of Life Skills of Elementary School Children

The goal of this study was to assess changes in the life skill development of elementary school students participating in a 1-year school garden program. The Life Skills Inventory included statements for six constructs of life skills including teamwork, self-understanding, leadership, decision making skills, communication skills, and volunteerism. The students were divided into two treatment groups, an experimental group that participated in the garden program and a control group that did not participate in the school garden program. Students in the control group had significantly higher overall life skills scores on the pretest compared to students participating in the garden program but the scores were no longer significantly different between the groups on the posttest scores at the end of the program. In addition, there were no significant differences in the control group's pretest scores compared to their posttest scores. However, the students in the experimental group did significantly increase their overall life skills scores by 1.5 points after participating in the garden program. Two internal life skill scales were positively influenced by the garden program; “working with groups” and “self understanding.”

Locus of control and decision to abort.

The relationship of locus of control to deciding on an abortion was investigated. Rotter's Scale was given to 118 women immediately prior to abortion, 2 wk., and 3 mo. following the abortion. Subjects' locus of control scores were compared across the three times, and the abortion group's pretest scores were compared with those of a nonpregnant control group. As hypothesized, the aborting group scored significantly more internal than the general population but no differences in locus of control were found across the three times. The length of delay in deciding to abort an unwanted pregnancy following confirmation was also assessed. Women seeking first-trimester abortions were divided into internal and external groups on the Rotter Locus of Control Scale and the lengths of delay were compared. The hypothesis that external scorers would delay the decision longer than internal ones was confirmed. The results confirm characteristics of the locus of control construct and add information about personality characteristics of women undergoing abortion.