MANOVA Test Research Articles

Project Based Learning: Development of Monitoring Wind Direction and Speed with Solar Power as Learning Media

Learning in the classroom needs appropriate methods and packaging to get good results for students. This study aims to determine the differences in learning methods using project-based practical learning and regular learning. The study was carried out using quantitative methods by conducting evaluations and interviews with students. Data processing uses the Manova test statistical data processing application. The sample from this research was students in the 3rd semester of the Airport Engineering Technology Study Program. From the results of data processing, it can be seen that there are differences in terms of understanding, collaboration and learning outcomes between students who use project-based learning methods and those who use regular learning systems. Project-based learning methods have fostered better understanding and collaboration. We hope that with the results of this research, educators will use project-based learning methods more often to foster understanding and collaboration between students in the campus environment.

AN ANALYSIS OF HIGH SCHOOL STUDENTS' LABORATORY SELF-EFFICACY BELIEFS AND PERCEPTIONS OF LABORATORY APPLICATIONS

Background: Chemistry is one of the least preferred courses and is considered an abstract and difficult branch of science by students. In order to make chemistry more meaningful and interesting, it is of great importance to do more laboratory activities and to relate chemistry to daily life. When designing chemistry programs, the skills that students need to develop should be taken into account. Among these skills, laboratory perception and self-efficacy are the most prominent ones. Aim: This research was conducted to determine the perceptions of high school students regarding laboratory practices to reveal their self-efficacy in chemistry laboratories and also to determine the changes in perception and self-efficacy according to grade level and gender. Methods: The study was designed using the relational survey model. The study sample consists of 423 high school students. MANOVA test was performed to determine the effects of gender and grade level on students' laboratory perception and self-efficacy. Results: According to the MANOVA results, the gender effect is significant, but the class level effect and the gender*class level effect are not significant. However, there was a difference with respect to gender in the dimensions of the goals of the laboratory, the effectiveness of the laboratory, and the planning of the chemistry perception. It was determined that female students had higher perceptions of laboratory goals, while male students had higher perceptions of laboratory effectiveness and planning. Discussion: It is thought that examining the perceptions and self-efficacy of high school students regarding laboratory activities before they start their undergraduate education and analyzing how these factors are related to various variables can guide university-level education.Conclusions: These results indicate that high school students' perceptions of chemistry laboratory practices and their self-efficacy in the lab are at a moderate level. To enhance students' perceptions of chemistry, it is recommended that hands-on activities be incorporated into the curriculum.

The Effect of Video-Assisted Brain-Based Learning Model on Mathematical Critical Thinking and Mathematical Problem Solving Skills

This study aims to determine the effect of the video-assisted Brain-Based Learning (BBL) learning model on mathematical critical thinking ability and mathematical problem-solving. This research is a quantitative research type of quasi-experimental design. The population in this study were all students in class VIII of SMPN 1 Tanjung Bintang for the 2023/2024 academic year. The sampling technique used cluster random sampling, namely three classes: class VIII B as experimental class 1 using the BBL learning model assisted by learning videos, class VIII A as experimental class 2 using the BBL learning model, and class VIII D as the control class using direct instruction learning model. The instruments used have previously been tested for validity, difficulty level, distinguishing power, and reliability. The data collection technique used was an essay test to measure mathematical critical thinking and problem-solving abilities. The data analysis techniques used are the normality test and the homogeneity test. Hypothesis testing uses the MANOVA test. Based on the results of hypothesis testing that has been carried out, it can be concluded that the BBL learning model assisted by video learning influences students' mathematical critical thinking and mathematical problem-solving abilities. Students' mathematical critical thinking and mathematical problem-solving skills are better using the BBL learning model assisted by learning videos than the BBL learning model and direct instruction learning model. This can be seen from calculations using MANOVA to obtain a significance level of 0.000 and value α test criteria = 0.05, which means p-value < α so that H_0AB is rejected and H_1AB is accepted.

Implementation of STEM Integrated Problem Based Learning Model to Improve Problem Solving Skills and Learning Motivation of Grade X Vocational High School Students on the Material of Substances and Their Changes

This study aims to analyze significant differences in problem-solving ability and learning motivation simultaneously between experimental class students and control class students; problem-solving ability between experimental class students and control class students; learning motivation between experimental class students and control class students; analyze the effective contribution of learning using PBL-STEM to students' problem-solving ability and learning motivation simultaneously; analyze the effective contribution of learning using PBL-STEM to students' problem-solving ability; analyze the effective contribution of learning using the PBL-STEM model to students' problem-solving motivation. This study uses a quasi-experimental model with a posttest only design. The sample of this study consisted of two classes, namely the experimental class and the control class, by random sampling. The experimental class uses learning with PBL-STEM, while the control class uses learning with a scientific approach. Data collection on problem-solving ability was obtained from descriptive test data and learning motivation data through a questionnaire. The MANOVA test was used to analyze the differences in problem-solving ability and learning motivation of experimental and control class students simultaneously. The between subject effect test was used to analyze the differences in each dependent variable in the experimental class and the control class. The partial eta square test was used to analyze the effective contribution of PBL-STEM to the dependent variable. The results showed that there were differences in problem-solving ability and learning motivation simultaneously between students in the experimental group and the control group; there were significant differences in problem-solving ability between students in the experimental group and the control group; there were significant differences in learning motivation between students in the experimental group and the control group; the effective contribution of using PBL-STEM to problem-solving ability and learning motivation simultaneously was 24.6% (high); the effective contribution of using PBL-STEM to problem-solving ability was 19% (high); the effective contribution of using PBL-STEM to learning motivation was 15.7% (high).

E-Module Assisted by Augmented Reality with a Discovery Learning Model on Virus Material to Increase Scientific Literacy and Learning Independence for Class X High School Students

This study aimed to assess the feasibility, practicality, and effectiveness of an e-module assisted by augmented reality with a discovery learning model on virus material to increase scientific literacy and learning independence for class X high school students. The study employed the ADDIE development model by Dick and Carey, employing a quasi-experimental, nonequivalent pretest-posttest control group design. The study involved 60 grade X students from SMA Negeri 1 Pengasih, with class X1 as the control group and X2 as the experimental group selected through cluster random sampling. Various instruments were utilized, including questionnaires from media and material experts, assessments by biology teachers, student responses, as well as tests on learning independence and science literacy. Data analysis encompassed descriptive and inferential statistics. The findings indicated the e-module's suitability, with media experts rating it at 98.37% and material experts at 99%. The practicality evaluation by biology teachers yielded a score of 95.32%, while student responses reached 96.96%. The N-Gain test demonstrated a substantial increase, and the One-Way MANOVA test indicated statistical significance (p <0.05). This e-module has demonstrated its viability, practicality, and efficacy in enhancing scientific literacy and learning independence concerning virus material.

Effects of adding core stability training to conventional rehabilitation protocol on shoulder function after rotator cuff repair

Background. Rotator cuff tear (RCT) is a prevalent cause leading to shoulder disability and is widely recognized as one of the primary causes of pain as well as dysfunction in the shoulder. The core stabilization exercise program improved the strength of the shoulder muscles. The core stability training (CST) may be utilized during the early phases of shoulder rehabilitation. Purpose. To assess the impacts of adding CST to the conventional rehabilitation protocol on function, proprioception, as well as range of motion (ROM) of shoulder joint following rotator cuff repair (RCR). Methods. Fifty-two participants after RCR were assigned to two groups in a random manner; group I (n = 26) and group II (n = 26). Participants in groups I and II were engaged in a conventional rehabilitation protocol for 12 weeks after RCR. Group II additionally performed CST after the 8th week until the 12th week of RCR. Outcome measures were shoulder function using the Arabic shoulder pain and disability index (SPADI), shoulder joint position sense (JPS) (proprioception accuracy through detecting absolute angle of error) using digital inclinometer, ROM in shoulder flexion, abduction, internal rotation, as well as external rotation using the digital inclinometer. Unpaired t-test, chi square, and MANOVA test were implemented for data analysis. Results. Compared to the pre-treatment condition, the post treatment results revealed that there were statistical substantial improvements (p < 0.05) in SPADI score, absolute angle of error, and ROM flexion, abduction, external rotation and internal rotation) in both groups, even though there were substantial differences among both groups at all post-treatment measures (p < 0.05) in favor of group II. Conclusion. Incorporating CST into the conventional rehabilitation protocol after RCR leads to notable enhancements in shoulder joint function, proprioception, and ROM for flexion, abduction, internal rotation, as well as external rotation.

The Influence of Inquiry Learning Based on Socio-Scientific Issues (SSI) on High School Students' Inquiry Skills and Chemical Literacy

This research examines the effect of SSI-based inquiry learning compared to discovery learning on students' chemical literacy abilities and inquiry skills. It also explores the percentage contribution of SSI-based inquiry learning to these abilities, along with the percentage of students achieving good levels in both areas. The study follows a quasi-experimental design with pretest, treatment, and posttest stages. The population includes all XI-grade students in MAN South Aceh Regency, with a sample drawn from two classes at MAN 4 South Aceh (XI IPA1 and XI IPA2). Data was collected using questions, observation sheets, and questionnaires, and analyzed through MANOVA and N-gain tests. The results indicate a significant difference in chemical literacy and inquiry skills between students using SSI-based inquiry learning and those applying discovery learning. Students engaged in SSI-based inquiry learning performed better in both areas. The study found that SSI-based inquiry learning contributes 92.80% to the improvement of students' chemical literacy and inquiry skills, with 80.90% contributing to chemical literacy and 83.20% to inquiry skills. Additionally, 82% of students in SSI-based inquiry learning show good chemical literacy, while 50% demonstrate good inquiry skills

The Effect of Mindfulness and Spiritual Combination Breathing Exercises towards Anxiety, Depression and Blood Pressure of Ischemic Stroke Patients

Background: Ischemic stroke causes serious ongoing problems in the lives of sufferers, including biological, psychological and spiritual changes so that comprehensive and multidisciplinary nursing care is necessary. Purpose: The purpose of this research is to analyze the effect of Mindfulness and Spiritual Combination Breathing Exercises towards anxiety, depression and blood pressure of ischemic stroke patients. Methods: This research is a quantitative research that uses a quasy experimental research design with a pretest - posttest control group design approach. The population of all ischemic stroke patients at RSAU dr. M.Munir Lanud Abdulrachman Saleh Malang as many as 108 people. The sample size is 50 respondents. The sampling technique is purposive sampling. The intervention group was given a combination of Mindfulness and SpiritualityBreathing Exerciseswithin 10-15 minutes 2 times a day for 5 days and the control group was given intervention according to hospital standards. Analysis used the Manova test with a significant p value <0.05. Results: The results of the study using the Manova test showed that there was a significant effect between anxiety, depression and blood pressure after giving the Combination of Spiritual Mindfulness and Breathing Exercise sshowed that p value = 0.000, with the highest partial Eta Squared value of 0.643 anxiety followed by 0.579 depression and 0.263 blood pressure. Conclusion: A combination of Spiritual Mindfulness and Breathing Exercises effectively reduce the level of anxiety, depression and blood pressure of ischemic stroke patients.

Comparison of Discovery Learning Models Assisted by Student Books and Videos on Student Motivation, Activity, and Learning Outcomes

The quality of learning requires innovation in teaching methods to improve student motivation, activity and learning outcomes. This pseudo-experimental research aims to determine the differences in motivation, activity, and learning outcomes of students taught using the Discovery Learning learning model assisted by student books (DL 1) and videos (DL 2). This study involved all students of class X at SMAN 8 Makassar and randomly selected class X.3 and X.7 as samples. Data were collected using a motivation questionnaire, observation sheet, and learning outcome test. The data collected were analyzed using descriptive statistics in the form of averages and inferential in the Manova Test. The results of this study show that there is a significant difference in the effect of the two treatments on student motivation, activity, and learning outcomes. Where students who were taught using a video-assisted discovery learning model were better than student books, the findings in this study imply that increasing the motivation, activity, and learning outcomes of students in high school should be given more attention through the application of appropriate learning models and media

Jordanian EFL Students' Views on the Impact of Online Learning on Their Academic Achievement and Self-Motivation

The research aims to explore Jordanian EFL students' views on the impact of online learning on their academic achievement and self-motivation. The study involved 1776 EFL participants from Al-Zaytoonah, Isra, and Middle East Universities in the academic year 2023-2024, out of which 388 were chosen randomly for sampling. Data gathering was facilitated through a validated survey, distributed both digitally via Google Forms and in printed forms. Collected responses were organized in Excel for analysis. The analysis process involved evaluating the data, focusing on participant demographics, and using frequency and percentage metrics. Both academic performance and self-motivation dimensions were evaluated through mean values, standard deviations, and the MANOVA test. The initially used 5-point Likert scale was restructured into three categories: low, moderate, and high. The results indicate a middle-range influence on the investigated domains, with academic performance taking a slight lead. Key influencing factors identified were gender and GPA. The effect of online learning on student outcomes was diverse, positively impacting collaboration, preparedness, and overall performance but showing limitations in areas like time management and assignment submission. Even though students expressed contentment in collaborative areas, the research highlighted gaps in intrinsic motivation and perceived relevance of tasks.

COMPARISON OF BONDS PERFORMANCE WITH SYARIAH BONDS (SUKUK)

The purpose of this study is to determine the comparison of bond performance with sharia bonds (sukuk) in 2010-2023. This study uses quantitative calculations with a comparative type of research. The data used are sourced from secondary data from OJK. This study uses a population, namely the capitalization of sharia bond performance data (sukuk) compared to the capitalization of bond performance data, using the Sharpe, Jensen method for the 2010-2022 period (monthly data) in the Indonesian Capital Market. Data analysis was carried out using the Sharpe and Jensen methods and using the MANOVA test with the help of the SPSS statistical application program. The results of this study indicate that the performance of sukuk with bonds using the Sharpe and Jensen methods is not significantly different. This shows that the sukuk return and the bonds based on the Sharpe and Jensen methods that will be received will be relatively the same.

INFLUENCE OF TARGET POSITION ON EYE MOVEMENT IN NAVIGATIONAL AND INFORMATIVE TASKS: REINTERPRETATION OF DATA

The main objective of this study is to understand how the target’s position influences eye movement in navigational and informative tasks. The study included 20 university students, 13 females and 7 males, aged between 18 and 44. Participants answered a socio-demographic questionnaire and performed two tasks: navigational and informative. Linear combinations of dependent variables were performed through the MANOVA (2x2) test, which maximized the differences between several conditions of the independent variables. The results indicate that the target’s position in the navigational task significantly influences the eye movement of university students. Additionally, the individual’s position influences eye movement in both navigational and informative tasks. It is concluded that both the target’s position and the individual’s position determine eye movement factors during navigational and informative tasks, highlighting the importance of considering these variables in studies of visual perception and human-computer interaction.

The Influence of Problem-Based Learning Model Assisted by PhET Media on Critical Thinking Skills and Physics Learning Outcomes of High School Students

This study aims to test the effect of problem-based learning model assisted by PhET media on critical thinking skills and physics learning outcomes of high school students. The type of research used is a Quasi experiment twith a pretest posttest control group design. The population in this study were all students of class XI of SMA Negeri 5 Mataram. The research sample used class XI 3 as many as 32 people as the experimental class and class XI 2 as many as 32 people as the control class. The experimental class was given treatment using a problem-based learning model assisted by PhET media and the control class used a conventional model. The test instrument used 5 descriptive questions to measure critical thinking skills and 6 questions to measure students' physics learning outcomes. The hypothesis test used in this study was the manova test. The results of the hypothesis test showed a significance value of 0.007 less than 0.05, so H_0 was rejected and H_a was accepted. Based on these results, it was concluded that there was an effect of the problem-based learning model assisted by PhET media on critical thinking skills and physics learning outcomes of high school students.

Development of IBSC (Investigation Based Science Collaborative) Based Student Worksheet on Human Respiratory System to Improve Science Literacy and Collaboration Skills of Grade XI Students

In the 21st century, students need to have scientific literacy abilities and collaborative skills in order to be able to compete in this era. This study aims to knowing the validity, the practicality and to determine the effectiveness of IBSC (Investigation Based Science Collaborative) based student worksheet used as teaching materials on human respiratory system to improve student’s science literacy skills and collaboration skills. This development research was conducted using the ADDIE model and the data analysis used was the Manova test. The results of the study are the student worksheet is declared valid for use in the process of learning activities with an average validation score in the good category. Its also received a score in the very good category in terms of readability and practicality. The Manova test results showed a Sig. 0.000 with N-Gain values are 60.57 and 62,58 in fairly effective catefory which means there is a significant difference in the science literacy skills and collaboration skills of students who using and not using IBSC (Investigation Based Science Collaborative) based student worksheet.

Development of E-Module in Problem-Based Learning (PBL) on Biotechnology Material to Increase Learning Independence and Understanding of Concepts for Class XII SMA Students

The aim of this study are determine the feasibility of developing an e-module in problem-based learning (PBL) with the flipped classroom learning method on biotechnology material to increase students' learning independence and understanding of concepts; determine the practicality of developing e-modules in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts; determine the effectiveness of e-module development in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts. The results of this research indicate that the e-module in problem-based learning (PBL) with the flipped classroom learning method is stated: very suitable for use based on the assessment of material experts with a value of 3.8 conversion 95 with a very feasible category and the assessment of media experts with a value 4.00 100 conversions with very decent category; very practical to use based on the results of the Biology Teacher's assessment with a score of 4.00 conversion 100 in the very feasible category and student assessment with a score of 3.87 conversion 97 in the very practical category; is effectively used to increase learning independence and conceptual understanding of phase F students based on the MANOVA test p < 0.05. The development of an e-module in problem-based learning (PBL) using the flipped classroom learning method on biotechnology material is feasible, practical and effective to use.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

Comparison of professional competency and anxiety of nursing students trained based on two internship models: a comparative study

BackgroundImproving the professional competency of nursing students during the internship is critical. This study aimed to compare the professional competency and anxiety of nursing students trained based on two internship models.MethodsThis is a two-group posttest-only quasi-experimental design study. One hundred nursing students who passed internship models A (a previous internship model) and B (an intervention with more educator support and a more planned and programmed process) were randomly enrolled in this study. Internship model groups A and B were conducted for the students in semesters 7 and 8. The outcomes assessed in both groups were “The Competency Inventory for Registered Nurses” and Spielberger “State-Trait Anxiety Inventory”. T-test and MANOVA were used to analyze the data.ResultsThe mean scores of competency were 134.56 (SD = 43.23) and 160.19 (SD = 35.81) for the nursing students in the internship model groups A and B, respectively. The mean scores of nursing students’ anxiety were 92.14 (SD = 15.36) and 80.44 (SD = 18.16) in the internship model groups A and B, respectively. MANOVA test showed a significant difference between the groups regarding professional competency (F = 10.34, p = 0.002) and anxiety (F = 11.31, p = 0.001).ConclusionsThe internship model group B could improve the professional competency of nursing students to a great extent and they experienced mild anxiety; it is suggested that this intervention should be done for nursing students. Conducting more studies to evaluate the effect of this model on the nursing students’ competency and anxiety after graduation and as a novice nurse is suggested.

Optimization of Complete Blood Count Results with Variations in Specimen Handling and Whole Blood Secondary Homogenization Techniques

Specimen homogenization and the addition of anticoagulants are pre-analytical steps that influence the accuracy of the test results. Complete blood count (CBC) is a screening test that supports disease diagnosis and aids in determining the appropriate therapy for patients. Inadequate specimens are inappropriate for subsequent testing, as they can lead to inaccurate results in the CBC examination. This study aims to determine the optimization of complete blood count results with variations in specimen handling and secondary homogenization techniques for whole blood. The type of research used is quantitative analysis using laboratory experimental methods. The study was conducted in May 2024 in the Clinical Pathology Laboratory of the Diploma-4 Medical Laboratory Technology Study Program, Faculty of Health Sciences, Muhammadiyah University of Sidoarjo, using 48 blood samples. The results of the MANOVA test indicate that the type of anticoagulant has a significant effect on the erythrocyte count (p=0.041) but does not have a significant impact on the leukocyte count (p=0.844) and platelet count (p=0.920). Meanwhile, the homogenization technique does not significantly affect the erythrocyte count (p=0.959), leukocyte count (p=0.991), or platelet count (p=0.867). This study concludes that the secondary homogenization technique has no significant effect. In contrast, the type of anticoagulant significantly impacts the results of the Complete Blood Count (CBC) test. This research suggests collecting whole blood specimens using Ethylene Diamine Tetra Acetate (EDTA) vacutainers as the anticoagulant and applying a secondary homogenization technique before performing the CBC analysis.

Effects of combining thoracic lymphatic pump technique and exercises on patients with chronic mechanical low back pain

Purpose. The study aimed to compare the effects of combining thoracic lymphatic pump technique (TLPT) and exercises versus exercises alone on pain intensity, lumbar spine mobility, and functional disability in patients with chronic mechanical low back pain (CMLBP), the second most common orthopedic condition. Methods. Fifty-two CMLBP patients, whose mean age was 25 years, were classified into 2 equal groups randomly. Group (A) received exercises (hamstring stretching, lower back stretching, abdominal strengthening, and trunk extensor strengthening). Group (B) received the same exercises plus the thoracic lymphatic pump technique. Both groups received 12 sessions on nonconsecutive days. All patients were evaluated using the Visual Analogue Scale (VAS) for pain intensity, the Modified-Modified Schober test (MMST) for lumbar mobility (flexion-extension), and the Oswestry Disability Index (ODI) for functional disability. Assessments were performed prior to and after the end of treatment. For data analysis, the unpaired t-test, chi-squared test, and mixed MANOVA test were used. Results. The study found significant improvements in pain intensity, lumbar mobility (flexion, extension), and functional disability in both groups (P < 0.05), with no significant difference in pain intensity or lumbar spine mobility. However, group (B) had a statistically significant advantage in functional disability (P < 0.05). Conclusion. The addition of the thoracic lymphatic pump technique to therapeutic exercises significantly enhances pain, lumbar spine mobility, and functional abilities in CMLBP patients than therapeutic exercises alone.