Pretest Mean Research Articles

Improving the Ilocano Phonological Awareness of Kindergarten Learners Using Indigenized Reading Materials

The study aims to improve the Ilocano phonological awareness of kindergarten learners in Sto. Rosario Elementary School, Sigay, Ilocos Sur, using indigenized reading materials. The result shows a significant positive impact on learners' skills in Ilocano phonological awareness, as demonstrated by the scores from the post-test. A paired samples t-test confirmed that the difference between pre-test and post-test means was statistically significant, demonstrating the effectiveness of the intervention. The increase in the mean posttest score further supports that learners have improved significantly in all factors of phonological awareness. These outcomes explain why indigenized reading material and environmental print are incorporated into early childhood education. The materials provided a culturally familiar context that added meaning to what had been learned and further directed learners' attention toward phonemic patterns through visual word forms.

Enhancing mathematical function understanding in university students: a comparative study of design thinking vs. traditional teaching methods

Mathematical education requires innovative didactic strategies to enhance the understanding and application of mathematical concepts, as traditional teaching methods often lack relevance. This methodology aims to develop a problem-solving scientific approach called design thinking as a strategy for learning mathematics functions. The study was applied to a sample of 138 students of biochemical, biological, and industrial engineering careers attending the first academic cycle at the Faculty of Natural and Exact Sciences of the Particular Technical University of Loja-Ecuador. The methodology uses a quasi-experimental design with a convenience sampling method. All participants were divided into a control group (C, D, K) and an experimental group (P, Q, R). Knowledge, skills, perceptions, and engagement were measured through pretest, posttest, workshop, rubric, project, and survey instruments. The pretest results indicate that both groups had similar knowledge of mathematical functions (pretest mean experimental group: 1.42/2 and mean control group: 1.55/2). Moreover, after applying design thinking strategy to the experimental group, variables questionnaire, project, and workshop show statistical differences (p < 0.001) between groups related to the traditional learning strategy, increasing the experimental group’s score in the project (posttest mean experimental group: 1.62/2 points, and mean control group: 1.65/2). The survey opinion indicates that 53.5% of the experimental group highlighted the project’s development as positively impacting their academic training. In conclusion, problem-solving design thinking using scientific projects as a mathematical function learning strategy contributes to improving the comprehension of polynomial functions and developing mathematical competencies, abilities, and skills to generate tangible solutions for real problems.

URIP IKU URUP: PROGRAM KONSELING TEMAN SEBAYA SEBAGAI UPAYA MENINGKATKAN MENTAL HEALTH AWARENESS PADA SISWA DI SMK BERBUDI YOGYAKARTA

Mental health is an important aspect in the well-being of individuals, especially students in a school setting. However, awareness of the importance of mental health is often low among students which negatively impacts their development. This study aims to increase mental health awareness at SMK Berbudi Yogyakarta through a peer counseling program, utilizing the Javanese philosophy of “Urip Iku Urup.” The research method used was One Group Pre-Test Post-Test Design, in which the experimental group was given a Pre-Test scale before the intervention and a Post-Test scale after the intervention. The intervention included training and role play, as well as counseling practices using MHA Board Games and Mindful Mixer Games media. The results showed a significant increase in students' mental health awareness, with a pre-test mean score of 40.04 and a post-test mean score of 47.96. Thus, it can be concluded that the peer counseling program is effective in increasing students' mental health awareness at SMK Berbudi Yogyakarta.

Peer editing and writing proficiency: an experimental study in South Korean higher education

ABSTRACT Peer editing enhances critical thinking, improves student writing, ultimately leading to a more productive learning environment (Kostopoulou and O’Dwyer 2021; Lundstrom and Baker 2009, “To give is better than to receive: The benefits of peer review to the reviewer’s own writing.” Journal of Second Language Writing 18:30–43; Storch 2018, “Written corrective feedback from sociocultural theoretical perspectives: A research agenda.” Language Teaching 51 (02): 262–277; Yao et al. 2021, “How university EFL writers’ beliefs in writing ability impact their perceptions of peer assessment: Perspectives from implicit theories of intelligence.” Assessment & Evaluation in Higher Education 46 (1): 151–167). However, reservations toward peer feedback in a university EFL setting persist due to the accuracy of L2 feedback (Braine, 2003; Erdel 2023, “Student feedback literacy (SFL) profiles in an L2 writing classroom and the influence of peer feedback on the SFL features.” International Journal of Education and Literacy Studies 11 (3): 112–125.). This study utilized a pretest-posttest writing assessment to analyze differences in writing outcomes in an academic research writing course at two universities in Seoul, South Korea. The researchers also examined the accuracy of the L2 peer-editing feedback. The sampling consisted of five randomized classes of university undergraduates. Two control groups received feedback via the instructor and two experimental groups received peer-editing feedback. A fifth mixed group was divided between the control and experimental groups but within the same context. The instructors used both in-class and online feedback tools for the control and experimental groups. The analysis used Sengupta’s (1998, “Peer evaluation: ‘I am not the teacher’.” ELT Journal 52 (1): 19–28) revision taxonomy to assess peer feedback accuracy. Participants completed separate pretest and posttest writing assessments. One at the start of the semester (pretest) and one at the end (posttest). The researchers used a MANOVA to compare the pretest and posttest mean average assessment scores between the control and experimental groups. The results show that peer feedback matches the effectiveness of professor feedback for pretest/posttest scores. Researchers also assessed 156 peer-editing assignments for feedback accuracy. Peer editors demonstrated statistically significant accuracy. This study recommends using peer feedback for its benefits to L2 learners and instructors.

Assessment of an Antimicrobial Stewardship Program for Enhancing Clinical Knowledge in Neonatal Care Settings With High Antimicrobial Resistance.

Antimicrobial resistance (AMR) is a global problem, which is particularly challenging in developing countries like India. This study attempts to determine the competencies of health care professionals and to update evidence-based policies to address AMR. A survey-based educational interventional study was conducted using a validated structured survey and knowledge questionnaire under 3 domains through an antimicrobial stewardship program. Pooled data were analyzed using SPSS version 16.0. Out of 58 participants, 53 (91%) have observed an increasing trend of multidrug-resistant infections over the last 5years. There is a significant difference between the overall pretest mean scores (8.12±2.10) and posttest mean scores (12.5±1.49) of clinicians' knowledge with a mean difference of 4.38±0.61, 95% CI of 5.003-3.92, t(57)=16.62, P <.001). The antimicrobial stewardship program was effective in improving the competencies of clinical physicians to improve antimicrobial prescribing and reduce AMR. Moreover, improving the knowledge and competencies among health care professionals will minimize neonatal morbidity and mortality.

The Effect of 8-Week Soccer Training on Group Dynamics and Group Consciousness of Individuals with Intellectual Disabilities

This study examines the effect of 8-week soccer training on group dynamics and group consciousness of individuals with educable intellectual disabilities. In this study, a one-group pretest-posttest model was used. The study included 8 male individuals aged 13-17 in a special education institution in Mersin province. Before and after the 8-week soccer training, 3 physical education teachers made independent observations and evaluated them with an observation form. According to the observation form pre-test and post-test mean scores, the % difference was calculated from descriptive statistics. When the pre-test and post-test percentage differences were examined; improvements were made in the areas of correct defense (40%), correct offense (40%), successful pass (40%), correct intervention (50%), goal to the opponent's goal (50%), ball control (60%), ball winning (50%), defensive error (20%), intervention to teammate (50%), goal to the wrong goal (20%), ball loss (40%) and team integrity (70%). As a result of the study, it was seen that long-term soccer training was beneficial in branch-specific skills, physical and mental development in individuals with intellectual disabilities. In addition, group consciousness was observed in individuals and behavioral changes occurred in this direction. Since there is a limited number of studies on group consciousness and group awareness in individuals with intellectual disabilities; it is thought that this study will contribute to the literature and guide future studies.

Self-efficacy in patients with inflammatory bowel disease: the effect of self-care education by two randomized methods-teach-back and a smartphone application.

The use of the best teaching method to promote self-care in patients with inflammatory bowel disease (IBD) has not been well defined. Therefore, the current study was conducted to compare the effect of self-care education by two methods of teach-back and a smartphone application. The current clinical trial with a pre- and post-test design was conducted among 78 patients with IBD. Patients were allocated to three groups of application, teach-back and control using a simple blocked randomization. Data were collected using a checklist for demographic information and Inflammatory Bowel Disease Self-efficacy Scale. Collected data were analyzed using SPSS. Participants in all three groups were homogeneous in terms of demographic variables. The mean pretest scores of self-efficacy (SE) in the application, teach-back and control groups were 191.37 ± 49.15, 193.92 ± 45.54 and 192.76 ± 43.12, respectively. The mean post-test scores of SE in the application, teach-back and control groups were 224.51 ± 49.89, 207.48 ± 48.109 and 189.92 ± 40.28, respectively (P = 0.033). The results of the current study showed that self-care education by the application can better improve the mean scores of SE and its four dimensions of managing stress and emotions, managing symptoms and disease, managing medical care and maintaining remission, compared to other methods. It seems that the use of the application as a continuous and cost-effective educational strategy will become widespread in the future for patient education among most healthcare and treatment systems.

Impact of text message reminders on immunosuppressive medication adherence among kidney transplant recipients: A randomized controlled study.

One of the most common problems encountered in transplant patients is nonadherence with immunosuppressive drugs, one of the most important reasons for graft rejection. The study aimed to assess the impact of text message reminders on medication adherence among kidney transplant recipients. A randomized controlled trial. The study was conducted from January to October 2021. This study included a total of 100 patients receiving a kidney transplant, 50 in the intervention group and 50 in the control group. Patients in the intervention group were sent text message reminders four times a day during the 6th-9th months after transplantation. Control patients received no such intervention. Tacrolimus concentrations in the bloodstream were monitored for all participants through measurements taken at Months 7, 8 and 9. Data collection tools included Sociodemographic Form and Immunosuppressive Medication Adherence Scale. Patients were homogeneously distributed among the groups. Sending daily text message reminders to transplant recipients caused an independent positive effect on medication adherence scale scores at the end of the study. Mean pretest medication adherence score of all patients was 45.18 ± 4.22 and posttest score was 47.4 ± 3.6. The intervention group exhibited a significantly higher mean posttest adherence score compared to controls, with values of 48.68 ± 2.58 and 45.62 ± 4.42, respectively (p < 0.001). Findings demonstrated a substantial improvement in the final medication adherence scores of transplant patients when they received daily Short Message Service reminders, acting as an independent factor (β = 0.356, p < 0.001). Sending text message reminders to kidney transplant recipients is a statistically and clinically effective intervention to improve immunosuppressive medication adherence.

Facilitating Students’ Pronunciations on Plosive Consonant Sounds Through Sephonics Software

This research was about facilitating students’ pronunciations on plosive consonant sounds through Sephonics software. It was done at 3rd semester students of ELT Department of Walisongo State Institute for Islamic Studies in the academic year of 2011/2012. The background of this research was the difficulty in learning pronunciation. This research was aimed to responding the following questions; (1) How was the implementation of using sephonics software for teaching pronunciation (plosive consonant sounds) at third semester students of ELT Department, State Islamic Institute of Walisongo, Semarang? (2) Was there any improvement of students’ pronunciation of plosive consonant sounds after being taught using sephonics software? The participant of this research was the 3rd semester students of ELT Department of Education Faculty, Walisongo State Institute for Islamic Studies, Semarang that consisted of 28 students. It was a classroom action research that had two cycles. They were pre-cycle, cycle 1, and cycle 2. The use of sephonics software was used in cycle 1 and cycle 2. The methods of data collection were test and observation in all cycles. The test form was reading aloud that asked students to pronounce some words that contained plosive consonant sounds. Then, the result of test scores was analyzed by using mean to determine whether there was an improvement in each cycle. This study showed that: (1) the first thing that the teacher needed to do to use this software as a teaching aid was that he or she must conduct the class in a language laboratory. If it was not possible, the teacher could conduct the class in a regular classroom by providing several computers or laptops. Then, the students must be grouped based on the number of the computers. The second thing was that this was CALL learning based; the teacher might explain how to use the software in order that the students could practice by themselves outside of class schedule. (2) After collecting data, the result was found that the average (mean) of pre cycle test was 69. Then, it had very significant improvement in cycle 1 and cycle 2. It became 98.7 from cycle 1 test and 99.6 from cycle 2 test. It meant that the research was successful to improve the students’ pronunciation abilities. In conclusion, Sephonics software was successful to facilitate students’ pronunciations on plosive consonant sounds.

Mentoring Towards Information Communication and Technology in Utilizing Electronic Media for Bachelor of Teaching Livelihood Education Students in Eastern Visayas State University

The study aimed to determine the effects of mentoring towards Information Communication Technology (ICT) integration process in teaching Trainer's Methodology I in Facilitating Learning, specifically on competency-based learning materials on Utilizing Electronic Media in Facilitating Learning. In this process, interaction among the mentors and the mentees are encouraged to improve their work-based practice. The quasi-experimental design used specifically the pretest-posttest method. The module and pre-posttest exam used in this study constructed by the researchers. The mentees’ participation had determined, and modifications in teachers ICT’ integration indicators have analyzed. Observation and result of pre-test and post-test data described for skill and proficiency level of the mentees before and end of peer mentoring activity. The results indicated that the mentees in the experimental group show a noticeable improvement in their scores from pretest to posttest. The respondents compared to the controlled group which there is no significant difference between the pretest mean scores in ICT mentoring among Bachelor in Teaching Livelihood Education (BTLEd) students in the experimental groups. A significant result between the posttest means scores in ICT mentoring among BTLEd students in the experimental and control group and finally, using the mentoring approach in ICT to BTLEd students is more effective than using the traditional methods of teaching the same lesson.

Inquiry-Based Instruction in Science among Grade 8 Students in Rizal National High School, Surigao City Division

This study aimed to investigate the effectiveness of inquiry-based instruction compared to a conventional approach in enhancing science learning among Grade 8 students. A quasi-experimental design was employed, involving 76 students from Rizal National High School, Surigao City Division, who were divided into control (conventional instruction) and experimental (inquiry-based instruction) groups. The DepEd Caraga Region Sukdanan standard test was utilized to measure academic performance in science before and after the intervention. Data analysis, using weighted mean, standard deviation, t-test, and Analysis of Covariance (ANCOVA), revealed significant improvements in both groups. However, the experimental group, exposed to inquiry-based instruction, exhibited a more pronounced increase in scores (pre-test mean: 15.55 to post-test mean: 32.82) compared to the control group (pre-test mean: 15.32 to post-test mean: 22.18). Both t-tests and ANCOVA confirmed the statistical significance of these gains (p &lt; 0.05), with the inquiry-based approach demonstrating a particularly strong impact on student learning outcomes. The findings underscore the potential of inquiry-based instruction as a valuable pedagogical tool for promoting science learning. This approach, which emphasizes student-centered exploration and discovery, appears to foster a deeper understanding of scientific concepts compared to traditional methods. The study suggests that integrating inquiry-based strategies into science curricula can significantly enhance student achievement and engagement.

Assessing the effectiveness of flipped classroom teaching–learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study

IntroductionThe flipped classroom teaching–learning method has been increasingly adopted in higher education to enhance student-centered learning. Despite its growing popularity, limited evidence exists regarding its effectiveness in medical education in Ethiopia. This study aimed to assess the impact of the flipped classroom method on academic performance, student engagement, and satisfaction among undergraduate medical students at Gondar University, College of Medicine and Health Science.MethodsA quasi-experimental study was conducted involving 100 s-year undergraduate medical students, divided into two groups: the flipped classroom group (n = 50) and the traditional lecture-based group (n = 50). The flipped classroom group received online instructional materials before class, while classroom sessions focused on interactive activities. The traditional lecture-based group attended conventional lectures followed by homework assignments. Data were collected using pre- and post-intervention tests to measure academic performance, the Student Engagement Scale to gauge engagement, and a validated questionnaire to assess student satisfaction. Data were analyzed using Statistical Package for the Social Sciences version 25, with descriptive statistics, paired t-tests, independent t-tests, and Chi-square tests employed to interpret the findings.ResultsThe flipped classroom group demonstrated a significant improvement in academic performance, with mean pre-test and post-test scores of 65.2 ± 8.1 and 78.6 ± 6.9, respectively. In contrast, the traditional lecture-based group had pre-test and post-test mean scores of 62.8 ± 7.5 and 74.2 ± 8.3, respectively. Additionally, the flipped classroom group showed higher levels of student engagement mean scores of 4.5 ± 0.8 and satisfaction mean scores of 4.2 ± 0.7 compared to the traditional lecture-based group, which had engagement mean scores of 3.8 ± 0.6 and satisfaction mean scores of 3.9 ± 0.5. Chi-square tests showed a statistically significant association between the teaching method and both pass/fail rates and participation in activities, but not a significant association with gender distribution.ConclusionThe flipped classroom approach proves to be a superior teaching method, promoting better academic outcomes and greater student engagement and satisfaction. This study adds to the growing body of evidence advocating for the implementation of flipped classrooms in medical education.Trial registrationNot applicable.

A Study to Assess the Effectiveness of Video Assisted Teaching Programme on Knowledge, Attitude and Practice Regarding Renal Rehabilitation among Patients with Chronic Kidney Disease Who are Admitted in the Mamata General and Super Specialty Hospital, at Khammam, Telanagana

ABSTRACT Background: Kidneys are one of the vital organs in the human body. Kidneys perform vital functions like excretion of waste products, maintenance of water balance, thus maintaining the homeostasis. In addition, kidneys perform many other functions such as role in Homeostasis, Production of Erythrocyte, Endocrine function, Regulation of Blood Sugar and regulation of Blood Calcium level. Because the kidney performs a wide variety of functions, the effects of loss of renal function not only in kidney but also in other organ systems.Hemo dilaysis is used for clients with acute or irreversible renal failure and fluid and electrolyte imbalances. It is usually the treatment of choice when toxic agents, such as barbiturates after an over dose need to be removed quickly. The availability of the treatment for clients with end stage renal failure (ESRF) has become more prevalent. The population receiving hemo dilaysis now represents a wide cross-section of age rehabilitative potential of socio-economic status. Materials and Methods: For the present study, quantitative Evaluative Approach ,Pre – Experimental research design, one group pretest and one group post test design.The study was conducted in the Mamata General and super specialty Hospital at Khammam, Telangana. Results: The above table shows that the pre test mean knowledge score is 10.05 and standard deviation is 3.77 where as post test mean score is 18.02 and standard deviation is 3.36 and mean difference is 7.97, the paired ‘t’ test calculated value is 14.89, which is greater than table value with df value of 79at (p&lt;0.05) level. Conclusion: The main study was conducted in Mamata general and super specialty hospital, at Khammam, Telanagana . The sample sizes 30. The sample was selected by using non probability of convenient sampling technique among those fulfill the criteria.

Interprofessional Care: An Approach to Enhance Care for Children With Autism Spectrum Disorders by Enhancing Interprofessional Competencies

BackgroundInterprofessional practice is an essential component of healthcare delivery, addressing health conditions requiring multidisciplinary approach. An interprofessional team working together, utilizing the skills and interprofessional competencies is needed to perform the function seamlessly. Interprofessional education is therefore essential to develop a “practice-ready workforce”. AimThis study is aimed at designing and validating an interprofessional education module to integrate interprofessional competencies among students to care for children with autism. MethodsQuasi-experimental study done among 49 students. Module was prepared using scientific methods and implemented. Data collection was conducted using questionnaires and observation checklist. Using the mean, frequency and percentage, and t-test, data were analyzed. ResultsThere was increase in the knowledge (pretest mean 9.43±2.92; post-test mean 12.27±2.98) and competency (pretest mean 76.98±7.55; post-test mean 91.88±5.31) scores with moderately positive correlation between knowledge and competencies (p≥0.05). The study aligned with promotion of Sustainable Developmental Goals 3 “good health and well-being”, 4 “quality education” and 17 “partnerships for the goals”. ConclusionStudy showed that the prepared module was successful in improving the interprofessional competencies of students.

Effectiveness of PEARL Mobile Application in Enhancing the Academic Performance of Students in English

This research aimed to test the effectiveness of the Packeted Electronically Assisted Reading Leaflets (PEARL) mobile application in enhancing students’ English academic performances. The researcher gained knowledge of declining reading comprehension skills, including Grade 7 reading levels, using the Philippine Informal Reading Inventory (PHIL-IRI), the official reading material from the Department of Education. However, due to the COVID-19 pandemic, the administration of this reading inventory has been put on hold due to its inapplicability. This study was conducted with Grade 7 Calamba Bayside Integrated School students from the Division of Calamba as respondents. A quasi-experimental technique, and administration of pretest, formative, and posttest, were used in this study. As for the data collection, the respondents' pretest, formative test, and post-test scores in the experimental and controlled groups were recorded weekly. There are 22 active students participated in the study through random sampling. Next, data analysis was performed using the T-test and Pearson’s formulas, respectively. Based on these findings, the researcher concluded that there was a significant difference between the pretest and posttest mean scores of the two groups, which indicates that the PEARL application is practical in enhancing English academic performance. Although there was only a medium-sized effect regarding the significant differences in the scores of the experimental group, it is concluded that several factors, like poor internet connectivity and technical difficulties, should be considered. The researcher also suggested that crafting instructional materials such as PEARL could improve students’ English proficiency.

Effectiveness of the Basic Education Remediation Kits on Improving the Reading Skills of Novice Readers

Remediation is crucial for strengthening students’ reading abilities, particularly for novice readers aged six to seven. Basic education practitioners must design intervention approaches that address reading and comprehension educational gaps. In response, this paper analyzed the effectiveness of the Basic Education Remediation Kits (BERKs) in improving the reading skills of struggling novice readers by revealing their reading skill level and revealing significant differences in the pre-test and post-test mean scores. The study employed a Quasi-experimental methodology with One-Group Pre-Test Post-Test Design and used purposive sampling as the sampling technique. The pre-/post-test consisted of two parts: 1) letter sounds and syllables and 2) short story with comprehension questions. The data was analyzed using descriptive statistics and paired samples t-tests to determine significant differences between the assessment results and the effectiveness of the remediation kit used. Findings revealed an increase in the students’ mean scores following kit implementation. The paired samples t-test confirmed a statistically significant difference between pretest and post-test scores, further affirming its effectiveness. The kit assists novice readers, particularly those in the early stages of literacy; nevertheless, its effectiveness varies according to reading level; thus, the use of a single teaching strategy may not be equally beneficial to all students. The long-term impact of the remediation kit may be evaluated considering aspects such as intervention duration, teaching pedagogy, and demographics. A group of participants with the same reading level may be used to further assess its efficacy.

Effectiveness of Coping Strategies-Based Counseling Program on Quality of Life among Nurses at European Gaza Hospital

Context: Nurses are the backbone of healthcare systems. They often work in high-stress environments that can significantly impact their quality of life. Addressing their well-being is crucial for maintaining effective healthcare services. Aim: This study investigates the effectiveness of a counseling program based on coping strategies to enhance the quality of life among nurses at European Gaza Hospital. Methods: The researchers used this quasi-experimental design, utilizing a single-group pretest-posttest design. Thirty-three nurses, comprising 20 males and 13 females, participated in the study. The researchers developed and implemented quality-of-life scales and a counseling program that applied to the nurses at European Gaza Hospital. Results: The results showed statistically significant differences between the pre-test and post-test scores of the experimental group across the quality-of-life subscales. The following changes were observed at the significance level (p≤0.05): Physical Health Subscale: Pre-test mean rank is 29.45±5.50, compared to post-test mean rank of 18.81±4.12, p-value = 0.000. Psychological Health Subscale: Pre-test mean rank is 36.81±5.35, compared to the post-test mean rank of 28.36±6.39, p-value = 0.000. Social Relationships Subscale: The pre-test mean rank is 20.39±3.30, compared to the post-test, the mean rank of 15.27±3.07, p-value = 0.000. Environmental Subscale: The pre-test mean rank is 19.18±3.30, compared to the post-test mean rank of 14.18±2.83, p-value = 0.000. Professional domain: The pre-test mean rank is 37.30±6.21, compared to post-test mean rank of 27.96±5.15, p-value = 0.000. Conclusion: These findings suggest the importance of prioritizing nurses' well-being through tailored counseling interventions. Recommendations include implementing psychological support programs, providing ongoing professional development, fostering a collaborative work environment, promoting self-care practices, and conducting regular program evaluations.

PsychoEducation “Quarter Life Crisis : Handling Of The IMM Legal Supremacy Activist

The beginning of adulthood is a phase where a person is searching for their identity, which is often accompanied by challenges, emotional stress, periods of social loneliness, as well as changes in values and adaptation of lifestyle. This condition is called the Quarter Life Crisis (QLC). The Quarter Life Crisis is the anxiety that arises due to the uncertainty about the future. If the QLC is not handled effectively, the emotional crisis has the potential to last for a long time. The purpose of the research was to determine the effect of psychoeducation and Self-Compassion Writing training. The method was carried out by providing psychoeducation in the form of presentations and lectures. The research design used pre-test and post-test. The research was conducted on 15 participants (IMM Supremasi Hukum cadres). The results of the pre-test showed that the participants had a fairly large difference in total score compared to the post-test, where the pre-test Mean result was 21.33 while the post-test Mean result was 78. As for the results of the Self-Compassion Writing training, the Mean value was 88.

EFFECTIVENESS OF SELECTED SONGS ON SPOTIFY TO CONTINUOUS TENSES MASTERY THROUGH DEDUCTIVE APPROACH

This study aims to examine the effect of selected songs on Spotify to continuous tense mastery through a deductive approach. Conducted as a quantitative research employing a pre-experimental design with one group pre-test post-test, it focused on ninth-grade students of SMP Negeri 25 Pontianak Utara in the Academic Year 2023/2024. Data collection involved a multiple-choice test comprising 12 questions, validated and deemed reliable through reliability and validity tests. Results indicated a significant enhancement in students' scores, with a pre-test mean score of 61.79 and a post-test mean score of 91.38. The t-test value of 8.508, surpassing the critical t-table value of 1.701, affirmed the alternative hypothesis. Moreover, the effect size of 1.58 signified strong effectiveness. Consequently, the study concluded that selected Spotify songs effectively facilitate continuous tense mastery through deductive methods. This research highlights opportunities for further exploration, suggesting investigation in diverse educational settings or with different student demographics to validate the efficacy of using selected songs for mastering other grammatical tenses.

Effects of an instructional WhatsApp group on self-care and HbA1c among female patients with Type 2 diabetes mellitus.

To assess the effect of an instructional WhatsApp group on self-care and HbA1c levels among female patients with type 2 diabetes mellitus (T2DM). T2DM is a chronic disease that requires effective self-care. WhatsApp is a free application that can be effectively used for patient education. This study used a quasi-experimental design. A convenience sample of 62 female participants was recruited from the medical outpatient clinic of a tertiary hospital. The Diabetes Self-Care Scale was used to assess the self-care profiles of the participants pre- and post-intervention. HbA1c samples were also collected at baseline and three months after receiving instructions from the WhatsApp group. Sociodemographic and clinical data were collected during the pre-intervention stage. The mean HbA1c level decreased from 8.61 ± 1.70 to 7.92 ± 1.60 after implementing the WhatsApp group instructions; the values showed a significant difference (t-value = 5.107 and P-value < 0.001). The post-test mean score of total self-care was higher than the pre-test mean score (t-value = 12.359, P-value <0.001), indicating a highly significant difference. The study demonstrated that the instructional WhatsApp group is an effective method for improving self-care and HbA1c levels in patients with T2DM. This study suggests the use of WhatsApp group instructions as a teaching method in the healthcare system for the education and follow-up of patients with T2DM. The findings support the need to initiate effective and dynamic interventional follow-ups through WhatsApp groups for patients with T2DM to improve their self-care and HbA1c levels and ultimately reduce the burden on hospitals and governments.