Mean Score Of Post-test Research Articles

The Effect of Quantum Learning Model on Attitude, Anxiety, and Achievement of Middle School Students Towards Mathematics

We conducted this research to investigate the impact of the Quantum Learning Model (QLM) on the academic achievement, attitudes toward mathematics, and anxiety levels of seventh-grade middle school students. A total of fifty-six 7th-grade students participated in the research. The research used a quasi-experimental model with a pretest-posttest control group. The experimental group used QLM during the research process, while the control group used the current learning approach. We conducted the research for 28 lesson hours. We collected data using attitude, anxiety scale, and academic achievement tests. We applied tests to both groups before and after the experimental procedure. We used independent-samples-T-tests and paired-samples-T tests in the analyses. We also evaluated the journals of students and the researcher. Accordingly, QLM had a positive effect on middle school students' academic achievement in mathematics. The posttest mean scores of attitudes decreased significantly in the control group. The experimental group experienced a decrease in post-test mean scores of anxiety, which was not statistically significant, whereas the control group experienced a statistically significant increase in post-test scores. Students and teachers have expressed positive opinions about the use of note-taking and mind maps, which enhance the durability of learning, the establishment of a classroom environment and atmosphere conducive to QLM, and the implementation of celebration activities.

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<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.

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.

Effect of Environmental Awareness-Based Education on Environmental Attitudes of Nursing Students: A Randomized Controlled Study.

This study was conducted to determine the effect of environmental awareness-based education given to nursing students on their environmental attitudes. This study was designed in a parallel-group 1:1 single-blind randomized controlled experimental design. The study was conducted with 110 nursing students studying at a state university in Turkey between November 1, 2023, and March 15, 2024. Data were collected using a personal information form and the Environmental Attitude Scale. Data were analyzed using SPSS 25.0 and G Power 3.1.9.7 software. After the training program was applied to the students, it was found that the mean score of the environmental attitude scale of the experimental group was significantly higher than the control group (p < 0.05). It was found that the posttest mean score of the experimental group's environmental attitude scale was higher than the pretest (p < 0.05). It was observed that the environmental awareness-based education program given to nursing students had a positive effect on environmental attitude. Longitudinal studies on environmental attitude are recommended. ClinicalTrials.gov identifier: NCT06169189.

Vietnamese sixth graders' mathematical communication competency developed by teaching fraction topics using the 5E model

The 5E, an exploratory instructional model with growing popularity in current learner-centered educational practices, aims to develop learners' competencies. The study aims to evaluate the effectiveness of teaching fractions using the 5E instructional model to develop students' mathematical communication competency (MCC). The researchers used mixed methods with data triangulation in a 38-student experiment group (EG) who learned with the 5E model and a 41-student control group (CG) using traditional learning approaches to clarify the impact of the 5E model on the development of MCC, academic performance and learning attitude among learners. The research instruments include a pre-test, post-test, classroom observation, and a student survey. Subsequently, the data collected were analyzed qualitatively and quantitatively using IBM SPSS Statistics (Version 26) predictive analytics software. The independent t-test on the post-test scores of the two groups revealed that the academic performance of EG after the intervention was significantly better than that of CG with the significance level α = 0.05 and degree of freedom df = 77, yielding the p-value (Sig. 2-tailed) = 0.001. Meanwhile, given the significance level α = 0.05, the p-value (Sig. 2-tailed) = 0.001 and the Pearson correlation coefficient (r = 0.943), the result of the paired sample t-test implies that the mean post-test score of students in EG was significantly higher than that of their pre-test. Furthermore, with an effect size of approximately 0.88, these figures suggest that applying the 5E model in the experimental process positively affected the academic performance of the students in EG and the development of MCC. A qualitative analysis using classroom observations and student surveys revealed that the 5E model helped students in the EG develop their MCC and an increasingly positive attitude toward learning. In addition to these findings, it also reveals some limitations of the study and proposes recommendations for future research.

Investigation the effect of Acceptance and Commitment Therapy (ACT) training on stigma and family functioning in family members of patients with psychiatric disorders: a randomized controlled clinical trial

BackgroundRegarding the prevalence and pervasiveness of psychiatric disorders, which significantly affect not only the patients themselves, but also their families, family therapy has emerged as a promising intervention. This research examined the effects of Acceptance and Commitment Therapy (ACT) on stigma and family functioning in family members of patients with psychiatric illnesses, demonstrating effectiveness in improving family functioning and coping strategies in the face of mental illness.MethodsThis randomized controlled clinical trial without blinding. Forty family members of patients with psychiatric disorders were randomly assigned to an intervention group (N = 20) or a control group (N = 20). The intervention group received ACT in eight weekly sessions, each lasting 90 min, while control group remained on a waiting list. Both groups were assessed at three time points: pre-intervention, post-intervention, and at a one-month follow-up. Data collection instruments included a demographic information questionnaire, a stigma assessment, and a family functioning measure. Data were analyzed using SPSS software version 23.ResultsA statistically significant difference was observed between the mean post-test and follow-up stigma scores of the intervention and control groups (P < 0.05). The intervention group’s mean scores showed a rising trend, whereas the control group’s mean scores showed a declining trend. This was evident from within-group comparisons of the mean post-test and follow-up stigma scores. Repeated measures ANOVA indicated that the pattern of change in stigma for the intervention group was significant, in contrast to control group, suggesting a reduction in stigma (P < 0.001).ConclusionIn light of the findings presented in this study, ACT emerges as a promising intervention for mitigating stigma, and enhancing the family functioning of individuals afflicted with mental disorders. To improve the generalizability of the study results, comparable studies using this therapy method should be undertaken on family caregivers of patients with mental illnesses.Iranian Registry of Clinical TrialsIRCT registration number: IRCT20190917044802N10.Registration date14/9/2023.

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 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.

A study on enhancing EFL students’ vocabulary proficiency via TikTok

TikTok can be used for many purposes, including for mastering English vocabulary. This study aims to determine the improvement of EFL students’ English vocabulary ability after being taught vocabulary using TikTok videos. This study used a quasi-experimental design with a total of 178 Grade VII EFL students from a state junior high school in northern Sumatra. In this study, the sample consisted of two groups, totaling 61 students, which were then divided into two groups: the experimental group and control group. In collecting the data, the researchers conducted vocabulary tests in both the pre- and post-tests. The results revealed that the students’ average pre-test score in the experimental group was 66.44, while the average of the students’ pre-test scores in the control group was 65.77, indicating similar initial achievements. However, the mean post-test score of the experimental group after being taught vocabulary using TikTok videos remarkably increased to 91.39, while the mean post-test score of the control group was 79.99. Furthermore, the SPSS result also showed that the t-score of the post-test in the experimental and control groups was 5.83, at the 5% level of significance (= 0.05), which was out of the limits of 1.96 and 1.96. Therefore, the acceptance of the alternative hypothesis suggests that teaching vocabulary through the TikTok application has a significant positive impact on vocabulary proficiency. Therefore, EFL teachers are encouraged to selectively incorporate TikTok videos into their vocabulary teaching approaches.

Improving Problem-Solving Skills Using ESD Integrated PBL Models Assisted with the Greenhouse Limas Project

Improving Problem-Solving Skills Using ESD Integrated PBL Models Assisted with the Greenhouse Limas Project. Problem-solving skills in high school students are still low, there are still many students who have not been able to develop problem-solving so innovative learning models are needed in learning at school. This study aims to describe the implementation of the ESD-integrated PBL model utilizing greenhouse lime to improve students' problem-solving skills. The type of research used in the research is this research using the type of Quasi-Experimental Design research. The participants in this study are students of class X Mipa at one of the high schools in Pamekasan Regency. This study uses 2 classes, namely the control class and the experimental class. Based on the results of the research, it was concluded that the ESD-integrated PBL model learning activities to improve the solving skills of class X students were carried out with an average percentage of 95.55% in the very good category. The application of ESD-integrated PBL model learning can improve students' problem-solving skills. This is characterized by 1) the results obtained from the post-test score are higher than the results of the pre-test with an N-Gain of 0.78 in the high category, while in the control class, the results of the N-Gain obtained are 0.67 with the medium category 2) the results of the post-test of the two classes in the independent test are 0.162 which means that the significant value is greater than 0.05, then H1 is accepted. Thus, there was a significant difference in the mean post-test scores of the experimental class and the post-test of the control class. Students' responses to the application of ESD-integrated PBL model learning to improve students' problem-solving skills based on the analysis of the response questionnaire obtained a positive response in the experimental class with an average percentage above 70%, which means that the points on the student response questionnaire were in a good category.

Unlocking Fluent Speech: Enhancing Student Speaking Skills through Digital Storytelling

This study evaluates the impact of digital storytelling on improving college students' speaking skills, based on Vygotsky’s Social Constructivism, which emphasizes the role of social interaction and cultural tools in learning. Using a quasi-experimental design, 60 fourth-semester students at the Islamic Institute of Sunan Kalijogo Malang were divided into an experimental group and a control group. The experimental group from the Faculty of Islamic Da'wah and Broadcasting engaged in digital storytelling, while the control group, including students from the Tarbiyah and Teaching Faculty, did not. Narrative texts such as fairy tales and fables were used in the intervention. The experimental group showed a significant improvement in speaking skills, with their mean post-test score increasing from 55.39 to 61.72, compared to a decrease in the control group's score from 57.01 to 55.12. Digital storytelling effectively enhances students' speaking skills by providing engaging, interactive learning experiences. The study supports the integration of digital storytelling into language instruction to improve oral communication abilities

A cooperative learning intervention for improving a simulation-based paediatric nursing course: A quasi-experimental study

AimThis study aimed to examine if a cooperative intervention improved outcomes for a simulation-based paediatric nursing course. BackgroundFostering cooperative learning can enhance student engagement and improve learning. Simulation-based courses provide nursing students an opportunity to practice and hone nursing skills when hands-on experiences are limited. Providing instruction in cooperative learning could improve course outcomes. DesignA quasi-experimental study with pre-test/post-test assessments. MethodsThird-year nursing students enrolled in an 18-week paediatric simulation-based nursing course were purposively recruited (N = 110). One class (n = 55) received a researcher-developed cooperative learning program, which encouraged student support during class activities and simulations. The second class (control) received usual class instruction and simulations. The efficacy of the intervention was assessed by comparing mean scores at class enrolment (pre-test) and completion (post-test) for self-perceived problem-solving attitude, cooperative learning experience and knowledge of paediatric nursing. Paired t-tests compared pre-test with post-test scores for the two groups. ANCOVA examined differences in mean scores between groups. Correlations between differences in mean pre-test and post-test subscale scores for problem-solving attitude and cooperative learning experience were also examined. ResultsThere was no significant difference in age or gender between groups. Mean post-test scores on the final exam were significantly higher for students who received the intervention (85.26, 95 % CI 84.19, 86.33) compared with controls (83.61, 95 % CI 82.52, 84.69; F = 4.63, p = 0.034). There were no significant differences in total scores for problem-solving attitude or cooperative learning experience or between groups. For the intervention group, two problem solving subscales were correlated with two cooperative learning subscales: problem solving confidence with learning motivation, respectively (r = 0.302, p = 0.025) and personal control with classroom learning, respectively (r = 0.389, p = 0.003). For the control group, approach-avoidance problem solving was negatively correlated with cooperative learning efficacy (r = −0.343, p = 0.01). ConclusionsCompared with the control group, nursing students who received the cooperative learning intervention had higher scores for knowledge of paediatric nursing, as well as learning motivation and attitude and problem-solving confidence, suggesting that the researcher-designed intervention facilitated simulation-based learning as well as confidence in problem-solving. Nurse educators could easily integrate the intervention into simulation-based paediatric nursing courses to enhance students' problem-solving abilities.

The effect of simulation-based training on problem-solving skills, critical thinking skills, and self-efficacy among nursing students in Vietnam: a before-and-after study.

This study investigated the effect of simulation-based training on nursing students’ problem-solving skills, critical thinking skills, and self-efficacy. A single-group pretest and posttest study was conducted among 173 second-year nursing students at a public university in Vietnam from May 2021 to July 2022. Each student participated in the adult nursing preclinical practice course, which utilized a moderate-fidelity simulation teaching approach. Instruments including the Personal Problem-Solving Inventory Scale, Critical Thinking Skills Questionnaire, and General Self-Efficacy Questionnaire were employed to measure participants’ problem-solving skills, critical thinking skills, and self-efficacy. Data were analyzed using descriptive statistics and the paired-sample t-test with the significance level set at P<0.05. The mean score of the Personal Problem-Solving Inventory posttest (127.24±12.11) was lower than the pretest score (131.42±16.95), suggesting an improvement in the problem-solving skills of the participants (t172 =2.55, P=0.011). There was no statistically significant difference in critical thinking skills between the pretest and posttest (P=0.854). Self-efficacy among nursing students showed a substantial increase from the pretest (27.91±5.26) to the posttest (28.71±3.81), with t172 =-2.26 and P=0.025. The results suggest that simulation-based training can improve problem-solving skills and increase self-efficacy among nursing students. Therefore, the integration of simulation-based training in nursing education is recommended.

The effect of Qigong exercise on state anxiety levels of inpatients in psychiatric wards: A randomized controlled study

BackgroundQigong is a mind-body exercise that originated in China and is often described as a form of meditation or movement therapy. While the existing literature has investigated the impact of Qigong exercises on trait anxiety in outpatients, there is limited research on their influence on state anxiety in inpatients. This study examined the effect of Qigong exercise on state anxiety levels of inpatients in psychiatric wards. MethodsThis study was a single-blind, randomized controlled trial. Patients were randomly assigned to either the intervention or control group. Seventy inpatients participated in the study, with 35 in each group. In the intervention group, the STAI-I form was used to assess state anxiety levels before (Test 1) and after (Test 2) a single 40-minute session of Qigong. ResultsThe mean post-test scores of the intervention group (27.20±5.57) were significantly lower than those of the control group (39.72±10.84). Additionally, a statistically significant difference was observed between the mean test-1 (38.42±9.7) and test-2 scores (27.2 ± 5.57) within the intervention group. ConclusionA single 40-minute Qigong exercise session reduced state anxiety levels in psychiatric inpatients and reduced the risk of potential adverse outcomes associated with state anxiety. Practitioners may consider the use of Qigong exercise in the management of state anxiety in clinical practice, when making clinical decisions.

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.

Evaluating the Effectiveness of Using the Teach-Back Method to Improve the Health Literacy of Individuals in the Community

ABSTRACT Purpose The purpose was to evaluate the effectivenessof the teach-back method in improving communication between registerednurses and people receiving healthcare services in a community-based settingto address the issue of low health literacy. Design A quasi-experimental study, pre- andpost-test design with an intervention group and a comparison group was conductedto study the teach-back method and the quality of communication between registerednurses and people receiving healthcare services in a community-based setting. Methods For the intervention group, the registerednurses integrated the teach-back method into the delivery of healthcareservices to enhance communication with people whoreceived services at various community-based sites. The comparison groupreceived healthcare services at various community-based sites, without the teach-backmethod. A retrospective pre- and post-test questionnaire was administered tothe participants in the study to measure communication with registered nurses. Findings The post-test mean score (M = 5.58, SD = .743) of theintervention group was significantly higher than their mean pre-test score (M= 5.17, SD = 1.195), t(434) = -7.727, p < .001, Cohen’sd = .371. The difference between the pre- and post-test mean scores of the comparisongroup was not statistically significant. Conclusions The findings confirmed theeffectiveness of the teach-back method for improving patient communication amongpeople receiving healthcare services in a community-based setting. Clinical Evidence Community health nursescan utilize the teach-back method while delivering healthcare services toimprove patient communication and address health literacy among people in the community.

Enriching Students’ Vocabulary through Reading Short Story Case Study of the 1st Year Student at Faculty of Education, Souphanouvong University

The purpose of this research was to investigate (1) the enrichment of students’ English vocabulary through reading short story technique of the first-year students at Department of Language Pedagogy, Faculty of Education, Souphanouvong University, Luangprabang Province, Laos, in academic year 2019-2020, and (2) the students’ reaction toward the use of short stories in enriching their English vocabulary. The participants of this study were the first-year students with the total number of 28 students. Pre-test and post-test and observation were employed to be the instruments of this study. The mean score, percentages and T-values for both pre-test and post-test were calculated through the SPSS program. The result of data analysis was clearly shown with the mean score of the pre-test was 17.03 and S.D was 4.59 while the mean score of the post-test was 22.42 and S.D was 4.20. Based on the result of the data analysis, the mean sore of the post-test was greater than the mean score of pre-tests. Also, the observation results showed that students enjoyed and engaged in the reading activities provided while and after using this technique. This can be concluded that the use of short stories is one of the effective techniques that would be useful in classes, and is also be able to engage learners to learn English - vocabulary with an interesting and effective way in Learning English.

Comparing the Effectiveness of Aerobic and Core Stability Exercises on Balance in Older Adult Men

Introduction: Aging is associated with changes in the neuromusculoskeletal system, which can lead to impairments in balance. This study compares the effects of aerobic and core stability exercises on healthy older men’s static and dynamic balance. Materials and Methods: In this study, 30 adults aged 60 to 70 years were selected through purposive sampling and randomly divided into three groups as follows: aerobic exercises, core stability exercises, and a control group. The interventions were carried out separately for the two experimental groups over 6 weeks. Static balance was assessed using the Romberg and Sharpened Romberg balance tests, while dynamic balance was assessed using the functional reach and timed up-and-go tests. The data were analyzed using the one-way multivariate analysis of covariance test with the SPSS software, version 26. Results: The mean scores of post-tests for the balance tests in the two experimental groups improved compared to their pre-test scores and the post-test scores of the control group. Moreover, both aerobic and core stability exercises had a significant effect on the static and dynamic balance of the elderly (P=0.001). When examining the effects of exercises on dynamic balance, the findings showed a significant difference in favor of aerobic exercises compared to core stability exercises (P=0.017). However, no significant difference was observed concerning static balance (P=1.00) when comparing the effects of the exercises. Conclusion: Aerobic and core stability exercises have a positive impact on the static and dynamic balance of the elderly. Furthermore, for improving dynamic balance in older men, aerobic exercises appear to be more effective than core stability exercises.

A Study to Assess the Effectiveness of Video Assisted Teaching Programme on Awareness and Attitude regarding Early Identification and Management of Polycystic Ovarian Syndrome among Adolescent Girls in selected Colleges, Bangalore

Poly Cystic Ovarian Syndrome is the most common endocrine disorder in women of reproductive age. The disease affecting as many as 7 to 10 out of 100 women of child bearing age (15-45 years).To assess the level of awareness regarding early identification and management of polycystic ovarian syndrome in experimental and control group.To evaluate the effectiveness of the video assisted teaching programme on awareness and attitude regarding early identification and management of polycystic ovarian syndrome in experimental group.To find out the association between the pretest level of awareness and attitude regarding polycystic ovarian syndrome with their selected demographic variable in experimental and control group.Quasi- experimental pretest-posttest control group design was used to collect the data. A total of 60 students in were selected as control group (n=30) and experimental group (n=30) through non-probability convenience sampling technique. Structured questionnaire and modified attitude scale regarding early identification and management of PCOS were used as the tool. Video teaching was telecasted to the experimental group. After seven days, posttest was done by using structured questionnaire and modified attitude scale. The obtained data was analyzed by using descriptive and inferential statistics. In control group, pretest mean score of awareness was 11.43±3.07 the posttest mean score was 12.27±SD 2.65, the mean difference was 0.84. The obtained “t” value was 1.85, which was not statistically significant. In experimental group, pretest mean score of awareness was 11.70±2.48 the posttest mean score was 21.03±SD 1.42, the mean difference was 9.33. The obtained “t” value was 29.90, which was statistically highly significant at p&lt;0.001***level. In control group posttest mean score of awareness was 12.26±2.65. In experimental group posttest mean score was 21.03±1.42, the mean difference was8.77. The obtained “t” value was 15.95, which was statistically highly significant at p&lt;0.001***level. In control group, pretest mean score of attitudes was 52.00±5.87 the posttest mean score was 53.27±SD 5.48, the mean difference was 1.26. The obtained “t” value was 1.92, which was not statistically significant. In experimental group, pretest mean score of attitude was 52.83±6.93 the posttest mean score was 73.77±SD 4.94, the mean difference was 20.93. The obtained “t” value was 15.35 which was statistically highly significant at p&lt;0.001***level. In control group posttest mean score of attitude was 53.27±5.48. In experimental group posttest mean score was 73.77±4.94, the mean difference was 20.50. The obtained “t” value was 15.20, which was statistically highly significant at p&lt;0.001***level. The present study findings concluded that, video teaching is effective by improving the awareness and attitude among adolescent girls.