Nonequivalent Groups Research Articles

A quasi-experimental evaluation of partnerships for success's impact on community-level ethanol and prescription drug poisoning rates

The emerging dual threats of underaged drinking (UAD) and prescription drug misuse (PDM) require sustained prevention efforts across multiple levels of interventions. In response to the continuing proliferation of UAD and PDM among youth and young adults, the Substance Abuse and Mental Health Services Administration (SAMHSA) developed the Partnerships for Success (PFS) program. Across five cohorts funded from 2012 to 2016, PFS created linkages between health care providers, treatment and prevention services providers, government agencies, and nonprofit organizations for the delivery of multiple sets of services (e.g., prevention education, community activities, screening) targeted toward UAD and PDM. This paper reports on the impact of the PFS program on reductions in ethanol and prescription drug poisoning exposures as reported from data in the National Poisoning Data System (NPDS). Across 35 States, communities targeted by PFS interventions were compared to non-targeted communities using a non-equivalent comparison groups design and propensity score weighting. Using propensity-weighted, multilevel latent growth modeling, steeper reductions in ethanol and prescription drug poisoning exposure call rates were observed in States which had a higher proportion of communities participating in PFS. Grantee-level longitudinal analogs to Cohen's d effect sizes ranged from −0.24 to −0.97, whereas PFS' effects on individual communities (net of Statewide effects) were negligible. The study serves as a unique exemplar of using the NPDS to extract community-level intervention effects that might otherwise be “hidden” within epidemiological data while underscoring the cumulative effects of PFS' community-level efforts in stemming the tide on underaged drinking and prescription drug misuse.

Kernel Equating Using Propensity Scores for Nonequivalent Groups

When equating two test forms, the equated scores will be biased if the test groups differ in ability. To adjust for the ability imbalance between nonequivalent groups, a set of common items is often used. When no common items are available, it has been suggested to use covariates correlated with the test scores instead. In this article, we reduce the covariates to a propensity score and equate the test forms with respect to this score. The propensity score is incorporated within the kernel equating framework using poststratification and chained equating. The methods are evaluated using real college admissions test data and through a simulation study. The results show that propensity scores give an increased equating precision in comparison with the equivalent groups design and a smaller mean squared error than by using the covariates directly. Practical implications are also discussed.

Understanding the bottlenecks in methodological adoption of constructivism in secondary schools in Kenya

Constructivist teaching and learning approach is one of teaching approach gaining popularity based on its principles of learner centered education. This study investigated the effectiveness of constructivist method of instruction on learning biology and challenges facing its implementation in secondary school students. The study design was quasi-experimental non-equivalent groups with a post-test examination. A total sample participated in this study was 477 students and 12 teachers. The instruments used in this study were; constructivist instruction manual, post-test, attitude questionnaire, and teacher’s questionnaire. The data collected was analyzed descriptively using mean and standard deviation values, while t-test and ANOVA were used to test the differences between group means at α=0.05 level. The study established that constructivist method of instruction was more effective in learning biology compared to conventional methods. Moreover, the both positive learner and negative teacher attitudes toward the application of constructivism was found as considerable as inadequate compulsory facilities in the implementation of constructivist learning approach. Thus, it is recommended to conduct deliberate programs in implementing constructivist learning approach in secondary schools in Kenya.

Different Methods of Adjusting for Form Difficulty Under the Rasch Model: Impact on Consistency of Assessment Results

AbstractWhen using the Rasch model, equating with a nonequivalent groups anchor test design is commonly achieved by adjustment of new form item difficulty using an additive equating constant. Using simulated 5‐year data, this report compares 4 approaches to calculating the equating constants and the subsequent impact on equating results. The 4 approaches are mean difference, mean difference with outlier removal using the 0.3 logit rule, mean difference with robust z statistic, and the information‐weighted mean difference. Factors studied included sample size, anchor test length, percentage of anchor items displaying outlier behavior, and the distribution of test item difficulty relative to examine ability. The results indicated that the mean difference and information‐weighted mean difference methods performed similarly across all conditions. In addition, with larger sample sizes, the mean difference with 0.3 logit method performed similarly to these 2 methods. The mean difference with robust z method performed most differently from the other three methods of calculating the equating constant. This method removed a large percentage of the anchor items compared to the mean difference with 0.3 logit method but seemed to produce the most stable trend in performance classification across the 5 years, particularly when sample sizes were large.

Linking With External Covariates: Examining Accuracy by Anchor Type, Test Length, Ability Difference, and Sample Size.

Research has recently demonstrated the use of multiple anchor tests and external covariates to supplement or substitute for common anchor items when linking and equating with nonequivalent groups. This study examines the conditions under which external covariates improve linking and equating accuracy, with internal and external anchor tests of varying lengths and groups of differing abilities. Pseudo forms of a state science test were equated within a resampling study where sample size ranged from 1,000 to 10,000 examinees and anchor tests ranged in length from eight to 20 items, with reading and math scores included as covariates. Frequency estimation linking with an anchor test and external covariate was found to produce the most accurate results under the majority of conditions studied. Practical applications of linking with anchor tests and covariates are discussed.

ENHANCING LIBYAN STUDENTS’ ENGLISH SPEAKING PERFORMANCE THROUGH LANGUAGE GAME AND INFORMATION GAP ACTIVITIES

The importance of English as a foreign language EFL in Libya has increased significantly throughout the years and the language has become essential in all disciplines. However, one of the essential challenges that needs to be explored is the lack of speaking competence of the Libyan students. There has been little research, which adopts an experimental design to determine the causal effects of certain teaching methods, particularly the Communicative Language Teaching (CLT) approach on Libyan students’ English speaking performance. Against this backdrop, this research sets out to assess the effects of selected Communicative Language Teaching (CLT) activities (i.e., Information gap and Language games) on Libyan first-year secondary school students’ English speaking performance. Using a sample of 124 students from a public secondary school in Sabratha, Libya, and adopting the quasi-experimental pre-test, post-test non-equivalent groups design (NEGD), first year classes were randomly assigned as three experimental groups (i.e., Experimental Language Game group (G1), Experimental Language Game and Information Gap group (G2), and Experimental Information Gap group (G3)) and one Control group (G4). Treatments were given to the experimental groups and paired sample t-test results reveal significant differences between the groups’ in the post-test English language speaking scores. While an ANOVA test, comparing the scores between the four groups reveals a substantial difference between Information Gap group and the control group through a post-hoc test. It is therefore concluded that implementing communicative activities based on the principles of CLT in the Libyan English language classroom helps to enhance students’ English speaking performance. Keywords: Communicative Language Teaching (CLT), English as a foreign language (EFL); information gap and language games activities; quasi-experiment speaking performance.

Immediate Feedback Improves Career Decision Self-Efficacy and Aspirational Alignment.

Misalignment between career and education aspirations has been associated with poorer achievement during adolescence and unstable employment in adulthood. In this study, we evaluated whether a brief in-school intervention improved career decision self-efficacy and aspirational alignment. We sampled 211 teenagers living in disadvantaged areas of Western Sydney, Australia using a quasi-experimental non-equivalent groups design. Students completed pre- and post-questionnaires which measured aspirational alignment and career decision self-efficacy. Students in the intervention condition (n = 102) received automated feedback on the alignment of their career and education aspirations, as well as a career information pamphlet detailing the educational pathways to a range of popular careers. Students in the control condition completed both questionnaires but only received feedback and the pamphlet at the end of the study. The intervention improved alignment of career and education aspirations, as well as increased some dimensions of career decision self-efficacy. Students in the intervention group more frequently identified the correct qualification for their career aspiration in the post-questionnaire (57.9%) compared with the pre-questionnaire (48.1%). Students with misaligned aspirations in the intervention group reported higher self-efficacy for gathering occupational information and selecting goals following the intervention. There were no pre-post differences for students in the control condition. The practical significance of this study is that an easy, low-cost intervention can improve aspirational alignment between career and education aspirations, as well as aspects of career decision self-efficacy.

Exploring the Effectiveness of Academic Coaching for Academically At-Risk College Students

The purpose of this study, which was conducted over the course of five semesters at one institution, was to determine the effectiveness of the Academic Coaching for Excellence (ACE) program for academically at-risk students. The study utilized archival data, which had been collected by the Center for Academic Retention and Enrichment Services (CARES), for 1434 undergraduate students in a cohort-based, nonequivalent groups post-tests design. Results indicated that full- and part-time students who participated in academic coaching had significant GPA increases, were more likely to earn at least a 2.00 GPA in the intervention semester, and were more likely to be retained at the university the following semester than were those students who did not participate in the program. Implications for higher education professionals are discussed.

Test Eşitlemede Çok Boyutluluğun Eş Zamanlı ve Ayrı Kalibrasyona Etkisi

The aim of this study is to investigate the effects of multidimensionality on equating results which obtained from separate and concurrent calibration methods. The study was conducted with using simulated data. In the scope of research, totally 40 simulation conditions [5 (degree of multidimensionality: 0.90, 0.75, 0.50, 0.25, and 0.00) x 2 calibration methods (separate and concurrent) x 2 (scale transformation methods: Stocking-Lord and Haebara) x 2 (test equating methods: IRT true score equating and observed score equating)] were examined. Multidimensionality was constructed as assuming the two test forms measuring Ɵ1 and Ɵ2 abilities. While the simulation condition which has correlation between abilities 0.90 represents weak multidimensional case, the correlation between abilities 0.00 represents the severe multidimensional case. Tests were equated under common-item non-equivalent groups design. Equating results were evaluated by using bias, standard deviation and RMSE evaluation criteria. The results showed that, generally under all conditions equating results provided from concurrent calibration more biased and had higher RMSE values than equating results provided by separate calibration. Based on standard deviation criteria, when the degree of multidimensionality was low, equating results which got from concurrent calibration and separate calibration with Stocking-Lord or Haebara scale transformation methods showed similar performance but when the degree of multidimensionality was severe equating results which had lowest random error were provided by concurrent calibration.

Software Review of IRTEQ, STUIRT, and POLYEQUATE for Item Response Theory Scale Linking and Equating

ABSTRACTThis article reviews several software programs designed to conduct item response theory (IRT) scale linking and equating. The programs reviewed include IRTEQ, STUIRT, and POLYEQUATE. Features and functionalities of each program are discussed and an example analysis using the common-item non-equivalent groups design in IRTEQ is provided.

A comparison of linear and equipercentile equating and IRT equating with FIPC across multidimensional test forms for non-equivalent groups

The aim of this study was to compare linear equating (Levine and Tucker), equipercentile equating, and true and observed score IRT equating with fixed item parameter calibration methods when applied to non-equivalent groups taking forms which have various multidimensional structures: equal or unequal total test difficulty and similar or dissimilar difficulty within dimensions across forms. This situation may be common for large-scale test forms that are composed of multiple sub-content areas and are being administered to examinees of mixed abilities at different times. Within the specifications of this study, when forms differ in total difficulty but the difference in difficulty within dimensions is consistent across forms, the linear methods may be preferred. When forms differ in average item difficulty within dimensions, regardless of equal or unequal total test difficulty, the IRT method with fixed item parameter calibration is favoured when data are correlated.

A comparison of linear and equipercentile equating and IRT equating with FIPC across multidimensional test forms for non-equivalent groups

The aim of this study was to compare linear equating (Levine and Tucker), equipercentile equating, and true and observed score IRT equating with fixed item parameter calibration methods when applied to non-equivalent groups taking forms which have various multidimensional structures: equal or unequal total test difficulty and similar or dissimilar difficulty within dimensions across forms. This situation may be common for large-scale test forms that are composed of multiple sub-content areas and are being administered to examinees of mixed abilities at different times. Within the specifications of this study, when forms differ in total difficulty but the difference in difficulty within dimensions is consistent across forms, the linear methods may be preferred. When forms differ in average item difficulty within dimensions, regardless of equal or unequal total test difficulty, the IRT method with fixed item parameter calibration is favoured when data are correlated.

Dicarboxyl-terminated iron(ii) clathrochelates as ICD-reporters for globular proteins.

Cage metal complexes iron(ii) clathrochelates, which are inherently CD silent, were discovered to demonstrate intensive output in induced circular dichroism (ICD) spectra upon their assembly to albumins. With the aim to design clathrochelates as protein-sensitive CD reporters, the approach for the functionalization of one chelate α-dioximate fragment of the clathrochelate framework with two non-equivalent substituents was developed, and constitutional isomers of clathrochelate with two non-equivalent carboxyphenylsulfide groups were synthesized. The interaction of designed iron(ii) clathrochelates and their symmetric homologues with globular proteins (serum albumins, lysozyme, β-lactoglobulin (BLG), trypsin, insulin) was studied by protein fluorescence quenching and CD techniques. A highly-intensive ICD output of the clathrochelates was observed upon their association with albumins and BLG. It was shown that in the presence of BLG, different clathrochelate isomers gave spectra of inverted signs, indicating the stabilization of opposite configurations (Λ or Δ) of the clathrochelate framework in the assembly with this protein. So, we suggest that the isomerism of the terminal carboxy group determined preferable configurations of the clathrochelate framework for the fixation in the protein binding site. MALDI TOF results show the formation of BLG–clathrochelate complex with ratio 1 : 1. Based on the docking simulations, the binding of the clathrochelate molecule (all isomers) to the main BLG binding site (calyx) in its open conformation is suggested. The above results point that the variation of the ribbed substituents at the clathrochelate framework is an effective tool to achieve the specificity of clathrochelate ICD reporting properties to the target protein.

PENGARUH PENERAPAN MODEL CONTROVERSIAL ISSUES (CI) TERHADAP PENINGKATAN KETERAMPILAN SOSIAL DAN HASIL BELAJAR SISWA YANG RESPONSIF GENDER

The purpose of this study was to determine the improvement of social skills and gender responsive students after the implementation of the Controversial Issues (CI) model in social studies learning while at the same time looking at student learning outcomes. The method of this research is the quasi-experimental method using the nonequivalent groups pretest-posttest design. The population is the fourth grade students of SD Negeri 8 Metro Timur with samples of classes IV A and IV B. Data collection techniques are in the form of tests and sets of students' social skills. The results of this study indicate that the Controversial Issues (CI) model in social studies learning can improve social skills and gender-responsive student learning outcomes.

EFFECTIVENESS OF THE USE OF MAP MEDIA AGAINST SPATIAL LITERACY OF CLASS V ELEMENTARY SCHOOL STUDENTS IN SOCIAL STUDIES (IPS) LEARNING

This research is motivated by the lack of utilization of the media in conducting learning related to space, making spatial literacy of students less explored. In addition, students tend to be more passive and bored quickly when the teacher in delivering learning comes only from the student's textbook. The lack of understanding of students' spatial literacy, in the end causes students to be less careful in making decisions and also solving spatial problems that occur in everyday life. This research was conducted related to the effectiveness of media maps in social studies learning in class V students of elementary schools in Metro City. The purpose of this study was to provide an understanding of students' spatial literacy, especially in material related to space in social studies subjects. The type of this study is quasi-experimental research using the design of nonequivalent groups pre test-post test from Fraenkel and Wallen. The design of nonequivalent groups pre test - post test was started by setting the experimental group and the control group, then doing the pre test, followed by giving treatment to the two classes and ending with a post test. The subjects in this study were fifth grade elementary school students in Metro City. Data collection techniques in the form of tests. The research instrument is a spatial literacy test sheet. Data were analyzed using normality test and Mann Whitney test. The results of this study indicate that the effectiveness of using media maps in social studies learning can provide an understanding of spatial literacy of fifth grade elementary school students in Metro City. This can be seen from the increase in the correct number of each indicator of spatial literacy that is given in the form of determining the location, identifying spatial orientation, determining the closest distance and identifying objects through symbols on the map. The results of this study can be a suggestion for teachers and schools to continue to facilitate social studies learning with appropriate media, especially media maps for material related to space, so as to provide students with more understanding of spatial literacy. Keywords: media map, spatial literacy, elementary students

A Comparison of the Separate and Concurrent Calibration Methods for the Full-Information Bifactor model.

When calibrating items using multidimensional item response theory (MIRT) models, item response theory (IRT) calibration programs typically set the probability density of latent variables to a multivariate standard normal distribution to handle three types of indeterminacies: (a) the location of the origin, (b) the unit of measurement along each coordinate axis, and (c) the orientation of the coordinate axes. However, by doing so, item parameter estimates obtained from two independent calibration runs on nonequivalent groups are on two different coordinate systems. To handle this issue and place all the item parameter estimates on a common coordinate system, a process called linking is necessary. Although various linking methods have been introduced and studied for the full MIRT model, little research has been conducted on linking methods for the bifactor model. Thus, the purpose of this study was to provide detailed descriptions of two separate calibration methods and the concurrent calibration method for the bifactor model and to compare the three linking methods through simulation. In general, the concurrent calibration method provided more accurate linking results than the two separate calibration methods, demonstrating better recovery of the item parameters, item characteristic surfaces, and expected score distribution.

Does kangaroo mother care improve preterm infant's temperature?

Abstract: Kangaroo mother care is a method of care of preterm infants (before 37 completed weeks of gestation). The method involves infants being carried, usually by the mother, with skin-to-skin contact. This improves stability of preterm infant temperature. The aim of the study: To investigate the effect of kangaroo mother care on preterm infant’s temperature in a neonatal intensive care unit at the Khartoum teaching hospital - Sudan. Methodology: The study design was Nonequivalent Groups Design (a pretest-posttest randomized experiment), 120 mother-preterm infant pairs were selected through purposive sampling. Subjects: The target population for this study were all medically stable preterm infants who were admitted to the neonatal intensive care unit at the time of the study. Preterm infants of gestational age 30–36 weeks (n=120), 60 intervention groups received KMC and another 60 were control group received conventional care. The researcher was available five days per week, five hours per day from 9 am to 2pm. The average number of cases that was taken per week ranged from8 to 10 premature infants and their mothers. Setting: This study was conducted in neonatal intensive care unit (NICU) in Khartoum teaching hospital. Tools: The tools of study divided into two tools; Tool I: Questionnaire was used to collect the demographic data related to preterm infants and their mothers in the intervention and control group, and auxiliary temperature before and after kangaroo mother care for intervention group and also done for control group in conventional care. Tool II: Mercury thermometer. The results: Independent–sample t test was calculated and showed that there is a significant difference regarding the mother's age, and preterm infant weight (P-value = .06 & . 00) Respectively. And there is no significant difference regarding preterm infants gestational age, and preterm infants age since birth (P-value = .82 & . 50) respectively. Mothers' educational level the majority were secondary school, (40.83%), and the lowest were intermediate school (11.67%). The majority of preterm gender were male (60%), and the other was female (40%). Regarding preterm infant's temperature, independent–sample t test showed that there is no significant difference between intervention and control group before KMC (P-value = .86). And there is a significant difference between intervention and control group after KMC (P-value = .01). Paired sample test investigate that, there is a significant difference regarding the level of temperature for intervention group before and after KMC (P-value:. 000). Conclusion: KMC was effective and positively promoted premature infant's temperature than those cared by the conventional care. Recommendation: Educational training program for all neonatal nurses in skills necessary to implement the KMC and further studies should be conducted to assess the neonatal nurses' knowledge, attitudes and practices regarding KMC. Abbreviations: Skin to Skin Contact (SSC), World Health Organization (WHO), Kangaroo Care (KC), Neonatal Intensive Care Unit (NICU), Kangaroo Mother Care (KMC), Gestational Age (GA). Keywords: kangaroo mother care, preterm infants, temperature.

Exploring undergraduates’ conceptions of elasticity, within a plate tectonics context, before and after experience with rock’s elastic behavior

The elastic rebound theory is a fundamental explanatory geoscience construct introduced in most introductory undergraduate geoscience courses. Classroom experience, supported by a recent case study of undergraduate students’ model-building activities, indicates that learning this theory tends to be incomplete, in spite of instruction employing external representations and other analogies. Using conceptual metaphor theory as a lens to investigate such instruction, this project sought to document students’ understandings of elasticity within a plate tectonics context, and identify and describe learning demands that must first be addressed for analogies and models to be effective. The project also evaluated the efficacy of an instructional intervention that provides learners with an experience with rocks that most daily encounters do not: the elastic deformation of rocks. Using a nonequivalent groups design of 81 undergraduate students enrolled in a 100-level geoscience course, this work revealed that prior to instruction all participants were familiar with the concept of elasticity. However, only 35.8% were able to demonstrate an understanding aligned with the scientific consensus. Relevant to the elastic rebound theory, just over 50% conceptualized tectonic plates and Earth’s upper interior as being composed of rocks, and 67.9% identified tectonic plates as elastic. However, indicative of a shallow understanding, only 18.5% recognized that rocks, which make up tectonic plates, behave elastically. The instructional intervention that allowed students to bend rocks resulted in a statistically significant increase in the number of students who conceptualized rocks as well as other solids as elastic on the posttest.

THE EFFECT OF USING THE PROJECT BASED LEARNING MODEL ON PROCESS SKILLS AND SCIENCE LITERATION SKILLS

This research is motivated by the learning process carried out in class V of SD Negeri 8 Metro Timur, SD Negeri 1 Metro Barat, SD Negeri 1 Metro Utara dan SD Negeri 5 Metro Pusat. The implementation of the learning process carried out by teachers who generally still use conventional learning methods and models that are only fixated on books and more teacher-centered, students listen to explanations from the teacher, take notes, memorize information and work on problems. practice questions rather than doing practical activities through experiments or experiments. As a result, the learning process becomes less attractive and seems monotonous because students tend to be passive and less participatory in learning activities. Teachers lack innovation in the use of active and innovative methods or learning models that are more student centered. That is, learning that provides more opportunities for students to construct independently the process of understanding material through a more active learning process through search activities and problem solving. In response to this, researchers conduct learning using a project based learning learning model with the aim of improving students' science process skills and scientific literacy skills. The purpose of this study was to describe the influence of the PjBL model on process skills and scientific literacy skills. The type of this study is quasi-experimental research using the design of nonequivalent groups pre test-post test from Fraenkel and Wallen. The design of nonequivalent groups pre test - post test was started by setting the experimental group and the control group, then doing the pre test, followed by giving treatment to the two classes and ending with a post test. The subjects in this study were fifth grade elementary school students in Metro City. Data collection techniques in the form of tests. The research instrument is a spatial literacy test sheet. Data were analyzed using normality test and Mann Whitney test. The results of this study indicate that the PjBL model can improve science process skills and higher scientific literacy skills compared to groups of students who get conventional learning. Keywords: skills of science literacy, skills of science process, elementary students.

Pre-experimento para constatar cambios al aplicar un resultado científico. Ejemplo práctico de una metodología para mejorar el desarrollo de habilidades del pensamiento Geométrico Espacial

In the work some characteristics of the experimental designs in the educational research are exposed. Different typologies of the pre-experimental designs are explained, such as the design of post-test only with one group, the pre-test-post test with a group and the post-test only with two non-equivalent groups. For the pre-experimental design of pre-test post-test with a group a practical example is presented with the field data of an applied educational research. It also highlights the importance, in the mentioned example, of the use of univariable descriptive statistical tools as well as the proof of the signs as a test of a sample measured twice and obtained by replicated pairs in this type of pre-experimental design, to be able to verify that the intervention of an elaborated methodology, sustained in the approach developer and in the education based on the resolution of problems, contributes to bring about positive changes to the current state of the development of the abilities of the geometric spatial thought in students of the preuniversity education in the province of Havana.