Nonequivalent Comparison Group Design Research Articles

Problem-based learning and problem solving model: which is more effective in improving student learning achievement?

Identifying the syntax of student learning experiences in learning models helps lecturers be more selective in determining the relevance of learning models and student learning achievements that lecturers have previously formulated. This research aims to determine the increase in student learning achievement, using the problem-based learning (PBL) learning model and the problem-solving (PS) learning model, testing the differences in the application of the PBL and PS models on student learning achievement, and finding out which learning model is more effective in improving Student learning outcomes in sports sociology courses. This research is a quasi-experimental research with a pre-test-post-test non-equivalent comparison-group design. The research sample consisted of 60 students (30 PBL and 30 PS groups) taking sports sociology courses. The research instrument includes ten learning achievement essay test questions developed from critical thinking indicators. The data was analyzed descriptively, testing differences using the independent sample t-test and N-Gain analysis to see the effectiveness of the PBL and PS models on student learning achievements. The research results prove an increase in learning achievement for both groups using PBL and PS. Meanwhile, from the results of statistical tests, there are significant differences in learning achievement between the PBL and PS groups. Furthermore, from the results of the N-Gain test, it turns out that PBL is more effective in improving student learning achievement than the PS model. Keywords: Problem-based learning, problem solving, learning achievement, sport sociology

The Differences in Effectiveness of Learning Using Contextual Teaching and Learning (CTL) and The Missouri Mathematics Project (MMP) in Terms of Mathematics Learning Outcomes

This study aims to compare the effectiveness of learning using Contextual Teaching and Learning (CTL) and the Missouri Mathematics Project (MMP) in terms of students' mathematics learning outcomes. The research method employed was an experiment with a pretest-posttest non-equivalent comparison-group design. The research population consisted of seventh-grade students, with the sample being students from class VII A using the CTL learning model and class VII B using the MMP learning model. The independent variable in this study is the learning model, while the dependent variable is the mathematics learning outcomes. The instruments used were a learning outcome test and an observation sheet for the implementation of learning. The results of the study indicate that both learning models, CTL and MMP, are effective in improving students' mathematics learning outcomes. The Wilcoxon test analysis showed that the significance values for both models were less than 0.05, indicating their effectiveness. However, the Mann-Whitney test revealed no significant difference in effectiveness between the two learning models. These findings suggest that both CTL and MMP can be used as effective alternative teaching methods to enhance students' mathematics learning outcomes. This study contributes to the selection of appropriate teaching methods to improve understanding and learning outcomes in mathematics. It is recommended for future researchers to investigate other aspects such as cognitive, psychomotor, or affective domains, and for teachers to consider using CTL and MMP in their teaching activities.

The Effects Of Interactive Instructional Television On Upper Basic Students’ Academic Achievements In The Hausa Language

The study is titled “The Effects of Interactive Instructional Television on Upper Basic Students’ Academic Achievement in Hausa Language. The study was quasi-experimental and specifically, the non-equivalent comparison group design was adopted. The study used 120 Upper-Basic II from Minna Educational Zone, Niger State. The study answered two (2) questions and tested two (2) null hypotheses. Hausa Language Achievement Test (HALAT) was the data collection instrument. Expert duly validated the instrument and has a reliability coefficient index power of 0.780. The mean and standard deviation were equally used to answer the questions raised by the study. The independent sample t-test was used to test the study’s null hypotheses at 0.05 alpha. The study discovered significant differences between the academic achievement scores of the experimental and the comparison groups. By implication the upper basic students taught Hausa language with interactive instructional television outperformed their counterparts taught with lecture technique. The study found that gender does not affect the performances of the experimental group signifying that the students who were taught the Hausa language with interactive instructional television performed credibly well irrespective of their gender. In light of the above, the study recommends Hausa language teachers should be encouraged to use interactive instructional television in their classrooms for their students’ optimum academic excellence in Niger State; Niger State government, through the Ministry of Education, donor Agencies and influential individuals should support and provide all the funds needed for the procurement and maintenance of instructional television for maximum efficiency and service delivery.

Evaluation of implementation facilitation integrated into a national mentoring programme to improve access to evidence-based psychotherapy for post-traumatic stress disorder within the veterans health administration: a quality improvement report

Despite the resources dedicated to specialised mental healthcare for patients with post-traumatic stress disorder (PTSD) within the US Veterans Health Administration, evidence-based psychotherapies (EBPs) for PTSD have been underutilised, as...

PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN IPA BERBASIS PROBLEM BASED LEARNING TERHADAP KEMAMPUAN LITERASI SAINS SISWA

This study aims to determine the influence of the use of problem based learning science media on the scientific literacy skills. This study used pseudo-experimental research with a nonequivalent comparison-group design. The sample of this study was class IV A of 30 students who were treated with problem based learning science media and V B class which totaled 32 students with no treatment using problem based learning science media. Data collection was carried out with a test of scientific literacy skills that had been tested for validity and reliability. Data analysis using Univariate Analysis of Variance with 5% of significance level. The results showed that the difference in the average score of the pre-test was 65.50 while the average post-test score of interest in learning was 84.00. Problem based learning science media has a significant and positive effect on the scientific literacy skills seen from the calculation of 5,076 and P of 0.000; P=0.000<0.05;

Influence of online STEAM hands-on learning on AI learning, creativity, and creative emotions

ABSTRACT Given the importance of innovation, artificial intelligence (AI) education, and online learning during the COVID-19 pandemic, we explored the effects of science, technology, engineering, art, and mathematics (STEAM) hands-on learning on online AI learning and creativity. We also analyzed the effects of creative emotions on AI learning using facial expressions. We recruited 25 preservice teachers at a public university as participants. A pretest – post-test nonequivalent comparison group design was adopted. AI learning was applied to experimental teaching. The experimental and control groups received online STEAM hands-on learning and standard teaching, respectively. The findings were as follows: STEAM hands-on learning had a significant positive effect on the conjunction item, example item, and total AI concept scores, and an even greater positive effect on AI attitude scores, particularly for AI processing and output; the effect size of STEAM hands-on learning on AI creativity was large, and the effect was positive in terms of design novelty, elaboration, and usability; and participants had higher anger levels in the designing and drawing AI learning stages, implying a high degree of focus and engagement. Finally, recommendations for instruction include the use of more online resources and engaging practical software to improve professional learning and enjoyment.

THE INFLUENCE OF MARBLE SCIENCE’S AUDIO-VISUAL MEDIA: HUMAN ANATOMY ON ELEMENTARY SCHOOL STUDENTS’ LEARNING INTEREST

This paper discusses the influence of the use of Marble Science’s audio-visual media on Anatomy on elementary school students ’ learning interests. Th e research used pseudo-experimental research with a nonequivalent comparison-group design. Data collection was carried out with a questionnaire of students' learning interests that had been tested for validity and reliability. Data analysis us ed Univariate Analysis of Variance with a significance level of 5% . The research results indicate that the difference in the average score of the pre-test was 66.00 while the average post-test score of students’ learning interest was 89.50. Marbl e Science ’s Audio-Visual Media of Human Anatomy has a significant and positive effect on students' interest in learning seen from the T count of 14.85 and P of 0.000 , which means P = 0.000<0.05. Researchers recommend the use of Marble Science’s Audio-Visual media on human Anatomy can be used to improve the students’ learning outcomes, learning motivation, and critical thinking skills.

Effect of problem-based learning approach on students’ achievement in trigonometry

This study investigated the effect of the problem-based learning approach on students’ achievement in Trigonometry in Senior High Schools in the Hohoe Municipality of Volta region in Ghana. The research was a mixed method that employed a quasi-experimental non-equivalent comparison group design to compare the achievements of students exposed to a problem-based learning approach and that of the traditional approach. A convenient sampling technique was used to select two Senior High Schools in the Hohoe Municipality which served as comparison and experimental groups respectively. Data was collected using instruments such as questionnaires, trigonometric achievement tests, and semi-structured interviews. A sample of 94 students comprising of 45 in the comparison group and 49 in the experimental group was used for the study. The findings revealed that the problem-based learning approach is very effective for teaching and learning of trigonometry since it promoted students’ active participation in the instructional process, content mastery and improved their creative thinking and independent problem-solving skills.

Combining a Local Comparison Group, a Pretest Measure, and Rich Covariates: How Well Do They Collectively Reduce Bias in Nonequivalent Comparison Group Designs?

This study examined bias reduction in the eight nonequivalent comparison group designs (NECGDs) that result from combining (a) choice of a local versus non-local comparison group, and analytic use or not of (b) a pretest measure of the study outcome and (c) a rich set of other covariates. Bias was estimated as the difference in causal estimate between each NECGD and a carefully appraised randomized experiment with the same intervention, outcome, and estimand. Results indicated that bias generally declined with the number of design elements in an NECGD, that combining all three sufficed to eliminate bias but was not necessary for it, and that this pattern of results was largely replicated across five different replication factors.

The effects of model-based cooperative and individual learning methods on pre-service science teachers’ conceptual understanding of gases

"The aim of this study was to determine the effect of model-based cooperative (Reading Writing Application) and individual learning methods on conceptual understandings of pre-service science teachers and to eliminate their misconceptions related to gases. For this reason, a pretest/post-test non-equivalent comparison group design was applied across two experimental groups. The sample consisted of 42 pre-service science teachers; one of the research groups was a Reading Writing Application- Model Group (n=22) and the other group was an Individual Learning- Model Group (n=20). The Gases Concept Test (GCT) was used for pre- and post-test as the data collection instrument. For analysing data, descriptive statistics were determined, and the Mann-Whitney U test was performed. There was not a significant difference between groups with respect to their development of their conceptual understanding of gases. In addition, some preservice science teachers from both groups had various misconceptions about the topic after the application."

Research on Digital Teaching of Creative Writing in the Context of Computer Big Data

This paper is aimed at examining the effects of digital teaching on reconstructing creative writing skills and to judge the bettering of creativity and writing skills after accepting digital technology. Based on this paper, creativity and writing skills are the most required elements of creative writing. Fluency, flexibility, originality, and elaboration are the major constructs of creativity. From the contribution of Torrance, we find these constructs of creativity. Narrative and linguistics are the major components in writing skills to evaluate the pupils. Concept and background come under the narrative components as subscales. Likewise, content, the structure of grammar, punctuation, and spelling are considered as subscales in linguistic components. Digital teaching methods and traditional teaching methods are used for this research. We are using a nonequivalent comparison-group design for this research. The rubric is a scoring guide used to evaluate performance. We used this scoring guide to access the improvement of pupils. In total, 58 participants were selected from a primary school. 28 participants were selected from the section A class and 30 pupils from the section B class. In creativity, after the digital teaching, the experimental group is greater than the control group; therefore, the digital teaching method improves the pupils’ creativity level. In writing skill, after digital teaching, the experimental group is better than the control group; therefore, the digital teaching method increases the pupils’ writing skill. We proposed a SVM-based Chaotic Grasshopper Optimization algorithm for digital teaching of creative writing in the context of big data. The comparative analysis result shows that the SVM-Chaotic Grasshopper Optimization method accuracy rate is higher than the other three methods’ accuracy rate. The SVM-CGO method execution time (second) speed is fast when compared with that of the other methods. Thus, we have analyzed the effects of digital teaching and evaluated the improvement in creativity and writing skills after utilizing digital tools.

Comparison Of Academic Achievement For Course Practice Before Pandemic Vs During Pandemic

The research objective was to compare the academic achievement of practical courses before the pandemic period and after the pandemic period as a consideration for researchers to modify distance learning which is currently still ongoing. The research carried out included the type of Quasi-Experimental Designs using the Nonequivalent Comparison Group Design. The practical subjects studied were Pencak Silat and Volleyball Learning before the pandemic and during the pandemic. Data collection for Pencak Silat group and the Volleyball Group before and during the Pandemic Period, from academic achievements scores for the Mid-Semester Examination and the Final Semester Examination. The group before the pandemic, all assessments of the Midterm Examination and the End of Semester Examination practiced directly in front of the Lecturer, while for the group during the pandemic, students recorded and uploaded to Youtube, then the video link sent to E-learning to be assessed by the Lecturer. Group Pencak Silat and Volleyball before pandemic, there are students of class 2018, while group Pencak Silat and Volleyball during pandemic, there area students of class 2020. Group Pencak Silat before pandemic 20 students, Group Pencak Silat during pandemic 20 students, group Volleyball before pandemic 20 students, and group Volleyball during pandemic 20 students. So, total 80 students were sampled in this research. Based on the results of statistical tests using SPPS with the Independent Sample T-Test, the Sig. (2-tailed) 0.011 <0.025, so Ho is rejected, so H1 is accepted. In other words, there is a significant difference between the academic achievement of the Pencak Silat Subject before and during the Pandemic Period. Based on the results of statistical tests using SPPS with the Independent Sample T-Test, the Sig. (2-tailed) of 0.000 <0.025 then Ho is rejected so that H1 is accepted. In other words, there is a significant difference between the academic achievement of volleyball learning subjects before and during the pandemic. The group that took the Pencak Silat Course before the pandemic and during the pandemic showed pre-test data for the group's Mean Value before the pandemic of 73.75 > 66.75 during the pandemic, and post-test data for the group's Mean Value before the pandemic of 77.80 > 69.80 during the pandemic, thus showing The mean value of the group before the pandemic was higher than the group during pandemic for students who took the Pencak Silat Course. The group that took the Volleyball Learning Course before the pandemic and during the pandemic showed pre-test data for the group's Mean Value before the pandemic of 70.75 > 64.05 during the pandemic, and post-test data for the group's Mean Value before the pandemic of 78.25 > 68.35 during the pandemic, so that shows the Mean value of the group before the pandemic was higher than the group during the pandemic for students who took the Volleyball Learning Course. The conclusion drawn from the description of the data above, shows the difference in the average value where the group before the pandemic has a higher average than during pandemic. Lecturers need to find solutions so that through online lectures students' academic achievement remains the same as academic achievement during face-to-face lectures.

PENGARUH PROBLEM BASED LEARNING DAN SAINS TEKNOLOGI MASYARAKAT TERHADAP MOTIVASI BELAJAR

This study aims to reveal : (1) the effect of PBL on the motivation to learn; (2) the effect of STM on the motivation to learn; (3) differences on the motivation to learn between the group taught using PBL model and that taught using STM. This study was a quasi experiment with the nonequivalent comparison-group design. The data analysis used T-test and Univariate Analysis of Variance at the significance level of 5%. The results are as follows: (1) PBL improved positively and significantly on the motivation to learn; (2) STM improved positively and significantly on the motivation to learn; (3) there is a significant and positive difference on the motivation to learn between the group taught using PBL model and that taught using STM model

The Differential Impact of the Experiential- Entrepreneurial Learning Method on the Entrepreneurial Intentions of Higher Education Students

This study has comparatively examined the differential impact of the experiential-entrepreneurial learning method on the entrepreneurial intentions of students against the traditional entrepreneurial-teaching method of the course in Entrepreneurship and Small Business Management in Wollo University, Ethiopia. The research design appropriated was a quasi-experimental non-equivalent comparison-group design. The data for the study were drawn from 202 prospective graduating students. An entrepreneurial-intentional questionnaire (EIQ) was used to collect the data. To test the impact of course intervention, ANCOVA and SEM_path analysis were employed. As the findings indicated, a significant mean difference in the entrepreneurial intention and its antecedents were obtained between the experiential-entrepreneurial method and the traditional entrepreneurial-teaching method group of the study participants. The relationships of variables included in the theory of planned behavior (TPB) have been affected by the two teaching-learning methods univocally. The findings have practical implications and recommendations for the teaching-learning processes of entrepreneurship in higher education.

Effects of adolescent peer education psychological resilience of adolescents

Objective To verify the effectiveness of adolescent peer education on psychological resilience of adolescents, so as to provide a scientific reference for preventing adolescents' physical and mental health problems. Methods The non-equivalent comparison group design method was conducted involving 2 towns which were divided into an intervention group(n=732) and a control group(n=881). The intervention group received 1-year peer education. Their resilience and basic information was assessed by using a adolescent psychological resilience scale and a self-designed basic situation questionnaire. Results After the intervention, in the control group, target concentration, emotional control, family support, interpersonal assistance, and total psychological resilience were reduced by 0.96, 0.72, 0.63, 1.16 and 3.31, respectively(t=5.75, 3.91, 3.52, 5.86, 6.29, P Conclusion Adolescent peer education is effective in improving the target concentration, emotional control, family support, interpersonal assistance, and total psychological resilience.

The Effectiveness of the Learning Cycle Model (5E and 7E) in Learning to Build Flat Side Sides Viewed From Student Self-Eficacy

The purpose of this study was to test the effectiveness of mathematics learning using the 5E learning cycle model and the 7E learning cycle model; as well as distinguishing more effective learning between the learning cycle models 5E and 7E in terms of the self-efficacy of class VIII students in learning to build flat side space. This research is a quasi-experimental study with a pretest-posttest non-equivalent comparison-group design. The study population included all eighth grade students of state junior high schools in Yogyakarta City consisting of high and medium level schools. With stratified random sampling technique, 2 schools were selected as research samples. The research instrument used student self-efficacy questionnaires. To test the effectiveness of the LC 5E model and the LC 7E model, whether there is an interaction between the learning model and the school level, as well as whether there is a difference in student self-efficacy in high school and medium school, the two way ANOVA test is used. Furthermore, to compare the self-efficacy of students who use the LC 5E model and the LC 7E model in high school and high school level students are using an independent sample t test, while to test whether there is a difference in effectiveness between the LC 5E model and LC 7E model against self-efficacy students used the N-Gain effectiveness formula. Each analysis was carried out at a significance level of 5%. The results showed that: 1) there was no difference in self-efficacy between students whose learning used the LC 5E model and students whose learning used the LC 7E model; 2) the self-efficacy of students who use the LC 5E model is not higher compared to those who use the LC 7E model in high and medium level schools; 3) there is no interaction between the learning cycle model with the school level on learning to build flat side space; 4) there is no difference in self-efficacy between students in high schools and students in medium schools; and 5) there is no difference in effectiveness between LC 5E and LC 7E models on student self-efficacy.

Effect of nutrition behaviour change communication delivered through radio on mothers' nutritional knowledge, child feeding practices and growth.

Childhood undernutrition coupled with poor feeding practices continues to be public health problems in many parts of the world and efforts to address them remain elusive. We tested the hypothesis that women who are exposed to radio health/nutrition education will demonstrate greater nutrition and health knowledge, positive attitudes towards preventive health and better dietary diversity practices for improved child growth. We used a two-arm, quasi-experimental, non-equivalent comparison group design with pre- and post-test observations to evaluate the intervention. The study population comprised 712 mothers with children aged 6-36 months who were randomly selected from five intervention districts and one comparison district in Northern Ghana. Difference-in-difference (DID) analysis was performed to assess study outcomes. After 12-month implementation of intervention activities, the minimum dietary diversity and the minimum acceptable diet improved significantly (DID 9⋅7 percentage points, P 0⋅014 and DID 12⋅1 percentage points, P 0⋅001, respectively) in the intervention study group, compared with the comparison group. Mothers in the intervention communities had a nutrition-related knowledge, attitudes and practices score that was significantly higher than their colleagues in the comparison communities (DID 0⋅646, P < 0⋅001). The intervention did not have significant effects on the nutritional status as measured by height-for-age Z-score or weight-for-height Z-score. The data provide evidence that health and nutrition education using radio drama significantly increased health-/nutrition-related knowledge but had little effect on nutritional status.

How much bias results if a quasi-experimental design combines local comparison groups, a pretest outcome measure and other covariates?: A within study comparison of preschool effects.

This study uses a within study comparison design (WSC) to conduct a novel test of how much causal bias results when researchers use a nonequivalent comparison group design type (NECGD) that combines: (a) a comparison group local to the treatment group; (b) a pretest measure of the study outcome; and (c) a rich set of 19 other multidimensional covariates. Most prior WSCs have dealt with the bias consequences of only 1 of these, revealing that each routinely reduces bias but does not necessarily eliminate it. Thus, a need exists to identify NECGDs that more robustly eliminate bias. This study is the first to examine how combining the 3 bias-control mechanisms above affects bias. The intervention we examine is a prekindergarten mathematics curriculum, for which a randomized control trial (RCT) produces a positive 1-year math effect. Final bias in the NECGD is assessed as the difference between its impact and that of the RCT when each design has the same intervention, outcome, and estimand. Over the many specifications we explore, NECGD bias is less than .10 standard deviations, indicating that minimal bias results when an NECGD combines all 3 design elements. The factorial design we use in this study also tests the bias associated with seven other NECGD types. Comparing the total pattern of results shows that the minimal bias when all 3 elements are combined is uniquely attributable to the locally chosen comparison group and not the availability of a pretest or other covariates. In actual research practice, it is impossible to predict in advance which design elements will affect bias by how much in any given application. So further research is needed to probe whether the simultaneous use of all three design elements achieves minimal bias dependably across diverse applications and not just in the preschool math context examined here. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Effects of pretrial risk assessments on release decisions and misconduct outcomes relative to practice as usual

PurposeWe conducted a multi-site, quasi-experimental investigation of the effects of pretrial risk assessments on pretrial release decisions and misconduct outcomes relative to practice as usual. MethodsUsing a multiple non-equivalent comparison group design, we matched 2631 pretrial defendants who received a risk assessment during a 1-year pilot period to two comparison groups of defendants who did not receive a risk assessment and were processed in the same year (n = 1580) or in the year prior to the pilot period (n = 3185). Weighted multilevel regression analyses were conducted separately for each comparison to examine effects of the pilot risk assessment condition on pretrial release and pretrial misconduct outcomes. ResultsRelative to comparison groups, defendants with risk assessments were more likely to receive non-financial release. When risk assessment-guided decisions adhered to structured guidelines, defendants with risk assessments had higher rates of pretrial release and spent less time in pretrial detention. Risk assessments were associated with slightly higher rates of non-violent and new re-arrests, but not failure to appear, relative to comparison conditions. ConclusionsPretrial risk assessments can facilitate non-financial release, though with a potentially higher rate of pretrial re-arrest. Structured guidelines may help maximize pretrial release while minimizing misconduct.

Mathematical representation ability through geogebra-assisted project-based learning models

The purpose of this study is to analyse the achievement, improvement, and achievement of indicators of mathematical representation ability between students who obtain a project-based learning model assisted by GeoGebra and students who get a project-based learning model. The research method used in this study is quasi-experimental with a non-equivalent comparison group design. The subjects in this study were students of the Department of Mathematics Education in the second semester of the academic year 2018-2019 at Universitas Suryakancana. The research instrument used was a mathematical representation ability test and the Group Embedded Numbers Test (GEFT). Analysis of the data used is the normality test, the Mann Whitney test, and the percentage of achievement indicators. As a result, the achievement and improvement of the mathematical representation ability of students who obtained a project-based learning model assisted by GeoGebra were better than students who obtained a project-based learning model, the achievement of the mathematical representation ability of students in the experimental group were good categorized, the control group was categorized sufficiently, the experimental group with field-independent and field-dependent cognitive style were categorized as good, the control group with field-independent and field-dependent cognitive styles was considered sufficient.