Nonequivalent Comparison Group Design Research Articles

Influence of Cooperative Learning on Chemistry Students’ Achievement, Self-efficacy and Attitude

The study utilized the quasi-experimental research design and it also made use of non-equivalent comparison group design. The experimental group was taught using the cooperative learning method while the comparison group was taught using the lecture-discussion method. The respondents consisted of 112 first year Associate in Health Science Education (ASHE) students who were enrolled in General Chemistry classes at Liceo de Cagayan University, Cagayan de Oro City during the second semester of school year 2005-2006. The experimental group was first oriented with cooperative learning method using numbered heads together model for two weeks and was taught using numbered heads together strategy for six weeks. The comparison group was taught using the lecture-discussion approach for the same period of time. Findings show that there is a significant difference in the students’ achievement for both groups. T-test revealed that there is a significant difference in the student’s self-efficacy for both groups. Furthermore, the study also revealed that there is a significant difference on students’ attitude towards chemistry for both groups. However it was found out that the experimental group had a more positive attitude towards chemistry. Key words – Numbered-Heads Together Model, cooperative learning, chemistry students’ achievement

A longitudinal study of mental health consumer/survivor initiatives: Part V–Outcomes at 3‐year follow‐up

AbstractThe objective of this study was to evaluate the impacts of participation in mental health Consumer/Survivor Initiatives (CSIs), organizations run by and for people with mental illness. A nonequivalent comparison group design was used to compare three groups of participants: (a) those who were continually active in CSIs over a 36‐month period (n = 25); (b) those who had been active in CSIs at 9‐ and 18‐month follow‐up periods, but who were no longer active at 36 months (n = 35); and (c) a comparison group of participants who were never active in CSIs (n = 42). Data were gathered at baseline, 9‐, 18‐, and 36‐month follow‐ups. The three groups were comparable at baseline on a wide range of demographic variables, self‐reported psychiatric diagnosis, service use, and outcome measures. At 36 months, the continually active participants scored significantly higher than the other two groups of participants on community integration, quality of life (daily living activities), and instrumental role involvement, and significantly lower on symptom distress. No differences between the groups were found on other outcome measures. Improvements in 36‐month outcomes for people with mental illness who participated in CSIs suggest the potential value of these peer support organizations. Further research is needed to determine the replicability of these positive findings. © 2007 Wiley Periodicals, Inc. J Comm Psychol 35: 655–665, 2007.

Effect Of Instructional Strategy On Critical Thinking And Content Knowledge: Using Problem-Based Learning In The Secondary Classroom

The purpose of the study was to determine the effect of problem-based learning (PBL) on critical thinking ability and content knowledge among selected secondary agriculture students inMissouri.The study employed a quasi-experimental, non-equivalent comparison group design. The treatment consisted of two instructional strategies: problem-based learning and supervised study.The target population was identified as secondary agriculture students inMissouri.Twelve secondary agriculture teachers were selected based on criteria established by the researcher.Intact classrooms were randomly assigned to a level of the treatment. The resulting sample (n = 140) consisted of 77 students in the problem-based learning treatment group and 63 students in the supervised study treatment group.Analysis of covariance indicated a treatment effect on critical thinking ability and content knowledge.

The effects of environment‐based education on students’ critical thinking skills and disposition toward critical thinking

This study examined the relationship between environment‐based education and high school students’ critical thinking skills and disposition toward critical thinking. Four hundred four 9th and 12th grade students from 11 Florida high schools participated in the study. A Pretest‐Posttest Nonequivalent Comparison Group Design (9th grade) and a Posttest Only Nonequivalent Comparison Group Design (12th grade) were used. Interviews of students and teachers were used in the classic sense of triangulation. Data collection took place over the 2001–2002 school year. When controlling for pretest score, grade point average (GPA), gender, and ethnicity, environment‐based programs had a positive effect on 9th grade students’ critical thinking skills (p=.002). When controlling for GPA, gender, and ethnicity, environment‐based programs had a positive effect on 12th grade students’ critical thinking skills (p < .001) and disposition toward critical thinking (p < .001). The results of this study support the use of environment‐based education for improving critical thinking and can be used to guide future implementation.

Early Effects of the Prospective Payment System on Inpatient Rehabilitation Hospital Performance

McCue MJ, Thompson JM. Early effects of the prospective payment system on inpatient rehabilitation hospital performance. Objective To assess changes in utilization and financial performance for inpatient rehabilitation facilities (IRFs) that shifted from Medicare’s cost-based payment system to the IRF prospective payment system (PPS). Design A pre-post nonequivalent comparison group design. The intervention group included IRFs that changed to the PPS in fiscal year 2002. The comparison group included IRFs that were paid under the cost-based system. Setting IRFs in the United States. Participants Final sample included 120 IRFs, with 26 IRFs in the comparison sample. Interventions Not applicable. Main Outcome Measures Outcome measures included utilization (length of stay [LOS], total discharges, Medicare discharges) and financial performance (revenue, expenses, profitability, Medicare payment and cost). Results PPS IRFs experienced a smaller decline in LOS, whereas Medicare cost per discharge increased at a lower rate. PPS IRFs reduced operating costs per discharge, whereas profit margin had a greater increase. Conclusions IRFs under PPS implemented cost controls that lead to lower operating costs below the fixed payment to profit under PPS. Discharge growth for PPS IRFs was similar to the comparison group. PPS facilities did not implement a strategy that attempted to admit more patients to increase Medicare payments.

PROTOCOL: Mentoring Interventions to Affect Juvenile Delinquency and Associated Problems

PROTOCOL: Mentoring Interventions to Affect Juvenile Delinquency and Associated Problems

Effect of an informatics for Evidence-based Practice Curriculum on nursing informatics competencies

Effective and appropriate use of information and communication technologies is an essential competency for all health care professionals. The purpose of this paper is to describe the effect of an evolving informatics for evidence-based practice (IEBP) curriculum on nursing informatics competencies in three student cohorts in the combined BS/MS program for non-nurses at the Columbia University School of Nursing. A repeated-measures, non-equivalent comparison group design was used to determine differences in self-rated informatics competencies pre- and post-IEBP and between cohorts at the end of the BS year of the combined BS/MS program. The types of Computer Skill competencies on which the students rated themselves as competent (> or =3) on admission were generic in nature and reflective of basic computer literacy. Informatics competencies increased significantly from admission to BS graduation in all areas for the class of 2002 and in all, but three areas, for the class of 2003. None of the three cohorts achieved competence in Computer Skills: Education despite curricular revisions. There were no significant differences between classes at the end of the BS year. Innovative educational approaches, such as the one described in this paper demonstrate promise as a method to achieve informatics competence. It is essential to integrate routine measurement of informatics competency into the curriculum so that approaches can be refined as needed to ensure informatics competent graduates.

Reducing DUI among US college students: results of an environmental prevention trial

Driving under the influence (DUI) of alcohol is among the most common and serious alcohol-related problems experienced by US college students. Community-based prevention trials using environmental approaches to DUI prevention have been effective in reducing DUI. Such interventions remain untested in college settings. This study is the first to test the efficacy of an environmental prevention campaign to reduce DUI among college students. We used a quasi-experimental non-equivalent comparison group design to test the efficacy of the DUI prevention intervention. Students at the experimental university were exposed to a DUI prevention intervention that included a social marketing campaign, a media advocacy campaign and increased law enforcement (DUI checkpoints and roving DUI patrols). Students from two large public universities located along the US/Mexico border participated in the seven-semester study. In total, 4832 college students took part. Using telephone interviews of randomly selected students, we took pre- and postintervention measures of self-reported DUI. Self-reported DUI (past year) decreased significantly from pre-test to post-test (odds ratio = 0.55) at the intervention school, whereas rates at the comparison campus remained stable. The campus-intervention interaction was statistically significant (P < 0.05), suggesting that the campaign led to the observed change in DUI. Environmental DUI campaigns similar to those validated in community prevention trials can be effective in college settings. Further research, however, is needed to determine the robustness of the changes associated with such campaigns.

Training for Cultural Competence

This paper reviews the experience of evaluating a cultural competence workshop series for social workers practicing in a mental health care setting. The study used a pretest-posttest nonequivalent comparison group design, and evaluation was based on both quantitative and qualitative data collections. Between subjects analyses suggested that there were no differences between the intervention and comparison group after the intervention was completed, but within-subjects analyses revealed that the intervention group had made superior gains in their scores on the Awareness subscale of the Multicultural Counseling Inventory. Qualitative data contributed additional information about important individual and group processes that affected the experience of training and contributed to self-reported outcomes from training. The study suggests that evaluating process and outcomes of training at both the individual and group levels may be particularly important to understanding how cultural competence develops for social work practitioners in interdisciplinary settings.

The effects of environment‐based education on students' critical thinking skills and disposition toward critical thinking

This study examined the relationship between environment‐based education and high school students' critical thinking skills and disposition toward critical thinking. Four hundred four 9th and 12th grade students from 11 Florida high schools participated in the study. A Pretest‐Posttest Nonequivalent Comparison Group Design (9th grade) and a Posttest Only Nonequivalent Comparison Group Design (12th grade) were used. Interviews of students and teachers were used in the classic sense of triangulation. Data collection took place over the 2001–2002 school year. When controlling for pretest score, grade point average (GPA), gender, and ethnicity, environment‐based programs had a positive effect on 9th grade students' critical thinking skills (p=.002). When controlling for GPA, gender, and ethnicity, environment‐based programs had a positive effect on 12th grade students' critical thinking skills (p < .001) and disposition toward critical thinking (p < .001). The results of this study support the use of environment‐based education for improving critical thinking and can be used to guide future implementation.

The Effects of Environment-Based Education on Students’ Achievement Motivation

This mixed-methodology study examined the relationship between environment-based education and high school students’ achievement motivation. Four hundred 9th- and 12th-grade students from 11 Florida high schools participated in the study. A Pretest-Posttest Nonequivalent Comparison Group Design (9th grade) and a Posttest Only Nonequivalent Comparison Group Design (12th grade) were used in the study. Interviews of students and teachers were used to support and explain the quantitative data. Data collection took place over the 2001–2002 school year. When controlling for pretest score, GPA, gender, and ethnicity, environment-based programs had a positive effect on 9th grade students’ achievement motivation. When controlling for GPA, gender, and ethnicity, environment-based programs had a positive effect on 12th-grade students’ achievement motivation. The results of this study support the use of environment-based education for improving achievement motivation and can be used to guide future program implementation. Implications for formal educators, environmental educators, and interpreters are discussed.

Effectiveness of the anger-control program in reducing anger expression in patients with schizophrenia

The purpose of this study was to evaluate the anger control program in reducing anger expression in patients with schizophrenia. The study had an interrupted time series with nonequivalent comparison group design. Data were collected before the intervention, at the end of the 5th and 10th group sessions, and 2 weeks after the 10th (or last) session. A total of 78 patients were assigned to experimental (the anger control program) or comparison groups. The Generalized Estimating Equation (GEE) was used to analyze the longitudinal data. The program was found to reduce anger expression in patients with schizophrenia effectively and to increase their anger control ability.

Evaluating the Impact of Elder Cottage Housing on Residents and their Hosts

Family members who wish to have their older relatives live with them often encounter obstacles that make such an arrangement unworkable. Proponents of the Elder Cottage, and its variant, the Homecare Suite, suggest that many of these obstacles can be avoided with Elder Cottage use. The purpose of this study was to evaluate the impact of Elder Cottages on a variety of resident and host outcomes. A nonequivalent comparison group design was used. Thirty-one treatment group residents and their hosts received Elder Cottages whereas 24 comparison group residents and their hosts remained on a waiting list. Results showed that residents using Elder Cottages reported significantly greater satisfaction with their housing, increased independence, more telephone contacts with friends and family, improved relationships with hosts, more accessible housing, and less formal service use than those in the comparison group. Similarly, hosts in the treatment group reported significantly greater satisfaction with the residents' housing and less stress in their caregiving roles than those in the comparison group. In addition, fewer Elder Cottage hosts than comparison group hosts engaged in caregiver-related driving. Answers to short-answer questions mirrored the quantitative findings. These results provide substantial optimism with respect to the Elder Cottage as a housing option for older adults, although interviews with housing specialists suggested that families will need financial and caregiving assistance for this option to be viable.

Inpatient Group Therapies for People with Bipolar Disorder: Comparison of a Self-Management and an Interactional Model

BACKGROUND: Although diagnostically homogeneous group therapy is a generally accepted component of the outpatient treatment of persons with bipolar disorder, investigations into the use of this modality in the inpatient setting are preliminary. OBJECTIVES: The purpose of this study was to compare the effectiveness of the Self-Management Group Model with that of the Interactional Group Model in improving the ability of patients hospitalized with bipolar disorder to care for themselves when discharged. DESIGN: This study used a quasi-experimental, nonequivalent comparison group design with repeated measures that were administered before the intervention, after the intervention, and 3 months after discharge from the hospital. Instruments elicited data on self-reported mood states, behavior and symptom identification, coping resources, and satisfaction with the group services. RESULTS: One hundred twenty-two people participated at the first measurement period. No significant total score differences were found between the two groups on any of the four measurements. However, 3 months after hospitalization, Interactional Group Model participants reported significantly less difficulty with behaviors and symptoms at the 3-month measurement period when compared with their admission scores but less satisfaction with the groups than they had at discharge. CONCLUSIONS: Results suggest that each method has advantages; the optimal model may be one that combines elements of both methods within a self-management focus.

“Give Me Strengths!” Evaluating the Effectiveness of a Graduate Level HBSE Course

This article reports on the findings of a quasi-experimental, nonequivalent comparison group design. Three class sections of MSW students and two class sections of graduate-level education students were asked to write responses to open-ended questions about at-risk populations. The perceptions of MSW students changed in a direction that might be anticipated given the CSWE mandates. The lack of a similar pattern among education students taking a human development class suggests that the social work curriculum was effective in helping students appreciate the unique characteristics of diverse populations. Results were not equally positive for all of thecategories of at-risk populations.

Relationship of General and Apparel Spatial Visualization Ability

The purpose of this study was to determine if apparel spatial visualization ability as measured by the Apparel Spatial Visualization Test (ASVT) is correlated with general spatial visualization ability as measured by the Surface Development Test (SDT), and if both general and apparel spatial visualization abilities are related to level of training. The study was a quasi-experimental post-test-only nonequivalent comparison group design using participants from intact groups—a CAD class, a manual flat patternmaking class, and a no-training group (lecture class in retail buying). The CAD and manual patternmaking groups did not differ from one another on SDT scores but both groups scored higher than the no-training group. Scores on the ASVT differed significantly among all three groups. Scores on the ASVT and the SDT were correlated with each other. These results indicate that spatial visualization abilities are related to level of training and that the ASVT measures spatial visualization ability specific to apparel. This study contributes to understanding one of the cognitive components required for selected careers in the apparel industry.

Mental health services outcome evaluation.

There is an urgent need for pertinent outcome information. Relevance for decision makers must take priority over scientific rigor. However, a review of computer-identified outcome evaluation reports from community service settings, during the past 5 years, suggests that much more has been said than has been done. Although relatively heterogeneous in scope, these studies focused on the effects of community support services for adults with persistent and severe mental illness; traditional outpatient services have been neglected. Studies are characterized by multidimensional, standardized outcome assessment, and nonequivalent comparison group and single cohort designs. Randomized designs, with usual services as the control condition, were feasible in some situations. Inadequate sample size and attrition continue to be method problems.

Thinking Critically

This study evaluated a ten-week course designed for social work field instructors interested in developing a critically reflective approach to field instruction. The course trained participants to think critically about their role in preparing professional social workers. A pretest-posttest nonequivalent compari son group design was utilized. The Watson—Glaser Critical Thinking Appraisal was used as the measurement instrument. Using t-tests, the findings indicate that the participants significantly increased their overall ability to think critically when compared to the control group. The implications for practicum instruction are addressed.

An Evaluation of a Skills Training Program for Parents in Stepfamilies

The effectiveness of a systematic skills training program for stepfamily parents was evaluated. The Sensitivity to Children Scale, Children's Report of Parental Behavior Inventory, Family Adaptability and Cohesion Scales II, and the Kinetic-Family-Drawing were administered to 34 stepfamilies. A pretest-posttest nonequivalent comparison group design was employed. Results were analyzed using analysis of covariance. Trained parents increased desirable responses and became more verbally responsive. Children identified positive changes in relationships with parents.

A comparison of short-term psychoeducational and support groups for relatives coping with chronic schizophrenia

The differences between two short-term, multifamily group intervention programs for relatives of hospitalized chronic schizophrenics were examined in a nonequivalent comparison group design. The psychoeducational intervention consisted of interactive instructional activities. The support group intervention consisted of nonstructured discussions. Analysis of covariance on adjusted posttest means indicated a differential treatment effect for depression and satisfaction for the psychoeducational group. The findings suggest that the process of a support group may not be compatible with a short time frame.