Post-test Comparison Research Articles

How Does Peer Feedback Training Work in EFL Writing?

Peer feedback, in which students work together in pairs or small groups to critique and provide comments on one another’s writing, is compatible with communicative approaches to second language acquisition (SLA) and process approaches to foreign language writing. This study, drawing on Vygotsky’s sociocultural learning theory, conducted a pretest -posttest comparison group quasi experimental design with multiple data being collected and analyzed quantitatively by using SPSSWID (ver. 17.0), to explore what role trained peer feedback plays in EFL writing context. Results of a series of t-tests in quantitative analysis showed that peer feedback training had positive effects on participants in various aspects. The experimental group students gained more than control group students in their posttest writing task. They outperformed the control group students in terms of comment quantity and quality, especially generating more specific and relevant comments on global issues and implementing more peer comments into their revisions. Peer feedback training also helped students cultivate more positive attitudes towards EFL writing. These findings suggest that peer feedback training has shown strong positive effects on EFL learners, that is, EFL students can perform peer feedback both efficiently and effectively as long as they are well-trained.

Effective Teaching of Conservation of Mechanical Energy

This study investigated learners’ alternative conceptions of and conceptual difficulties of conservation of mechanical energy energy. The research sample consisted of thirty seven (37) learners enrolled at a South African high School situated in a rural village, in the Northwest Province. A pre-test/ post-test comparison group design was followed. Data analysis was carried out by the use of the average normalized gains. The questionnaire that served as pre- and post-test probed into learners' alternative conceptions and conceptual difficulties of mechanical energy. The effectiveness of the intervention was indicated by the amount of conceptual change accomplished that followed from a calculation of the normalised learning gain. The inquiry teaching was implemented through the 5E instructional model.The teaching and learning experiences were designed using situations and experiences that were familiar to the learners and the success of the intervention to accomplish change was assessed and the normalized learning gains was found to be 72%. DOI: 10.5901/mjss.2014.v5n15p200

The analysis of the attention levels of individuals playing golf

The purpose of this study is to investigate whether the golf exercises affect the attention level of the individuals in 14-15 years of age. The sample group of the study is occurring 60 students in 14-15 age group from Hekimoglu Vocational High School located in Selcuklu District of Konya. The mean age of the subjects participating in the study as the experimental group is 14.80 ± 1.38 years, mean age of the control group is 14.90 ± 1.39 years. Before and after the 8 weeks process Bourdon (1955) attention test is applied. SPSS 16.0 programme is used in evaluation and using the calculated values. The test of the data distribution is normal or not made by One-sample Kolmogorov-Smirnov test method and fixed that data have normal distribution. For the pre-test – posttest comparisons in the group paired samples t-test is used. As a result, in the survey made for inspecting the attention levels of the individuals in 14 – 15 age group who are making golf exercises, it is fixed that the golf exercise applied to the test group affects the attention level of the kids significantly. In this context, we can say that the golf exercise positively affect the attention properties of the kids in 14-15 age group.

Promoting theory of mind during middle childhood: A training program

Evidence that conversations about the mind foster improvements in theory of mind (ToM) is growing, but their efficacy in typically developing school-aged children has yet to be demonstrated. To address this gap, we designed a conversation-based training program for 9- and 10-year-olds and measured its effectiveness by pre- and post-test comparisons of performance on age-appropriate ToM tasks for two groups (matched at pre-test for gender, age, socioeconomic background, verbal ability, reading comprehension, executive functions, and ToM) who were assigned to either the intervention condition (n=45) or an active control condition (n=46). The intervention group showed significantly greater gains in ToM than the control group; this contrast was stable over 2months, and (in a subsample) the improvement in ToM was independent of any changes in executive functions. Implications for the role of conversations about the mind in children’s mental state reasoning are discussed.

Personality disordered women in secure care: a treatment evaluation

Purpose– The purpose of this paper is to assess the effectiveness of a gender-specific group treatment programme for personality disordered (PD) women in a medium secure psychiatric setting.Design/methodology/approach– In all, 56 consecutive admissions with a primary diagnosis of personality disorder (mostly borderline type) and co-morbidity were assessed according to their participation in, and benefit from, a core set of five manualised group treatments that focused on social and interpersonal deficits, instability of mood and problematic substance use. A single cohort pre-test post-test comparison design was used with evaluation based on global change over an amalgam of self-report group specific outcome measures.Findings– In all, 70 per cent of patients attended three or more core groups, with attendance for each group ranging from 85 to 53 per cent. Between 65 and 77 per cent of patients showed a significant improvement on pre-group psychometrics. Patients who achieved a significant positive change in one group tended to do so in others. In all, 85 per cent of patients who completed two or more groups had overall positive direction of change scores. Those who benefited from treatment engaged more quickly, were more likely to have been admitted from hospital, to have previously engaged in therapy and to score lower on measures of impulsivity and personality pathology.Research limitations/implications– In a clinically representative study the absence of a control group limits the extent to which observed changes can be attributed to described interventions.Practical implications– Findings reflect the importance of providing a broad clinical approach to changing cognitive behavioural functioning with PD patients in secure settings. They also highlight the need to improve ways of engaging patients at an earlier stage of hospital stay and of increasing the acceptability and uptake of relevant group treatments. Further evidence-informed service developments are needed to meet these challenges.Originality/value– The study adds to a small literature on the clinical impact of a gender-specific group treatment programme for PD women in secure settings.

Informing Web-Based Communication Curricula in Veterinary Education: A Systematic Review of Web-Based Methods Used for Teaching and Assessing Clinical Communication in Medical Education

We determined the Web-based configurations that are applied to teach medical and veterinary communication skills, evaluated their effectiveness, and suggested future educational directions for Web-based communication teaching in veterinary education. We performed a systematic search of CAB Abstracts, MEDLINE, Scopus, and ERIC limited to articles published in English between 2000 and 2012. The review focused on medical or veterinary undergraduate to clinical- or residency-level students. We selected studies for which the study population was randomized to the Web-based learning (WBL) intervention with a post-test comparison with another WBL or non-WBL method and that reported at least one empirical outcome. Two independent reviewers completed relevancy screening, data extraction, and synthesis of results using Kirkpatrick and Kirkpatrick's framework. The search retrieved 1,583 articles, and 10 met the final inclusion criteria. We identified no published articles on Web based communication platforms in veterinary medicine; however, publications summarized from human medicine demonstrated that WBL provides a potentially reliable and valid approach for teaching and assessing communication skills. Student feedback on the use of virtual patients for teaching clinical communication skills has been positive,though evidence has suggested that practice with virtual patients prompted lower relation-building responses.Empirical outcomes indicate that WBL is a viable method for expanding the approach to teaching history taking and possibly to additional tasks of the veterinary medical interview.

A pilot investigation of a pediatric surgery journal club

BackgroundThe CanMEDS competency “scholar” encompasses the creation, dissemination, application, and translation of medical knowledge. We hypothesize that a structured journal club (JC) for pediatric surgical trainees would meet these objectives in an enjoyable and long-lasting manner. MethodsA JC involving two pediatric surgery training programs was created with each session focusing on a specific study design. Pre-tests/post-tests were administered before/after each session with durability of learning assessed during the following session. Metrics analyzed included participant satisfaction and an appraisal of evidence-based medicine (EBM) principals. Test results were analyzed using the paired T-test with p<0.05 considered significant. ResultsOn average, 14 participants attended each session, with all trainees present (4). While participants believed they understood EBM principles, 40% were unfamiliar with question formulation, 48% were unfamiliar with critical appraisal tools, and 60% had not appraised an article within the previous year. Pre-test to post-test comparison yielded an improvement in mean score (20=perfect score): 10.8 to 16.9, p<0.01. Measures of participant satisfaction were uniformly positive. ConclusionA structured Pediatric Surgery Journal Club addresses scholarly training objectives in a highly satisfactory manner and yields durable learning. A web-based curriculum based on this model could serve as an important educational tool for trainees and attending staff alike.

Cognitive load in algebra: element interactivity in solving equations

Central to equation solving is the maintenance of equivalence on both sides of the equation. However, when the process involves an interaction of multiple elements, solving an equation can impose a high cognitive load. The balance method requires operations on both sides of the equation, whereas the inverse method involves operations on one side only. In an experiment, middle school students (N = 71) were randomly assigned to the balance and inverse methods to complete a pre-test, an acquisition phase and a post-test. Pre-test and post-test comparisons found that the inverse group outperformed the balance group for those equations that involved high element interactivity. Instructional efficiency measures further confirmed that the balance method imposed higher cognitive load. The inverse method was capable of reducing cognitive load due to the interacting elements.

Feasibility, acceptability, and programme effectiveness of misoprostol for prevention of postpartum haemorrhage in rural bangladesh: a quasiexperimental study.

We explored the feasibility of distributing misoprostol tablets using two strategies in prevention of postpartum haemorrhage (PPH) among women residing in the Abhoynagar subdistrict of Bangladesh. We conducted a quasiexperimental study with a posttest design and nonequivalent comparison and intervention groups. Paramedics distributed three misoprostol tablets, one delivery mat (Quaiyum's delivery mat), a packet of five standardized sanitary pads, and one lidded plastic container with detailed counseling on their use. All materials except misoprostol were also provided with counseling sessions to the control group participants. Postpartum blood loss was measured by paramedics using standardized method. This study has demonstrated community acceptability to misoprostol tablets for the prevention of PPH that reduced overall volume of blood loss after childbirth. Likewise, the delivery mat and pad were found to be useful to mothers as tools for assessing the amount of blood loss after delivery and informing care-seeking decisions. Further studies should be undertaken to explore whether government outreach health workers can be trained to effectively distribute misoprostol tablets among rural women of Bangladesh. Such a study should explore and identify the programmatic requirements to integrate this within the existing reproductive health program of the Government of Bangladesh.

The effectiveness of Mechanical Cervical Traction on Patients with Unilateral Mechanical Neck Pain

Background : Mechanical neck pain [MNP] is the most common type of cervical spine pain encountered. A multitude of physiotherapy interventions has been proposed to be effective in the management of MNP, including mechanical cervical traction, manipulation, therapeutic exercises and modalities. The aim of the study is to find out the effectiveness of cervical traction in the management of MNP. Study Design : A randomized two group parallel controlled clinical trial. Materials and Method : Subjects were assigned randomly to one of two groups, each group consisting of 20 subjects. Group-A received conventional therapy plus Mechanical cervical traction [MCT] and Group-B received only conventional therapy. Pre- post- assessment was done by using Neck Disability Index [NDI], Cervical ROM and Numerical Pain Rating Scale [NPRS]. Results : The pre-test evaluation showed that there is no significant difference (p>0.05) between the two groups for all the variables measured. The post-test evaluation of both the groups showed a significant difference (p<0.05) within group for all the outcome measurements. A post-test comparison of measured variables between groups demonstrated that the Group A has given statistically significant (p<0.05) reduction in NPRS and NDI score; and increase in cervical ROM at week 1 and week 2. Conclusion : The authors concluded that, even though conventional therapy is effective, the addition of intermittent cervical traction gives even better result in the management of MNP and therefore, MCT is recommended.

Motor-prediction improvements after virtual rehabilitation in geriatrics: Frail patients reveal different learning curves for movement and postural control

Postural control associated with self-paced movement is critical for balance in frail older adults. The present work aimed to investigate the effects of a 2D virtual reality-based program on postural control associated with rapid arm movement in this population. Participants in an upright standing position performed rapid arm-raising movements towards a target. Practice-related changes were assessed by pre- and post-test comparisons of hand kinematics and centre-of-pressure (CoP) displacement parameters measured in a training group and a control group. During these pre- and post-test sessions, patients have to reach towards yellow balls appearing on the screen, form a standardized upright position (with 15cm between the two malleoli). Training group patients took part in six sessions of virtual game. In this, patients were asked to reach their arm towards yellow balls appearing on the screen, from an upright position. After training, we observed improvements in arm movements and in the initial phase of CoP displacement, especially in the anticipatory postural adjustments. Learning curves for these two types of motor improvements showed different rates. These were continuous for the control of the arm movement, and discontinuous for the control of the CoP during the anticipatory postural adjustments. These results suggest that some level of motor (re)-learning is maintained in frail patients with low functional reserves. They also suggest that re-learning of anticipatory postural control (i.e. motor prediction) is less robust than explicit motor learning involved for the arm reaching. This last point should encourage clinicians to extend the training course duration, even if reaching movement improvements seems acquired, in order to automate these anticipatory postural activities. However, other studies should be done to measure the retention of these two types of learning on a longer-term period.

“This is your brain on drugs”: adolescent substance use prevention through neuroscience education

Interest in the brain has risen dramatically in recent decades, suggesting that neuroscience-based information about substance use risks could be a compelling addition to prevention efforts. However, no studies have tested this approach among adolescents. In this study, we tested the effects of a high school science curriculum called “The Brain: Understanding Neurobiology through the Study of Addiction” developed by the U.S. National Institutes of Health (NIH) to teach students about how alcohol and drugs affect the brain. We examined the curriculum’s effects on students’ knowledge, attitudes, and use of tobacco, alcohol, and drugs. Participants were 9th-11th graders attending 2 urban high schools whose parents consented (222/282=79%). We standardized the 5-lesson curriculum and trained 5 science teachers; 8 classes (n=133) received the NIH curriculum, 5 matched-grade comparison classes (n=89) received the usual curriculum. We used a self-administered survey to assess demographics, knowledge, perceived risk of harm from substance use, substance use, peer/family substance use, and prior health education. We collected data 1-2 weeks pre-intervention (T1), immediately post-intervention (T2; 1 month after T1), and 6-8 months later (T3). We used multiple logistic regression with generalized estimating equations for post-test comparisons, adjusting for T1 differences and within-class correlation. 180/222 (81%) students completed all measurements; group completion rates were similar (control=80%, intervention=82%). Compared to control students, intervention students had lower past-30-day cigarette use at T2 (7% vs. 21%, AOR=0.20, 95% CI 0.08-0.49, p=.01), and a marginal trend toward lower alcohol initiation between T1 and T2 (3% vs. 20%; adjusted odds ratio [AOR]=0.09 95% CI 0.01-1.03, p=.052). Among low-frequency marijuana users (1-5 times lifetime at baseline), fewer intervention students had past-30-day marijuana use at T2 (5% vs. 35%, AOR=0.01, 95%CI 0.00-0.30, p=0.03). All between-groups differences were extinguished by T3. Neuroscience education is a promising supplemental strategy for adolescent substance use prevention; however, ongoing reinforcement is needed.

Simulation training in critical care: Does practice make perfect?

Few data exist regarding the effectiveness of simulation in resident education in critical care. The purpose of this study was to determine whether multiple-simulation exposure (MSE) or single-simulation exposure (SSE) improved residents' recognition of shock and initial management of the critically ill simulated surgical patient. Data were collected at a level 1 trauma center. Surgery, anesthesiology, and emergency medicine residents were given a multiple-choice question (MCQ) pretest before a tutorial on the recognition and management of shock followed by high-fidelity simulation/debriefing and MCQ post-test. MSE residents had 1.5 hours of simulation per resident over 3 days, and SSE residents had 1.5 hours of simulation as a group in 1 day. Pre- and posttest comparisons overall and subgroup analysis for MSE versus SSE were performed. Data was available for 45 MSE residents and 15 SSE residents. Overall posttest percent correct was greater than pretest percent correct (81% ± 9% vs 75% ± 13%, post- versus pre-, P = .01). Subgroup analysis demonstrated significantly improved post- versus pretest performance for MSE residents only. There were no differences in pre- or posttest performance for MSE residents during the first 4 months of the academic year versus the last 4 months. Pretest performance over 12 months of observation for MSE residents showed no significant differences. Repeated simulation exposure was more effective than single simulation exposure at improving MCQ performance designed to measure the recognition and management of shock in the critically ill simulated surgical patient. Duration of training did not impact MCQ performance.

Simulation-based learning combined with debriefing: trainers satisfaction with a new approach to training the trainers to teach neonatal resuscitation

BackgroundPrompt initiation of appropriate neonatal resuscitation skills is critical for the neonate experiencing difficulty transitioning to extra-uterine life. The use of simulation training is considered to be an indispensable tool to address these challenges. Research has yet to examine the effectiveness of simulation and debriefing for preparation of trainers to train others on the use of simulation and debriefing for neonatal resuscitation. This study determines the degree to which experienced NRP instructors or instructor trainers perceived simulation in combination with debriefing to be effective in preparing them to teach simulation to other health care professionals.MethodsParticipants’ perceptions of knowledge, skills, and confidence gained following a neonatal resuscitation workshop (lectures; scenario development and enactment; video recording and playback; and debriefing) were determined using a pre-post test questionnaire design. Questionnaire scores were subjected to factor and reliability analyses as well as pre- and post-test comparisons.ResultsA total of 17 participants completed 2 questionnaires. Principal component extraction of 18 items on the pre-test questionnaire resulted in 5 factors: teamwork, ability to run a simulation, skills for simulation, recognizing cues for simulation and ability to debrief. Both questionnaire scores showed good reliability (α: 0.83 - 0.97) and factorial validity. Pre- and post-test comparisons showed significant improvements in participants’ perceptions of their ability to: conduct (as an instructor) a simulation (p < .05, η2 .47); participate in a simulation (p < .05, η2 .45); recognize cues (p < .05, η2 .35); and debrief (p < .05, η2 .41).ConclusionsSimulation training increased participants’ perceptions of their knowledge, skills, and confidence to train others in neonatal resuscitation.

Effect of dexmedetomidine, morphine-lidocaine-ketamine, and dexmedetomidine-morphine-lidocaine-ketamine constant rate infusions on the minimum alveolar concentration of isoflurane and bispectral index in dogs

To determine the effect of dexmedetomidine, morphine-lidocaine-ketamine (MLK), and dexmedetomidine-morphine-lidocaine-ketamine (DMLK) constant rate infusions on the minimum alveolar concentration (MAC) of isoflurane and bispectral index (BIS) in dogs. 6 healthy adult dogs. Each dog was anesthetized 4 times with a 7-day washout period between anesthetic episodes. During the first anesthetic episode, the MAC of isoflurane (baseline) was established. During the 3 subsequent anesthetic episodes, the MAC of isoflurane was determined following constant rate infusion of dexmedetomidine (0.5 μg/kg/h), MLK (morphine, 0.2 mg/kg/h; lidocaine, 3 mg/kg/h; and ketamine, 0.6 mg/kg/h), or DMLK (dexmedetomidine, 0.5 μg/kg/h; morphine, 0.2 mg/kg/h; lidocaine, 3 mg/kg/h; and ketamine 0.6 mg/kg/h). Among treatments, MAC of isoflurane was compared by means of a Friedman test with Conover posttest comparisons, and heart rate, direct arterial pressures, cardiac output, body temperature, inspired and expired gas concentrations, arterial blood gas values, and BIS were compared with repeated-measures ANOVA and a Dunn test for multiple comparisons. Infusion of dexmedetomidine, MLK, and DMLK decreased the MAC of isoflurane from baseline by 30%, 55%, and 90%, respectively. Mean heart rates during dexmedetomidine and DMLK treatments was lower than that during MLK treatment. Compared with baseline values, mean heart rate decreased for all treatments, arterial pressure increased for the DMLK treatment, cardiac output decreased for the dexmedetomidine treatment, and BIS increased for the MLK and DMLK treatments. Time to extubation and sternal recumbency did not differ among treatments. Infusion of dexmedetomidine, MLK, or DMLK reduced the MAC of isoflurane in dogs.

Preparing young veterans for civilian life: The effects of a workshop on career decision-making difficulties and self-efficacy

The current study mapped the career decision-making difficulties and career decision self-efficacy of 1315 young veterans who participated in a 5-day workshop aimed at facilitating their transition to civilian life. A pre- and post-test comparison showed that participation in the workshop reduced (d=0.57) the participants' career decision-making difficulties (measured by the CDDQ; Gati, Krausz, & Osipow, 1996) and increased (d=0.77) their career decision self-efficacy (measured by the CDSE; Taylor & Betz, 1983). A more advanced decision status, as reflected in the participants' Range of Considered Alternatives (Saka & Gati, 2007), was negatively associated with participants' career decision-making difficulties, and positively associated with career decision self-efficacy. However, a more advanced decision status and the perceived effectiveness of the workshop were not associated with the decrease in difficulties and the increase in self-efficacy that resulted from participating in the workshop. The theoretical and practical implications of these findings are discussed.

An investigation of learners' collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system

The purpose of this study was to investigate how a mobile collaborative augmented reality (AR) simulation system affects learners' knowledge construction behaviors and learning performances. In this study, 40 undergraduate students were recruited and divided into dyads to discuss a given task either with the assistance of a mobile collaborative AR system or traditional 2D simulation system. The participants' knowledge acquisition regarding elastic collision was evaluated through a pre-test and a post-test comparison. Learners' knowledge construction behaviors were qualitatively identified according to an adapted three-category coding scheme including construction of problem space (PS), construction of conceptual space (CS), and construction of relations between conceptual and problem space (CPS), and were then analyzed by adopting lag sequential analysis. The results indicated that the learners who learned with the AR system showed significant better learning achievements than those who learned with the traditional 2D simulation system. Furthermore, the sequential patterns of the learners' behaviors were identified, including three sustained loops (PS→PS, CS→CS, CPS→CPS), a bi-directional path between the PS and CPS activities (PS↔CPS), and a one way path from the PS activity to the CS activity (PS→CS). The revealed behavior patterns suggest that the AR Physics system may serve as a supportive tool and enable dyad learners to respond quickly to the displayed results and support their knowledge construction processes to produce a positive outcome. Based on the behavioral patterns found in this study, suggestions for future studies and further modifications to the system are proposed.

The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds

The aim of this study was to reveal the effects of Problem-based Learning (PBL) on the metacognitive awareness and attitudes toward chemistry of teacher candidates with different academic backgrounds. The study was carried out on one group using both pre- and post-test experimental studies. The findings of the study were obtained through quantitative approaches. The sample of the study was 70 first-year undergraduate students at a state university in Turkey taking General Chemistry/General Chemistry-II classes. The study was implemented during the spring semester of the 2011-2012 academic years and for a period of 20 hours. Quantitative data was obtained using the Metacognitive Awareness Inventory and the Chemistry Attitude Scale. Two dependent sample t-tests were used for the pre-and post-test comparisons. The findings showed that PBL was more effective in developing metacognitive awareness levels of students with weak science background knowledge compared to those with strong science backgrounds. In addition, the findings showed that PBL was effective in increasing the attitudes positively toward chemistry of students with weak scientific backgrounds.

Simulation Training in Critical Care: Does Practice Make Perfect?

Background Few data exist regarding the effectiveness of simulation in resident education in critical care. The purpose of this study was to determine whether multiple-simulation exposure (MSE) or single-simulation exposure (SSE) improved residents' recognition of shock and initial management of the critically ill simulated surgical patient. Methods Data were collected at a level 1 trauma center. Surgery, anesthesiology, and emergency medicine residents were given a multiple-choice question (MCQ) pretest before a tutorial on the recognition and management of shock followed by high-fidelity simulation/debriefing and MCQ post-test. MSE residents had 1.5 hours of simulation per resident over 3 days, and SSE residents had 1.5 hours of simulation as a group in 1 day. Pre- and posttest comparisons overall and subgroup analysis for MSE versus SSE were performed. Results Data was available for 45 MSE residents and 15 SSE residents. Overall posttest percent correct was greater than pretest percent correct (81% ± 9% vs 75% ± 13%, post- versus pre-, P = .01). Subgroup analysis demonstrated significantly improved post- versus pretest performance for MSE residents only. There were no differences in pre- or posttest performance for MSE residents during the first 4 months of the academic year versus the last 4 months. Pretest performance over 12 months of observation for MSE residents showed no significant differences. Conclusion Repeated simulation exposure was more effective than single simulation exposure at improving MCQ performance designed to measure the recognition and management of shock in the critically ill simulated surgical patient. Duration of training did not impact MCQ performance.

Using Animation To Improve The Students' Academic Achievement On Bipolar Junction Transistor

Teaching abstract subjects to students studying towards a degree in electronics practical engineering (a degree between a technician and an engineer) requires didactic tools that enable understanding of issues without using advanced mathematics and physics. One basic issue is the BJT (Bipolar Junction Transistor) that requires preliminary knowledge of semiconductor basics and modern physics, which is not addressed in the curriculum. Existing teaching methods reinforce students' tendency to use familiar formulas, without discussing the BJT internal structure and without comprehending the nature of the current. Therefore, it is not surprising that students do not understand the manner in which the current flows in a device that can be described as two back-to-back diodes. This article shows preliminary results of a study in which a computer animation was developed in order to depict the dynamic processes in BJT, and compares the academic achievements of students who learned BJT via animation to those who learned via static diagrams. 41 students were randomly divided into two groups, 21 students in the experimental group and 20 students in the control group. The experimental group received explanations including animation while the control group received traditional explanations using a blackboard but no animation. A comparison was made between the students' achievements in both groups via a pretest. After learning about BJT, a posttest and new comparison was conducted. The comparison referred to two categories: A. Total score on the test; B. Score on questions that require higher level of thinking. The pretest results showed no significant difference between the groups’ achievement. In contrast the results of the posttest were significant, showing a 12-point advantage in the average total score, and about a 14-point advantage in the average on higher level thinking questions in the experimental group as opposed to control group. Thus, while the results of the study are preliminary, it is encouraging and important to present the results.