Post-test Total Scores Research Articles

The effect of art therapy on cognitive status and psychological well-being in elderly people in institutional care.

Cognitive decline seen in old age manifests itself as a decrease in reasoning ability that is not related to intelligence. This situation, together with many other problems, can affect the psychological well-being of the elderly. Especially the elderly living in institutional care constitute a special group that needs to be protected. It is important that the psychotherapy interventions to be carried out with this group are determined according to the characteristics of the group. The aim of this study is to determine the effect of art therapy on cognitive status and psychological well-being in the elderly living in institutional care. This single-blind randomised controlled study was conducted with 42 elderly individuals living in three nursing homes in Türkiye. In the study, the sample group was assigned to the experimental (n = 21) and control (n = 21) groups by simple randomisation. Art therapy intervention was applied to the elderly individuals in the experimental group, and no special intervention was applied to the control group. The sociodemographic information form, standardised mini mental test (MMT) and Psychological Well-being Scale for the Elderly (PWBS) were used as data collection tools in the study. It was found that there was a statistically significant difference between the pre-test and post-test total scores of the PWBS and MMT in favour of the post-test (P < 0.001). In the study, the effect of the art therapy intervention applied to the elderly individuals in the experimental group was evaluated and it was determined that the difference between the PWBS ( = 0.75) and MMT ( = 0.52) scores had a medium effect level. The results showed that art therapy has a positive effect on the psychological well-being and cognitive status of the elderly in institutional care and can be used as a moderate developmental intervention.

A Comparative Study on Traditional and Case Based Teaching Learning Methods and Its Impact on Academic Performance Among First Year Medical Students

Background: The goal of medical education is to develop skilled practitioners who are attuned to the health issues faced by the community. Although lectures are commonly employed to impart new information, a drawback is that the audience tends to be passive and may thus become disengaged. Learning is made up of various interconnected components and involves complex mental processes like problem-solving and analytical thinking. The goal of using structured methods and organized resources is to equip students with effective learning tools. This enables them to gain a deep understanding of cognitive processes and develop the relevant skills needed for their careers. Case-Based Learning (CBL) involves examining a health issue presented by a patient, analysing and understanding pertinent details from past cases, systematically exploring and evaluating the situation, and planning the appropriate management for the patient. Materials and methods: The present study was cross sectional case control study conducted in the department of anatomy, Sri Siddhartha Medical College, Tumkur, Karnataka, India. Results: A total of 192 first year MBBS students participated in the first session of the study and 172 first year MBBS students participated in the second session of the study. The pre-test and post-test total scores of first and second session shows that students have performed better in CBL group when compared to the traditional lecture method of teaching. In the Critical Thinking Exercise scores of session -1 and 2, CBL group was found to be higher when compared to the traditional lecture group which was statistically significant. Comparison of means of internal assessments scores of CBL and Traditional lecture groups showed that the mean internal assessments score of CBL group was higher compared to Traditional lecture group which was statistically significant. Conclusion: Incorporating case-based learning (CBL) into our medical curriculum as a regular teaching method for large group settings should be considered. The integration of didactic lectures with CBL proves to be an effective educational approach. Positive feedback from both students and faculty suggests that CBL has been successfully introduced in departments like anatomy. However, further research is needed to evaluate how well students learn, understand, and retain the course content to fully support the implementation of this method in large undergraduate classes. KEY WORDS: Case-based learning, Traditional teaching learning methods, Critical thinking.

Examining the Impact of Dramatization Simulation on Nursing Students’ Ethical Attitudes: A Mixed-Method Study

This research investigated how dramatization simulation affected nursing students' ethical attitudes. Most nurses and nursing students encounter ethical issues in their healthcare practices. Students who receive an education in ethics are better equipped to solve ethical problems, develop ethical sensitivity, and adopt an ethical attitude. Dramatization simulation, which has recently been applied in nursing education, is said to be an effective teaching method. A mixed-method approach was employed in the research. The sample consisted of 60 students enrolled in the final year of the Nursing Department of the Faculty of Health Sciences at a State university. Students were randomly assigned to experimental and control groups. In the experimental group, the dramatization simulation method was used to evaluate the effectiveness of the training method. The data were collected using the Descriptive Characteristics Form, Ethical Principles Attitude Scale, and Semi-Structured Focus Group Interview Form. SPSS 22 software was used to analyze the quantitative data, and Colaizzi's phenomenological analysis and MAXQDA 2020 software were used to analyze the qualitative data. The post-test total score of the group ethical attitude scale for the students in the experimental group showed a statistically significant improvement (p < 0.05). Additionally, the students in the experimental group's post-test Ethical Attitude Scale total score outperformed those in the control group statistically significantly (p < 0.05). The following themes were found: (1) perspectives on dramatization simulation and (2) perspectives on ethical attitude. To help nursing students develop ethical attitudes, we recommend using dramatization simulation as a teaching method. In addition, we recommend that this study be conducted in larger sample groups and on different topics. The recommendations were explored in more detail in the article.

The Effect of Musical Play on the Social Skill Development of Primary School Students

The purpose of this study is to determine the effect of musical play on the social skill development of third-grade students and to investigate the opinions of classroom teachers on the effect of musical play on the social skill development of their students. The study sample consists of 60 students: 30 in the experimental group, and 30 in the control group. Musical play activities were applied in the experimental group for 10 weeks. At the end of the research, interviews were conducted with both the experimental and control group classroom teachers. The results demonstrate a significant difference, in of the experimental group, between the posttest total scores, adjusted according to the students' social skills scale pretest total score averages. According to the answers to interview questions from the classroom teachers, musical play is beneficial for the development of social skills.

Effectiveness of Blended Learning Model Development Educational Evaluation Course

The educational evaluation course is one of the courses in the undergraduate Islamic Religious Education study program. This course teaches theory and practice. The problem in this study is in the form of educational evaluation material with the characteristics of calculating and the mathematical concepts are the main learning difficulties. Educational evaluation learning outcomes have not shown maximum results. By creating a learning material product, this research aims to create a blended learning educational evaluation course and then test the product's effectiveness. The study and development method is the one that is employed. The planning, development, and evaluation phases of the Dick and Carey model are used in this research. Learning design experts, material experts, language experts, and media experts are tested as part of the product testing process. Learning design specialists received an average score of (4.46), followed by material experts (4.44), language experts (4.60), experts in print media (4.82), and experts in non-print media (4.44). (4.58). Following that, 90.91% of one-on-one trials with three pupils were very feasible, followed by 95.28% of small group trials and 96.10% of field trials. After modifications were made based on ideas and advice from experts, the product learning materials are, in conclusion, very practicable to use. The results of the effectiveness test of learning material products revealed that there is a significant difference between the pre-test and value post-test in the use of learning modelsblended learning educational evaluation subject in the learning process. The paired sample t test results obtained a p-value = 0.000, which means that the p-value 0.05. The results of the product effectiveness analysis in the form of student learning outcomes seen from the pre-test and post-test showed an increase, the pre-test total score was 334 and the post-test total score was 616. This shows that the learning outcomes have increased scores so that it can be concluded that the material blended learning in educational evaluation courses is proven to be effective in increasing learning outcomes.

Effects of a virtual simulation-based interprofessional education activity for rehabilitation nursing using shared resources: A quasi-experimental study

BackgroundInterprofessional education (IPE) is crucial for effective clinical practice but remains challenging to be implemented. The IPE activity using virtual simulation (VS) may potentially solve the time and space challenges of in-person interprofessional simulations. Using shared VS resources may increase the popularity of virtual teaching in conditions of limited resources. ObjectivesUsing shared resources, this study aimed to design and implement a VS-based IPE activity for undergraduate healthcare students, exploring the effects. DesignA quasi-experimental design was used, with assessments conducted before and after the activity. SettingsOne university and its affiliated hospitals in south China. ParticipantsForty-two undergraduate students majoring in nursing, clinical medicine, and rehabilitation therapy participated in this study. MethodsA test composed of ten questions was used to evaluate knowledge of rehabilitation. The Chinese version of Critical Thinking Disposition Inventory (CTDI-CV) and the Chinese version of Assessment of Interprofessional Team Collaboration in Student Learning Scale (AITCS-II (Student)-CV) were used to evaluate critical thinking and interprofessional collaboration. Participants' opinions about the activity were assessed, considering satisfaction, perceived effectiveness, the ease of shared VS platform use, and suggestions about the activity. ResultsSignificant improvements were shown in pre- and post-test total scores on knowledge of rehabilitation, mean scores for overall critical thinking disposition, and mean item scores on overall interprofessional team collaboration. ConclusionsThe study provides a reference for designing and implementing VS-based IPE but the effects of this innovative pedagogy on students' rehabilitation knowledge, critical thinking, and interprofessional collaboration ability still need to be further confirmed. Most of the students gave positive feedback on the activity. Technical issues should be addressed to decrease their impacts on the VS practice experience.

Impact of a simple educational intervention on awareness regarding cardiovascular disease among school-going adolescents in a rural area of Bengaluru district, India.

Cardiovascular disease (CVD) is the number one cause of death in India. Atherosclerosis begins in the second decade of life; thus, preventive efforts beginning in adolescence are crucial. Yet, there are no national or regional school-based educational programs in India for the prevention of CVD. We aimed to assess the impact of a simple educational intervention on the awareness regarding CVD among school-going adolescents in a rural area of Bengaluru. This study was conducted using a convenience sample of school-going adolescents of classes 8, 9, and 10 in three schools in a rural area of Anekal subdistrict, Bengaluru, with a sample size of 170. A standardized, validated questionnaire testing CVD awareness was administered, followed by a simple lecture with audio-visual aids on key aspects of CVD. Three weeks later, the same questionnaire was administered to the same students. The results were then analyzed using appropriate descriptive (mean, percentage) and inferential analyses (Chi-square, paired t-test). The mean (SD) age was 14.5 (1.0) years, and 54% (n = 100) were boys. 75% (139) belonged to privately funded schools. 23% (43) belonged to class 8, 37% (69) to class 9, and 40% (74) to class 10. The mean (SD) total score on baseline assessment was 27.4 (9.3) out of 100, with girls and students of private schools scoring higher. The mean (SD) post-test total score was 48.5 (15.7), with significant increases in all domains of awareness, and in all categories of students. Awareness regarding CVD among adolescents from rural Bengaluru was poor, highlighting the need for educational interventions to aid preventive efforts. A simple educational intervention resulted in significant improvements in CVD awareness, even after 3 weeks.

Health cadres empowerment program through smartphone application-based educational videos to promote child growth and development.

Indonesia's health care system relies on non-health professionals called cadres to operate child health promotion programs in the Public Health Center (Puskesmas). Despite this effort, the child malnutrition rate remains high. This study aimed to identify and develop health promotion media that can assist health cadres in promoting child health. This study was divided into three-phase. The first phase was the need assessment using focus group discussion and knowledge, attitude, and practice (KAP); the second phase is video development, which involves medical students, general practitioners, pediatricians, and health promotion experts; and the third phase was video viewing by cadres and post-viewing tests for health cadres. A comparison of pre-test and post-test participants' total scores was performed with the student's T-test. Need assessment showed that the knowledge of the cadres needs improvement and there was a need for proper educational media material that can be used by the Puskesmas. Five videos were produced, four videos were about children's nutritional intake recommendations during four different age groups and one video was about the information and invitation to come to Integrated Health Service Post (Posyandu). There was a significant improvement from pre-test total scores to post-test total scores (p < 0.001). Smartphone application-based educational videos are effective and reliable child health promotion media for Puskesmas staff and parents.

The Learning Effects of Flipped Classroom Model on Nursing Student’s Vital Signs Skills: A Quasi-Experimental Study

Aim: The aim of the study is evaluated to the effect of the education with the flipped classroom class learning model in nursing psychomotor and cognitive and skillsMethod: A quasi experimental design was used with intervention (n=40) and comparison group (n=40), pre-test-post-test measures in the study. The experimental group (n=40) received a flipped classroom learning approach along with vital sings modules with learning and practicing the required, whereas the control group (n=40) received traditional classroom instruction. A knowledge test and a skills checklist were used to assess student performance.Results: The highest scores in post-test knowledge exam and skills exams were received by students who experienced flipped classroom education group (X̄=62.15±16.55; X̄=45.25±14.77, respectively). In addition, when the psychomotor skill test post-test total scores between the groups were examined, it was found that the experimental group had higher scores than the control group (X̄=38.92±0.85, X̄=30.79±1.41 respectively).Conclusion: The utilization of the flipped class model in nursing education was found to positively affect both theoretical knowledge and psychomotor skill acquisition.

Self-learning followed by telepresence instruction of focused cardiac ultrasound with a handheld device for medical students: a preliminary study.

PurposeThis study aimed to assess the feasibility and efficiency of self-learning with or without self-training (subjects performed scans on themselves) and telepresence instruction in focused cardiac ultrasound (FOCUS) education for medical students.MethodsThis study included 24 medical students. The participants initially completed a written pre-test and were randomized into a video lecture (participants watched a video lecture) or self-training (participants watched a video lecture and self-performed FOCUS) group. After finishing self-learning, they completed a written post-test. Then they undertook a skill pre-test and a first perception survey. Telepresence instruction was then provided. Finally, they undertook a skill post-test and a second perception survey.ResultsThe written post-test total scores were significantly higher than the pre-test total scores (P < 0.001). In the skill pre-test, the scores for the video lecture and self-training groups were not significantly different (P = 0.542). The skill post-test total scores were significantly higher than the skill pre-test total scores (P = 0.008). Forty-two percent of the video lecture group participants agreed that the video lecture was effective preparation for the skill pre-test, while all participants in the same group agreed that the combination of the video lecture and telepresence instruction was effective preparation for the skill post-test.ConclusionThis study demonstrated the feasibility and efficiency of self-learning followed by telepresence instruction on FOCUS for medical students.

Virtual reality as a learning tool for improving infection control procedures

BackgroundHand hygiene and donning personal protective equipment (PPE) are essential techniques for infection control; however, low compliance is an issue. The effectiveness of virtual reality (VR) in learning infection control procedures is unknown. MethodsTo verify the effectiveness of VR, medical students were categorized into VR or lecture groups (n=21 each). Each group was given the same curricular content; one group received the training through VR learning using a fully-immersive 360-degree video and the other was conventional lecture-style learning. Before and after the training, they were evaluated for the implementation of hand hygiene and PPE using an Objective Structured Clinical Examination method. Post-test questionnaires were administered. ResultsThe scores for hand hygiene, donning PPE, and the total score increased after learning in both groups. There was no difference between the pre-test total scores of the two groups (7 [5-9] vs 6 [5-7.5], P=.352); however, the VR group had significantly higher post-test total scores than the lecture group (12 [9.5-12] vs 9 [8-12], P=.024). More students in the VR group responded that they enjoyed the training and would like to use the same learning method next time. ConclusionsVR can be a useful tool for learning and practicing appropriate infection control procedures.

EFFECTIVENESS OF MINDLY IN TEACHING READING COMPREHENSION

Coronavirus has forced schools to teach online, where learning uses a variety of applications, one of which is Mindly. Therefore, the writer is interested in conducting research to find out the effectiveness of Mindly in teaching reading comprehension. Grounded in quasi-experiment method with the design pre-test and post-test, this research is conducted on the 26 students from 2 class at SMPN 1 LOHBENER. The result of the pre-test students score in control class showed that the average was 42,77 and the pre-test students score in experiment class showed the average was 47,08. The post-test total scores in control class showed the average was 60,62. And the result of post-test the total scores in experiment class showed the average was 59,08. Then, the statistical analysis showed that the value tobs was 0,9999 while the value of ttable 0,6 which means that the value of tob higher than ttable 0,9999 &gt; 0,6 (tobs &gt; ttable). From the result of statistical analysis, it can be concluded that tobs was higher than ttable (tobs &gt; ttable) it means that Alternative Hypothesis (Ha) was accepted while Null Hypothesis (Ho) was rejected. It means that using Mindly does not give positive effect to students’ reading comprehension

Investigating the Effectiveness of Dialectical Behavior Therapy on Resilience, Psychological Flexibility, and Glycemic Control of Diabetic Patients

Aims Diabetes is a widespread chronic disease that, in addition to affecting the individual’s clinical condition, imposes high costs on societies worldwide. This study aims to investigate the effectiveness of dialectical behavior therapy on the resilience, psychological flexibility, and glycemic control of diabetic patients. Methods &amp; Materials This research was practical in purpose and semi-experimental in method with a pre-test/post-test design with a control group. The statistical population comprised all people with diabetes who were referred to Sayad Hospital in Gorgan City, Iran, in 2022. From this statistical population, 30 patients were selected via the available sampling method and randomly divided into an experimental (n=15) and a control group (n=15). The experimental group was trained in dialectical behavior therapy, while the control group did not receive any psychological intervention during the implementation of the research. The research tool was the Connor and Davidson resilience questionnaire (2003) and the Dennis psychological flexibility questionnaire (2010). Research data were analyzed by multivariate covariance analysis using the SPSS software, version 24. Findings The Mean±SD of the post-test total score of resilience, psychological flexibility, and glycemic control in the experimental group were respectively 80.60±20.62, 91.00±25.64, and 198.10±26.52. These numbers were respectively 77.20±22.86, 75.60±22.29, and 204.30±30.18 for the control group. Dialectical behavior therapy had a significant effect on the resilience, flexibility, and glycemic control of diabetic patients (P&lt;0.05). Conclusion By performing mindfulness exercises and emotional experience modulation, dialectical behavioral therapy training has led to the promotion of mental health, improvement of resilience skills, and flexibility of diabetic patients. Therefore, this method can be used as a new approach to increase the self-care skills of patients with diabetes in health-related centers.

Sertifika Programlarının Cerrahi Hemşirelerinin Öz Etkililik- Yeterlilik Düzeyine Etkisi

Abstract&#x0D; Objective: The aim of this study is to determine the effect of the certificate programs that perioperative nurses working in different surgical clinics participate in on their self efficacy-sufficiency levels.&#x0D; Methods: The sample of the study consisted of 68 perioperative nurses. The data were collected using "Personal Information Form" and "Self-Efficacy Scale". A pre-test was applied to the participants before the certificate program, and a post-test was applied at the end of the program. &#x0D; Results: It was determined that the nurses' self-efficacy scale pre-test total score before the certification program was 90.44 ± 9.27, and the post-test total score after the certification program was 90.70 ± 9.04. While there was a significant decrease in starting behavior after the certificate program in the sub-dimensions of the scale. It was found that there was a significant increase in the sub-dimensions of completing behavior and struggling with obstacles.&#x0D; Conclusion: Certificate programs have been found to be beneficial in the formation of behavioral changes of perioperative nurses and in increasing their self-efficacy perception.

The Comparison of the Effects of Different Nutrition Education Methods on Nutrition Knowledge Level in High School Students

Adolescence is an important life period and has crucial importance for the development of appropriate eating habits and a healthy diet. Dietary and educational interventions may help improving diet and thus may provide prevention from the development of lifestyle diseases during both adolescence and in future adulthood. This educational intervention study with a pretest-posttest design study aimed to evaluate the effectiveness of different nutrition education methods on nutrition knowledge levels in high school students. A total of 216 students from 3 high schools in Usküdar, Istanbul were randomly assigned to three different educational intervention method groups (video-mediated, peer-directed, and visual aids), each consisting of 72 students to compare the effectiveness with the traditional education method. Before and after each education, the nutrition knowledge level of adolescents was evaluated with the Adolescent Nutrition Knowledge Level Questionnaire (ANKQ). It is determined that all of the intervention methods provide significantly increased post-test total scores when compared to pre-test scores in the ANKQ (p<0.05). Peer-led and visual tools mediated nutrition education are significantly related to increased post-test scores compared to traditional nutrition education (p<0.05). Repetitive interventions and follow-up for long-term efficacy and evaluation of behavioral changes are recommended for future studies.

미술과와 연계한 학교차원의 사회정서학습 프로그램이 지적장애 초등학생의 수업참여도와 비장애학생의 정서지능에 미치는 영향

The purpose of this study was to investigate the effects of a school-wide social emotional learning program integrated with art on the class participation of elementary school students with intellectual disabilities and the emotional intelligence of students without disabilities. The subjects were 31 students (three students with intellectual disabilities and 28 students without disabilities) from an elementary school located in Gyeonggi Province. The one-group pretest-posttest design was applied. The school-wide social emotional learning program integrated with art was organized with five elements of social emotional abilities: self-awareness, self-management, social recognition, personal relationship, and responsible decision making. A total of 28 students without disabilities evaluated the class participation of the three students with intellectual disabilities, in addition the emotional intelligence of students without disabilities was measured by a self-report instrument. Dependent samples t-test was implemented for analyzing the data. The research results were as follows. First, the class participation of the three students with intellectual disabilities was statistically improved significantly after they participated in the program. Second, there was no statistically significant difference between the pretest total scores and the posttest total scores of the emotional intelligence of the 28 students without disabilities. On the contrary, the subscale scores of their emotional expression and emotional utilization were statistically improved significantly after they participated in the program. Implications of this study as well as suggestions for future studies were discussed.

Exploring the effectiveness of STEM education on the creativity of 5-year-old kindergarten children

ABSTRACT In this study, the effect of STEM education on the creativity of 5-year-old children was examined. This article presents the relationship between STEM education and creativity in early years of childhood. The semi-experimental method with pretest-posttest-control group is used to observe the difference of creativity scores between study group and control group. ‘Torrance Tests of Creative Thinking Figural A Form and Figural B Form’ were used as data collection tools in the research. As a result of the research, a statistically significant difference was found between the experimental and control group Torrance Tests of Creative Thinking pretest/ posttest total scores (p < .05). The results revealed that the effect of STEM education on the creativity of 5-year-old children attending kindergarten is positive and this effect is permanent.

Effectiveness of solution-focused counseling therapy on pregnancy anxiety and fear of childbirth: A randomized clinical trial

Background &amp; Aim: Fear of childbirth and pregnancy anxiety may affect the desire for normal delivery. No study has investigated the effectiveness of solution-focused counseling on either pregnancy anxiety or all factors comprising fear of childbirth. We aimed to investigate the effects of solution-focused counseling in reducing pregnancy anxiety and fear of childbirth. Methods &amp; Materials: This randomized clinical trial study was conducted on 132 nulliparous women in 2019. Participants with moderate to a severe fear of childbirth were randomly divided into the intervention and control groups. The intervention group participated in five solution-focused counseling sessions. Before and after the intervention, women filled the anxiety scale for pregnancy and the Wijma Delivery Expectancy Questionnaire (W-DEQ). Data were analyzed using t-test, paired t-test, and analysis of covariance (ANCOVA). Results: The two groups did not differ in terms of demographic and obstetric variables and pregnancy anxiety pre-test scores (P&gt;0.05). The means of the post-test total scores and the means of scores for all five factors of the ASP were significantly lower in the intervention group than in the control group (p&lt;0.001). The adjusted means of total scores and the adjusted means of scores for all six factors of the WDE-Q were significantly lower in the intervention group than the control group (p&lt;0.001). Conclusion: The solution-focused counseling reduced pregnancy anxiety and fear of childbirth in women participating in counseling sessions compared to the controls. Solution-focused counseling therapy sessions should be held for women with pregnancy anxiety and fear of childbirth.

Pre-Service Teachers' Skills in Analysing Achievements in Regard to the Revised Bloom's Taxonomy

This study examined the development of pre-service teachers’ skills in analysing the achievements of secondary school sixth grade Information Technologies and Software Course curriculum in regard to the revised Bloom’s taxonomy at a western Anatolian university in Turkey. A single group pre-test, post-test experimental design was used, and 99 pre-service teachers participated in the study. The sample was determined according to the purposive sampling method. The pre-test presented achievements for the pre-service teachers to analyse in regard to the revised Bloom’s taxonomy, after which the revised Bloom’s taxonomy’s analysis was taught. The achievements were given as the post-test for pre-service teachers to re-analyse. The pre-service teachers’ total scores were calculated based on their accuracy. The pre- and post-test total scores were compared, and the total scores of the post-test were higher than those of the pre-test. Suggestions were made regarding future research on the revised Bloom’s taxonomy and achievements analysis teaching.

Pre-Service Teachers’ Skills in Analysing Achievements in Regard to the Revised Bloom’s Taxonomy

This study examined the development of pre-service teachers’ skills in analysing the achievements of secondary school sixth grade Information Technologies and Software Course curriculum in regard to the revised Bloom’s taxonomy at a western Anatolian university in Turkey. A single group pre-test, post-test experimental design was used, and 99 pre-service teachers participated in the study. The sample was determined according to the purposive sampling method. The pre-test presented achievements for the pre-service teachers to analyse in regard to the revised Bloom’s taxonomy, after which the revised Bloom’s taxonomy’s analysis was taught. The achievements were given as the post-test for pre-service teachers to re-analyse. The pre-service teachers’ total scores were calculated based on their accuracy. The pre- and post-test total scores were compared, and the total scores of the post-test were higher than those of the pre-test. Suggestions were made regarding future research on the revised Bloom’s taxonomy and achievements analysis teaching.