Mean Score Of Post-test Research Articles

PROBLEM-BASED LEARNING MODEL: IMPLEMENTATION IN MATHEMATICS LEARNING FLAT BUILT MATERIALS

The objective of this research is to ascertain the disparity in the mean learning outcomes between students instructed through the Problem Based Learning (PBL) approach and those instructed through the Direct Instruction (DI) approach. This study used a quasi-experimental approach, specifically the Posttest-Only Control Group design. The research was conducted at SMP Negeri 4 West Siau during the second semester of the 2023/2024 academic year. The participants of this study were selected from two homogeneous and identical classes: class VIIA, consisting of 14 students who received the Problem Based Learning (PBL) model treatment, and class VIIB, consisting of 14 students who received the Direct Instruction (DI) model treatment. The mean posttest score for the experimental group was 82.64, while the mean posttest score for the control group was 68.85. Conducting a data analysis using the t-test, the calculated t-value is 6.599, which is greater than the critical t-value of 2.056. Therefore, the choice is made to reject the null hypothesis (H0). Therefore, the Problem Based Learning (PBL) paradigm has the potential to enhance the overall academic performance of students in the subject of Bangun Datar

Effectiveness of Video Assisted Teaching on Knowledge and Pre-procedure Anxiety Level of Patients Undergoing Upper GI Endoscopy

An endoscopy is a procedure in which doctor uses specialized instruments to view and operate on the internal organs and vessels.People often found anxious towards hospital environment itself. There no intervention was provided to re-leave from anxiety among the patients. So the researchers aimed to assess the effectiveness of video assisted teaching regarding upper GI endoscopy to improve knowledge and thereby reduce the anxiety among the patients in Government General Hospital, Puducherry.The present study was adopted quantitative quasi experimental research design. The 50 samples were selected by purposive sampling technique with inclusion and exclusion criteria. Pre test data was collected by using self-administered structures questionariesand video assisted teaching programme regarding endoscopy to the samples. The video contains introduction, functions, procedure and visualization of the endoscopy.The researchers accompany each sample during the endoscopy. Post test data was collected after endoscopy with the same questionnaire.The results revealed that, pre and post test mean score of knowledge was 5.26±2.562 and 11.12±0.480. The calculated paired ‘t’ value is 16.421 which was statistically significant at the p level 0.000. The pre and post test mean score of anxiety was 39.64±9.021 and 68.14±3.995. The calculated paired ‘t’ test value was 18.475 which was statically significant at the p level 0.000. The test results infer that, the video assisted programme was effective in improving knowledge and relive in pre procedure anxiety among the clients undergoing endoscopy.The chi-square value reveals that the level of knowledge was significant to gender and educational status at the p level 0.005 respectively and the level of anxiety was significant to educational status at the p level 0.005. The researchers recommended all the therapeutic and diagnostic procedures must be educated among the patients will help to gain complete success.

The Effect of Students’ Vocabulary Mastery through Dictation Games

Game was an activity or form of entertainment that involved players in specific rules with the aim of creating a fun or challenging experience. Many students experienced difficulty in mastering English vocabulary, and for this reason, The purpose of this study was to use the dictation games method for assisting students in learning vocabulary in English. The research design employed was a quasi-experimental method, conducted at SMPN 1 Asembagus. The sample method employed was basic random sampling, and there were a total of 74 respondents divided into 37 respondents for the control group and 37 respondents for the experimental group. Subsequently, data processing and data analysis were conducted using a quantitative method. This research employed a questionnaire as the instrument for the pre- and post-tests. According to the study's findings, student's understanding of English vocabulary can be significantly impacted by the dictation games approach. The average score from the pre- and post-tests shows this. Pre-test mean score is 68.11; post-test mean score is 92.70. The result of the hypothesis test with the paired sample t-test is a t-score (+) 21.170 since the t-score > 1.729. The fact that the alternative hypothesis, or H1, is accepted and the null hypothesis, or H0, is rejected, it can be said that dictation game gives a positive effect on students’ vocabulary mastery.

Self-Directed Learning Versus Traditional Teaching in Learning Gross Anatomy Among First-Year Medical Students: A Comparative Study.

Gross anatomy is the first subject to be grasped by budding medicos before learning a long series of skills and competencies required to bloom as a physician or surgeon. In recent years, the teaching time for anatomy has been reduced. The number of anatomy teachers is much less in comparison to the increasing number of students. There is also a paradigm shift in medical education; it has become competency-based, learner-centric, and technology-based. So, anatomical education is also shifting to adopt blended learning strategies. Now, the onus of learning lies more with the students, which can be promoted through self-directed learning (SDL).Many first-year medical students are unprepared for SDL and need assistance understanding SDL. Structured SDL can successfully instill the habit of SDL in young medical students, who are supposed to be lifelong learners in their professional careers.The concept of structured SDL under the supervision of teachers is comparatively new in India. Very few studies are there to compare the effectiveness of SDL with those of traditional teaching methods. The present study aimed to evaluate the effectiveness of SDL in learning the gross anatomy of an important viscus, viz., the liver, and to compare it with the effectiveness of the traditional method of teaching by demonstration/prosection. This interventional comparative study was carried out at the department of anatomy of a government medical collegein Kolkata, India. Sixty willing first-year undergraduate medical students were included in the study. The students were divided into two batches (Batch A and Batch B) of 30 each. Students of Batch A were taught the viscus (liver) by the traditional method of teaching by demonstration/prosection for one and a half hours. Validated pre-test and post-test questionnaires were administered to evaluate learning outcomes. Students of Batch B had a structured self-directed learning (SDL) session under the supervision of teachers on the same topic, viz., viscus (liver), for one and a half hours. The pre-test and post-test questionnaires were given before and after the SDL sessions to evaluate learning outcomes. The results were statistically analyzed. It was observed that the mean post-test score after traditional teaching improved significantly compared to the mean pre-test score. Also, the mean post-test score after the SDL session improved significantly compared to the mean pre-test score. It was found that the mean post-test score after exposure to traditional teaching methods was slightly better than the mean post-test scores after exposure to SDL, but this difference was not statistically significant. It can be inferredthat structured SDL under the supervision of teachers was almost as good as the traditional teaching method by demonstration/prosection in learning the gross anatomy of an important viscus, viz., liver. In the context of the reduced number of anatomy teachers and an increasing number of students, this may open up an option of teaching some portion of gross anatomy, like a few viscera, by SDL. However, a more robust study with a larger sample size can be more conclusive.

--------Comparison of Hybrid-Simulation-Based Teaching with Traditional Teaching of Pharmacology.

To compare the outcome of traditional teaching with hybrid simulation-based teaching for undergraduate medical students. Place and Duration of the Study: Department of Pharmacology, Jinnah Medical and Dental College, Karachi, Pakistan, from June to August 2023. Quasi-experimental study. One hundred students from MBBS 3rd year were included in the study after taking the informed consent. Participants were divided into two cross-over groups and sampling was done randomly. Group A: (even roll numbers, n = 50) was the control group, taught by traditional lecture on positive inotropic medicines. Group B: (with odd roll numbers, n = 50) was the intervention group, taught the same topic by simulation-based teaching through 5 case scenarios. The teaching of this group was reinforced by role plays. Scores of post-test and retention test were compared by applying the Student's t-test. Students taught by traditional lectures i.e., Group A, their post-test mean scores were 30.7 ± 5.6, whereas Group B scored 45.7 ± 3.3, taught by hybrid stimulation (p <0.001). Retention test (MCQs based) was conducted after one month in which Group A obtained a mean score of 18.8 ± 9 with a passing percentage of approximately 30, whereas Group B obtained a score of 41.3 ± 5.6 (p <0.001). Hybrid-simulation-based teaching improved the immediate test scores as well as retention. Traditional teaching, Hybrid-simulation, MCQs, Retention test, Intervention group.

The Effect of Hypertonic Saline Nebulization on Arterial Blood Gas Parameters Among Patients on a Mechanical Ventilator.

Introduction Care of the airway is an essential part of the management of patients receiving mechanical ventilation. If the airway is not properly managed, an endotracheal airway can result in retained secretions, airway obstructions, and infections. These complications may prolong mechanical ventilation durationand length of hospital stayand may increase the cost of affordability. Hypertonic saline nebulized suctioning is a technique used to lessen the duration of mechanical air flow and enhance airway clearance, which helps patients on mechanical ventilation breathe easier. Aim The objective of the study isto assess the effectiveness of nebulization with hypertonic saline on arterial blood gas parameters among mechanically ventilated patients. Methods The quasi-experimental design adopted with thirty-five mechanically ventilated samples was chosen using a non-probability purposive sample technique. Following the pre-test in the endotracheal tube, nebulization was given with 2 ml of hypertonic saline over 15-20 mins, two times each day, to the mechanically ventilated patients. Post-test was carried out about 15-20 minutes after the procedureusing arterial blood gas analysis results were obtained and interpreted. Results The study reveals that the p values corresponding to the arterial blood gas parameters PCo2, pO2, and HCo3 are less than 0.01 and are significant at a 1% level, and arterial blood gas(ABG) pHis less than 0.05 and is significant at a 5% level; hence there is a high significant difference between the pre-test and post-test mean scores of arterial blood gas parameters PCo2, pO2, HCo3, and ABG pH. Hence, the study concluded that nebulization with hypertonic saline for patients with mechanical ventilators is more effective in improving arterial blood gas parameters.

The Art of Medicine: Applying the Visual Thinking Strategy to Radiology.

The purpose of this project was to develop a formal visual arts training curriculum and evaluate if there was improvement in the observational and descriptive skills of first- and second-year medical students for radiologic images. Materials and methods: A demographic survey and an initial pre-test of 12 radiologic images were administered asking an open-ended question to describe the image and to identify the abnormality in their own words.Three virtual one-hour sessions of visual thinking strategy (VTS) training occurred, and an immediate post-test and a six-month post-test were administered, each with images different from the pre-test, as well as a final questionnaire. All tests were independently graded by two graders with a previously established grading rubric.Differences in scores were analyzed using paired T-tests. Thirty-nine medical students participated.The mean pre-test score was 62.2 +/- 18.6, and the mean post-test score improved by 41.7 +/- 17.9 points (p<0.01) to an average score of 103.9 +/- 20.4.Nine participants were lost to follow-up at six months, and the average six-month post-test score was 110.2 +/- 29.1 for a mean improvement of 9.3 +/- 13.1 points (p=0.320) from the initial post-test. Conclusion: There was a significant improvement in observational and descriptive skills in first- and second-year medical students when describing radiologic images, which was retained after six months.A formal VTS curriculum could play a beneficial role in medical student and radiology training programs not only to improve observational skills but also to address perceptual errors in diagnostic imaging.

Impact of a structured teaching on the ill effects of tobacco chewing among Indian adults.

Tobacco chewing remains a prevalent health issue globally, particularly in India, where it is deeply ingrained in cultural practices. This study evaluates the impact of a structured teaching program on knowledge regarding the ill effects of tobacco chewing among adults enrolled in arts and commerce colleges in Patan, India. A quasi-experimental design was employed, with 100 participants recruited from arts and commerce colleges. The structured teaching program included educational sessions covering the harmful effects of tobacco chewing and cessation strategies. Pre and post-test knowledge assessments were conducted using a self-structured questionnaire. The majority of participants were aged 15-17 years (75%), male (75%), and from urban areas (58.33%). Significant improvements in knowledge scores were observed following the intervention (pretest mean score = 11.5, posttest mean score = 44.38), with a significant difference between pre and post-test scores (t = 11.38, p < 0.001). Associations between pre-test knowledge scores and demographic variables such as gender, education, type of family, area of residence, father's education and occupation, monthly income, history of illness, and previous knowledge were identified (p < 0.05). Conclusion: The study underscores the significance of targeted health education programs in addressing tobacco-related health risks and promoting public health. By enhancing awareness and knowledge among adults, such interventions contribute to fostering behavior change and reducing the burden of tobacco-related diseases.

Empowering adolescent girls through video-assisted self-defense teaching program in rural Gujarat, India.

Adolescent girls face myriad challenges impacting their mental health and well-being, necessitating empowerment through self-defense education. In contexts of prevalent gender-based violence, such education becomes imperative, particularly in countries like India. However, the influence of demographic factors on knowledge levels regarding self-defense techniques among adolescent girls remains uncertain. This study employed a one-group pre-test - post-test design to evaluate the impact of a video-assisted self-defense teaching program on adolescent girls in rural Gujarat, India. A sample of 100 girls from Mahesana district schools participated, with data collected via structured questionnaires administered pre and post-intervention. The intervention significantly enhanced participants' knowledge levels, with a remarkable increase in mean post-test scores compared to pre-test scores. Specifically, prior to the intervention, 45% of participants exhibited low knowledge levels, which improved to 19.5% post-intervention. Notably, 80.5% demonstrated excellent knowledge post-intervention. The study underscores the efficacy of a video-assisted self-defense teaching program in augmenting knowledge levels among adolescent girls in rural Gujarat. Despite demographic diversity, the intervention yielded consistent improvements, emphasizing its universal applicability.

Online digital health and informatics education for undergraduate nursing students in China: impacts and recommendations

BackgroundDigital health plays a vital role in healthcare services. Governments in many countries, including China, are increasingly advocating for the appropriate use of digital technologies to address significant health system challenges. It is crucial to incorporate digital health education into the curriculum for future nurses to adapt to the changes in the digital medical system. This study aimed to evaluate the impact of an online Digital Health and Informatics Course in China on the knowledge and comprehension of key digital health and informatics topics, self-assessment of nursing informatics competencies, and satisfaction among undergraduate nursing students. The findings of this study provide recommendations for the design and implementation of future digital health education.MethodsThis study employed a one-group, quasi-experimental mixed-methods design with pre- and post-assessments. The participants received digital health and informatics education through six three-hour online sessions in six interactive days, with online self-learning materials in between. An online quiz and focus group discussions pre- and post the course were designed to evaluate the knowledge and comprehension of key digital health and informatics topics. Also, a validated Chinese version of the Self-assessment of Nursing Informatics Competencies Scale was conducted pre- and post-course to assess self-assessment of nursing informatics competencies. Additionally, all students were invited to participate in an online survey with a performance-focused course evaluation form as well as focus group discussions to gather their feedback on the learning experience and their evaluations of the course.ResultsA total of 24 undergraduate nursing students were enrolled in the course. All students completed all sessions of this course, resulting in an attendance rate of 100%. Additionally, all students completed both pre- and post-assessments. In terms of the knowledge and comprehension of key digital health and informatics topics, scores of the quiz on knowledge assessment improved from the pre-test [mean pretest score: 78.33 (SD 6.005)] to the post-test [mean post-test score: 83.17 (SD 4.86)] upon completion of the course (P < 0.001). Also, students acknowledged that the course enhanced their knowledge and comprehension of informatics and digital health, the benefits of (nursing) informatics in clinical practice, and the role of health care professionals in informatics and digital health. In terms of self-assessment of nursing informatics competencies, scores on nursing informatics attitudes demonstrated significant improvement (P < 0.001). Furthermore, students reported high satisfaction with various aspects of this course, including the opportunity to explore broad horizons in informatics for future careers, engaging in group discussions, and analyzing case studies on the use of informatics and digital health in clinical practice.ConclusionsThis Online Digital Health and Informatics education effectively improved undergraduate nursing students’ knowledge and comprehension of the key digital health and informatics topics, nursing informatics attitudes in the self-assessment of nursing informatics competency with high levels of satisfaction. In order to ensure that future education in digital health and informatics for nursing students is in line with the technological advancements in clinical settings, it is necessary to foster collaboration between medical school training and clinical practice. This collaboration should involve the use of clinical examples to illustrate advanced digital health applications and the inclusion of practical exercises on the use of digital health technology in clinical settings.

The Effect of Education and Monitoring via Tele-Nursing to Elderly Cancer Patients Using Oral Anticancer Agents on Self-efficacy and Medication Adherence: A Randomized Controlled Trial

ObjectivesThis study was conducted as a randomized controlled trial to determine the effect of the education and monitoring provided via tele-nursing to elderly cancer patients using oral anticancer agents on their medication treatment adherence self-efficacy and medication adherence. MethodsThe sample of the study consisted of 60 elderly cancer patients who presented to the oncology outpatient clinics of a medical faculty hospital in Turkey. An Elderly Information Form, the Oral Chemotherapy Adherence Scale, the Medication Adherence Self-Efficacy Scale, a Tele-nursing Evaluation Form, and a Telephone Monitoring Form were used to collect data. Patients in the intervention group were sent text messages and educational videos via WhatsApp® for the first four weeks, and after the fifth week, they were monitored by phone for eight weeks. Data collection tools were applied to the control and intervention groups at weeks 1, 8, and 12. Independent samples t-test, Repeated measurements analysis of variance chi-square test, and Pearson correlation test were used to analyze the data. ResultsIn the study, while there was no significant difference between the mean scores of the intervention and control groups on the pretest application of the Oral Chemotherapy Adherence Scale and the Medication Adherence Self-Efficacy Scale (p > .05), a significant difference was found between the mean posttest scores of the groups (p < .05). ConclusionsIn this study, it was determined that the education and monitoring provided to elderly cancer patients via tele-nursing positively affected their self-efficacy and medication adherence. Implications for nursing practiceIn line with the research results, it is recommended that nurses use tele-nursing applications in the care of elderly cancer patients using oral anticancer agents.

The Effectiveness of Student Team Achievement Division (STAD) and Directed Reading Thinking Activity (DRTA) Strategies in Teaching Reading Comprehension to Students with Different Levels of Motivation at MAS Ahmad Dahlan Tegal

This study aims to investigate the effectiveness of the Student Team Achievement Division (STAD) and Directed Reading Thinking Activity (DRTA) strategies in teaching reading comprehension to students with different levels of motivation at MAS Ahmad Dahlan Tegal. This study used a 2x2 factorial design. This study conducted at MAS Ahmad Dahlan Tegal. The participants of the study included Group X B comprising 25 students, and Group X D comprising 26 students. The students will be classified into high and low motivation and will be taught with different teaching strategies. The instruments of the study are tests, questionnaire, and observation. This result showed that STAD and DRTA strategies are effective to teach reading comprehension. The mean post-test score in the experimental group I was 75.40, while the mean post-test score in the experimental group II was 74.43. In addition, the mean post-test score in the experimental group I was recorded as 73.60, while the mean post-test score in the experimental group was 67.33 II. It can be concluded that STAD and DRTA strategies effective in improving students’ reading comprehension to both of high and low levels of motivation. Keywords: Reading comprehension, STAD strategy, DRTA strategy, Motivation

UNLOCKING SUCCESS: FOUR PHASE TECHNIQUES FOR PILING LARANG STUDENTS

Writing is a crucial life skill for success in classes, jobs, and community settings. Students write to learn in order to organize, investigate, and digest new information, as well as display their understanding (Klein et al., 2016). In general, the writing problems identified in this study through pre-test, interview, questionnaire, and observation were that students had difficulty producing a gramatically correct sentence, expressing their ideas logically, using appropriate words, producing cohesive and coherent text, and producing accurate spelling and punctuation. To solve those problems encountered by teachers in Binan City Senior High School, the researchers conducted a study on utilizing the four-phase technique to improve the writing skills of the students in Piling Larang Grade 12. This research employs a quasi-experimental research design utilizing the pretest and posttest to determine the effectiveness of the four-way phase technique to enhance the writing skills of the students in Grade 12 Piling Larang, and two sections were used for the comparison group and the experimental group with 30 students each. The noteworthy result of the inferential statistic of the research is that there is a significant difference between the posttest mean score of the experimental and comparison groups, which shows that there is a noteworthy increase in the mean score of the experimental group, proving that all theories in the literary reviews supported the result of this study. This research recommends that teachers may utilize the four-phase technique in improving their writing skills, and school administrators are encouraged to assist teachers in implementing the four-phase technique in writing. It encourages to hold seminars and workshops on this four-phase technique in writing, not only for senior high school teachers, and future researchers may identify and test other possible factors that can further define the effectiveness of the four-phase technique in improving the writing skills of students. KEYWORDS: Four phase technique, Writing Skills, Piling Larang, Quantitative Study

The effect of cognitive behavioral therapy-based psychoeducation on substance abuse proclivity in adolescent smokers

ABSTRACT Aim The aim of this study is to determine how CBT-based psychoeducation affects substance abuse proclivity in adolescent smokers. Materials and Methods The study is an experimental study model with pretest–posttest control group. As a result of the power analysis carried out for the sample of the study, the sample size was calculated to be 110 adolescent smokers at a significance level of 0.05, confidence interval of 95%, an effect size of 0.7, and power of population representation of 0.95. A Descriptive Characteristics Form and SAPS were used to collect the data. The experimental group received eight sessions of cognitive-behavioral therapy-based psychoeducation. No educational program was applied to the control group. The data were analyzed using number, percentage, mean, standard deviation, chi-square, dependent samples t-test and independent samples t-test. Results Substance abuse proclivity was determined in adolescents who smoked cigarettes in the experimental and control groups. The SAPS total score average of the individuals in the experimental group decreased after psychoeducation compared to before psychoeducation. The difference between the posttest SAPS total mean scores of the control and experimental groups was statistically significant. Conclusion CBT-based psychoeducation was found to be effective in reducing substance use proclivities in adolescent smokers.

Enhancing Vocabulary Acquisition through Gamification

This study investigates the effects of gamification on vocabulary acquisition and student motivation among 54 students enrolled in the Orientation Program at a higher education institution in Bahrain. The study compared traditional vocabulary instruction with a gamified approach using the Kahoot platform. Results revealed that the gamified group achieved significantly higher vocabulary gains, with a mean post-test score of 86 compared to 78 for the control group. Furthermore, 85% of participants in the gamified group found this method more effective for retention, and 92% preferred it over traditional worksheets. The findings indicate that gamification can considerably enhance vocabulary learning by making the process more engaging and effective. Nevertheless, to fully leverage its benefits, it is essential to overcome challenges such as technical issues and varying levels of student familiarity with the platform.

The effect of games on listening and speaking anxiety in learning English

This action research investigates the effect of game technique on reducing English listening and speaking anxiety among fourth-grade primary school students. The study group involved 46 students at a Science and Art Centre in Türkiye. The quantitative data were collected through the English Listening Anxiety Scale and the English Speaking Anxiety Scale administered before and after the implementation. The qualitative data were gathered through student interviews and teacher’s research diary. The dependent samples t-test was used to compare the pre-test and post-test mean scores from the scales. The data from the interviews and the diary were analysed by inductive analysis. Firstly, the findings of the t-test analysis revealed that game technique significantly reduced students’ English listening anxiety, but not English speaking anxiety. On the other hand, the qualitative findings showed that this technique has positive contributions to learning-teaching process although it does not have such an effect on both speaking and listening anxiety. Nevertheless, the analysis of the interviews and the diary also indicated that the technique has a positive influence on the factors that can reduce anxiety such as “willingness to make sentences, not getting bored in lessons, feeling relaxed, thinking quickly, eagerness, and effort”. Considering all the findings in the study, we concluded that using game technique in English courses is not directly effective in reducing English listening and speaking anxiety, but it has positive contributions to the overall learning-teaching process. Finally, the study provides some practical suggestions for teachers.

Pendampingan Pembuatan Media Pembelajaran Menggunakan Canva Kepada Para Guru SMP

. The fundamental problems in this Community Service activity are (1) the teacher's ability to utilize technology as a learning medium. (2) Teachers tend not to use technology in designing learning media. The method used in implementing PKM is the empowerment model. This activity aims to assist the teachers to design interactive technology based learning media. This model is implemented using the following steps: 1) Observations are carried out to obtain joint agreement regarding the mechanism for mentoring activities. 2) holding a workshop which aims to explain and provide general knowledge regarding learning media and the Canva application. 3) The pretest is carried out to obtain comparative scores before mentoring and after mentoring. 4) Assistance in creating learning media using Canva. 4) The post test was carried out to see the teacher's skills and achievements in creating learning media using Canva. The scores obtained in the two tests created were analyzed statistically using the JAPS application. The scores between the two tests are different from each other. The median value of the pre-test results received a score of 55.0 which is categorized as "Low". Meanwhile, the median value from the post-test results received a score of 80.0 and was categorized as "Good". From these results, it can be concluded that the highest median value was obtained by the post-test value. Apart from that, the mean score obtained by students also varies based on each test given. From the pre-test score obtained by students received a score of 55.33 which is categorized as a "Low" score. Meanwhile, the post-test score obtained was 77.77 which was categorized as "Good". From these results, it can be concluded that the mean post-test score was higher than the pre-test score. It means that the teachers are able to use Canva in designing their learning media.

Evaluation of synchronous and asynchronous e-learning methods among MBBS students’ in medical institutions for medical education: An educational interventional study

Abstract Background: The closure of educational institutions due to COVID-19 conditions created a situation where contact between students and teachers became almost impossible. It imposed a potential need for adopting alternative learning methods. Objective: The objective of this study was to carry out an evaluation of synchronous and asynchronous e-learning methods planned among MBBS students. Materials and Methods: An educational interventional study was carried out, including two equipotent academic potential groups of all students of phase 3 part one. Two groups were created (Group A – Synchronous and Group B – Asynchronous) and taught five sessions for each group with asynchronous and synchronous e-learning styles, and perceptions of students regarding learning style were recorded. The data were analyzed using SPSS, and paired t-test and independent t-test were used to compare responses. A descriptive analysis of responses received for perceptions of both learning on a 5-point Likert was carried out. Results: Despite the asynchronous group having a higher pretest mean score (33.63 ± 12.03) compared to the synchronous group (25.20 ± 10.1), the post-test mean scores revealed greater improvement in the synchronous group (82.21 ± 12.2) compared to the asynchronous group (81.08 ± 13.32). The study revealed statistically significant higher posttest scores (P &lt; 0.001) in both groups. Asynchronous e-learning was slightly preferable for phase 3 students compared to synchronous e-learning based on the perception given by students. Conclusion: Online methods and teaching implemented with the right planning will definitively serve as an alternative in situations like COVID-19. Although these methods cannot replace face-to-face learning, they help develop students’ interest in new learning styles and prepare them for adverse learning conditions.

The Study of the English Preparation Course to Enhance Students’ English Proficiency for the Standardized Test “Your Score is High; my Score is Low. How to Make it Higher?”

&amp;ldquo;Your score is high; my score is low. How can I make it higher?&amp;rdquo; The author heard this in students&amp;rsquo; conversations after they received their pre-test scores in the TOEIC training course. This is the major reason the author decided to conduct this study. Using the TOEIC score as part of the graduation requirements, the university designed and provided an English preparation course, namely EG1001: English for Proficiency Preparation, for students before taking the test. This small-scale research aims to investigate the effectiveness of the test preparation course in enhancing students&amp;rsquo; English language proficiency and to explore which specific skills non-English major students need to improve for the TOEIC test. The study used pre-and post-tests to collect the language proficiency outputs of 57 higher education students in this course. Additionally, the study used their mini-test scores from each unit of the learning material to track their progress. The findings revealed that the post-test mean score (48.96) was higher than the pre-test mean score (40.58), indicating that after participating in this course, the participants improved their English proficiency. The results also suggested that students needed to practice more on the listening part of the TOEIC test.

The Effect of Teaching with Web 2.0 Tools on Mathematics Achievement and Retention

This study aimed to examine the impact of using Web 2.0 tools in teaching algebraic expressions to 6th-grade students on their mathematical achievement and retention. In the research, a quasi-experimental design was used with pre-test post-test control group, one of the quantitative research methods. The research was conducted in the 2023-2024 academic year with 88 students, 44 in the experimental group and 44 in the control group, studying in the 6th grade of a public school in Yenimahalle District of Ankara. The experimental group received instruction through Web 2.0 tools for three weeks, while the control group followed the textbook-based curriculum during the same period. In the study, the "Algebraic Expressions Achievement Test" was used to determine academic success. SPSS 22.0 pragram was used to analyze the data. Independent Samples t-test, Repeated Measures ANOVA, and Benferroni multiple comparison test were used in the analysis process. The findings indicated a significant difference in the post-test mean scores of algebraic expressions between the experimental and control groups, favoring the experimental group. In conclusion, the use of Web 2.0 tools in teaching algebraic expressions was found to be more effective in enhancing students' academic achievement and retention compared to current teaching methods.