Posttest Performance Research Articles

The Van Hiele Model in Teaching Geometry

The primary purpose of this study was to determine the effectiveness of the Van Hiele model in teaching Geometry to Grade 8 students as the basis for designing instructional materials using the Van Hiele model. This study used the quasi-experimental group design to assess whether there was a significant difference between the pretest performance to the posttest performance of the control and experimental groups. The results revealed that both groups had established a significant mean gain difference from Pretest to Posttest, although the experimental group, taught using the Van Hiele model, performed better than the control group. The teacher and the students encountered many challenges in each phase, but undeniably, the students enjoyed the activities. The majority of the students found that it is interesting to learn Geometry using the phases of the model. The instruction using the Van Hiele model is thus considered an effective way of teaching Geometry and an alternative teaching strategy to the traditional method. Therefore, this method is proper when teaching Geometry, especially to students with different learning needs, because of the presence of various geometric experiences.

From the Classroom to the Living Room: Home-Based Learning to Improve Students’ Achievement in English Learning amid Pandemic

The goal of the study was to see how successful Home-Based Learning (HBL) is for senior high school students during Corona Virus Disease 2019 (Covid-19). The researcher looked at the students' performance in pre-test and post-test between the controlled and experimental groups, as well as the significant difference between the two groups, to determine effectiveness. The study used a quantitative design, the students were placed into two groups for data collection: the controlled group and the experimental group. A pre-test and a post-test were given to both groups. The normality distribution test, homogeneity variance test, paired sample correlation test, and to test the effectiveness of HB. The hypotheses testing was needed, therefore paired sample t-test was used to examine the raw data. According to the calculations, the experimental group's post-test mean score was 64.33, compared to 46.00 for the control group. In addition, the paired sample t-test is used to assess hypotheses. The significant value was calculated using SPSS 16.0 and was found to be (3.800>2.145). This demonstrated that the home-based learning program was successful. This research was significantly unique as it did not only focus on the causes of online home-based learning but brought into light its effectiveness.

Effect of 9 Weeks Football Training Program for players under 14 Years Old: A Trial Study

This trial study is aimed at helping coaches train players for comprehension and intelligence in football. Organized, systematic and comprehensive training modules can help coaches to train and improve player performance. The trial study design is a quasi-experimental method with pretest - posttest design. Subjects were football players under 14 years old from Johor Bahru district in Malaysia. Subjects were divided into treatment group (n = 26) and control group (n = 26). Treatment group was exposed to CGfU Module for nine weeks. On the other hand, control group was exposed to the FAM License 'C' Football Training Module for nine weeks. The research instrument was the System of Tactical Assessment in Soccer (FUT-SAT). The effect of the use of the training modules was tested on the performance of football players under 14 years old in terms of performance quality, place of action on the field and action results. Based on the t-test, the intervention significantly affected the post-test performance of football players in the treatment and control groups. Nevertheless, the t-test showed no significant difference in pre-test performance between the treatment and control groups. The t-test also showed no significant difference in post-test performance between the treatment and control groups. In conclusion, CGfU Module had an impact on the performance of under-14 football players. The game modification training method using the CGfU Module can increase understanding and make players intelligent in the football game.

When Writing Gets Rough: Writing Assistance Towards the Transformation of Educational Landscape

Writing is one of the skills that has been harmed throughout these tough times of pandemics since students have been unable to strengthen their writing skills. The purpose of this study was to see how well BTLEd students could write the various elements of an argumentative essay in the (Pre-Test) and (Post-Test) phases. The pre-test and post-test essay scores of the 65 BTLEd students were analyzed using a mixed-method technique. The students' degree of competence in writing the various elements of the argumentative essay in their pre-test was described as progressively competent, according to the findings. However, the students' post-test performance improved after they completed their virtual writing intervention. Furthermore, it was noted that there is a significant difference between the pre-test and post-test performance of the respondents. Students' competency in writing must be continuously monitored and evaluated in order to improve their skills in writing argumentative essays.

Blended Learning for Effective Reflective Essay Writing

This study assessed the effectiveness of blended learning for effective reflective essay writing among Grade 9 students of Pit-os National High School, Pit-os, Cebu City, for the School year 2018-2019. The quasi experimental method of research was employed. There were 50 Grade 9 students involved in the study. These subjects were grouped into two: the control and experimental groups. The experimental group was intervened with the use of a blended learning approach using the visual writing prompt, an online tool, while the control group was taught with the traditional method of teaching. The main instrument used was The Day of Destiny by Sir Thomas Malory. An assessment rubric was used to assess the performance of both the experimental and control groups. There was a significant difference between the posttest performances of the control and experimental groups. The findings showed that the students who were exposed to the blended learning approach had enhanced their writing performance more than the control group. The study concluded that the blended learning approach is effective in improving the writing performances of the students. Furthermore, this approach provides effective instructional experiences for the students because of the responsive environment.

THE USE OF COMPUTER-BASED INSTRUCTION TO IMPROVE THE LEARNERS MATHEMATICS PERFORMANCE

The main purpose of the study was to determine the significant effect in the use of Computer Based Instruction to the mathematical performance of the Grade Three learners of Lewin Elementary school, S.Y 2021 ? 2022. Specifically, it sought to respond the following: (1) the respondents level of perception on the use of computer base-instruction in terms of; teachers pre-recorded video lessons, online tutorial videos, PowerPoint presentation; (2) the mean percentage score of the learner?s mathematics performance in terms of pretest and posttest; (3) if there is a significant difference between the control and experimental group?s mathematics performance in posttest; (4) if there is a significant effect the use of Computer Based Instruction to the mathematical performance of the Grade Three learners of Lewin Elementary School. Based on the data gathered, the learners perceived that the use of computer-based instruction was very effective. The level of controlled and experimental group?s mathematics performance in pretest was below average while the posttest of the controlled group is average, and the experimental group is very good. The test of difference between the pre-test and post-test of the experimental group resulted to rejecting the null hypothesis which implies that there is a significant difference on the performance of students. Moreover, it showed how the use of computer-based instruction affect the experimental group mathematics performance in terms of teachers pre-recorded videos but does not significantly affect in terms of online tutorial videos and powerpoint presentations. These resulted to partially rejecting the null hypothesis. It can also be concluded that the use of computer-based instruction was significant effect on learners? mathematics performance. The researcher highly suggests that he use of Teacher?s pre-recorded video lesson and online tutorial videos can help to reach out the learners amid COVID-19 pandemic. It must be included on their School Improvement Plan on the learner?s development. Classroom teachers may also sustain the usage of the computer-based instruction in teaching mathematics. The teachers may devote more efforts to learn and apply new and different use of educational technology that can be useful to keep classroom well managed and conducive for teaching-learning.

Greater neuromuscular fatigue following low-load blood flow restriction than non-blood flow restriction resistance exercise among recreationally active men.

The purpose of this study was to examine the acute effects of low-load blood flow restriction (LLBFR) and low-load non-BFR (LL) on neuromuscular function after a bout of standardized fatiguing leg extension muscle actions. Fourteen men (mean age ± SD = 23 ± 4 yr) volunteered to participate in this investigation and randomly performed LLBFR and LL on separate days. Resistance exercise consisted of 75 isotonic unilateral leg extension muscle actions performed at 30% of one-repetition maximum. Before (pretest) and after (posttest) performance of each bout of exercise, strength and neural assessments were determined. There were no pretest to posttest differences between LLBFR and LL for maximal voluntary isometric contraction (MVIC) torque or V wave/M wave responses (muscle compound action potentials assessed during a superimposed MVIC muscle action), which exhibited decreases (collapsed across condition) of 41.2% and 26.2%, respectively. There were pretest to posttest decreases in peak twitch torque (36.0%) and surface electromyography amplitude (sEMG) (29.5%) for LLBFR but not LL and larger decreases in voluntary activation for LLBFR (11.3%) than for LL (4.5%). These findings suggested that LLBFR elicited greater fatigue-induced decreases in several indexes of neuromuscular function relative to LL. Despite this, both LLBFR and LL resulted in similar decrements in performance as assessed by maximal strength.NEW & NOTEWORTHY The application of blood flow restriction induces greater acute neuromuscular fatigue relative to nonrestricted conditions. Resistance exercise with blood flow restriction elicited a greater reduction in twitch responses. These neuromuscular differences might explain the more favorable adaptations achieved with blood flow restriction that are likely a function of metabolic stress and subsequent changes in efferent neural drive.

EFFECTS OF A DEVELOPED FLIPPED CLASSROOM PACKAGE ON NCE STUDENTS’ ACADEMIC PERFORMANCE IN EDUCATIONAL TECHNOLOGY CONCEPTS IN SOUTHWEST, NIGERIA

Purpose: This study was carried out in Colleges of Education in South-west, Nigeria to investigate the effects of a developed flipped classroom package on academic performance of NCE students in selected concepts of Educational Technology.
 Methodology: The study adopted 2 x 2 x 3 factorial matrix quasi-experimental design of pre-test, post-test, non-randomized, non-equivalent control group type. Two hypotheses were raised and tested for the study. Data were analysed using inferential statistics. A sample of three hundred and sixty respondents drawn from twelve government owned colleges of education in south-west, Nigeria participated in the study. The research instruments used were grouped into two, namely, Treatment Instrument (TRI) and Test Instrument (TEI) on Educational Technology. The treatment instrument was the flipped classroom package designed to deliver instruction to students in the experimental group. The Test Instrument was used to determine both pre-test and post-test performance of both groups. Instrument reliability was tested using Cronbach Alpha formula and reliability co-efficient of 0.89 was gotten.
 Findings: Findings from the study revealed that NCE students performed better when taught using flipped classroom package compared with their counterparts taught with conventional method of teaching and that NCE female students performed better than their male counterparts when taught using flipped classroom package in Educational Technology concepts.
 Unique contribution to theory, practice and policy: It was, therefore, recommended among others that Educational Technologists should expose NCE students to ICT-Based instructional strategies like Flipped classroom to promote students’ autonomy to knowledge acquisition, discovery learning and student-centered instructional approach. Educational Technologists should endeavour to develop and utilize FC for teaching Educational Technology Concepts. This will further increase teachers’ knowledge on new innovations in ICT-Based instructional strategies. Teacher trainers should endeavour and be encouraged to use flipped classroom as an instructional delivery method for the improvement of instructional quality that would enhance students’ centred learning theory which would promote learning styles, peer assisted, collaborative learning, cooperative learning and problem based learning that will bring about active learning for overall development of the learners. The regulatory agency for colleges of education (National Commission for Colleges of Education) should mandate the management of colleges of education to take cognizance of importance of flipped classroom and put it into use. This study was premised on the students’ centred learning theory identified above. This implies that the students’ centred learning theory could be applied to similar studies in the future.

The Use of Kahoot and its Role in Improving Irregular Verbs Learning among Primary ESL Learners

With the emphasis on 21st Century Learning in today's education, most ESL teachers have realised that traditional chalk and talk may no longer be sufficient in the classroom, particularly when teaching English grammar to primary school students. Numerous research on the usage of gamification among school children, university students, and even trainee instructors have been undertaken. These studies have found that gamification has a positive impact on their learning. With this in mind, this study was done to demonstrate that using Kahoot! aids Year 4 students in acquiring English irregular verbs. The pre-test and post-test findings were used to collect data from a sample of 35 Year 4 students in this quasi-experimental study. The sample t-test revealed that after employing Kahoot! in the classroom, students' post-test performance increased. In conclusion, this study shed light on the variety of ways that gamification enhances students' learning, particularly in terms of memory retention. It also serves as a springboard for further research on the usefulness of Kahoot! in addressing any aspect of learning among younger learners.

Comic Themed Booklet Worksheet As Supplementary Materials in Physics

Everyone needs to have access to education. No of the circumstances we are facing, it will always continue. Teachers will figure out ways to assist and guide students as they adjust to and learn about with this "new normal". All students may benefit from any learning style and supplemental materials provided by the teachers. The purpose of this study was to determine the level of acceptability of a comic themed booklet worksheet as supplementary material in physics in terms of content, adaptability, appeal to target user, and presentation; the students? mean pre-test and post-test performance; and significant difference in the students? mean pre-test and post-test performance. The population of the study comprised sixty (60) selected Grade 7 students who utilized the supplementary materials and twenty (20) science teachers from Pagsanjan Integrated National High School who validated the supplementary materials. The research instrument used in this study was Survey Questionnaire to be answered by the teacher and pre-test and post-test throughout the third quarter of School Year 2021-2022. From the data yielded from the instruments, the researcher came up with the following results. The acceptability of comic themed booklet worksheet in terms of content, adaptability, appeal to target user, and presentation was highly acceptable for the science teacher. They noticed that the topics and the learning objectives are aligned on the Most Essential Learning Competencies (MELCs) for Grade 7 set by the Department of Education (DepEd) that will lead to the mastery of the targeted MELCs. The illustrations, the concept, terms and facts in the comic themed booklet are adequate to physics examples to help students understand the lesson easily. The supplementary materials match to the student?s interest. It has dialogue that discusses the lesson and helps the students get involved in the science process. Students can adapt to the lesson from the comic themed booklet. It implies that the funny illustration and dialogues of the characters in the comic as well as the design appreciated by students. It helped them understand the lesson and develop their comprehension. The overall presentation found to be catchier for the students, because the themed was from a very timely and much known anime characters. This might help sustain the students? interest to continue reading each lesson in the booklet. Overall, the level of students? means performance in terms of pre-test and post-test as per the pre-test was fairly satisfactory. As per the post-test the result was very satisfactory. It means that the goal of the teacher to help using improve in their performance academically in physics has somehow achieved. The null hypothesis of the study ?There is no significant difference in the students mean performance in terms of pre-test and post-test? is rejected. The researcher concluded that the comic themed booklet worksheet was a major assistance for the students in learning the physics concept and idea in improving their pre-test and post-test performance. From the findings the researcher recommended that teacher should keep on innovating and developing new supplementary materials for the students learning development. For future researcher, aside from physics you can propose other variables to be considered in developing this kind of comic themed booklet worksheet. Teachers and researchers can also develop other components of science as supplementary materials

Audio Podcast-Based Approach in Teaching Chemistry

The study aims to investigate the effectiveness of Audio Podcast-Based Learning Approach in teaching Chemistry in modular distance learning students at Binan Integrated National High School. The researcher developed an eight-episode audio podcast of the lessons based on the Self-Learning Modules. These are validated by seventy (70) science experts based on the validated survey questionnaire considering the following criterion: content, appropriateness, duration, voice modulation and technical aspects. There are a total of 140 students as respondents of the study. A combination of product development and quasi-experimental method were used as the research design of the study. The mean and standard deviation was used to determine the level of acceptability of the Audio Podcast in terms of content, appropriateness, duration, voice modulation and technical aspects, and the learners? pre-test and post-test performance in Chemistry. Paired t-test was used to determine the significant differences between the pre-test and post-test scores. While on the qualitative part, thematic analysis of the students? perceptions was utilized. Data analysis revealed that the level of acceptability of the Audio podcast in terms of content, appropriateness, duration, voice modulation and technical aspects resulted in a very high extent with the following mean: 4.79, 4.73, 4.64, 4.68 and 4.73 respectively. The level of learners? performance in Chemistry resulted a great improvement after the utilization of the Podcast based on pretest and post test scores from SD of 5.42 to 3.96. There is a significant difference in the level of learners? performance in Chemistry as evidenced by the difference between the comparison of mean and standard deviation. The study also found that the audio podcast demonstrated a positive views and response on the utilization based on the analysis of students? perceptions. Based on the results and conclusion, the Audio Podcast-Based Approach developed is highly acceptable and effective in teaching Chemistry on the modular distance learning students at Binan Integrated National High School and created an impact on the students? learnings and it builds an effective connection with the subject matter and their subject teacher.

Improving clinician knowledge of cancer-related anemia (CRA) and chemotherapy-induced anemia (CIA) through the execution of a hybrid educational initiative focused on the evolving role of intravenous iron.

e23001 Background: Anemia is an extremely common and robustly deleterious complication experienced by patients with cancer, with impacts ranging from patient-reported quality-of-life metrics, to functional capacity, to morbidity and mortality implications. Cancer-related anemia (CRA) and chemotherapy-induced anemia (CIA) arise from a complex pathogenesis and are often associated with multifactorial etiology, but iron deficiency (ID) is an especially prominent genesis in these patients and is a preeminent clinical focus for hematology/oncology clinicians, not only because of its frequency, but also because it is directly treatable and reversible. Recent positive data readouts examining intravenous iron as a mechanism to improve anemia outcomes in comorbid oncologic states illustrates a compelling and exigent need to educate the hematology/oncology clinicians managing patients with cancer. These clinicians are optimally positioned to ensure improved CRA/CIA patient outcomes. That was the formative objective of this educational initiative. Methods: We conducted a 180-minute symposium at the 2021 American Society of Hematology (ASH) Annual Meeting, with a panel of 5 hematology/oncology experts. The activity was delivered live, in-person in Atlanta, and was also live streamed to a national and international audience on a virtual basis; the session was then provided as an online on-demand offering for those couldn’t attend the live meeting. Clinician knowledge metrics were evaluated from pre-activity to post-activity via audience response software (in-person) and Zoom polling (virtual); all test questions were directly correlated with activity learning objectives. Results: Across all 3 delivery modalities, the educational initiative reached a vast audience of nearly 8,000 learners. Meaningful knowledge advancements were achieved across each of the following clinical topics of emphasis (statistics reflect differential between pre-test and post-test performance): Diagnosis of CRA/CIA using clinical signs, symptoms, and laboratory diagnoses (+17%). Differentiation of functional vs. absolute iron deficiency (+33%). Identifying how elevated hepcidin levels impact iron supplementation strategies (+37%). Knowledge of improved safety profiles of next-generation IV iron products (+75%). Correctly evaluating the benefits of IV iron given a real-world CIA patient case (+33%). Conclusions: Our outcomes illustrate both the relatively low baseline knowledge of hematology/oncology clinicians related to CRA/CIA management and the transformative impact of timely educational programming. Ongoing educational efforts focused on this clinical topic and target audience are warranted.

ONLINE TEACHING EXPERIENCES AND CHALLENGES OF PHYSICAL EDUCATION COLLEGE TEACHERS AMIDST THE NEW NORMAL: A PHENOMENOLOGICAL STUDY

Strategies are crucial in the learning process. This is an important tool for teachers to use in order to make learning more efficient and effective. However, these strategies have been tested in the last two years due to a pandemic that has altered the school structure. Distance learning is now used for teaching, and the presence of technology is significant. This prompted the researcher to conduct this study with the goal of determining the efficacy of existing strategies in the New Normal System. This study determined the difference and effectiveness of the Mathematics Teaching Strategies in Statistics and Probability, School Year 2021-2022. It sought to answer the following questions: (1) what is the level of Mathematics Teaching Strategies in terms of cooperative learning, discovery learning and discovery learning; (2) what is the level of students? performance using Mathematics Teaching Strategy with regards to pre-test and post-test?; (3) Is there a significant difference before and after using the Mathematics Teaching Strategies in Statistics and Probability and (4) Do the Mathematics Teaching Strategies have significant ffect to the Learner?s performance in Statistics and Probability? The study's research design was quasi-experimental. The MELC was used to identify the topics. Under online distance learning, the study has fifty (50) student-respondents. The majority of those who completed the questionnaire believed that the Mathematics Teaching Strategies of Cooperative Learning, Discovery Learning, and Problem-based Learning were helpful in classroom setup. As a result, Mathematics Teaching Strategies in terms of Cooperative Learning, Discovery Learning, and problem-based learning as a learning tool have improved their performance and provided the requisite knowledge and abilities in Statistics and Probability. Before adopting the Mathematics Teaching Strategies, the respondents' pre-test level with some of the topics in Statistics and Probability was average. The post-test level then rose to Above Average. This indicates that they have a deeper comprehension of concepts and theories than the minimum criteria and can apply their knowledge to solve more mathematical problems. It was also discovered that some of the pupils scored below average in Statistics and Probability. This suggests that, despite the lack of a traditional face-to-face classroom approach, students were able to follow the proper information provided, leading to correct responses. The findings revealed that the level of mathematics teaching strategy in terms of cooperative learning, discovery learning, and problem-based learning was noteworthy. Students' pretest performance was average, but their posttest performance was higher in terms. There is a significant difference between the pretest and post-test scores because the gained score increased after the mathematics teaching strategy was used. Except for problem-based learning, which has an impact on learner performance, the level of mathematics teaching strategy has no significant effect on students' academic performance.

Mathematics Teaching Strategy in Statistics and Probability

Strategies are crucial in the learning process. This is an important tool for teachers to use in order to make learning more efficient and effective. However, these strategies have been tested in the last two years due to a pandemic that has altered the school structure. Distance learning is now used for teaching, and the presence of technology is significant. This prompted the researcher to conduct this study with the goal of determining the efficacy of existing strategies in the New Normal System. This study determined the difference and effectiveness of the Mathematics Teaching Strategies in Statistics and Probability, School Year 2021-2022. It sought to answer the following questions: (1) what is the level of Mathematics Teaching Strategies in terms of cooperative learning, discovery learning and discovery learning; (2) what is the level of students? performance using Mathematics Teaching Strategy with regards to pre-test and post-test?; (3) Is there a significant difference before and after using the Mathematics Teaching Strategies in Statistics and Probability and (4) Do the Mathematics Teaching Strategies have significant effect to the Learner?s performance in Statistics and Probability? The study's research design was quasi-experimental. The MELC was used to identify the topics. Under online distance learning, the study has fifty (50) student-respondents. The majority of those who completed the questionnaire believed that the Mathematics Teaching Strategies of Cooperative Learning, Discovery Learning, and Problem-based Learning were helpful in classroom setup. As a result, Mathematics Teaching Strategies in terms of Cooperative Learning, Discovery Learning, and problem-based learning as a learning tool have improved their performance and provided the requisite knowledge and abilities in Statistics and Probability. Before adopting the Mathematics Teaching Strategies, the respondents' pre-test level with some of the topics in Statistics and Probability was average. The post-test level then rose to Above Average. This indicates that they have a deeper comprehension of concepts and theories than the minimum criteria and can apply their knowledge to solve more mathematical problems. It was also discovered that some of the pupils scored below average in Statistics and Probability. This suggests that, despite the lack of a traditional face-to-face classroom approach, students were able to follow the proper information provided, leading to correct responses. The findings revealed that the level of mathematics teaching strategy in terms of cooperative learning, discovery learning, and problem-based learning was noteworthy. Students' pretest performance was average, but their posttest performance was higher in terms. There is a significant difference between the pretest and post-test scores because the gained score increased after the mathematics teaching strategy was used. Except for problem-based learning, which has an impact on learner performance, the level of mathematics teaching strategy has no significant effect on students' academic performance.

ESIM (ELECTRONIC STRATEGIC INTERVENTION MATERIAL) IN SCIENCE 9: AN AID TO IMPROVE ONLINE LEARNING PERFORMANCE

This This research employs ESIM (Electronic Strategic Intervention Material) to improve online learning performance in Science, assisting the goal of providing high-quality teaching and learning in the face of a pandemic. The effectiveness and acceptability of ESIM were studied in this study (Electronic Strategic Intervention Material). Its goal is to determine whether ESIM (Electronic Strategic Intervention Material) is acceptable in terms of subtasking, congruence, functionality, and replicability. It also determines the pre- and post-test performance levels of students. It also determines how much Learners value the E-SIM in terms of cognitive, emotional, and psychomotor benefits. It also examines if the learners' pre- and post-test results are significantly different. The developed ESIM targeted on the least mastered skills. To describe the level of acceptability of ESIM, this study employed a descriptive research design and a quasi-experimental research design with pre- and post-tests. The purposive sample technique was utilized to gather 70 respondents, including science instructors and ICT experts, and 40 Grade-9 students. The mean and standard deviation were utilized to assess ESIM's acceptance, as well as the learners' pre- and post-test results and perceived benefits. A paired t-test was used to evaluate the significant difference between the pre-test and post-test scores. In terms of subtasking, congruence, usefulness, and replicability, data analysis demonstrated that ESIM has a very high level of acceptability. The level of learners' science proficiency improved dramatically after the material was implemented. As a result, learners' perceived cognitive, emotional, and psychomotor advantages were extremely high. There is a significant difference in learners' Science performance, as evidenced by the test difference between the pre-test and post-test. According to the study, ESIM had a significant impact on learners' performance in the subject. Based on the findings and conclusions, the developed Electronic Strategic Intervention Material (ESIM) is highly acceptable and effective in improving learners? performance.

Validation of E-Comics as Learning Materials in Social Studies

This study aimed to know the validity of E-comics as learning materials in teaching Social Studies. The researcher used descriptive research to gather the necessary data in writing the learning material. It was conducted at Don Manuel Rivera Memorial Integrated Memorial National High School using one hundred seventy-eight (178) students in a modular learning modality during the Academic Year 2021-2022. To determine the validity of comics, the researcher presented the accomplished E-Comics evaluated by the Resource Validators, the Social Studies Teacher from Masico National High School, Linga National High School, and Don Manuel Rivera Memorial National High School Pila District. To determine the validity of E-Comics, the pretest and posttest were administered consisting of fifty (50) multiple items given to 178 grade 9 students from Don Manuel Rivera Memorial Integrated National High School as the respondents of this research. The study assessed the effectiveness of developed comics as learning material for teaching specific economic concepts. The study also determined the respondents' perception of the use of developed E-comics related to the enhancement of their economics concept view. Moreover, the study provided results on the mean difference between the pretest and posttest performance of the respondents when aided by the developed comics. The researcher used a validated survey questionnaire as the primary tool of the study. The findings showed that the developed comics were effective as instructional material in teaching economics concepts on the selected topics covered in the third quarter: Circular Flow of Economics, National Income, and Inflation. The Learner's Resource Evaluators rated the E-comics as very high and commendable. There was a significant difference between the respondents' pretest and posttest mean scores. The respondents positively perceived that the developed E-Comics enhanced their inferring and communication economics concepts. Hence, the results further motivate the respondents to appreciate the task of being responsible for using their resources and value their effect on humans and the environment. Future utilization of this E-Comic as learning material in teaching specific economics concepts would raise the performance of the learners.

Diagnostic delay in functional seizures is associated with abnormal processing of facial emotions

PurposeIn patients with functional seizures (FS), delay in diagnosis (DD) may negatively affect outcomes. Altered brain responses to emotional stimuli have been shown in adults with FS. We hypothesized that DD would be associated with differential fMRI activation in emotion processing circuits. MethodsFifty-two adults (38 females) with video-EEG confirmed FS prospectively completed assessments related to symptoms of depression (BDI-II), anxiety (BAI), post-traumatic stress disorder (PCL-S), a measure of how their symptoms affect day-to-day life (GAF), and fMRI at 3T with emotional faces task (EFT). During fMRI, subjects indicated “male” or “female” via button press while implicitly processing happy, sad, fearful, and neutral faces. Functional magnetic resonance imaging (FMRI) response to each emotion was modeled and group analyses were performed in AFNI within pre-specified regions-of-interest involved in emotion processing. A median split (507 days) defined short- (s-DD) and long-delay diagnosis (l-DD) groups. Voxelwise regression analyses were also performed to examine linear relationship between DD and emotion processing. FMRI signal was extracted from clusters showing group differences and Spearman’s correlations assessed relationships with symptom scores. ResultsGroups did not differ in FS age of onset, sex distribution, years of education, TBI characteristics, EFT in-scanner or post-test performance, or scores on the GAF, BDI-II, BAI, and PCL-S measures. The s-DD group was younger than l-DD (mean age 32.6 vs. 40.1; p = 0.022) at the time of study participation. After correcting for age, compared to s-DD, the l-DD group showed greater fMRI activation to sad faces in the bilateral posterior cingulate cortex (PCC) and to neutral faces in the right anterior insula. Within-group linear regression revealed that with increasing DD, there was increased fMRI activation to sad faces in the PCC and to happy faces in the right anterior insula/inferior frontal gyrus (AI/IFG). There were positive correlations between PCC response to sad faces and BDI-II scores in the l-DD group (rho = 0.48, p = 0.012) and the combined sample (rho = 0.30, p = 0.029). Increased PCC activation to sad faces in those in the l-DD group was associated with worse symptoms of depression (i.e. higher BDI-II score). ConclusionsDelay in FS diagnosis is associated with fMRI changes in PCC and AI/IFG. As part of the default mode network, PCC is implicated in mood control, self-referencing, and other emotion-relevant processes. In our study, PCC changes are linked to depression. Future studies should assess the effects of interventions on these abnormalities.

The effectiveness of a realistic counselling programme to develop taking-responsibility among hearing-impaired students


 This study aimed at identifying the effectiveness of a realistic counselling programme for developing taking responsibility among a sample of hearing-impaired students. The sample consisted of 26 hearing-impaired students. To verify the effectiveness of the programme, the participants were randomised equally into two groups: the experimental group 13 male and female students who underwent the realistic programme and 13 students within the control group who were not subjected to the counselling programme. The researchers developed a valid and reliable scale to measure taking responsibility to achieve the purposes of this study. The findings indicated that the level of taking responsibility for the hearing-impaired students expected to graduate from the Jordanian universities was moderate, and there were significant differences between the post-test performance mean scores of the participants in the experimental and control groups in taking responsibility in favour of the experimental group due to the counselling programme.
 
 Keywords: Counselling programme, hearing impaired, realistic therapy, taking responsibility, Jordan.

Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children With (Developmental) Language Disorder.

Learning new vocabulary has been identified as a challenge for students with (developmental) language disorder ((D)LD). In this study, we evaluate the effects of two active learning methods, (a) retrieval practice (RP) and (b) rich vocabulary instruction (RVI), in a group of students with (D)LD in secondary school. A quasi-experimental counterbalanced within-subject design was used to compare and evaluate the effect of RP and RVI on learning Tier 2 vocabulary, with target and control words as dependent measures. Eleven students with (D)LD (M age = 14.9 years) attending a language unit participated. RP and RVI were implemented in regular classroom activities during 16 lessons (eight lessons/instructional condition). Learning was assessed by comparing performance on a pretest session 1-2 weeks prior, with posttest performance 1 week after each instructional condition. The learning gain for RP was superior to that for RVI, both with respect to the Bayesian probabilistic estimations for target words relative to control words and in direct comparison with RVI. Only weak evidence was found for RVI with respect to the Bayesian probabilistic estimations for target words relative to control words. All participants showed positive learning gains following RP, whereas the outcome for RVI was more diverse. This initial work suggests that RP promotes larger learning gains relative to RVI and promotes learning across language profiles. This study extends previous studies by exploring the implementation of RP in regular classroom activities and by using more complex to-be-learned material (Tier 2 words).

Choral Reading for Improving Oral Literacy in the English Classroom

English speaking fluency is one of the 21st century communicative skills that are given so much attention and importance by most employers across the globe. Many Filipino graduates have difficulties finding a job because of poor oral literacy. This study determined the effectiveness of the choral reading strategy in improving students’ oral literacy in Grade 11 English, Lusaran National High School, Cebu City, S. Y. 2019-2020. The study used a quasi-experimental method, utilizing rubrics to identify and determine the research subjects' performances. Findings showed that most of the students in the two groups of subjects showed a fair performance in the pretest. The two groups of subjects showed an increase in performance based on the scores earned in the posttest. There is a significant difference in the posttest performances of the control and experimental groups. There is a significant difference between the pretest and posttest performances of the control and experimental groups. The group which had choral reading for improving oral literacy in the English classroom showed a high increase in performance. Choral reading is an effective strategy for improving oral literacy as it develops the students’ oral literacy in terms of volume and expression.