Post-test Scores Of Group Research Articles

Tracheostomy care education and its effect on knowledge and burden of caregivers of elderly patients: a quasi-experimental study.

Tracheostomy is defined as the surgical procedure for creating an opening at the 3rd or 4th cartilage ring in the anterior wall of the trachea to provide airway patency. It was known that tracheostomy is regarded as the oldest known life-saving method. Tracheostomy care involves a complex care process that requires knowledge and skills for elderly patients and their caregivers. This study was conducted to investigate the effect of tracheostomy training, provided to caregivers of patients with tracheostomy, on caregivers' burden and knowledge levels regarding the tracheostomy care. The study population consists of caregivers who provide home care for patients with tracheostomy who were divided into two groups as the control group (n=30) and the experimental group (n=30) with the separation of the patients admitted to the outpatient clinic. In the intergroup comparison of experimental and control group post-test score averages, the difference between the Zarit Caregiver Burden Scale score averages and the mean knowledge scores was found to be statistically significant (p<0.05). In line with these results, it may be advisable to perform repeated tests at regular intervals after the provision of education to the caregivers.

Effects of Fertility Massage and Conventional Exercises In Poly Cystic Ovarian Syndrome

We determined the effects of fertility massage and conventional exercises in reducing the waist hip ratio, ovarian cyst size and stress level among women with poly cystic ovarian syndrome. Study included 30 females who are diagnosed with poly cystic ovarian syndrome. Each group consists of 15 participants who were assessed for waist hip ratio, ovarian cyst size and perceived stress level with an intervention of 6 weeks. Comparison between Fertility Massage Group A and Conventional Exercises Group B, shows the waist hip ratio measurements have significant difference between the groups with the P value (0.0293), Perceived stress level between the group also shows significant changes in the post test with a P value (0.0351) and Ovarian Cyst Size was decreased in posttest when compared to pretest scores with a P value (0.0001) Thereby the post test scores of Group A is lesser than the Group B. Therefore from this study it is concluded that fertility massage along with conventional exercises is more effective than conventional exercises in treating women with poly cystic ovarian syndrome.

The Second Language Processing of Passives, Object Pronouns and Null Subjects: Processing Instruction Compared to Language Experience

The present study compared the performance of two groups of second language learners processing three linguistic structures in Spanish. The linguistic targets were passives, object pronouns in OproVS sentences, and gender-cued null subjects in subordinate clauses. The primary differences between the two groups were language experience and an instructional treatment. The group with greater language experience was enrolled in the last course of their Spanish major, the other group in the middle of their major coursework. The group with less language experience received Processing Instruction on passives. The scores of the greater language experience group were compared to the pretest and then posttest scores of the Processing Instruction group. Results demonstrated that greater language experience gave learners an advantage in processing the linguistic targets when compared to the Processing Instruction group's pretest scores. Comparisons between the greater language experience group's scores with the Processing Instruction group's posttest scores showed that Processing Instruction provided a superior effect on passives, an equalizing effect on null subjects, and a non-effect on object pronouns. Experience counted more with object pronouns.

The Effectiveness of the Process Oriented Guided Inquiry Learning (POGIL) Model in Educational Psychology Learning

Theoretically, this research contributes to: (1) the development of educational psychology theory, and (2) the development of research-based learning theory; the research results are especially relevant to methods such as authentic learning, problem-based learning, cooperative learning, inquiry learning, process oriented guided inquiry learning (POGIL) and contextual teaching and learning, which are currently increasingly popular. Practically, this research can be used as a teaching material for lecturers and students in lectures, and may be particularly beneficial as a comparative or supplemental book to enrich the educational psychology materials used in a new course of Faculty of Education and Teachers’ Training at Tidar University. The objectives of this study were: (1) to propose appropriate learning materials for the subject of educational psychology using research-based learning models, and (2) to test the effectiveness of research-based learning models, especially POGIL. The research was conducted among the second semester students in English Education Study Program. The research method used was Research and Development, which consisted of three steps, namely preparation, development, and reporting of results. The data analysis technique used was one group pre-test post-test design. This research succeeded in developing teaching materials for educational psychology using a research-based learning model and indicates that POGIL can improve students’ learning outcomes. The research results show that: (1) there is a significant difference between learning outcomes before and after learning using the POGIL model, as proven by the increase in the mean score from 58 to 91, and (2) there is no significant difference between the three sample groups using POGIL model in their learning, as proven by t-count being smaller than t-table, and the average post-test score of both groups 1 and 2 being 90, and the average post-test score of group 3 being 93.

Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge

Developing adaptive expertise with arithmetic problem solving is a much desired aim of primary school mathematics education. However, there are very few practical tools for teachers that would aid reaching this complex mathematical learning goal. The aim of the present study was to test the effects of a game-based learning environment in supporting primary school students' adaptive number knowledge and related arithmetic skills. Participants were 1168 students in grades four, five, and six. Classes were randomized in two conditions: in the experimental group regular mathematics teaching was enriched with gameplay using the Number Navigation Game (NNG), and in the control group students continued according to their regular math curriculum. An experimental design with pre- and post-test was used to measure students' adaptive number knowledge, arithmetic fluency, and pre-algebra knowledge. Overall, results showed that the experimental group outperformed the control group on adaptive number knowledge and math fluency. Results showed varying effects of the training in different grade levels, with more pronounced improvement of students' adaptive number knowledge in grade five. Game performance was related to the experimental group's post-test scores even after controlling for pre-test scores and grade. Results suggest that the NNG is effective in enhancing different types of arithmetic skills and knowledge in different grades of primary school education and can provide teachers with a practical and flexible tool to extend their regular classroom practice.

Seeing is believing: a demonstration of critical fusion frequency and its multidimensional nature.

critical fusion frequency (CFF), or the flicker fusion threshold, is defined as the critical frequency above which a flickering light source appears steady to the observer (see [Fig. 1][1]). It is known to depend on a number of parameters, namely, intensity of the light source ([5][2], [15][3]),

Learning Microbiology from Laboratory Bench to Bedside –A Project Based Learning

The present study entitled, Learning Microbiology from laboratory bench to bedside -a Project based was carried out on 140 participants of second MBBS fourth semester students of Jawaharlal Nehru Medical College, Sawangi (Meghe), Wardha. The students were divided in two groups, group A was intervention group while group B was control group. Each group consisted of 70 participants. Pre test was taken in all 140 students before the start of the study. Intervention group was taken to hospital for project based learning on two modules whereas control group was taken for laboratory teaching on the same modules. The students from group A were given demonstration and performance of the task of both the modules. The post test was taken at the end of the activity in both the groups. Feedback of the students on the project based learning was taken from intervention group. The post test scores of group A and group B were compared (87.75% versus 69.25%). There was a significant improvement in post test in group A as compared to group B. (p<0.0001). The aLG, RLG and class average normalized gain was significantly higher in the intervention group as compared to control. The feedback was taken on both the modules. It was assessed on five point likert scale. The difference in the mean rating average in the control group and intervention group was statistically significant. The qualitative evaluation of the project based learning was done by open ended question. The students opined that the hospital oriented project based learning is more useful than the laboratory teaching. It gives better learning gain. It is concluded that the hospital oriented project based learning in Microbiology has definitely better impact on the learning compared to the laboratory based learning..

Preventing Weight Gain in Children Who Are School Age and African-American.

To describe a health and weight management intervention for children who are African American. Body mass index (BMI), blood pressure, and fitness levels were measured in 222 students (kindergarten-eighth grade) from 2 schools (control and intervention). Baseline and outcome data were collected over the course of 2 academic years. The intervention group received education on good nutrition and active lifestyle. Intervention students were also given the Body Figure Perception Questionnaire. Students in the intervention group who were obese/overweight were more likely to be less physically fit. The greater the intervention students' BMI, the larger the difference between their ideal and real body images. Intervention students' BMIs were maintained. The intervention group's posttest scores of knowledge about active lifestyle and good nutrition were significantly higher than their pretest scores and higher than the control group's scores. Weight gain prevention holds promise for reducing risk of overweight/obesity in the African-American population.

Depression screening and advisory service provided by community pharmacist for depressive students in university.

BackgroundDepressive symptom among adolescent is prevalent but advisory service for this symptom is limited, particularly in university.Objectives(1) To identify depressive students in health science faculties, (2) To evaluate the consequence of depression advisory service by community pharmacist, compared between a group counseling and an individual one.MethodsA two-phase study was designed—a cross-sectional study followed by an experimental study. Health science students were screened by CES-D questionnaire. The prevalence and predictors of depressed mood were determined. Depressive students were then invited to the experimental study. Participants were assigned into 2 groups, by stratified random sampling, and followed up for 16 weeks. Group 1 received a group counselling, group 2 received an individual counselling from a trained pharmacist. Outcomes measured were the CES-D score and quality of life.ResultsThe prevalence of depressed mood students was 13.7 % (195/1421). Students in year 2nd and year 3rd, nursing and medicine students, and GPA were strongly associated with the CES-D score (P < 0.05). Sixty-eight depressive students were assigned into the experiment. The CES-D scores of both groups were significantly reduced from the baseline (P < 0.001). The post-test score of group 2 was lower than group 1 (17.7 ± 4.5 vs 20.1 ± 4.6, P = 0.038). At week 16, both counselling types significantly increased mean score of physical health (P < 0.001) whereas score of mental health was increased significantly only by the individual counselling, from 37.9 ± 9.9 to 43.1 ± 8.4 (P = 0.036).ConclusionsDepressive symptom among health science students is considerably high. Year of study, faculty and GPA are significant predictors of this disorder. Trained community pharmacists can effectively screen and provide advisory service. Individual counseling is more effective than using group advice.

The effects of teaching critical thinking on students’ argumentative essay

&lt;p&gt;This study is directed to find out whether teaching critical thinking affects the writing ability of argumentative essay. This research employed quasi experimental design as it was intended to measure the effects of the strategy on the students’ ability in writing argumentative essay. The samples of the study were the students of class A and B enrolled in the seventh semester of the English Education Department of State Islamic College of Palangka Raya. To collect the data needed, it was used test as the instrument; it was Academic Writing for IELTS Test. The data were processed and analyzed by using SPSS 19.0 statistic technique of independent t-test and paired-sample t-test, and the analized data were concluded. From the result of the test, the independent t-test calculation in posttest scores in both groups shows that the significance value is higher than level of significance (0.194 &amp;gt; 0.05). It indicates that there is no significant difference between experimental and control groups. Moreover, the paired t-test calculation shows the result of paired sample test (0.000 &amp;lt; 0.05) in which there is a significant difference between pretest and posttest scores in experimental group after having treatments.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;/strong&gt;&lt;em&gt;&lt;br /&gt;&lt;/em&gt;&lt;/p&gt;

The Comparison of Learning and Memorization Rate of English Among Sari Male Students in Secondary Schools (2010-2011).

Background:The aim of present study was to investigate the learning and memorization rate of English based on authentic and traditional assessment approaches in Sari secondary schools.Methods:It was performed in semi- experimental method. The sample included 60 first year high school male students, selected randomly. Then it has been divided in two groups as experimental and control groups. Assessment devices used in this research included: academic achievement pre-test of English, academic achievement post-test revised questionnaire of attitude toward tests (SAAS-R), and English performance test Before carrying the authentic and traditional assessment approaches into execution, two groups had been taken the scholar academic achievement pre-test in order to assure not to be any significant differences between two groups. After the execution of above mentioned method (about 14 weeks), the academic achievement post-test, and performance test and attitude toward tests (SAAS-R) were performed. Moreover, 2 months after post-test, it was repeated to measure the rate of memorization. In order to analyze data the statistical method, the dependent and independent T- tests were used to determine mean differences of two groups and K2 test was applied to assign the differences of two groups’ attitude toward tests.Results:The results implied that: The rate of students’ performance learning in authentic assessments is more than the traditional ones.Conclusion:There was no significant difference between two group’s post-test scores. The rate of memorization in authentic methods is more than the traditional ones. The attitude toward tests in authentic methods is more positive than the traditional ones.

Effect of some selected exercises on the hitting performance of college softball players

The purpose of the study was to find out the effect of some selected exercises on the hitting performance of college softball players. The Objectives of this study was to find out whether there is any significant difference in the hitting performance of college softball players For this study 40 male softball players (40 Softball Male players of different faculties run by Bharatiya Mahavidyalaya, Amravati) were selected as a sample. The age of the subjects were raining between 18-25 years to all the subjects and all of them voluntarily agreed to the test and training programme. All these subjects was equally distributed in equal numbers in to homogeneous groups, and named as experimental (A) and control (B) groups the experiment group has under gone the training programme for a period of six weeks. The data on selected criterion based on the test of hitting the ball on pitching on that pitching. On that pitching 3 balls are recommended to each one and longest hit was recorded before and at the and at the end of the six weeks experimental programme. To find out the training effect, t-test was employed to determine the significant mean difference between pre-test and post-test score of both groups. The data was further treated with t-test, to find out the significant difference in between the post-test scores of experimental and control group. The level of significance was set at 0.05 level of confidence. The difference between the pre-test and post-test means of control group did not show any significant difference as the calculated t value of 2.262 at 0.05 level of confidence. The difference between the pre-test and post-test mean of experimental group was significant at 0.05 level. As the calculated t value of 3.051 was greater than the tabulated t 0.05 (9) of 2.262. The finding of the table revealed that there was a significant improvement in experimental group while compared with control group, because the obtained t-ratio value of 2.969 was greater than that of tabulated t value of 2.262 at 0.05 level confidence. The gain in the performance by the selected subjects of experimental group may be due to the nature of training and practice for six weeks which required by the development of hitting performance of college softball players.

Comparison of the Efficacy of Educational Film and Clinical Demonstration for Instruction of Fiber-Reinforced Composite Post Restorations to Dental Students

Objective: Different educational tools are now commonly used in universities worldwide such as illustrations, audio and videotapes, etc. This study aimed to compare the efficacy of educational film and clinical demonstration for instruction of Fiber-Reinforced Composite (FRC) post restorations to dental students in Department of Restorative Dentistry.Methods: This interventional study was conducted on 70 fifth year dental students in Mashhad University. Students were divided into two groups. Group 1 students watched live demonstration of a treatment procedure (FRC post restoration) while group 2 watched the educational film of the same procedure. Both groups participated in a post-test. Also, students' perspectives were sought via a questionnaire. Data were analyzed using SPSS, Student’s t-test and Chi-square test.Results: The mean post-test score of group 2 students (educational film) was greater than that of group 1 students (clinical demonstration) and the difference in this respect between the two groups was statistically significant (p=0.008). Considering the score of 7 as an acceptable score, 44 students gained scores 7 or higher; out of which, 16 were in group 1 (clinical demonstration) and 28 were in group 2 (educational film). The difference in this regard between the two groups was statistically significant (p=0.003). Most students preferred watching the educational film to the crowded clinical demonstration sessions.Conclusion: Watching the educational film yielded greater test scores than the clinical demonstration.

Comparison of patient experiences of the glucagon and insulin pituitary provocation tests

BackgroundThe debate surrounding which is the most suitable pituitary provocation test in children is controversial. There is a perception that the gold standard Insulin Tolerance Test (ITT) is “dangerous” and...

The Use of Medical Images in Teaching Human Anatomy

The purpose of this study is to determine whether the use of medical images increases student performance in learning human anatomy. 36 undergraduate students enrolled in basic human anatomy and physiology course were recruited and divided into two groups. A pretest was given to both groups to assess knowledge base on the human skeletal system prior to beginning the study. The control group was taught the anatomy of the skeletal system by lecture using cadaveric images, models, and artistic illustrations. The experimental group was taught the same material using medical images, cadaveric images, models and artistic illustrations. The lecture time and content were standardized. The study consisted of three sessions on the following topics: the general anatomy of the human skeleton; the bone markers of the axial skeleton; the bone markers of the appendicular skeleton. Student performance was assessed via a posttest after each learning session. After conclusion of the study, a survey was given asking students to rate how well each material (cadaveric images, medical images, artistic illustrations, and models) helped them learn and enjoy the lessons. Results of the study indicate that no differences exist between group posttest scores, even though differences do exist between the student opinions of the materials’ contribution. Medical imaging appeared to lower student satisfaction in the lesson, regardless of the lack of difference between posttest scores.Grant Funding Source : N/A

Teaching about Near-Death Experiences: The Effectiveness of Using the Day I Died

In this article, we reviewed results of research on near-death experiences (NDEs) over the past 3 decades and examined the effect of viewing the hour-long 2002 BBC documentary The Day I Died: The Mind, the Brain, and Near-Death Experiences on accurate knowledge about near-death experiences among advanced undergraduates at a southwestern university. In a quasi-experimental research design, the experimental group completed a 20-item questionnaire before and after viewing the documentary (n = 66; 45 females, 21 males), and the waitlist control group completed the questionnaire as pre- and posttest before viewing the documentary (n = 39; 36 female, 3 male). The two groups' scores at pretest were not significantly different (p > .05). Group by occasion repeated measures ANOVA revealed the experimental group's posttest scores moved significantly in the direction of correctness with a large effect size (p < .001; eta2 = .56), whereas waitlist control group posttest scores remained similar to pretest scores. We discuss two exceptions to the effectiveness of the documentary and recommendations for educators using it as well as for future research.

Student performance and their perception of a patient-oriented problem-solving approach with audiovisual aids in teaching pathology: a comparison with traditional lectures

PurposeWe use different methods to train our undergraduates. The patient-oriented problem-solving (POPS) system is an innovative teaching–learning method that imparts knowledge, enhances intrinsic motivation, promotes self learning, encourages clinical reasoning, and develops long-lasting memory. The aim of this study was to develop POPS in teaching pathology, assess its effectiveness, and assess students’ preference for POPS over didactic lectures.MethodOne hundred fifty second-year MBBS students were divided into two groups: A and B. Group A was taught by POPS while group B was taught by traditional lectures. Pre- and posttest numerical scores of both groups were evaluated and compared. Students then completed a self-structured feedback questionnaire for analysis.ResultsThe mean (SD) difference in pre- and post-test scores of groups A and B was 15.98 (3.18) and 7.79 (2.52), respectively. The significance of the difference between scores of group A and group B teaching methods was 16.62 (P < 0.0001), as determined by the z-test. Improvement in post-test performance of group A was significantly greater than of group B, demonstrating the effectiveness of POPS. Students responded that POPS facilitates self-learning, helps in understanding topics, creates interest, and is a scientific approach to teaching. Feedback response on POPS was strong in 57.52% of students, moderate in 35.67%, and negative in only 6.81%, showing that 93.19% students favored POPS over simple lectures.ConclusionIt is not feasible to enforce the PBL method of teaching throughout the entire curriculum; However, POPS can be incorporated along with audiovisual aids to break the monotony of dialectic lectures and as alternative to PBL.

Dietetics Students' Ability to Choose Appropriate Communication and Counseling Methods Is Improved by Teaching Behavior-Change Strategies in Computer-Assisted Instruction

Several models and theories have been proposed to help registered dietitians (RD) counsel and communicate nutrition information to patients. However, there is little time for students or interns to observe and/or participate in counseling sessions. Computer-assisted instruction (CAI) can be used to give students more opportunity to observe the various methods and theories of counseling. This study used CAI simulations of RD−client communications to examine whether students who worked through the CAI modules would choose more appropriate counseling methods. Modules were created based on information from experienced RD. They contained videos of RD–patient interactions and demonstrated helpful and less helpful methods of communication. Students in didactic programs in dietetics accessed the modules via the Internet. The intervention group of students received a pretest module, two tutorial modules, and a posttest module. The control group only received the pretest and posttest modules. Data were collected during three semesters in 2006 and 2007. Two sample t tests were used to compare pretest and posttest scores. The influence of other factors was measured using factorial analysis of variance. Statistical significance was set at P<0.05. Eleven didactic programs participated. A total of 350 students were in the intervention group and 102 students were in the control group. Pretest scores were not different (6.30±0.26 vs 6.21±0.15, control and intervention, respectively). The intervention group's posttest score was higher than its pretest score (6.21±0.15 vs 6.65±0.16, pretest and posttest, respectively). Change in score from pretest to posttest was higher for the intervention group (−0.02±0.20 vs 0.44±0.11, control and intervention, respectively). For the 21 questions in the tutorials, those who answered 19 to 21 correctly had a greater increase from pretest to posttest than those who answered <13 correctly (−0.44±0.37 vs 0.84±0.17, <13 and 19 to 21 correct, respectively). There was no effect of instructor, grade point average, school year, or prior counseling on the results. The study provides evidence that the use of CAI can improve communication and counseling methods for dietetics students.

The effects of students’ problem solving skills on their understanding of chemical rate and their achievement on this issue

Problem solving is a part of thinking. There are several steps of problem solving. The first thing which is necessary for solving personal and organizational problems is the knowledge of problem solving process. Students who have learned problem solving process can be successful in every stage of their lives by using these skills in finding solutions to the encountered difficulties and problems. In this study, the effect of students’ problem solving skills on achievement in the chemical reaction rate and the effect of temperature and concentration on the reaction rate subjects is investigated; students are from several different departments. Quasy experimental design was used in this research. SPSS 11, 5 packet program was used to evaluate the data. Independent sample t-test was used to compare the post test scores of groups and it was not found a statistically meaningful difference. One-way ANOVA analysis is used to find out whether there is a difference in results of post-test, aimed to measure students’ problem solving skills, with regard to departments where students are studying. According to the result of ANOVA test there was statistically significant difference in control groups’ post-test scores considering the departments of students whereas there was not significant difference in the post-test scores of experimental group. Additionally, the effect of problem solving skills on achievements of female and male students was investigated and a situation in favor of females students was observed.

Dental treatment under general anaesthesia: the short-term change in young children’s oral-health-related quality of life

This was to assess the short-term change in children's oral-health-related quality of life (OHRQoL) and family impact after dental treatment under general anaesthesia (GA) in the Netherlands. A pretest-posttest design was used. Children (< 8 years) referred to a clinic for specialized paediatric dentistry and who needed treatment under GA were selected to participate and divided across two groups. Fifty out of 80 parents/children couples participated, one group of parents filled out the questionnaires on behalf of their child before and after treatment (N = 31), and the other group only after treatment (N = 19). The questionnaires used were the Children's Fear Survey Schedule-Dental Subscale (CFSS-DS) and Parental Perceptions Questionnaire and Family Impact Scale (PPQ and FIS, forming the OHRQoL score). The oral health was assessed using the decayed-missing-filled surfaces or teeth index (dmfs/dmft) for the primary dentition from the status praesens after treatment. There was a significant difference between the pre- and posttest-scores in group A for both the short version and the long version (short: t = 5.088, df = 20, p < 0.001 and long: t = 6.279, df = 20, p < 0.001). There was no statistically significant difference in CFSS-DS scores before and after treatment (group A) (t = 1.815, df = 13, p = 0.093). The children's OHRQoL improved after treatment under GA according to their parents. As expected, dental fear did not change and should be dealt with after treatment to avoid a child's dental fear to persist in the future. A shorter version of the PPQ and FIS seems useful to assess OHRQoL in very young children.