Pretest Scores Research Articles

Question Formulation Skills Building Among Dental Hygiene Students

PURPOSE: Research Question: How much training do Dental Hygiene students require in order to use the question formulation rubric effectively: a brief 5-minute overview or a 25-minute training that includes a student peer assessment application exercise? METHODS: Randomized controlled trial. All pre-randomized 24 students took the question formulation pre-test on the first day of the course on January 22nd. As expected, there were no statistical differences between the Intervention or Control group pre-test scores. The instructors administered the post-test on February 19th after the Intervention group had received the training and rubric with the Control group only having received the rubric with a brief explanation. RESULTS: The investigators employed a paired t-test to analyze the pre- and post-test score differences for each student in the Intervention and Control groups. Surprisingly, the students' average post-test scores were 41.75 for the Control group and 43.67 for the Intervention group on a 70-point scale, which were not markedly different. Apparently, some contamination occurred. CONCLUSIONS: Additional analysis suggests that dental hygiene students benefit by experiencing extra instruction, with the cautionary caveats that this study was limited by some contamination and that it took place during the Covid-19 era.

Edukasi Latihan Pelvic Tilting untuk Kasus Ischialgia pada kondisi Lansia di wilayah Puskesmas Mojolaban

Mojolaban is a sub-district in Sukoharjo Regency, Central Java which has 15 villages. This sub-district has a Mojolaban main health center and a Jatimalang sub-district health center. Mojolaban sub-district has many elderly people aged 60-64 years, 42,481 people and most of them work as ethanol, roof tile and gamelan craftsmen. Ischialgia has risk factors such as age, unergonomic working positions, the habit of lifting too heavy weights, and injury. These risk factors are related to the majority of people's jobs in the Mojolaban District area. Ischialgia is a problem that often arises in the elderly and people in Mojolaban District do not yet know how to treat Ischialgia properly. This outreach method uses the lecture method and uses leaflets as an outreach medium. The aim of this outreach is to prevent, promote health related to Ischialgia, targeting participants at the Elderly Posyandu located in Palur Mojolaban Village. The measurements used in this activity were pre-test and post-test questionnaires to measure the elderly's understanding of Ischialgia. The results showed a significant increase in understanding regarding Ischialgia material with an average pre-test score of 3.5 and an average post-test score of 6.1.

META-ANALYSIS: THE IMPROVEMENT NUMERACY LITERACY THROUGH PROBLEM BASED LEARNING

Numeracy literacy is a very important skill in the 21st century. However, the numeracy literacy rate in Indonesia is still low, this can be seen from the results of the PISA test and various observational studies in schools. One way to overcome this problem is by applying the Problem Based Learning (PBL) model. The aim of this research is to determine the improvement numeracy literacy through the PBL model. The research method used is meta analysis with a sequence of preparation, implementation and analysis stages. The analyzed articles were 10 articles, with the criteria of each article discussing the PBL model for numeracy literacy, and there was information about the mean and standard deviation. The results obtained are that students' numeracy literacy through the PBL model has increased, where . It was concluded that there was a significant difference between the pre-test and post-test literacy numeracy scores before and after the PBL model. The average pre-test and post-test scores are 62.54 and 77.92 respectively, numeracy literacy in the post-test is higher than in the pre-test, so it can be concluded that the PBL model can increase students' numeracy literacy. The articles analyzed have similarities and differences in results and views because many aspects are applied. There were 2 different studies found, both of which received an Effect Size (ES) value of 0.09 and were categorized as small, so further research related to PBL on numeracy literacy, especially at the elementary school level, considering that in this meta analysis only used 1 data with the elementary school level whose results were not significant.

The Development of Non-Formal Learning Organization Skills in Preservice Math Teachers

Although the effects of out-of-school learning on students' learning have attracted significant attention among education researchers in science and social sciences, little is known about the development of pre-service elementary mathematics teachers' skills in utilizing out-of-school learning in mathematics lessons. The aim of this research is to investigate the impact of activities conducted within the scope of the out-of-school learning environments in mathematics education on pre-service elementary mathematics teachers' skills in organizing non-formal learning. The study utilized a sequential explanatory design, which is a mixed-method approach. The quantitative part of the research employed a "single-group pretest-posttest design without a control group" from experimental designs. This study involved 35 third-year teacher candidates enrolled in the Primary Education in Math Program (PREDMAP) at a state university located near Ankara, the capital city of Turkey. The data collection instrument used in the study was the Out-of-School Learning Regulation Scale (OOSLRS). Additionally, teacher candidates were asked to write reflective essays about their thoughts on the program at the end of the study. The analyses revealed that prior to the program, pre-service math teachers had the highest scores in the knowledge dimension and the lowest scores in the implementation dimension of organizing out-of-school learning. Significant differences were found in the pretest scores of preservice math teachers only in the knowledge dimension based on their previous experiences in organized out-of-school learning environments during their educational lives. Significant improvements favoring the post-test application were observed across all dimensions between pretest and posttest scores. Data from reflective essays written by the preservice math teachers indicated their emphasis on active participation and included suggestions particularly in the implementation dimension.

The effect of simulation-based training on problem-solving skills, critical thinking skills, and self-efficacy among nursing students in Vietnam: a before-and-after study.

This study investigated the effect of simulation-based training on nursing students’ problem-solving skills, critical thinking skills, and self-efficacy. A single-group pretest and posttest study was conducted among 173 second-year nursing students at a public university in Vietnam from May 2021 to July 2022. Each student participated in the adult nursing preclinical practice course, which utilized a moderate-fidelity simulation teaching approach. Instruments including the Personal Problem-Solving Inventory Scale, Critical Thinking Skills Questionnaire, and General Self-Efficacy Questionnaire were employed to measure participants’ problem-solving skills, critical thinking skills, and self-efficacy. Data were analyzed using descriptive statistics and the paired-sample t-test with the significance level set at P<0.05. The mean score of the Personal Problem-Solving Inventory posttest (127.24±12.11) was lower than the pretest score (131.42±16.95), suggesting an improvement in the problem-solving skills of the participants (t172 =2.55, P=0.011). There was no statistically significant difference in critical thinking skills between the pretest and posttest (P=0.854). Self-efficacy among nursing students showed a substantial increase from the pretest (27.91±5.26) to the posttest (28.71±3.81), with t172 =-2.26 and P=0.025. The results suggest that simulation-based training can improve problem-solving skills and increase self-efficacy among nursing students. Therefore, the integration of simulation-based training in nursing education is recommended.

Effectiveness of Word Games in Teaching Students Vocabulary

This study explores the effectiveness of word games as an effective tool for teaching English vocabulary to Grade 7 students at the University of Cebu-Main Campus during the 2016-2017 academic year. By comparing the performances, the pretest and posttest, of control and experimental groups, the research aimed to determine whether word games significantly improved vocabulary acquisition. The findings indicated that while both groups showed improvement, the experimental group demonstrated a more substantial increase in posttest performance, suggesting that word games can enhance vocabulary learning. A researcher-developed questionnaire was used as the assessment tool. Despite these promising findings, several limitations were noted, including the focus on a single group of students within one academic year, the small sample size, and the exclusion of factors such as student motivation and teaching styles. The reliance on pretest and posttest scores also limits insight into long-term retention. Nevertheless, the results provided a basis for proposing an action plan to enhance vocabulary instruction through word games.

The Influence of Multimedia Learning Media on the Development of Early Childhood Literacy

Early childhood education is essential since this is a delicate time, sometimes called the golden age. It is crucial to promote development through literacy throughout this time. This project aims to provide multimedia-based literacy learning to improve child development. The research uses a pre-experimental design and a quantitative technique, utilising the one-group pretest-posttest method with evaluations for both the pretest and posttest in addition to observation. These evaluations yielded data, which were then subjected to descriptive analysis. The study, which involved 15 students from group A at Dharma Wanita Persatuan 1 Kucur Kindergarten, revealed a significant difference between pretest and posttest scores at a significance level below 0.05. Children's conduct changed noticeably before and after participating in multimedia literacy instruction. Six kids showed reading comprehension at first, whereas nine did not. Three of the nine kids struggled with literacy after the intervention, while the other six made progress. This implies that the development of early childhood reading is positively impacted by multimedia learning.

Augmentation of communicative skills among rural high school students in India

IntroductionThis study aims to focus on government school students, who struggle hard to express themselves in English.MethodsA two-group simple randomized design was used for this study, and an experimental study was carried out among 60 rural high school students. ‘Captivating activities’ (listening, speaking, reading, and writing) have been used to find the effect on learners’ communication skills. Furthermore, a pre-test and a post-test were conducted between groups, and their scores were analyzed. A paired sample t-test was carried out to identify the difference between controlled and experimental groups.ResultsThe results showed that there was a significant average difference observed between the pre-test and post-test scores (t28 = 8.327, p = 0.000, p &amp;lt; 0.01) of the experimental group.DiscussionAs an outcome of the tested strategy, it was understood that an English-speaking environment can help students improve their language skills to some extent. It was concluded that the captivating activities (listening, speaking, reading, and writing) are effective for augmenting learners’ communication skills.

How does using an AR learning environment affect student learning of a radical substitution mechanism?

Abstract As the use of augmented reality (AR) in educational settings grows, it becomes increasingly important to understand how to use AR in classrooms. Here, we present an AR learning environment that we designed for teaching an organic chemistry reaction mechanism in high school chemistry classes. This new environment was tested in six tenth-grade chemistry classes (upper secondary) taught by five different teachers in three different schools over the course of five months and evaluated for effectiveness. Students completed knowledge tests before and after they used the AR learning environment to test their learning gain, and surveys to measure their acceptance of the technology, the cognitive load they experienced, and their attitude toward the use of AR to learn the mechanism for radical substitution. Analysis shows that the knowledge posttest scores were significantly higher than the pretest scores (p &lt; 0.001), with a large effect size (r = 0.8). Student responses showed acceptance of the technology, experience of low extraneous cognitive load, and a positive attitude toward the use of AR to learn this reaction mechanism. These findings indicate that this AR learning environment can be used to teach the mechanism of radical substitution to tenth-grade students in introductory high school chemistry courses.

Pemberdayaan Masyarakat dalam Upaya Pencegahan Vektor Penyakit Melalui Pelatihan Pembuatan Karbol Serai di Palangka Raya

Vector-borne diseases are influenced by physical, biological, and socio-cultural environmental conditions. Residents of Pahandut Village were chosen as the subjects of service because part of Pahandut Village is located on the edge of the Kahayan River. Therefore, a lot of rubbish carried by the river flows under people's stilt houses and becomes a habitat for mosquitoes, flies, and cockroaches which can transmit diseases to people. Disease vectors can be prevented by keeping the floors of the house clean by using natural ingredients such as lemongrass. Community service activities are expected to increase public knowledge regarding diseases caused by zoonotic vectors, recognize disease-causing insects in the environment, prevent disease vectors, and skills in making lemongrass carbol. Community service participants' knowledge increased as shown by the evaluation of pre-test and post-test scores. Community service participants were 15 people from the Pahandut sub-district with a pre-test average of 36% and a post-test average of 100%. A comparison of the pre-test and post-test scores shows that there is an increase in knowledge after the service activities are carried out. In conclusion, education about preventing disease vectors and the practical production of lemongrass carbole can increase community knowledge and skills in preventing disease vectors.

The Use of Simulation Techniques to Enhance English Speaking Skills of EFL Secondary School Students

This study aims to compare the English speaking skills of EFL secondary school students in Thailand before and after using simulation techniques, to investigate the progress of the students’ speaking skills, and to study the students’ attitudes towards simulation techniques. The study used a quasi-experimental research design with a one-group pre-test and post-test and involved ten grade-eight students in the 2/2021 semester. The participants learned through five simulations: Asking and offering help, Buying and selling, Asking and giving directions, Making a phone call, and Giving suggestions. The data were collected through a speaking pre- and post-test, with a rubric based on pronunciation, fluency, grammar, and vocabulary, and also through semi-structured interviews. The data were analyzed using percentage, mean, standard deviation, inter-rater reliability analysis, Wilcoxon Signed Rank Test, and content analysis. The findings show that the post-test scores were significantly higher than the pre-test scores at P &lt; 0.05 for all simulations. Moreover, the post-test scores for Simulation Five were significantly higher than the post-test scores for Simulation One, indicating the progress of the students’ speaking skills. Additionally, the students expressed positive attitudes towards simulation techniques, as they were able to learn new vocabulary, practice real-life situations, and increase their self-confidence. However, learning through simulations could make students anxious when they are worried about finding the correct and appropriate words. This result suggests that it is essential to build students’ vocabulary knowledge before having them participate in simulations.

EFFECT OF SOCIODRAMA METHOD ON JUNIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILLS

This study investigates the effect of the sociodrama method on the speaking skills of junior high school students. Sociodrama, a form of role-playing that emphasizes social interactions and problem-solving, is hypothesized to enhance junior high school students' ability to articulate thoughts, engage in dialogues, and express emotions effectively. Researchers used pre-experimental research with one group pretest-posttest design. This design was developed to fulfill the research objectives, which include finding out the effect of using the Sociodrama Method on junior high school students' speaking skills. Before receiving sociodrama treatment, the average score of the experimental group was 58.65. Furthermore, after receiving treatment, the average score was 70.77. Thus, the average total pre-test and post-test scores increased by 12.129, caused by the implementation of the sociodrama method. It can be concluded that the implementation of the sociodrama method has a positive effect on students' speaking skills. The study concludes that incorporating sociodrama into the class can be a valuable strategy for developing students' speaking skills.

EFFECTIVENESS OF SELECTED SONGS ON SPOTIFY TO CONTINUOUS TENSES MASTERY THROUGH DEDUCTIVE APPROACH

This study aims to examine the effect of selected songs on Spotify to continuous tense mastery through a deductive approach. Conducted as a quantitative research employing a pre-experimental design with one group pre-test post-test, it focused on ninth-grade students of SMP Negeri 25 Pontianak Utara in the Academic Year 2023/2024. Data collection involved a multiple-choice test comprising 12 questions, validated and deemed reliable through reliability and validity tests. Results indicated a significant enhancement in students' scores, with a pre-test mean score of 61.79 and a post-test mean score of 91.38. The t-test value of 8.508, surpassing the critical t-table value of 1.701, affirmed the alternative hypothesis. Moreover, the effect size of 1.58 signified strong effectiveness. Consequently, the study concluded that selected Spotify songs effectively facilitate continuous tense mastery through deductive methods. This research highlights opportunities for further exploration, suggesting investigation in diverse educational settings or with different student demographics to validate the efficacy of using selected songs for mastering other grammatical tenses.

Integration of the brain jogging program in physical education on the cognitive abilities of elementary school students

Background. Developing children's cognitive since childhood is very important for parents so that children can develop optimally. There are many benefits if children have good cognitive abilities or skills, such as reasoning and solving problems they face better. Cognitive abilities are very important for children because they are a provision in living everyday life and working as adults. Purpose. Therefore, this study aimed to look into how brain jogging affected elementary school school students' cognitive capacities. Material and methods. An experimental methodology with a pretest-posttest-one-group design was employed in this investigation. The research instrument used was the Intelligenz Structure Test (IST) which was used as a memory test; the Digit Symbol Substitution Test (DSST) was used to test attention; and the Grid Concentration Test (GCT) was used to test concentration. The sample in this study were elementary school students with an average age of 10-11 years who joined six elementary schools in Sumedang Regency, Indonesia, totaling 75 people, consisting of 40 boys and 35 girls. Non-probability sampling with the purposive sampling method, or purposive sampling only, was used. That is, the location of the sample is close to the research location. Results. Based on the calculation of the hypothesis test using the Paired Sample t-test, the difference in the average pre-test and post-test data from the child's cognitive ability through the IST test obtained a P-value of 0.000. Then the DSST test obtained a P-value of 0.000, and the GCT test obtained a P-value of 0.000. Thus, there is a difference between the average pre-test and post-test scores indicated by a P-value less than 0.05. Conclusions. The results of this study prove that the brain jogging program significantly affects the cognitive abilities of elementary school children. The significant effect is because the brain jogging program focuses on several coordination activities that lead to mental processes related to abilities in the form of general recognition, which is mental and is marked by the representation of an object in a person's mental picture, whether in the form of symbols, responses, ideas or ideas, and values ​​or considerations.

Effects of an instructional WhatsApp group on self-care and HbA1c among female patients with Type 2 diabetes mellitus.

To assess the effect of an instructional WhatsApp group on self-care and HbA1c levels among female patients with type 2 diabetes mellitus (T2DM). T2DM is a chronic disease that requires effective self-care. WhatsApp is a free application that can be effectively used for patient education. This study used a quasi-experimental design. A convenience sample of 62 female participants was recruited from the medical outpatient clinic of a tertiary hospital. The Diabetes Self-Care Scale was used to assess the self-care profiles of the participants pre- and post-intervention. HbA1c samples were also collected at baseline and three months after receiving instructions from the WhatsApp group. Sociodemographic and clinical data were collected during the pre-intervention stage. The mean HbA1c level decreased from 8.61 ± 1.70 to 7.92 ± 1.60 after implementing the WhatsApp group instructions; the values showed a significant difference (t-value = 5.107 and P-value < 0.001). The post-test mean score of total self-care was higher than the pre-test mean score (t-value = 12.359, P-value <0.001), indicating a highly significant difference. The study demonstrated that the instructional WhatsApp group is an effective method for improving self-care and HbA1c levels in patients with T2DM. This study suggests the use of WhatsApp group instructions as a teaching method in the healthcare system for the education and follow-up of patients with T2DM. The findings support the need to initiate effective and dynamic interventional follow-ups through WhatsApp groups for patients with T2DM to improve their self-care and HbA1c levels and ultimately reduce the burden on hospitals and governments.

Edukasi SWADAIA: Swamedikasi Dispepsia Berbasis Kasus dan Video pada Masyarakat Desa Sungai Kakap, Kabupaten Kubu Raya

The prevalence of dyspepsia in Sungai Kakap Village is ranked third largest based on data from the Sungai Kakap Community Health Center, Kab. Kubu Raya with an incidence of 1,636 cases in 2023. One of the problems experienced by dyspepsia patients is inappropriate self-medication or self-medication. This Community Service Activity (PKM) is aimed at PKK members and Posyandu cadres because they are part of the community and are also an extension of health workers in helping solve problems experienced by dyspepsia patients. The method used in this PKM is case-based and educational videos. This PKM activity consists of several activities including preparation of activities; orientation and coordination of activities; selecting the target audience for educational media creation activities; providing pre-tests and cases at the beginning of activities; providing educational materials; discussion; post-test; evaluation of activity implementation; and data analysis. The output of this community service is publication in local electronic media in West Kalimantan (Suara Pemred/Tanjungpura Times), publication of scientific articles in the Sinta 4 accredited journal " PengabdianMu ", Copyright of educational videos and videos of implementation of activities on the FK UNTAN YouTube channel. The overall results obtained were an increase in knowledge of 27.19% with an average pre-test score (60.6) and post-test score (77.08). According to the evaluation of activities through questionnaires, participants considered the material presented to be very interesting, and the learning media provided was considered to provide new knowledge.

INFLUENCE OF ENGLISH LANGUAGE EXPOSURE MEDIA ON THE STUDENTS’ SPEAKING ABILITY

This research was conducted to find out whether English Language Exposure Media influence students’ speaking ability or not. This research also concentrated on utilizing different types of English language exposure media within the curriculum, including music videos, podcasts, and songs. All of the media were presented in English language to give them the exposure of the language. A pre-experimental design was utilized, incorporating a pre-test, post-test, and two treatment phases. Data were gathered using a measurement technique that involved a speaking test. The research findings revealed that the pre-test score averaged 54.60, while the post-test score averaged 78.33. The mean score difference between the pre-test and post-test was 25.73, indicating an improvement in students' speaking abilities following the treatments. The effect size (ES) was calculated to be 2.38, which is classified as a strong effect (ES &gt; 1.00). The research demonstrated a substantial improvement in students' speaking ability, with a mean score increase from 54.60 to 78.33, indicating the effectiveness of English language exposure media. Future research could explore the long-term impact of English language exposure media on students' speaking skills. Additionally, examining the effectiveness of different types of media and their influence on various language skills would provide a more comprehensive understanding.

An assessment of the efficacy of cognitive behavioral intervention for trauma in schools among student-residents at the Manila Boys’ Town Complex, Philippines

This study assessed the efficacy of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) in mitigating the impact of trauma on the behavior and academic performance of student- residents at the Manila Boys’ Town Complex, Philippines. Utilizing a pretest-posttest control group design, trauma symptoms were evaluated using the Trauma Symptom Checklist for Children (TSCC). The study included 20 participants, divided equally into experimental and control groups. Statistical analysis was conducted using the Wilcoxon Signed-Rank Test, a non-parametric test used to compare two related samples, in this case, the pretest and posttest scores. The test revealed no statistically significant differences between pretest and posttest scores across six TSCC subscales: Anxiety, Depression, Anger, Posttraumatic Stress, Dissociation, and Sexual Concerns, at the .05 significance level. Despite the lack of significant statistical improvement, median posttest scores for the experimental group were lower than those of the control group, with scores of 61.5, 60, 51, 55.5, 58, and 64, compared to 64.5, 59.5, 52, 58.5, 61, and 74.5 for the control group across the respective subscales. These results suggest that while CBITS did not produce statistically significant outcomes, it may have a potentially positive effect on addressing trauma-related issues. The findings highlight the complexities involved in trauma intervention within educational settings and emphasize the need for culturally and contextually tailored approaches. Future research should consider increasing sample sizes and further adapting CBITS to enhance the reliability and applicability of the findings. This study contributes to a deeper understanding of trauma intervention strategies in public schools and underscores the necessity for ongoing exploration to optimize support for vulnerable student populations.

The Efficacy of Video-Assisted Instruction in Preventing Lipohypertrophy in Patients Diagnosed with Type 2 Diabetes

A thick fatty tissue called lipohypertrophy develops in the insulin site as a result of repeated injections at the same location. Patients with diabetes mellitus who use regular insulin are more likely to experience it. The absorption of insulin is impacted in these adipose-rich regions. The purpose of this study was to evaluate how well individuals with diabetes mellitus responded to video- assisted instruction on lipohypertrophy prevention. The aim of the study was to evaluate the efficacy of video- assisted instruction in preventing lipohypertrophy and investigate the relationship between lipohypertrophy preventive pretest knowledge and certain socio- demographic factors. Thirty patients with diabetes mellitus receiving insulin injections made up the total sample size. To choose the samples, a convenient sampling procedure was applied. Using a self-administered questionnaire, the investigators evaluated the participants' degree of knowledge regarding lipohypertrophy prevention during the pretest. A half-hour of video- assisted instruction on lipohypertrophy prevention was conducted on the same day. A posttest using the same instrument was carried out five days later. 10.4% of the samples had strong knowledge during the pretest, 43% had average knowledge, and 46.6% had poor knowledge. Following video-assisted instruction, 71.2% of samples possessed excellent knowledge, 25.5% had average knowledge, and 3.3% had inadequate knowledge regarding lipohypertrophy avoidance. A paired "t"test was employed, and the results indicated a statistically significant increase in knowledge ('t'=9.25, p &lt;0.05). Pretest knowledge scores and a few chosen demographic factors do not correlate. The study came to the conclusion that patients with diabetes mellitus can effectively prevent lipohypertrophy by learning more through video assisted education.

Utilizing the lattice method to enhance multiplication automaticity in Grade 4 Pupils

This study introduced a new method to help students who struggle with multiplying multiple digits. This study examined the effect of the lattice approach on multiplication automaticity among Grade 4 students at Cateel Central Elementary School during the school year 2023-2024. Utilizing a quasi-experimental methodology, the study compared two intact groups: a control group with 22 respondents taught using traditional multiplication methods, and an experimental group with 21 respondents taught using the lattice method. Pre-test results indicated that neither the control nor the experimental group met the expectations set by the K to 12 grading system, with grade percentages of 65.68 and 67.22, respectively. Statistical analysis showed no significant difference between the pre-test scores of the two groups, suggesting a similar initial level of multiplication proficiency. Post-test results, however, revealed a significant improvement in the experimental group's performance, with a grade percentage of 84.77 compared to the control group's 74.70. The statistical analysis confirmed this difference as significant, with a t-value of -3.383 and a p-value of 0.002. The findings demonstrate the superior efficacy of the lattice method over traditional teaching methods in enhancing multiplication skills among Grade 4 students.