Pretest Performance Research Articles

Minimal Pair Bingo: Enhancing English Pronunciation among Japanese ESL Students

The current study examined the effectiveness of integrating minimal pair bingo into oral English instruction for Japanese ESL students at Cebu Doctor's University (CDU) in the academic year 2017-2018. The study examined various sub-problems, encompassing the pretest and post-test performances of both the control and experimental groups and the notable disparities observed between these performances. Furthermore, the study investigated the noteworthy gap in both groups' pretest and posttest performances. The study utilized a quasi-experimental methodology, incorporating rubrics to assess and evaluate the participants' performances. The research consisted of a sample size of fifty (50) students who were registered in English as a Second Language (ESL) courses. The participants were divided into two distinct categories: the control group and the experimental group. The assessment tool utilized for the pretest and posttest evaluations was the minimal pair pronunciation instrument. The findings suggest that many students in both subject groups exhibited moderate performance levels during the pretest. Both groups improved their performance, as indicated by the scores obtained in the post-assessment. A notable disparity is observed in the post-test outcomes between the control and experimental groups. A significant difference is evident in the pretest and posttest performance of the control and experimental groups. The subject that employed rigorous minimal pairs discussions as a pedagogical strategy in their oral English courses enhanced their overall performance. The study's outcomes underscore the potential effectiveness of incorporating minimal pair bingo as a valuable enhancement to oral English instruction for Japanese learners. By leveraging minimal pairs, educators can provide a concise method for explaining distinctions between similar English sounds, enabling learners to focus on specific sound refinements.

Differentiated Instruction for an Enhanced Students’Academic Performance in Science 10 (PHYSICS)

The study aimed to determine the effectiveness of Differentiated Instruction strategy using selected Multiple Intelligences activities on the students’ performance in Science 10 (Physics). The researcher employed quasi-experimental research and a descriptive method utilizing questionnaires as the principal tool to gather the data. The respondents involved in the study were the One Hundred Twenty (120) Grade 10 Junior High School students of Bagong Nayon II National High School, Antipolo City, during the school year 2022-2023. They were grouped according to their dominant Multiple Intelligence. The study revealed that among the first five dominant multiple intelligences of the students, the majority of the students are more on intrapersonal intelligence rather than the other. This implies that some of the respondents perform more in intrapersonal tasks and skills which would then indicate that teachers should assess each learner's multiple intelligence to know and enhance students' performance in academics. The use of Differentiated Instruction in teaching Science 10 (Physics) greatly improved the performance of the students in terms of their academics. This was shown on the pretest and posttest performance of the students in which their posttest performance increased greatly after the utilization of differentiated instruction in teaching Science 10. It can also be noted that the Intrapersonal Group of students got the highest increase in mean score. The average mean score in the pretest is 19.49 and 35.69 in the posttest with the mean increase of 16.20. This implies that although the students were given different activities, they all performed well. Based on the findings of the study, teachers can use differentiated instruction for the purpose of enhancing the academic performance of the students. This also implies that the prepared activities intended for these groups of students were effective. Therefore, a student-focused approach of teaching fosters an effective learning environment and excellent academic performance.

Orchestrierung produktiver Unterrichtsgespräche im Schweizer Mathematikunterricht der zweiten Primarstufe

AbstractProductive classroom talks provide a variety of learning opportunities including the collaborative construction of mathematical meaning. To support the orchestration of productive classroom talk, teachers can use specific conversational strategies called “talk moves”. Positive relations between the number of productive talk moves, discourse quality, and learning success have been demonstrated, but mostly at the secondary school level and in English-speaking countries. There are very few findings from elementary school in German-speaking countries. The present study makes the first step towards closing this gap by analyzing classroom talk in mathematics second grade classes in Switzerland (n = 22). The dataset includes recordings of mathematics lessons as well as students’ pretest and posttest performance in mathematics. The results show that teachers varied in their use of productive talk moves and that some talk moves such as reasoning moves were preferred, depending on the teacher. In addition, the number of productive talk moves was positively related to both the number of justifications students provided and their learning success. Implications for the use of productive classroom talk in elementary school mathematics lessons are discussed.

Cognitive Load Approach to Digital Comics Creation: A Student-Centered Learning Case

The use of comics and their creation is an especially promising tool to enable students to construct new knowledge. Comics have already been adopted in many applied sciences disciplines, as the combination of text and images has been recognized as a powerful learning tool. Educational activities and tools, however, must not create an overload on students’ working memory that could hinder learning. In the current study, we investigated, through pre-test and post-test performance, the effect of digital comics creation on students’ efforts to construct new knowledge. Furthermore, through the multidimensional NASA-TLX, we assessed the cognitive load imposed on students. The results were in favor of digital comics creation, ranking it as an efficient instructional activity. Specifically, the students’ performance after digital comics creation improved and the imposed load on students was normal. Also, studying the weighing procedure between the NASA-TLX dimensions, frustration and temporal demand were found to be the most aggravating dimensions. Finally, implications for teachers and future research recommendations are discussed.

An Investigation of the Effects of Technology-Enhanced Instructional Approaches on Students’ Programming Skills at New Amsterdam Secondary School

The purpose of this study was to compare the effectiveness of traditional instruction methods with technology-enhanced instruction methods for delivering the programming curriculum on student academic performance and attitude. This study used an experimental quantitative design. All students were Grade 11 students from the New Amsterdam Secondary School. A random sampling approach was used to choose who would be in the experimental group and the control group. Students in the experimental group were taught using technology, while those in the control group were instructed using a more conventional method. The same teacher taught both groups six lessons, and they both took a pre-and post-test for the Standardized Achievement Test. In addition, during the lessons conducted in both the experimental and controlled groups, anecdotes were recorded at random. The results of this study showed that, despite a correlation between pre-test performance and post-test scores, post-test scores for students in the experimental group were significantly higher than those for students in the controlled group. The outcomes of the paired samples test indicate a statistically significant difference between the performance of the students in the experimental group and the controlled group, with a p-value of less than 0.05 supporting this conclusion. This study also discovered that those who participated in video-based learning had a positive outlook and were more receptive to academic materials. They were more eager, motivated, and actively engaged in the learning process than the students in the controlled group. Also, the video-based method sparked the interest of the students in the experimental group, resulting in a favorable attitude.

Enhancing Writing Skills of Senior High School’s Humanities and Social Sciences Students Through Online Blogging

Online blogging is the act of creating and maintaining content such as ideas, opinions, essays, images, videos, etc. for a blog that is personally uploaded and shared to a website. In education, it is viewed as a novel and innovative teaching strategy to use for augmenting the writing skills of the students. To ascertain such contention, this study explores the effectiveness of online blogging in enhancing the writing skills of Senior High School’ Humanities and Social Sciences (HUMSS) students. The researcher employed quasi-experimental research design to examine the effectiveness of online blogging as compared to traditional writing. Grade 11 HUMSS students of Balite National High School (n=13 for experimental group, and n=13 for control group) for the 2nd semester of school year 2021-2022, comprised the respondents for this study.To collect the data, the researcher used an Assessment Writing Test in essay form as an instrument. There was a pre-test that was held before the researcher gave treatment to the experimental class and a post-test, which was held afterward. To make the data analysis, the researcher analyzed the data by using mean and independent t-test. The findings indicated that there was significant difference in the level of writing competencies as to focus and details, voice, and grammar and mechanics of the students but in other writing competencies such as organization and word choice there wasno significant difference in their pretest and posttest performance. Generally, the integration of online blogging was found better and more effective than the traditional method. Results suggested that the participants have positive perception and attitude towards online blogging, viewed this as a tool in improving their writing skills, and kept them motivated. Finally, this study recommends that online blogging should be part of the writing classes and be incorporated in lesson planning and designing curricula in senior high school.

Effectiveness of Triangle Congruency (Tricon) Learning Guide in Improving the Proving Skills of Grade 8 Learners

This study examined and measured the effectiveness of a triangle congruency (tricon) learning guide in improving the proving skills of Grade 8 learners at Lecheria Integrated School. Quantitative research methodology, namely Quasi Experimental Research Design, was used in this study. To select participants, match pairing techniques were used. There were two groups of students in this study: the experimental group and the comparison group. The students in the experimental group were handed out PIVOT module by DEPED together with the learning guide as supplementary material. Students in the comparison group were handed out PIVOT module only. Mean and standard deviation were used to assess participants' performance in formative testing, pretest, and posttest. Similarly, the independent t-test was used to evaluate the significant difference between the two groups' pretest and posttest scores, and Cohen's d was employed to assess the effect size or quantify the size of the difference between two test results. The study's main findings were evident. It was found out that the pretest mean score of the experimental group and comparison group were the same. The experimental group received higher points in their posttest after gathering all the relevant data. As a result, a considerable distinction between two groups was discovered. The findings revealed that learners who utilized the learning guide as supplementary material were more likely to improve their proving skills. The researcher recommended using this learning guide as supplementary material to enhance students’ ability in terms of their proving skills. The results of the study revealed that students in the experimental group did better than those in the comparison group. This showed that the results implied that using a Triangle Congruency (TriCon) Learning Guide might assist students improve their academic performace (proving skills) in Mathematics.

Effectiveness of Realistic Mathematics Education Approach on Problem-Solving Skills of Students

Mathematics is concerned with the method used in the teaching and learning process in addition to issues encountered in the cognitive domain. The Philippines’ education system is still dominated by traditional mathematics teaching, which frequently overlooks the goal of mathematics education—to prepare students to deal successfully with real-life situations. This affects the declining performance of the students in their overall mathematical ability, especially in problem-solving. Hence, this study utilized a pre-experimental design to measure the effectiveness of the Realistic Mathematics Education (RME) approach in the problem-solving skills of the students in terms of understanding the problem, devising a plan, carrying out the plan, and looking back. Furthermore, the cluster sampling technique was used in choosing thirty-five grade 9 students and evaluated their problem-solving ability using a pre-test and post-test assessments. Based on the result, there is a highly significant difference in the mean pre-test and post-test performance of the respondent before and after using the RME approach in all the four phases of problem-solving (p-value=0.000). This implies that the RME is an effective teaching approach that successfully improved the mathematical proficiency of the students, especially in all aspects of problem-solving skills. The findings verify that educators can use the RME approach to expose their students to more collaborative teaching-learning processes that incorporate real-world scenarios. Future researchers may also conduct a similar study in face-to-face learning to comprehensively use the RME approach.

Spreadsheets Application in Teaching Data Management in Mathematics of the Modern World: Effects on Students’ Performance

This study aimed to investigate the effects of spreadsheet application in teaching Data Management in Mathematics of the Modern World on the students' performances among first-year College Students during the Second Semester of School Year 2022-2023. A quasi-experimental research design with the pretest-posttest non-equivalent groups design was employed in the study with the researcher–made questionnaire comprising 40 items test. The statistical methods used to gather data were treated using mean, t-test for independent samples, z-test for correlated samples, and standard deviation. Data were gathered from the 74 first-year college students in Jose Rizal Memorial State University–Main Campus. Results revealed that the pre-test and post-test performance of the students in the control and experimental groups was good. But their post-test performance in the experimental group was excellent. It is concluded that Spreadsheet Application is a very important and effective tool in teaching Data Management in Mathematics of the Modern World to first-year college students. Its application tremendously increases students' performance from the pre-test to the post-test.

EASY MATH: AN INTERVENTION MATERIAL FOR NUMERACY SKILLS OF GRADE 10

This thesis titled, “EASY MATH: An Intervention material on the Numeracy Skills of Grade 10 Students” intended to find answers to the following questions: 1.) What is the level of acceptability of “EASY MATH”:An intervention material with regards to components that concludes objectives, content, topics, and activities? 2.) What is the level of acceptability of “EASY MATH”:An intervention material in terms of the characteristics such as usability, suitability , and reliability? 3.) What is the level of numeracy skills of the Grade 10 students relative to reading/recognizing numbers, ordering and comparing of numbers, performing operations on numbers, problem solving and number sense, and analyzing patterns and graphs? 4.) What is the performance in using “EASY MATH”: an intervention material of Grade 10 students in terms of pre-test and post-test? 5.) Is there a significant difference between the pre-test and post-test performance in “EASY MATH”: an intervention material of Grade 10 students? Descriptive-quantitative research designed was employed in the study. Respondents were selected using the non-probability sampling specifically purposive sampling. The result of the study showed that EASY MATH: An intervention material was highly acceptable in terms of its components that concludes the objectives, content, topics, and activities as well as in terms of its characteristics such as usability, suitability and reliablity. Study showed a remarkable improvement from numerate to highly numerate on the following: Remembering and Recognizing Numbers , Ordering and Comparing of Numbers and Performing Operations on Numbers. However, Analyzing Patterns and Graphs remained to Highly numerate while Problem solving and Number sense remained to Numerate before and after using the interventiona material. It is concluded that the EASY MATH An Intervention material enhanced learning with regards to numeracy skills of the repsondents. The result of the pretest stage was verbally interpreted as Numerate while during the posttest stage, it was verbally interpreted as Highly Numerate. For the difference between the pretest and posttest, it showed an analysis of Significant. The EASY MATH Intervention material was an effective tool in improving the numeracy skills of Grade 10 students. With the positive results of the study, it is hereby recommended for consideration that the EASY MATH intervention material can be used as a reference and additional learning activity to aid students difficulty in numeracy.<

Facebook as a Platform for Integrating an Online Learning Task for English as a Second Language Students

Social media is now widely used, particularly for Thai students and it could be a useful tool for learning English language. The purpose of this research was to: 1) examine how effective, it is to use a Facebook-based livestream presentation (FB-LP) as a platform for assessing an online language task in enhancing listening comprehension. 2) evaluate the factors that effect and influence in language and distance learning through Facebook-based livestream presentation, and 3) comprehend the factors and application of Facebook-based livestream presentation used to assist students in the teaching and learning language process. The study uses a quasi-pre-test, post-test-experimental research design on Thais second year students were participated in the study. The pre- and post-test design helps to determine whether the utilization of Facebook-based livestream presentation is effective in improving and enhancing listening skills for all proficiency levels. In addition, paired sample t-tests, were utilized to identify significant differences between relationships between the respondents' attitudes toward listening comprehension and their proficiency listening tests. The findings revealed that the majority of the respondents have levels of elementary, intermediate and higher. Furthermore, students' attitudes and performance in using Facebook to improve their listening skills were positive. The p-value of 0.284 for the pre-test and post-test performances of the students in listening before and after the FB-LP score is above the 0.05 significance level, there was no significant difference in performance evaluation before and after testing. The attitude of the students in listening before and after the FB-LP value has a p-value (&lt;0.001) below the significance level of 0.05, the assessment of the attitudes of responders who participated in the use of FB-LP showed significant changes before and after the implementation of the learning mode. A relationship between students’ attitude and achievement scores on the utilization of FB-LP p-value of 0.267 indicates that there is no connection. Therefore, the connection cannot be established between the achievement and attitude of the respondents in utilizing FB-LP. The study proposes the utilization and effectiveness as a result, Facebook-based livestream presentation has excellent potential as one of the effective tools to serve a lifelong e-learning process for teaching and learning. Furthermore, students are recommended to be more active in studying English to have more expertise and enhance their grammar, vocabulary, and discussion skills to get good listening performance.

Effects of Eight Week Plyometric Training on Shooting and Long Passing Accuracy of under- 17 Tesfa Male Soccer Project at Bahir Dar

The purpose of the present study was to determine the Effects of Eight Weeks of Plyometric Training on Shooting and Long Passing Accuracy of the under -17 Male Tesfa Soccer Project at Bahir Dar. The study engaged a quantitative research approach and a true experimental research design. The target population of this study was 24 (n = 24) male soccer project trainees in Bahir Dar. Due to the small numbers of study population, all trainees were taken using comprehensive sampling techniques. 24 male soccer trainees were divided in to two equal groups, such as EG (N = 12) and CG (N =12) by means of randomization. Both groups undergo programs. The experiment group (EG) performed additional plyometric training for eight weeks, 3-days per week for a total of 60 minutes. The experimental and control group of the study participated in the selected technical skill before and after the training. Shooting accuracy was measured by using the front set ball shot test, and long pass accuracy using accurately kicking the ball to the team meat test. This data was analyzed through SPSS version 23 software by paired sample t-test and independent sample t- test of with a significant level of 0.05. The analyzed data showed that plyometric training significantly improved shooting accuracy long and passing accuracy in the pre-test and post-test performance of EG (p&lt;0.05).But, no significant improvements were found in all selected technical skill variables to the pre-post-test performance of CG (P&gt;0.05). In addition, as it was assessed by the independent t-test, the post-test performance of shooting accuracy and long passing accuracy of EG more significantly improved than post-test CG group tests( p&lt;0.05). Based on this finding, it can be concluded that 8 weeks plyometric training had positive effect on shooting accuracy and long passing accuracy of soccer players. Therefore, it is recommended that soccer players and coaches should include some plyometric exercise in their training sessions for development of the technical skills of players.

Digital Storytelling as an Alternative Teaching Technique to Develop Vocabulary Knowledge of EFL Learners

Developing vocabulary is crucial because it allows a student to be proficient in four areas (listening, speaking, reading, and writing). Students will not significantly improve their English language abilities if they lack the necessary vocabulary. The purpose of this study is to determine whether digital storytelling (DST) can replace traditional classroom instruction as a means of enhancing vocabulary knowledge. The study was carried out by utilizing a comparative research design. The participants aged from 13 to 14 years old and took grades 7 A and B of SMP N 3 Parongpong Junior High School. Pre-test, treatments, and post-tests were used to gather study data. From the results of the pre-test, it can be seen the participants' initial abilities were in a bad category with a score of less than 69. According to the initial results, this study aimed to show that the research had a significant impact on students' post-test performance as compared to their pre-test performance. The study's findings indicated that using digital storytelling helps learners in the experimental class grow their vocabulary knowledge and establish it. Throughout the treatment, learners who were taught using DST outperformed those who were not taught using DST. Furthermore, it was observed that the group with DST had a positive opinion on the utilization of digital storytelling in the classroom. The results also show how well digital storytelling involves students in the learning process.

The Role of Collaborative Observational Practice and Feedback-Discourse to Promote Remote Acquisition of Technical Surgical Skills

IntroductionAcquisition of technical skills remotely in a decentralized model requires an efficacious way of providing feedback. The primary objective was to test the efficacy of various forms of feedback on the acquisition of surgical skills by medical students. MethodsForty volunteers were randomized to four experimental groups, differing from the nature of feedback (free text versus structured) and who provided the feedback (expert versus peer learners). They had to perform sutures and upload attempts on a learning management system to receive interactive feedback. The pretest and retention test performances were assessed. ResultsAll groups significantly improved from pretests to retention tests; however, participants using checklist showed statistically lower improvements than the other groups, which did not differ from each other. ConclusionsRemote learners can acquire surgical skills, and most importantly, peers who provide feedback, are as effective as experts if they use open-ended comments and not checklists.

SUPPLEMENTARY MATERIALS IN PHILIPPINE POLITICS AND GOVERNANCE

This thesis entitled, “Supplementary Materials in Philippine Politics and Governance.” Intended to find out answers to the following questions: 1. What is the level of validation of the Supplementary materials in Philippine Politics and Governance described in terms of parts as: objectives content activities and evaluation? 2. What is the level of Validity of Supplementary materials in Philippine Politics and Governance described in terms of characteristics to: suitability usability and consistency? 3. What is the mean performance of the students in terms of pretest, post-test? 4. What is the mean performance of the student in terms of performance task? 5. Is there any significant difference in the mean performance of the students in terms of pretest and post-test? and 6. Do Supplementary materials in Philippine Politics and Governance significantly affect the student performance task? The respondents for this particular research were teachers of Social Science and the student from General Academic Strand (GAS) and Humanities and Social Sciences (HUMSS) in the District of Magdalena. In this study, teachers will choose as a sample among the population of teachers, (10) teachers of Buenavista Integrated National High School, Cigaras, Magdalena, and (10) teachers of Magdalena Integrated National High School Magdalena, Laguna, with the total of twenty (20) teachers in District of Magdalena, and (50) students from HUMSS and (25) students from GAS, with a total of 75 students in the District of Magdalena. The level of validation for the supplementary materials in Philippine Politics and Governance received very high ratings from the respondents. This includes the objectives, content, activities, and evaluation. Additionally, the standard deviations were reported for each variable. The supplementary materials in Philippine Politics and Governance were deemed highly valid by the respondents in terms of their suitability, usability, and consistency. The ratings for each variable were reported as very high, along with their respective standard deviations. The pretest and post-test performance of 75 respondents showed that the highest frequency of pre-test scores fell within the range of 21-30, while the highest frequency of post-test scores fell within the range of 31 to 40. The mean and standard deviation for the pre-test score were reported as satisfactory, while the post-test score showed an improvement rated as very satisfactory. Out of 75 respondents, all of the respondents score range from “85 to 89” on practical task 1 and 2 and from “90 to 100” on practical task 3 and 4 received the highest frequency of seventy-five (75) or 100.00% of the total sample population. The mean and standard deviation for the practical task remarked as Outstanding improved based on the score. The pre-test and post-test showed a significant difference in the performance of the students after the use of the supplementary materials, as indicated by the computed t values which were greater than the critical t value. Additionally, the p-values obtained were less than the significance alpha 0.05, suggesting the presence of a significance. The supplementary materials have a significant effect on the students practical task performance which are all statistically significant. The beta coefficient indicates the strength and direction of the relationship between the supplementary materials and practical task performance, with a positive coefficient suggesting that the supplementary materials improve performance. The computed t values obtained from the practical task which were greater than the critical t value. Furthermore, the p-values obtained were less than the significance alpha 0.05, hence there is presence of a significance. From the findings above, we can infer that at 0.05 level of significance, the null hypothesis “There is no significant difference in the performance of the students in terms of pre-test and post-test” and “There is no significant effect on the supplementary materials in Philippine Politics and Governance in terms of performance task” is rejected. Results indicate that using supplementary materials had a significant impact on students performance, as demonstrated by the significant difference between the pre-test and post-test scores. This suggests that the supplementary materials were effective in improving the students understanding of the subject matter.

Quipper School and the Reading Comprehension Performance of Grade 11 Students

The main objective of this study was to determine the effect that Quipper School Instruction may have on the reading comprehension of 52 purposively selected Grade 11 Senior High School students of Jaro National High School enrolled in the course English for Academic and Professional Purposes (EAPP) for the First Semester, School Year 2017-2018. Employing the quasi-experimental design, the six-week study focused on how technology might usher in the development of the following critical reading skills: differentiating academic from non-academic texts, determining text types through their structure, locating the main idea, critical reading strategies like skimming, scanning, and making inferences, paraphrasing, summarizing and outlining. The instruments utilized to gather data were the validated teacher-made reading comprehension test given both as a pretest and a posttest and the participants’ scores in Quipper School (QS) exercises readily provided by the researcher as part of the enrichment tasks. A pretest was given to the participants to determine their initial reading comprehension performance. The experimental group was taught with the aid of Quipper School used by the researcher as an online platform for delivering enrichment activities while the control group was taught using the conventional instruction – the Lecture Method. At the post-experimentation stage, a posttest was given to the participants in both groups. It was found that the respondents in both groups had almost the same performance in reading comprehension, i.e., they were comparable prior to the interventions. This implies that using the two methods for both groups in teaching reading comprehension could yield comparable performance. In terms of the pretest and posttest of the experimental group, no significant difference was found. This means that regardless of the method (instruction with Quipper School) employed by the teacher, the performances of the students in reading comprehension reflected in their pretest and posttest did not significantly improve. However, a significant difference was noted in the pretest and posttest performance in favor of the control group. This means that the students in the control group taught using conventional instruction have significantly improved their performance in reading comprehension. This likewise implies that conventional instruction as a teaching method may yield a better result in teaching reading comprehension to students. In fact, the control group showed a higher mean gain performance than the experimental group. Generally, no significant difference was noted between the performance gain in reading comprehension made by the experimental group over the performance gain made by the control group. Although both groups gained significantly after the intervention, their reading comprehension performances remained comparable, though the control group achieved a higher gain than the experimental group. This further implies that instruction using Quipper School is as beneficial as conventional instruction in teaching reading comprehension.

Behavioral skills training to teach pre-service elementary general educators to conduct descriptive assessments

A pretest-posttest control group design with switching replications was used to examine the effectiveness of a one-time, 75-minute behavioral skills training (BST) package. Fifty pre-service elementary general educators enrolled in a classroom management course were shown a video depicting challenging behaviors and were asked to collect antecedent-behavior-consequence (ABC) data. Using the data collected, participants from two instructional groups were asked to hypothesize the function of the problem behaviors. Results suggest a statistically significant increase in correct responses for both instructional groups from pretest to posttest following BST. A series of ANCOVAS suggested that, when controlling for initial pretest performance, BST significantly improved correct responding in posttest when compared to performance on the second pretest. However, participants did not reach an optimal level of performance following a one-time administration of BST. Practical implications for teacher education contexts, limitations, and future research directions are thoroughly addressed.

Host-guest coordination self-assembly gives anion exchange membranes better stability

Precisely designing the polymer electrolyte structure, constructing stable cations, and forming ion conduction channels can technically guarantee the high-performance state of fuel cell devices in the long term. Anion exchange membranes (AEM) containing a macrocyclic host-guest structure with dynamic self-protection were fabricated in this paper, exhibiting high ionic conductivity and alkali stability. Macrocycles utilize bulk and hydrophilicity to orderly construct ion transport channels while providing steric protection for cations within their cavities. Performance tests showed that the membranes achieved a hydroxide conductivity of 114 mS cm−1 at 80 °C, while the swelling rate was only 15.3%. In addition, the membranes achieved 93% of their pre-test performance regarding hydroxide conductivity even after immersion in 5 M KOH at 80 °C for 1000 h. The highest peak power density of 406 mW cm−2 at 60 °C was achieved after the assembly of a single cell. Therefore, we believe that the new design using a long chain structure containing both host-guest as side chains is a new direction worth exploring to improve the performance of AEMs.

Effect of twelve weeks plyometric training on leg explosive strength for 14 to 19 year old athletes

Introduction: Plyometric training helps athletes to build muscle power. Several studies on the different sports disciplines proved that plyometric training activates the stretch reflex mechanism in the muscle and improves the leg explosive strength. The goal of this study was to determine whether systematic plyometric training improved explosive leg strength.Objective: To know the effect of plyometric training on leg explosive strength for 14–19-year-old athletes. Methods: Forty state level athletes (Age:15±2.37 years, Height:160±6.9cm, Weight:50±7.4 kg) from Barasat Athletic Club, North 24 Parganas district, West Bengal, India, were purposively selected as subjects for the present study. The subjects (n=40) were randomly assigned to three groups of ten subjects each groups- Group-I, II, III: Experimental (sprinters, jumpers and throwers) Group and Group-IV: Control Group which was formed randomly by taking 10 subjects. Pre-test was conducted for all the subjects on selected leg explosive strength (power) parameters. The leg explosive strength (power) parameters were measured by standing broad jump (meter) Test. The initial test score formed the pre-test score for the subjects. Experimental Groups-I, II, III (sprinter, jumper, thrower) were exposed to plyometric training (hurdles hops, squat jump, box jump, depth jump) and while the Control Group was not exposed to plyometric training other than their regular daily activities. The duration of the experimental period was 12 weeks. After the experimental treatment, all forty subjects in the form of three experimental and one control group were tested on leg explosive strength (power) parameters. These final test scores formed the post-test. The pre-test and post-test scores were subjected to statistical analysis using the t-test. The level of significance was judged at 0.05 level of significance. Result and Discussion: The above table indicates a significant difference between pre-test and post-test leg explosive strength (power) performance for the experimental group (sprinters, jumpers and throwers) who were involved in the plyometric training programme, whereas the table indicates an insignificant difference for the control group. Conclusion: After twelve weeks of plyometric training compares the experimental group with control group; the results showed that the plyometric training was more effective for the all experimental groups. The plyometric training of twelve weeks training duration leads to a significant effect on the leg explosive strength of 14-19 year old athletes.

An Innovative Penalty based Heart Disease Prediction system using Novel Random Forest over Logistic Regression Classifier Algorithm

Aim: The main goal of the research is see how accurately predicting heart disease by Logistic Regression (LR) and Novel Random Forest(RF) Classifications. Materials and Methods: Novel Random forest appealed on a heart dataset which consists of 200 records A framework for predicting heart disease in the medical field has been proposed and developed to compare the RF with a LR classifier. The sample size was calculated to be 55 for each group with 80% G performance. The sample size was calculated using a Clincalc analysis with Alpha and Beta values of 0.05 and 0.5, pretest performance of 80%, and enrollment rate of 1. The Accuracy of the classifier was Evaluated and Recorded. Results: The LR produces 89.0% in predicting the heart disease on the data set used whereas the Novel Random forest classifier predicts the same at the rate of 95.46% of the time with a statistically significant difference between the two groups (P=0.03; P&lt;0.05) with confidence interval 95%. Conclusion: RF is better compared with LR in terms of both precision and accuracy.