Pretest-posttest Comparison Research Articles

Differences between circuit training using a ball and not using a ball on increasing power, strength, and cardiovascular endurance in football athletes

This research focuses on finding out the differences in the effect of providing circuit training using a ball and not using a ball on the physical components of athletes in football clubs. This research uses a pretest-posttest comparison group research design. The subjects of this research were PORMA FC football players who were divided into 2 groups with different treatments. The data collection technique uses test and measurement techniques for each variable consisting of a. Digital Jump Meter; b. Leg Dynamometer; and c. MFT. The results of research based on data processing using SPSS 26 show that all variables obtained the sig. values of < 0.05, which means that circuit training using a ball and not using a ball has an effect on the process of improving each component of physical condition but is different for each component. Apart from that, the discussion regarding the differences in the effect of circuit training using a ball and not using a ball obtained equal variance assumed with the Sig value for Power 0.743, Strength 0.455, and VO2Max 0.001. It can be concluded that there is a significant difference between circuit training using a ball and circuit training without a ball on cardiovascular endurance. However, there were no significant differences in the physical condition components of power and strength.

Counseling Group With self-management techniques for Lower Prejudice Social Learners

Service Counseling Group with self-management techniques for Lower Prejudice Social Students at SMAN 2 Palangka Raya. The aim of this study For know service counseling group with deep self-management techniques lower participants ' social prejudices educate. Type of research used is quantitative with Pre- Experiment technique dangn form of One-Group Pretest-Posttest Design. Population in this research is participant educate class X MIPA-7 at SMAN2 Palangka Raya, totaling 40 people, with sample of 9 participants identified students own level high social prejudice. Data is analyzed with the T Test Using SPSS software application version 20.00. technique Data collection uses observation and scale prejudice social. Based on Pre-test results before providing subject treatment get mark average scores were 86-114 in in category high, and after giving treatment based on Subject average Post-test results get mark score 57-85 and in in category currently. On observation beginning before giving treatment mark score 9-13 in in category low and after providing treatment during observation end of subject average get mark score 4-8 in in category low. Research result showing ninth participant students who are given treatment experience decline behavior prejudice social after providing known treatment from results Pretest-Posttest comparison

Lack of effects of acute exercise intensity on mnemonic discrimination.

The hippocampus is thought to support episodic memory by pattern separation, thereby supporting the ability to discriminate high similarity items. Past research evaluating whether acute exercise can improve mnemonic discrimination of high similarity items is mixed. The present experiment attempts to extend these prior mixed findings by evaluating the effects of multiple exercise intensities on hippocampal-dependent, mnemonic discrimination and memory performance. Fifty-seven young adults completed a three-condition (control, moderate-intensity, and vigorous-intensity), within-subjects crossover pretest-posttest comparison. We observed no effects of acute exercise on recognition memory or mnemonic discrimination. We discuss the implications of these null findings with the broader literature by discussing the complexity of this potential exercise-mnemonic discrimination relationship, including the unique role of exercise intensity, differences in the level of processing (e.g., conceptual vs. perceptual), and unique brain regions involved in mnemonic discrimination.

The Impact of Peer-Collaborative Strategic Reading and Reflective Journal Writing on Orchestrated Reading Strategy Use and Comprehension

Research indicates that reading strategy instruction improves comprehension. Conceptualizing strategy training as mediating reading strategy use through collaborative and reflective practices, the present study examined the combined effect of peer-collaborative strategic reading and reflective journaling on strategy use and comprehension. Data were collected from 72 ninth-grade participants, employing a pretest-posttest comparison group design, through Reflective Journals, Reading Comprehension Test, and the Survey of Reading Strategies. The experimental group (n=36) participated in strategy training, while the comparison group (n=36) had regular study hours. Reflective journals show that the experimental group improved in rationalizing the conditional knowledge of strategies, using strategy clusters, employing responsive actions, specifying the details of strategy use and verbalizing the reading process. Findings also indicate that the experimental group outperformed the comparison group in post-test in comprehension and frequency of strategy use. The findings imply that reading strategy instruction models and teachers can increase the collaborative and reflective nature of strategy training to develop students’ strategic reading and comprehension.

Educational effects of and satisfaction with mixed-reality-based major trauma care simulator: A preliminary evaluation.

Mixed reality (MR) is a hybrid system that projects virtual elements into reality. MR technology provides immersive learning using various real-world tools. However, studies on educational programs using MR are scarce. This study aimed to investigate the educational effects of and satisfaction with an MR-based trauma decision-making simulator. A total 40 of trainees self-selected to participate in this study. All of them participated in the MR trauma simulator for approximately 30 minutes and conducted voluntary learning without any external help. Declarative knowledge, measured using 20 multiple-choice questions, was assessed before and after MR trauma training. To confirm the educational effect, test scores before and after MR trauma training were compared using a paired t-test. Student satisfaction after training was measured using a ten-item questionnaire rated on a five-point Likert scale. A pretest-posttest comparison yielded a significant increase in declarative knowledge. The percentage of correct answers to multiple choice questions increased (from a mean of 42.3, SD 12.4-54.8, SD 13) after the MR-based trauma assessment and treatment training (P < .001). Of the participants, 79.45% were satisfied with the overall experience of using the MR simulator. This study demonstrated a meaningful educational effect of the MR-based trauma training system even after a short training time.

Evaluating the impact of a short bout of stair-climbing on creative thinking in a between-subjects pretest posttest comparison study

Recent studies have indicated potential links between short bouts of physical activity like stair-climbing and enhanced creative thinking. However, previous research featured limitations, such as using an uncommon 3 flights round-trip design and lacking baseline creative thinking evaluations. To rectify these limitations and build a more comprehensive understanding, the present study adopts a between-subjects pretest posttest comparison design to scrutinize the effects of ascending stair-climbing on both divergent and convergent thinking. 52 subjects underwent a pretest, followed by random assignment to one of four interventions: ascending stair-climbing for 2, 5, or 8 flights, or taking an elevator for 8 flights, before progressing to a posttest. The results revealed a notable improvement in convergent thinking, measured by the increased number of solved matchstick arithmetic problems (d = 1.165), for participants who climbed 2 flights of stairs compared to those who took the elevator. However, climbing 5 or 8 flights showed no such impact on convergent thinking, and stair-climbing, regardless of the number of flights, did not influence divergent thinking. These findings underscore the utility of brief stair-climbing as an accessible means to enhance convergent thinking in everyday settings, providing a nuanced insight into the relationship between physical activity and creative thinking processes.

The Effect of the Educational Game, Reading-Writing-Game and Reading-Writing-Application Methods on Students' Social Skills, Attitudes Towards Science Course and School

Research in the literature predominantly focuses on the academic development of students. However, the affective characteristics of students and their ability to work in different ways impact their learning. Therefore, it is crucial to examine the effects of various teaching methods on the development of affective factors. This study aims to investigate the impact of educational game (eg), reading-writing-games (rwg), and reading-writing-application (rwa) methods on students’ attitudes towards science lesson, social skills, and attitudes towards school. A quasi-experimental design with pretest-posttest comparison groups was employed. The research involved 163 5th-grade students from middle school. Data collection utilized science course attitude scale, social skills scale, and attitude scale towards school. Dependent groups t-test and one-way anova were employed for the analysis. The results indicated that eg, rwg, and rwa methods are statistically significant enhancing students’ social skills, attitudes towards science courses, and attitudes towards school. eg, rwg, and rwa methods can be applied to improve the social skills and attitudes of students with low social skills and negative attitudes towards the course or school.

KINDNESS INTERVENTION AND SELF-PERCEPTION OF AGING: AN INTERGENERATIONAL PERSPECTIVE

Abstract Performing acts of kindness can enhance benefactors’ well-being. However, few studies have examined its impact on older benefactors. This study aimed at evaluating this intervention among older adults and exploring “side benefits” beyond well-being. Specifically, given the negative stereotype on older adults as unproductive and incompetent, we hypothesized that acts of kindness could combat against older adults’ internalized negative self-perceptions and enhance their self-concept. We conducted a randomized controlled experiment with 45 participants in the United Kingdom aged 61-80 (73% female). In the experimental condition, for 14 consecutive days, participants recalled up to three acts of kindness they did for others on that day and planned up to three acts of kindness on the next day, as opposed to listing up to three places they were at in the control condition. Surprisingly, our pre-test post-test comparison revealed no significant difference in well-being improvement between the two conditions. Compared to the control group, the experimental group showed an improvement in attitudes toward own aging, especially for their age-related cognitions in the gain (vs. loss) domain. Beneficiaries were mostly family members (34%), followed by community members (25%) and friends/colleagues (21%). For intergenerational acts of kindness, participants reported similar frequencies of younger and older beneficiaries (compared to their age) and provided predominantly emotional (vs. instrumental) support. Taken together, performing acts of kindness may help older adults counteract negative aging stereotypes and see themselves in a more positive lens as productive and competent members of society.

Effectiveness of Science Technology Engineering Mathematics Problem Based Learning (STEM PBL) and Science Technology Engineering Mathematics Project Based Learning (STEM PjBL) to Improve Critical Thinking Ability

This research sought to compare the effectiveness of Science Technology Engineering Mathematics Problem Based Learning (STEM PBL) and Science Technology Engineering Mathematics Project Based Learning (STEM PjBL) learning models in fostering critical thinking abilities. Quantitative research with a pretest posttest comparison group design is the methodology employed. Based on the outcomes of an investigation of normal and homogeneous data. The increase falls into the high category because the average N-gain value for STEM PjBL on all facets of critical thinking skills is 0.76. STEM PBL, however, is 0.66, thus the growth is in the middle range. The independent t-test results revealed that there was a difference between the two courses in the development of critical thinking abilities, with sig. (2-tailed) of 0.01. The study's findings indicate that both STEM PjBL and STEM PBL can be utilized to enhance critical thinking abilities, but STEM PjBL is more beneficial in this regard.

The Effects of Generative AI Platforms on Undergraduates’ Narrative Intelligence and Writing Self-Efficacy

Digital storytelling and generative artificial intelligence (AI) platforms have emerged as transformative tools that empower individuals to write with confidence and share their stories effectively. However, a research gap exists in understanding the effects of using such web-based platforms on narrative intelligence and writing self-efficacy. This study aims to investigate whether digital story creation tasks on web-based platforms can influence the narrative intelligence and writing self-efficacy of undergraduate students. A pretest–posttest comparison study between two groups was conducted with sixty-four undergraduate students (n = 64), majoring in Primary Education. More specifically, it compares the effects of the most well-known conventional platforms, such as Storybird, Storyjumper, and ZooBurst (control condition), and generative AI platforms, such as Sudowrite, Jasper, and Shortly AI (experimental condition) on undergraduate students, with an equal distribution in each group. The findings indicate that the utilization of generative AI platforms in the context of story creation tasks can substantially enhance both narrative intelligence scores and writing self-efficacy when compared to conventional platforms. Nonetheless, there was no significant difference in the creative identity factor. Generative AI platforms have promising implications for supporting undergraduates’ narrative intelligence and writing self-efficacy in fostering their story creation design and development.

Effect of Maternal and Newborn Care Intervention on Maternal Functioning of Primiparous Mothers

Primiparous mother is confronted with many physical and psychosocial changes during the postpartum period which consequently affect her maternal functioning. To deal with these changes positively, the maternal functioning of postpartum mothers should be enhanced by the provision of maternal and newborn care intervention (MNCI). A quasi-experimental research pretest post-test comparison group design was used to study the effect of MNCI on the maternal functioning of primiparous mothers. This study was conducted in Mandalay Central Women’s Hospital, Myanmar. A total of 72 primiparous mothers (control group=36, intervention group=36) were recruited by consecutive sampling. The MNCI was given to the intervention group in the form of direct nursing care, individual and group teaching and demonstration using audio-visual materials and an educational booklet, discussion in “Peer Viber Support Group” and follow-up telephone calls. Baseline assessment was done at antenatal 32nd to 36th weeks to assess postpartum self-care knowledge, maternal newborn care knowledge, and social support. At six weeks postpartum, self-efficacy and maternal functioning of participants were assessed in addition to baseline assessment. Descriptive statistics, paired t-test, independent t-test, and Chi-square test were used to analyze the data. The results showed that maternal functioning was significantly improved in the intervention group than the control group at postpartum six weeks (p &lt; 0.05). The improvement was also found in postpartum self-care knowledge, maternal newborn care knowledge, social support, and postpartum self-efficacy of primiparous mothers at postpartum six weeks (p &lt; 0.001). This study highlighted that the MNCI was effective in enhancing the maternal functioning of the primiparous mothers. Further studies are recommended to determine the effectiveness of the MNCI upon health outcomes of postpartum mothers and babies in hospitals and community settings.

Perbandingan Hasil Belajar Menggunakan Model Picture and Picture dengan Examples Non Examples Pada Pembelajaran PKn

This research aims to analyzed comparison the outcomes cognitif learning use Picture And Picture learning model with Examples Non Examples learning model. This type of research is a quantitative research. The research design used was Quasi Experimental Design with design type The Matching Pretest-Posttest Comparison Group Design. The test is done twice before and after giving treatment (treatment) in the class. The subjeck in this study is divided into two groups: students of class IV A in SDN 76 Kota Bengkulu as a experimental group 1 and students of class IV B at SDN 76 Kota Bengkulu as experimental group 2. The research instrument used is a learning result test with multiple choice questions given through pretest before the learning takes place and posttest after the learning takes place. Data of this research are analyzed by using descriptive analysis and inferential analysis that is t-test (independent sample t-test). Data of research result which is processed by using t test obtained t hitung equal to 2,34 and ttabel value equal to 1,667. Systematically seen thitung 2,34 &gt; ttabel 1.667 at 5% significant level, This shows that there are differences in learning outcomes between students taught by using pictures and pictures learning model with examples non examples learning model. then the average of the result study of Picture and Picture learning model was (68,22) and Example Non Example was (58,03).The concluded that the Picture and Picture learning model more effective to highest students result study.

Toward a computational understanding of how reminiscing about positive autobiographical memories influences decision-making under risk.

Recent computational psychiatric research has dissected decision-making under risk into different underlying cognitive computational constructs and identified disease-specific changes in these constructs. Studies are underway to investigate what kind of behavioral or psychological interventions can restore these cognitive, computational constructs. In our previous study, we showed that reminiscing about positive autobiographical memories reduced risk aversion and affected probability weighting in the opposite direction from that observed in psychiatric disorders. However, in that study, we compared positive versus neutral memory retrieval by using a within-subjects crossover posttest design. Therefore, the change of decision-making from baseline is unclear. Furthermore, we used a hypothetical decision-making task and did not include monetary incentives. We attempt to address these limitations and investigated how reminiscing about positive autobiographical memories influences decision-making under risk using a between-subjects pretest posttest comparison design with performance-contingent monetary incentives. In thirty-eight healthy, young adults, we found that reminiscing about positive memories reinforced the commonly observed inverted S-shaped nonlinear probability weighting (f = 0.345, medium to large in effect size). In contrast, reminiscing about positive memories did not affect risk aversion in general. Given that the change in probability weighting after reminiscing about positive memories is in the opposite direction from that observed in psychiatric disorders, our results indicate that positive autobiographical memory retrieval might be a useful behavioral intervention strategy for amending the altered decision-making under risk in psychiatric diseases.

Perbandingan Hasil Belajar Matematika Siswa Melalui Metode Pembelajaran Kooperatif Tipe Jigsaw dengan Strategy Genius Learning

This study aims to determine whether there is a significant difference in the application of jigsaw type cooperative learning method with genius learning strategy on mathematics learning outcomes of fifth grade students of SD Negeri Biringkaloro Pallangga. Pseudo-experimental research method. Research design pretest-posttest comparison group design. The study population was all fifth grade students of SD Negeri Biringkaloro Pallangga totaling 160 students. The research sample amounted to 80 students obtained using simple random sampling. Data collection techniques using learning outcomes test instruments and observation sheets. Data analysis techniques using descriptive statistical analysis and inferential statistics. The results of descriptive statistical analysis obtained the average mathematics learning outcomes of students with jigsaw type cooperative method 74.00 and genius learning strategy 76.88. The results of inferential statistical analysis showed that the sign value obtained was 0.000 in the sense that (0.000 &lt;0.05) so that it was concluded that there was a significant difference in mathematics learning outcomes by applying the jigsaw type cooperative method and the genius learning strategy in fifth grade students of Biringkaloro Pallangga State Elementary School. The conclusion of the study shows that the application of the jigsaw type cooperative learning method with the genius learning strategy is very influential on students' mathematics learning outcomes, especially students' ability to solve math problems easily and quickly.

Integrating metacognitive strategies impact in virtual science experiments for undergraduate students’ HOTS

Higher Order Thinking Skills (HOTS) are essential variables that support the achievement of science learning objectives. However, distance learning during the Covid-19 Pandemic was the cause of the lack of maximum HOTS for undergraduate science students due to their lack of involvement in experiments. Therefore, this study aims to apply a metacognition-integrated science virtual experiment model and examine its impact on students' HOTS science. A quasi-experiment was involved with a randomized pretest-posttest comparison group design to see the impact of the implementation of this model. Participants in the two treatment groups were randomly selected from two private universities in Indonesia. The HOTS of participants were assessed using multiple-choice questions. Observation sheets were used to measure the implementation of the learning model being developed. A general linear model with MANOVA was used to test the effect of the model, while Partial Eta Squared was used to measure the effect size of the model on HOTS. The results showed that the virtual science experimental model integrated with metacognition strategies significantly affected students' HOTS. The effect size measurement shows a high effect in the experimental group. Researchers recommend that universities apply a similar model to encourage students' achievement of HOTS.

Diabetic ulcers prevention in the elderly for improving blood circulation of lower extremities with combination foot exercise therapy and electrophysical therapy

Background: Diabetic foot ulcer is one of the complications of diabetes. The intervention for diabetic foot examination is the Ankle Brachial Index (ABI). Decreased ABI scores indicate decreased peripheral blood circulation in the extremities. An increase in ABI can be done by combining foot exercise therapy with electrophysical therapy. This study aims to analyze ABI scores in patients with type II diabetes performing a foot exercise combined with electrophysical therapy. Method: The research design is quasi-experimental, with a pretest-posttest comparison group used. The sampling method used was purposive sampling. A total of 120 respondents were divided into 2 groups: intervention and control. The intervention group was given diabetic foot exercises with a combination of electrophysical therapy, while the control group was given a standard intervention. The diabetic foot exercise was conducted daily in the morning for 4 weeks and lasted 20-30 minutes. Subsequently, the ABI score was assessed. Prior to the intervention, respondents’ ABI scores were measured. Data were analyzed using SPSS version 26.0 for Windows. Result: We found that an increase in the ABI score by 0.113 was statistically significant at a p-value &lt;0.05. After a month of the initial state, the ABI score by 0.758, and the p-value shows significance at &lt;0.05. In comparison, an increased ABI score was observed after a month of the first intervention. There was an increase in the ABI score by 0.654 (p&lt;0.05). Conclusion: Foot exercise therapy combined with electrophysical therapy was shown significantly increased repetitive muscle contractions and improve blood circulation, thus increasing the ABI score, which was ​​higher than the control group.

Effects of face-to-face and online yoga instruction on anxiety and flexibility

A research study employing a non-equivalent pretest-posttest comparison group design was used to measure online and face-to-face (FTF) yoga instructional methods and their effects on anxiety, increased flexibility, and perceived behavioural intentions to practice yoga in the future. This study was conducted to discover if online yoga course instruction was just as effective as or more so than a course taught FTF. Findings suggest that online yoga instruction was significantly more effective in reducing the state anxiety of the students. However, there was no significant difference between groups on trait anxiety indicating that either method was equally effective. In contrast, the F2F course was significantly more effective in reducing the appearance anxiety of students when compared to the online yoga course. Students in FTF and online increased in flexibility with no significant difference between groups. Based on these results, online yoga can reduce certain types of anxiety and be just as effective at increasing flexibility. The findings show that online yoga can be just as effective as and sometimes more effective than FTF yoga in some aspects important for maintenance of health and wellness in individuals.

The Influence of the Online Student Facilitator and Explaining (SFAE) Cooperative Learning Model on Learning Outcomes of PAI at SMK Persada, Sukabumi City

The study aims to determine the effect of the Student Facilitator And Explaining (SFAE) type cooperative learning model through the online system on the learning outcomes of class X Pharmacy 1 in PAI subjects at Persada Vocational High School, Sukabumi City. This type of research is based on a quantitative approach with descriptive and inferential/inductive statistical analysis. The research design was quasi-experimental, matching only the pre-test post-test control group design technique. The research process involved an experimental group (Class X Pharmacy 1) with a sample of 28 students who were given treatment and a control group (Class X Pharmacy 2) with a sample of 27 students who were not given treatment. Data collection techniques were library research, documentation, observation, and tests. The test is in the form of multiple choice, and the description refers to the PAI subject matter "sources of Islamic law". The comparison test results show the value of t = 3.022 &gt; ttable 2.048 which means Ho is accepted and Sig = 0.005 &lt;0.05. Then Ha is received, or there is a significant comparison of learning outcomes between classes X Pharmacy 1 and 2. The pre-test post-test comparison test results for the experimental class show that the value of t = -9.750 &lt; ttable 2.048 and Sig = 0.000 &lt;0.05, then Ho is rejected and Ha is accepted, or there is a significant comparison between the pre-test and post-test values of the experimental class (X Pharmacy). Thus, applying the online Student Facilitator and Explaining (SFAE) cooperative learning model has an effect on increasing PAI students' learning outcomes at SMK Persada, Sukabumi City. Students are more active in digging for information from PAI material sources and are able to rewrite the results of the information they got in the form of concept maps. So that students become much easier to understand the learning material

Promoting higher-order thinking skills during online learning: The integration of metacognition in science for higher education

&lt;span lang="EN-US"&gt;This study aimed to explore the integration of metacognition in online science education for college students and tested the feasibility of the learning model on students’ high order thinking skills (HOTS). The analyze, design, develop, implement, and evaluate (ADDIE) model was employed in this study. A needs analysis was conducted through interviews and questionnaire surveys to 21 science lecturers from primary school teacher education study programs at seven state universities and 14 private universities in Indonesia. In the development phase, the effectiveness of the model was examined through an experimental study involving three groups of students: experimental group (41 students), control group 1 (39 students), and control group 2 (39 students). The experimental study was performed using the randomized pretest-posttest comparison group design. The research hypothesis was investigated using a general linear model and multivariate analysis of variance. Through awareness-building, essential questioning, planning, monitoring, evaluating, and reflecting, this study successfully integrated metacognition into online science education. The model's learning syntax incorporated both synchronous and asynchronous learning activities. Virtual and contextual projects are critical components of this approach because they demonstrate how metacognition is regulated. Expert judgment indicated that the model under development was highly feasible. The experimental study established that the learning model had a considerable effect on students’ HOTS, which rose by 75% (a large effect) due to the model’s implementation.&lt;/span&gt;

Word Recognition and Fluency Activities’ Effects on Reading Comprehension: An Iranian EFL Learners’ Experience

Reading fluently is the goal of many L2 learners. The purpose of this study was to see how word recognition and fluency-building activities affect Iranian EFL students’ reading comprehension. To do so, 93 subjects with preintermediate command of English were selected. Then, they were divided into two experimental groups and one control group, each with 31 participants. In an eight-session period, the first experimental group (word recognition group) received word and phrase recognition activities, the second treatment group (fluency group) was exposed to fluency-oriented activities, while the control group was only exposed to the Farsi translation of the assigned texts. Using a randomized pretest-posttest comparison group design, we attempted to see how reading comprehension changes in response to the treatment. Therefore, a one-way between-groups ANOVA was used to test the null hypothesis. The findings revealed that both experimental groups significantly outperformed the control group in the posttest. There was no significant difference between the two experimental groups, according to post-hoc analyses, hence the efficacy of the two implemented techniques. This study implies that material developers should include such activities in their textbooks to enhance text comprehension, especially at the preintermediate level of language proficiency. Additionally, teachers can employ these techniques in their classes with their learners at the preintermediate level.