Significant Difference In Achievement Research Articles

Virtual Physics’ Programs & Students’ Improvements

The research article examines the effect of virtual Physics’ programs on students' achievement in the subject within public secondary schools in the Kakamega South sub-county. Quasi-experimental research design was adopted, quantitative data from a sample of form two students was collected using physics achievement test. The data was analyzed using Difference in Difference model. Findings showed a statistically significant difference in achievement between students taught using Physics virtual programs and those taught using face to face. The results of the analysis also showed that students’ achievement in physics was increasing by 1.34 point over time and the increase was statistically significant The findings are in agreement with those of Smith (2013) in a study comparing in-person learning and blended learning in secondary schools within New Zealand who reported a significant difference between students' achievement in blended and face-to-face classes. The findings would provide widespread benefits that extend to individual student by enhancing their understanding hence improved learning achievement. Its overall argument is that the government through KICD rolls out full integration of virtual physics programs in secondary education curriculum, incorporating teacher professional development and blended teaching and learning.

Do class III obese patients achieve similar outcomes and satisfaction to nonobese patients following surgery for cervical myelopathy? A QOD study.

The aim of this study was to compare the rate of achievement of the minimal clinically important difference (MCID) in patient-reported outcomes (PROs) and satisfaction between cervical spondylotic myelopathy (CSM) patients with and without class III obesity who underwent surgery. The authors analyzed patients from the 14 highest-enrolling sites in the prospective Quality Outcomes Database CSM cohort. Patients were dichotomized based on whether or not they were obese (class III, BMI ≥ 35 kg/m2). PROs including visual analog scale (VAS) neck and arm pain, Neck Disability Index (NDI), modified Japanese Orthopaedic Association (mJOA), EQ-5D, and North American Spine Society patient satisfaction scores were collected at baseline and 24 months after cervical spine surgery. Of the 1141 patients with CSM who underwent surgery, 230 (20.2%) were obese and 911 (79.8%) were not. The 24-month follow-up rate was 87.4% for PROs. Patients who were obese were younger (58.1 ± 12.1 years vs 61.2 ± 11.6 years, p = 0.001), more frequently female (57.4% vs 44.9%, p = 0.001), and African American (22.6% vs 13.4%, p = 0.002) and had a lower education level (high school or less: 49.1% vs 40.8%, p = 0.002) and a higher American Society of Anesthesiologists grade (2.7 ± 0.5 vs 2.5 ± 0.6, p < 0.001). Clinically at baseline, the obese group had worse neck pain (VAS score: 5.7 ± 3.2 vs 5.1 ± 3.3), arm pain (VAS score: 5.4 ± 3.5 vs 4.8 ± 3.5), disability (NDI score: 42.7 ± 20.4 vs 37.4 ± 20.7), quality of life (EQ-5D score: 0.54 ± 0.22 vs 0.56 ± 0.22), and function (mJOA score: 11.6 ± 2.8 vs 12.2 ± 2.8) (all p < 0.05). At the 24-month follow-up, however, there was no difference in the change in PROs between the two groups. Even after accounting for relevant covariates, no significant difference in achievement of MCID and satisfaction was observed between the two groups at 24 months. Despite the class III obese group having worse baseline clinical presentations, the two cohorts achieved similar rates of satisfaction and MCID in PROs. Class III obesity should not preclude and/or delay surgical management for patients who would otherwise benefit from surgery for CSM.

The Effect of Improvised Computer-Based Software Package on Secondary School Students’ Achievement and Attitude Towards Mathematics

The study was conducted to determine the effect of improvised computer-based software on the achievement and attitude of senior secondary school students towards mathematics. Fifteen secondary school mathematics teachers were trained to produce a computer-based software package and use the package to teach ‘graphical solution to quadratic equations’ to senior secondary class one (SSCI) students. A total sample of 1487 SSCI students was used in the study: 745 students in the 15 secondary schools purposively selected on the rationale of their closeness to a computer center, used as the experimental group, and 742 students from the 15 schools randomly selected for use as the control group. Pre-test, post-test, and quasi-experimental research designs were used to conduct the study. Fifteen intact classes were simultaneously used for treatment in the experimental and control groups. The experimental groups were taught with computers using the computer-based software package on teaching graphical solutions to quadratics equations produced by their teacher, while the control groups were taught using the conventional strategy. The result reveals a significant difference in academic achievement between students taught with improvised computer-based software packages and those taught using the conventional strategy. The mean achievement score of 73% and standard deviation of 9% was obtained from the experimental group, while the control group had a mean achievement of 57% and standard deviation of 5%. Similarly, the experimental group had an attitude test score of 82% and a standard deviation of 6%, while the control group had a mean attitude test score of 59% and a standard deviation of 11%. This gave the calculated value of the t-test as t = 42.3 for achievement and t = 50.1 for attitude, showing a significant difference in achievement and attitude between the experimental and control groups. Thus, an improvised computer-based software package is more effective in teaching mathematics than the conventional strategy. Hence, improvising computer-based software for teaching and learning is highly recommended.

Teaching Model Development of English Speaking Skill Using Story Telling in Junior High School

The research aim is to describe the problem of speaking ability in junior high school needs to be done to observe the development of students'' learning difficulties in current speaking skills.The type of research is a class action research descriptive quantitative. The population of this research is class VIII teacher at Junior High School state three Binjai. Based on the results of the pre-test, the pre-test mean score was 66,26 and the mean score in the post-test was 86,93. It can be seen that the students'' skill in speaking by using storytelling technique increased. From these calculations, it can be inferred that there was a difference of students'' scores before and after receiving the treatment. The affect storytelling used single story telling is from score minimum pre-test 30 to score post test is 82 and score maximal pre-test 65 and post-test is 82 it is mean the research is succeed and have affect to speaking skill. The improving from the research is when using the single story telling model, the results obtained increased by approx. 49%. Based on the data analysis, the researcher found that storytelling technique can improve students’ skill in speaking. As the result from the pre-test and post-test mean scores which were given. The improvement of mean score was 66,26 to 86,93.It means that there is significant difference of achievement between the students who were taught by using storytelling technique and the students who were taught without storytelling technique. The data also showed that students felt that storytelling technique could help them in speaking. Most of them also responded that they attempt to use storytelling technique in their daily speaking.

The influence of cognitive style differences on foreign language learning strategies

Finding out how different cognitive styles affect the strategies chosen for learning a foreign language was the driving force behind this research. The rapid pace of globalization has made fluency in more than one language an essential component of every well-rounded person’s toolbox. However, in the actual learning process, there are significant achievement differences between students, which is not only related to language talent, but also influenced by individual cognitive style. By reviewing the relevant literature, this paper gives a clear definition and classification of cognitive style, and gives an overview of foreign language learning strategies. On this basis, 150 foreign language learners from different schools were surveyed by a combination of questionnaire and interview. Students’ use of various tactics for learning a foreign language is influenced by their cognitive styles, according to the results. Metacognitive methods are more commonly used by students who are independent in their subject, whereas field-dependent students depend more on tactics that involve social and emotional support. Furthermore, the study concluded that in order to maximize the effectiveness of instruction, educators should use more individualized approaches that take into account individuals’ unique cognitive styles. In addition to offering concrete recommendations for enhancing the current state of foreign language instruction, this study offers a fresh viewpoint on the unique characteristics of language learners.

Achievement of Mathematics Teachers on Production of Computer Based Software Package for Teaching And Learning of Mathematics

The research was carried out to determine the achievement of mathematics teachers in the production of computer-based software packages for teaching and learning mathematics. Fifty (50) mathematics teachers of which twenty (20) were from primary schools, fifteen (15) from secondary schools and fifteen (15) were lecturers from, tertiary institutions, were selected for this study. They were trained on computer-based software package production for twenty-one (21) days and rated. The result of the analysis using ANOVA and t-test at 0.05 level of significance, shows that there was no significant difference in achievement of the teacher in computer-based software package production. Primary school teachers had mean achievement score of 73%, secondary 72%, lecturers 75%. Male had 75.6%, female 71.5%, t-ratio showed no gender difference at 0.05 level of significance. It is recommended that computer-based software production by teacher should be encouraged.

Effectiveness of Learning Modules for Topics Linear Motion Graph Fourth Form Physics

The study aimed to determine the effectiveness of the Linear Motion Graph learning module (PGeL) among Form Four students. The design of this study is the developmental research which involves the development of the PGeL learning module based on the ASSURE instructional design model. The module was developed by applying chunking elements, mnemonic, interactive simulations, POE approach (predict, observe and explain) and graphics techniques. The effectiveness of the PGeL module was investigated using the quasi-experimental design. A total of 94 secondary school students in Kuala Lumpur zone were selected as respondents using the cluster random sampling technique and consist of two groups; the treatment group and the control group. The effectiveness of the PGeL learning module was determined using pre-test and post-test question sets. Data analysis was carried out using the Statistical Package for the Social Science (SPSS) software. The findings showed that the developed PGeL learning module had high face validity and content validity of 97.1% and 95.3%, respectively. The pre-test and post-test questions were used to collect information on student achievement in the Linear Motion Graph topic. Analysis of student responses in context found that the treatment group showed a better improvement in achievement compared to the control group, with the best improvement being in problem-solving contexts. Independent samples t-test analysis showed that there was no significant difference in the pre-test score between the treatment group and the control group [t (92, p = 0.824) = -0.223, p&gt;0.05]. Independent samples t-test analysis also showed that there was a significant difference in the post-test score between the treatment group and the control group [t (92, p = 0.000) = 10.919, p&lt;0.05]. Furthermore, independent samples t-test analysis showed that there was a significant difference in achievement between the treatment group and the control group [t (92, p = 0.000) = 12.622, p&lt;0.05]. In conclusion, the developed PGeL learning module is effective in improving the achievement of form four students in the Linear Motion Graph topic. The implication of this study is that the PGeL learning module is suitable for use as a learning aid for the Linear Motion Graph topic.

Examining the Effects of “Small Private Online Course and Flipped-Classroom”-Based Blended Teaching Strategy on First-Year English-Major Students’ Achievements

Blended teaching, characterized as a combination of online instruction and face-to-face teaching is effective in maintaining high student retention, promoting learners’ motivation and saving costs in EFL teaching. However, as low learning efficiency can lead to a reduced performance related to students’ blended learning, it is necessary to study the effectiveness of blended teaching. This study aims to examine the effects of the “SPOC and Flipped classroom”-based blended teaching strategy on first-year English-major students’ achievements in five English language skills compared with those of the traditional face-to-face classroom teaching strategy. For this research, a quasi-experiment was conducted for one semester, employing an “SPOC and Flipped classroom”-based blended teaching strategy in two undergraduate classes for first-year English-major students. A total of 64 students majoring in English at a Chinese university in Shandong province participated in the quasi-experiment and were divided into the control class (N = 32, (intact group), with 6 men and 26 women) and the experimental class (N = 32, (intact group), with 4 men and 28 women). Intervention was performed in the experimental class, while a typical face-to-face classroom teaching strategy was employed in the control class. Findings of students’ overall achievements showed that the blended teaching strategy based on the SPOC and flipped-classroom approach was more effective in improving students’ achievements than face-to-face classroom teaching. Findings of students’ achievements in each of the five English language skills showed that the “SPOC and Flipped”-based blended teaching strategy was effective in enhancing students’ listening, reading, translating, and writing, but was not effective in speaking. Furthermore, students’ genders and regional backgrounds were considered as moderating variables of students’ achievements, and findings indicated that gender had no significantly positive effect on students’ achievements in the blended teaching intervention. However, a significant difference in achievements between the students from urban and rural areas was observed, which indicated that regional background had significantly positive effect on students’ achievements in blended teaching. The findings of the research implied that the implementation of well-designed blended learning that uses effective strategies could significantly improve students’ achievements in English language skills, but that there would be different results among students of different skill levels and regional backgrounds. Moreover, as the quality of EFL blended teaching improves, students’ academic performance will be enhanced.

Changes in pre- and in-hospital management and outcomes among children with out-of-hospital cardiac arrest between 2012 and 2017 in Kanto, Japan

Previously, the SOS-KANTO 2012 studies, conducted in the Kanto area of Japan, reported a summary of outcomes in patients with out-of-hospital cardiac arrest (OHCA). This sub-analysis of the SOS-KANTO study 2017 aimed to evaluate the neurological outcomes of paediatric OHCA patients, by comparing the SOS-KANTO 2012 and 2017 studies. All OHCA patients, aged < 18 years, who were transported to the participating hospitals by EMS personnel were included in both SOS-KANTO studies (2012 and 2017). The number of survival patients with favourable neurological outcomes (paediatric cerebral performance category 1 or 2) at 1 month did not improve between 2012 and 2017. There was no significant difference in achievement of pre-hospital return of spontaneous circulation (ROSC) [odds ratio (OR): 2.00, 95% confidence interval (95% CI): 0.50–7.99, p = 0.50] and favourable outcome at 1 month [OR: 0.67, 95% CI: 0.11–3.99, p = 1] between the two studies, matched by age, witnessed arrest, bystander CPR, aetiology of OHCA, and time from call to EMS arrival. Multivariable logistic regression showed no significant difference in the achievement of pre-hospital ROSC and favourable outcomes at 1 month between the two studies.

Pre-skills of reading and writing in children with developmental language disorder and children with typical language development

&amp;lt;p&amp;gt;Introduction. In addition to the development of spoken language, typical intellectual abilities, preservation of the senses of hearing and sight, phonological awareness and the ability of graphomotor expression are necessary for mastering the skills of reading and writing. With this in mind, the aim of this research is to determine the level of phonological awareness and the ability of graphomotor expression in children with developmental language disorder (DLD) and children with typical language development (TLD). Methods. The sample consisted of 46 children aged five to seven years, who were divided into two groups based on the status of speech and language abilities. The first group consisted of 23 children with DLD, and the second of 23 children with TLD. The FONT test was used to assess phonological awareness, and the Prediction Test for Dysgraphia was used to assess graphomotor abilities. Results. The results of the research show that children with DLD performed poorly on phonological awareness tasks compared to TLD children. Age proved to be a significant factor in differences in the development of phonological awareness. Achievements on the Prediction Test for Dysgraphia show that children with DLD have almost twice the weaker ability of graphomotor expression compared to TLD children. Furthermore, the research results show that there are significant differences in the level of development of graphomotor skills between children of different ages. Also, no significant difference in achievements on the Prediction Test for Dysgraphia or on the FONT test has been found in relation to gender. Conclusion. Children with developmental language disorder had significantly lower achievements on the phonological awareness test and the Prediction Test for Dysgraphia compared to children with typical language development.&amp;lt;/p&amp;gt;

The Effect Of Word Wall Media On Students’ Vocabulary Mastery At The 7th Grade Of SMPN 3 Kec. Pangkalan Koto Baru

One of the most crucial language components that students should master is vocabulary. It is caused vocabulary is always used in everyday activities. Nevertheless, the students have difficulty when learning vocabulary and the lack of ability of students in remembering new vocabulary in English. Based on the problems, as a resulted to conduct teaching vocabulary mastery by the use of media namely word wall to help students improving their vocabulary mastery. This research was conducted to the seventh grade of SMPN 3 Kec. Pangkalan Koto Baru. In this study, researcher used quantitative method with quasi-experimental design by comparing two classes. The subject of this study was seventh grade, namely VII1 and VII2. VII1 was experimental class with 25 students and VII2 was control class with 25 students. The research instrument was vocabulary test. The data was analyzed by using Independent Sample t-test in SPSS 26. This study indicated that there was significant difference in achievement of students’ vocabulary mastery between the students who were taught by using word wall media and without using Word Wall media. It can be seen from p-value which was smaller than the alpha value (0.000&lt;0.05). From the results of the data, teaching vocabulary mastery through word wall media gave more significant effect to increase students’ vocabulary mastery.

Argument Driven Inquiry and Student Achievement in High School Chemistry, Moderated by Gender

In the age of high stakes testing, the best instructional methods to promote academic achievement are frequently examined. The purpose of this study was to examine whether implementation of the Argument-Driven Inquiry (ADI) model in a high school chemistry course would be associated with improved student scores compared to a more traditional approach. The study employed a nonequivalent control group design to evaluate the posttest scores of students by instructional method and gender. Data were obtained from a sample of 28 honors students in a chemistry course in grades 10 and 11. The data consisted of pretest and posttest scores. A two-way analysis of covariance was used to address the study’s research questions, controlling for the students’ aptitude. The results showed that there were no significant differences in achievement between the ADI and traditional methods groups, controlling for the students’ aptitude. Also, the interaction between instructional method and gender was not significant. Use of ADI methods was, thus, found to neither improve nor be negatively associated with student performance.

The effect of a formative assessment practice on student achievement in mathematics

Research has shown that formative assessment can enhance student learning. However, it is conceptualised and implemented in different ways, and its effects on student achievement vary. A need has been identified for experimental studies to carefully describe both the characteristics of implemented formative assessment practices and their impact on student achievement. We examined the effects on student achievement of changes in formative assessment of a random sample of 14 secondary school mathematics teachers after a professional development programme. This study describes practices implemented and students’ achievement as measured by pre-tests and post-tests. We found no significant differences in achievement on the post-test, after controlling for pre-test scores, between the intervention group and control group, and no significant correlation between the number of formative assessment activities implemented and the post-test scores (controlled for the pre-test scores). We discuss characteristics of formative assessment implementations that may be critical for enhancing student achievement.

The use of Jigsaw II technique in Malay grammar learning

The Jigsaw II technique has been found to be effective in teaching and learning grammar based on cooperative learning. Therefore, this study was conducted to examine the effect of the use of the Jigsaw II technique on Form Four students’ attitudes and achievement in Malay grammar learning. Sixty-two students from two boarding schools in Kubang Pasu district, Kedah, Malaysia, were selected to participate in the study. They were divided into a treatment group and a control group. Thirty-one students of the treatment group used the Jigsaw II technique, while thirty-one students of the control group used the Gallery Walk technique. Both groups were given pre-test and post-test. Pre-attitude and post-attitude questionnaires were given to the treatment group only. Data was collected and analysed quantitatively using paired sample t-test, independent sample t-test, and simple linear regression test. The results showed a significant difference in achievement and attitudes for the treatment group in learning Malay grammar after using the Jigsaw II technique. The analysis also showed that the student’s attitude also influenced their achievement in learning Malay grammar based on the Jigsaw II technique. In conclusion, language teachers should choose and diversify cooperative learning techniques, such as the Jigsaw II technique, as this technique can also influence students’ achievement and attitudes in grammar learning.

Impact of the activity and reality principles on learners’ achievement regarding systems of linear equations

This article reports the impact of incorporating the activity and reality principles of realistic mathematics education (RME) when teaching systems of linear equations (SLE). The impact is considered in relation with learners’ achievements. A quantitative approach typified by a quasi-experimental design with non-equivalent groups was followed. 50 grade 10 learners of secondary school mathematics participated in the study. 26 of these composed the control group while 24 consisted of the experimental group. The study site was conveniently chosen while participants were randomly assigned to both groups after pre-testing. Treatment was an approach, which included the reality and activity principles of RME to teach SLE. By contrast, the control group was taught in a conventional manner. Data were collected through pre-testing and post testing. Post-treatment analyses such as the ANOVA test showed that there was a significant difference in achievement between the experimental and the control groups. In this regard, learners who were taught based on a method that included the activity and reality principles achieved higher scores than the group, which learned through conventional teaching methods. This finding demonstrates that integrating the activity and reality principles of RME in the teaching of SLE can contribute to learners’ high achievement. It is therefore recommended that mathematics teachers should integrate RME principles in their teaching as a way of enhancing learners’ performance in mathematics topics.

Finding the variables that react: Relationships between ability beliefs and student achievement in an inquiry‐based introductory chemistry laboratory course

AbstractThis quantitative, exploratory study examined whether a Project‐Based Guided Inquiry (PBGI) chemistry laboratory course supported more incremental ability beliefs among students, examined achievement outcomes for students grouped based on changes in student‐reported chemistry ability beliefs from pre‐ to post‐course, and provided explanations for differences in achievement and chemistry ability beliefs. Data sources included pre/post surveys of 367 undergraduate students' and 18 teaching assistants' (TAs) content knowledge, ability beliefs, sociodemographics (e.g., gender, race), and prior chemistry experience. The hierarchical linear regression (HLR) model accounted for 27.4% of the variance in post‐content scores, with male students and students with more prior chemistry experience scoring significantly higher than their counterparts. Student ability beliefs was not a significant predictor of content knowledge at the end of the course. Women had a significant decrease in their ability beliefs while male students did not. Furthermore, there were significant differences in achievement depending upon whether and how students' chemistry ability beliefs changed during the course. HLR indicated that student race and TA research experience significantly predicted students' ability beliefs and accounted for 32.7% of variance in this model. Finally, students had more positive perceptions of their TA when their TA held more incremental ability beliefs. These results also indicate that redesigning undergraduate chemistry labs to a PBGI approach does not necessarily level the academic playing field for students who identified as Black, Hispanic, or Multi‐racial, women, or students with less chemistry experience. Providing additional scaffolding for students and developing professional learning experiences to explicitly support TAs incremental ability beliefs may be beneficial in reform‐based laboratory contexts. Further research is needed to understand who benefits from reform‐based instruction and for what reasons.

The Effects of Online Collaborative Learning (OCL) on Student Achievement and Engagement

This study determined the effects of Online Collaborative Learning (OCL) on student achievement and engagement in physical science. A one-group pretest/posttest pre-experimental research design was employed. The participants were Grade 11 students (n=30) in a public stand-alone senior high school in Congressional District 1, Quezon City, Philippines, who were selected using purposive sampling. This study utilized five research instruments: (1) OCL-based lesson plans, (2) Learning Activity Sheets (LAS), (3) Physical Science Achievement Test (PSAT), (4) CIP Engagement Questionnaire, and (5) Student Learning Experience Survey. The collected data were analyzed and interpreted quantitatively and qualitatively. Quantitative data were obtained from the validated 40-item achievement test and the adopted engagement questionnaire, while responses to the Student Learning Experience Survey provided qualitative data. Paired t-test was employed to determine the significant difference in achievement and engagement before and after the OCL’s implementation. The results showed a significant difference between the pretest and posttest mean scores of the students in the achievement and engagement in physical science. Likewise, there was a statistically significant difference between the pretest and posttest mean scores for all engagement factors: cooperation, interest, and participation. The result of the survey revealed that students’ exposure to the OCL strategy was effective in facilitating significant improvements in their achievement and engagement in physical science. Overall, the findings signified that Online Collaborative Learning (OCL) as a teaching-learning strategy enhanced students’ achievement and engagement in physical science.

THE REALIZATION OF SEMANTIC MAPPING STRATEGY IN READING OF ENGLISH FOR FOREIGN LANGUAGE CLASS IN SMK BARDAN WASALAMAN BATANG

The purpose of this study is to gain a better understanding of the effectiveness of Semantic Mapping strategies in teaching reading comprehension in second grade students of SMK Bardan Wasalaman Batang. The research question is whether Semantic Mapping strategies are effective in Reading of English for Foreign language Class. Forty-two eleventh grade of in SMK Bardan Wasalaman Batang was chosen as a subject and divided equally into two groups; one group is the experimental group and the other is the control group. There are several procedures carried out in data collection to answer research questions; first, a pre-test is given before the experiment is performed to ascertain whether there are no significant differences in English proficiency in the two subject groups of lesson. Subjects are required to complete a reading comprehension test consisting of forty-five multiple-choice tests within ninety minutes. Second, after the experiment, a post-test was carried out using the same test for the pre-test. Finally, the t-test was used to determine whether there were significant differences in the achievement of reading comprehension between the two groups. The data showed that there were significant differences in the achievement of reading comprehension between the experimental groups - treated with Semantic Mapping strategies and the control group taught with KWL strategy. It means that the Semantic Mapping Strategy is more effective than KWL Strategy. The data indicate that there is significant difference in reading comprehension achievement between the experimental group - treated and Semantic Mapping strategy, and the control group taught with KWL strategy. It means that Semantic Mapping Strategy is more effective than KWL Strategy.

Paper 77: Only a Minority of Patients with Rotator Cuff Tear Achieve MCID for PROMIS Pain and Function Measures Following Initial Non-Operative Treatment

Objectives:It is still unclear which patients benefit from nonoperative treatment of rotator cuff tear versus those who benefit from early intervention. The purpose of our study was to determine which patients benefit from conservative therapy and establish the MCID of patients undergoing nonoperative treatment for partial and full-thickness rotator cuff tears (RCT).Methods:We performed a retrospective cohort study evaluating non-operatively managed patients with MRI-confirmed partial-thickness and full-thickness RCT (PTRCT, FTRCT). We included patients who underwent initial course consisting of rest, activity modification, physical therapy, and/or injection for their condition. In our institution, all patients complete National Institutes of Health (NIH) Patient-Reported Outcomes Measurement Information System (PROMIS) assessments for physical function and pain interference. In patients with shoulder conditions, this consists of the PROMIS Upper Extremity Computer Adaptive Test (CAT) v2.0 (“PROMIS UE”) and the PROMIS Pain Interference CAT v1.1 (“PROMIS PI”). Treatment modalities and follow-up PROMIS scores at least 6 weeks after initial visit were recorded. Using a distribution technique, the minimum clinically important difference (MCID) was calculated, and the proportion of patients achieving MCID for each tear group for both function and pain was determined. Chi-square tests were used to compare MCID achievement between PTRCT and FTRCT patients for both PROMIS UE and PROMIS PI.Results:A total of 100 FTRCT and 90 PTRCT patients were included in this analysis. Average age was 61.2 years, with 59% (n=112) female patients. The MCID for PROMIS UE was determined to be 3.9 and 3.9 for PTRCT and FTRCT patients, respectively. For PROMIS PI, MCID was 3.1 and 3.7 for PTRCT and FTRCT, respectively. In patients with PTRCT, the baseline score improved slightly from 31.4 to 34.9 for PROMIS UE, compared to a score change of 30.1 to 32.8 for patients with FTRCT. In total, 46% of PTRCT and 38% of FTRCT achieved MCID for PROMIS UE. In patients with PTRCT, the baseline score improved slightly from 63.1 to 60.0 for PROMIS PI, compared to a score change of 63.4 to 61.1 for patients with FTRCT. In total, 33% of PTRCT and 36% of FTRCT achieved MCID for PROMIS PI. When comparing PROMIS UE scores between PTRCT and FTRCT patients, there was no statistically significant difference in achievement of MCID (p=0.288). This was also the case for PROMIS PI (p=0.727).Conclusions:The present study identified MCID for PROMIS UE and PROMIS PI in both PTRCT and FTRCT undergoing conservative management. Only a minority of patients achieved MCID for pain (33% for PTRCT and 36% for FTRCT). A slightly higher proportion of patients achieved MCID for physical function (46% for PTRCT and 38% for FTRCT). The results of this study indicate that, while function may be more likely improved than pain, neither domains are significantly improved following initial nonoperative management in this patient population.

Comparative Analysis of Field-Dependence and Field-Independence as Determinants of Students Achievement in Geometry

The study was aimed at comparing field-dependence and field-independence as determinants of students’ achievement in geometry which constitutes a large percentage of the mathematics curriculum for secondary school students in Nigeria. A total of 200 SSII students from two schools in Yakurr Local Government Area of Cross River State, Nigeria, were used for the study. A pre-test comprising 50 multiple choice questions, the group Embedded Figure Test (GEFT) comprising 10 items, and a post-test comprising 50 multiple choice questions were all employed for data collection. Both descriptive and inferential statistics were used for data analysis. The result obtained showed that field-dependence and field-independence were determinants of students’ achievement in geometry, however, indicating that significant differences in achievement between field-dependent and field-independent students was determined by the method of treatment used in the study. The results also showed that whereas maximum guidance was very effective for both subsets of students, minimum guidance tended to favour the field-independent students, putting the field-dependent students at a disadvantage. Based on the findings, it was recommended that educators, curriculum planners, teachers and students should all translate the results of this study into viable educational programmes that will enable mathematics students to achieve maximum success in examinations. Keywords: Cognitive style, field-dependence, field-independence, maximum guidance, minimum guidance. DOI: 10.7176/JEP/13-17-08 Publication date: June 30 th 2022