Significant Difference In Posttest Scores Research Articles

Effect of Cognitive Orientation to Daily Occupational Performance (CO-OP) Programme on Playfulness in Children with Attention Deficit Hyperactivity Disorder

Objective: To investigate the effect of cognitive orientation to daily occupational performance (CO-OP) programme on playfulness in children with attention deficit hyperactivity disorder.Material and Methods: Seventy Attention deficit hyperactivity disorder participants (N=70), aged between 6-8 years were recruited from a local community-based setting. The children were divided into an experimental (n=35) and a control group (n=35). The experimental group participants received CO-OP and the control group participants received the conventional occupational therapy programme; for 12 weeks. The test on playfulness was used to measure playfulness in children.Results: There were statistically significant differences between pretest and post-test scores of the test of playfulness (TOP) in the experimental group (p-value≤0.05) components of: Extent, Intensity and Skillfulness, and there were statistically significant differences between pretest and post-test group of TOP in the control group (p-value≤0.05) in Intensity and Skillfulness. There was no statistically significant difference in pretest and post-test scores of TOP in the component of Extent. Further analysis revealed that clinically there was significant differences in the post-test scores of TOP between the control and experimental group components of Extent, Intensity and Skillfulness.Conclusion: CO-OP was effective in improving playfulness in children with attention deficit hyperactivity disorder.

Increasing Reproductive Health Knowledge of Indonesian Female Migrant Workers Through Case Study Learning Method

Background: Reproduction health in migrant workers is complicated and difficult to handle. Health education is one of the methods to increase the knowledge about health reproduction. Aims: The study aimed to analyze the knowledge of migrant workers related to reproductive health through case study learning method. Methods: The study is an intervention research. Total respondents were 135 participants. The intervention was conducted in 3 groups of female migrant workers. The intervention given was related to reproductive health with 4 meetings in the first group, 8 meetings in the second group and 12 meetings in the third group. Group 2 and 3 used case study as learning method. The measurement of knowledge of the three groups was through pre-test and post-test. The statistical test used ANOVA to determine differences between intervention groups and T Test to determine the difference between pre-test and post-test scores. Results: There were significant differences in pre-test and post-test scores in all groups and there was significant difference in post-test scores in groups 1 and 3 of p=0.001. Conclusion: Health education given to migrant workers is proven to be able to increase the level of knowledge related to reproductive health. The group that received case study as learning method and more number of meeting, had a better level of knowledge.

Using Social Networking Tools for Teaching the English Directive Speech Act of Command to Undergraduate Arab EFL Learners

This study investigates the effectiveness of using social networking tools for teaching the speech act of command to undergraduate Arab EFL learners. Employing an experimental pre-test post-test design, the research involved 40 students distributed across four groups: two experimental groups utilizing social networking tools for direct and indirect command instruction, and two control groups receiving traditional teaching methods. Over a three-week period, the speech act of command was taught to the four groups either through WhatsApp groups or conventional classroom instruction. A discourse completion task was used to assess participants' pragmatic competence before and after the intervention. Results of ANOVA tests showed a significant difference in post-test scores, with the experimental groups outperforming the control groups. Remarkably, among the experimental groups, those exposed to indirect command instruction exhibited the highest mean score. This suggests that social networking tools can positively impact learning outcomes for teaching speech acts like command. The study highlights the value of incorporating innovative technological approaches that align with the evolving communicative needs and preferences of contemporary learners.

The Efficacy of Cognitive-Behavioral Couple Therapy on Communication Beliefs and Marital Burnout among Couples on the Verge of Divorce

Objective: The purpose of the current research was to determine the efficacy of cognitive-behavioral couple therapy on communication beliefs and marital burnout among couples on the verge of divorce. Methods and Materials: The study employed a quasi-experimental pretest-posttest design with a control group. The population consisted of couples seeking divorce who visited counseling clinics in Tehran in the year 2022, with 32 individuals being conveniently selected and randomly assigned to either the experimental or control group, each comprising 16 members. Data were collected using the Communication Beliefs Questionnaire and the Marital Burnout Questionnaire. The cognitive-behavioral couple therapy intervention for the couples in the experimental group was conducted over eight weekly sessions, each lasting an hour and a half, while the control group was placed on a waiting list. Findings: The findings indicated that there were significant differences in post-test scores between the experimental and control groups in terms of communication beliefs and marital burnout. Conclusion: Therefore, cognitive-behavioral couple therapy has an effect on communication beliefs and marital burnout among couples on the verge of divorce.

The Effects of Genre Based Approach and Process Approach on EFL Writing Class

Indonesian students learn English as a Foreign Language (EFL). Indonesian students who are second language users (L2 learners) have limited knowledge of frequently used words compared to first language users (L1 learners) and native English speakers. EFL students made more mistakes and errors in EFL writing classes due to limited vocabulary. A frequent word is a single word in the first three frequency levels of the 1000 words. To fill this gap, this study aimed to examine the effectiveness of a genre-based approach (GBA) and a process approach to writing (PAW) on student writing skills. In this study, a quasi-experimental study design was applied in the form of a pre-test and post-test control group design. As a sample for this study, two classes of 3rd semester undergraduate students from the Faculty of Economics and Business in Sumenep, East Java, Indonesia were randomly selected. Seventy students participated in the study, of which 35 students in the experimental group received the GBA and another 35 students in the control group received the process approach to writing. Data were analysed using independent and dependent (paired) sample t-tests. The resulting findings showed that: 1) There was a significant difference in post-test scores between students taught using a genre-based approach and those taught using a process approach to writing. 2) Adopting a genre-based writing approach or a process approach has had a big impact. This study shows that the genre-based approach contributes more than the writing approach. In conclusion, the GBA or PAW was effective in teaching English writing skills.

The Effect of Classical Music on Two Sports Skills, Agility and Quick Penalty Shot, in Female Basketball Players

Background: The psychological and physiological effects of music have become an attractive field of sports research in the past decade. Objectives: This study investigated the effect of classical music on two sports skills, agility and free throw shooting, in female basketball players. Methods: The study population consisted of all female basketball players on a team. From those who met the study criteria, 26 participants were randomly assigned to two groups: a control group (without classical music) and an experimental group (with classical music). The research variables were measured using pre-tests and post-tests. Independent t-test was used to test the research hypotheses. Results: The results of the statistical tests showed a significant difference in post-test scores between the experimental and control groups (P < .05). Conclusions: Listening to classical music significantly improved the performance of female basketball players on agility and free throw shoo ting tasks.

An examination of an 8-week online activity-specific skills program to BMI of local college students

Requiring college students to engage in basic resistance training, locomotor, and non-locomotor exercises has shown mixed results in decreasing and improving BMI. This study aimed to assess the effectiveness of an online activity-specific skills program on college students’ BMI. An experimental research design was employed, with students participating in activity-specific exercises for eight consecutive weeks. Demographic factors, including gender, pre- and post-test BMI, and the Physical Activity Readiness Questionnaire, were considered. An Independent Sample T-Test was used to determine significant differences in post-test scores based on gender, while a Paired Samples T-Test was used to analyze differences between pre- and post-test scores. The results indicated no significant difference in the pre-test scores. Moreover, after the eight-week activity-specific skills program, there was no significant difference observed between the pre- and post-test scores. The movement patterns taught in PE 1, encompassing locomotor, non-locomotor, and basic resistance training, did not impact students’ body mass indexes. These findings may prompt educators to reassess the effectiveness of current physical education methods or to explore alternative approaches that might be more successful in reducing students’ BMI. As the results are inconclusive, further research with a larger sample size is needed to validate the assertions made in this study.

Use of Video-Based Instruction With Code-Switching To Improve Students’ Attitudes And Performance

In a world of extraordinary technological progress, teachers use a variety of ways to provide effective physical education classes. It demanded a transition from traditional to advanced digital learning. This study examined the effect of video-based instruction with code-switching on students' performance and attitudes in Physical Education. The research utilized a quasi-experimental pretest-posttest design with two groups of 78 senior high school students in Bukidnon, Philippines. The data were analyzed using the mean, standard deviation, and analysis of covariance (ANCOVA). The data showed that the performance of the experimental group, who received video-based instruction with code-switching, improved significantly more than the control group from the pre-test to the post-test. However, there was no significant difference in post-test scores in students' attitudes towards the subject between those who received Video-Based Instruction with Code-Switching and those who did not. Consequently, the language used (code-switching) is an effective tool for instruction for improving student performance and attitudes. This paper may serve as a wake-up call for the Department of Education to advocate using local language in all K–-12 programs, not just at the primary levels, given that education is essential for building a better nation. PE teachers should take note of these consequences while creating lessons that support learning and cater to the requirements and interests of diverse students.

Use of Smart Learning Resource Management Systems for Sustainable Learning

Learning resources are very important to all the stakeholders in the world of education. There is a very large number of learning resources today and they are scattered all over the internet. This study was about the development of a new smart learning resource management system called STOU SmartLearnX, which can locate and pull up digital content from the internet and social media. It has integrated technology to support independent learning via digital media. The system passed quality control evaluation by a panel of 15 experts before being tested on bachelor’s degree students enrolled in an online course emphasizing nanolearning style offered by an open university in Thailand. The 65 sample students testing the system came from Humanities and social science, Science and technology and Health science. They were given a pretest before using STOU SmartLearnX in the course and a posttest after using it, and their mean scores were compared using t-test dependent and one-way ANOVA. Mean posttest scores were higher than pretest scores to a statistically significant degree, but there was no significant difference in posttest scores between the students from the group, indicating that the system can be successfully used for learning in different subject areas. In the future the system may be further developed to make it able to deliver more precise results by utilizing advanced searches and images. Searches should take into account the context and should be responsive.

The effect of Modeled Talk strategy on improving EFL Preparatory Pupils’ speaking skill

The purpose of this research is to determine whether or not the Modelled Talk strategy improved the speaking skills of EFL Preparatory Pupils as measured by post-test recognition and production scores, as well as whether or not there was a significant difference in the performance of the experimental group between pre- and post-tests. Hypotheses for this research include,there is no significant difference in post-test scores between the Modelled Talk and control groups and there is no significant difference in post-test scores between the Modelled Talk and Post-Test 1 and Post-Test 2 experimental groups.The present study sampled (60)sixth grade class of the al-shaheed ahmed Fattah primary school in Bayji town during academic year (2021-2022). There are two groups for research , A and B, each with 30 pupils , A serves as an experimental group and B serves as a control group.Both groups have been equalized in terms of educational of parents testee’s age and English achievement.Six weeks have passed since the beginning of the experiment in the first semester of the academic year 2021–2022. Multiple statistical methods, including the T-test, weighted mean, and percentile mean, have been used to examine data that was gathered from students' post-tests .These results show that utilizing a modelled conversation technique is more efficient than the conventional approach. The report wraps off with some last thoughts, comments, and recommendations

Technology-Supported Physical Activity Course for Increasing Physical Activity Levels of University Students: System Development and Pilot Implementation

This paper investigates and pilots design principles focusing on developing a technology-supported physical activity course for increasing university students' physical activity levels. Four initial design principles from a previous systematic review were confirmed and validated in a series of Focus Group discussions with twenty-two participants (10 lecturers and 12 students) from one public university in Bandung, Indonesia. As a result, an additional three initial design principles were created. A technology prototype was developed based on the seven initial design principles. A prototype LMS (PESSPA), incorporated within a smartphone application (PESAPA), was designed, validated, and built on during this phase. A pilot study was conducted involving two physical education classes at the public university in Bandung, Indonesia to test and evaluate the prototypes. Two lecturers and 39 students participated in the pilot study. One lecturer implemented the technology prototype in the intervention group (n=22). The control group (n=17) was taught with a control lecturer with the same content but without PESSPA and PESAPA for 16 weeks. Findings showed that there were no significant differences in post-test scores between the intervention and control groups in all outcomes except for amotivation (P = 0.022). Positive small to medium effect sizes were found for intervention participants, compared with control participants, for all outcomes including physical activity outcomes (moderate intensity [d=0.09], total physical activity [d=0.21], and vigorous intensity [0.37]), motivation outcomes (introject regulation [0.14], intrinsic regulation [d=0.25], identified regulation [d=0.74]), and physical activity knowledge (d=0.20). The class observations and feedback from the intervention lecturer and students during the pilot study were analysed, resulting in nine revised design principles. The prototype should be modified based on the revised design principles and tested with a larger sample size in a randomised controlled trial.

The Effect of Classical Music on Two Sports Skills, Agility and Quick Penalty Shot, in Female Basketball Players

Background: The psychological and physiological effects of music have become an attractive field of sports research in the past decade. Objectives: This study investigated the effect of classical music on two sports skills, agility and free throw shooting, in female basketball players. Methods: The study population consisted of all female basketball players on a team. From those who met the study criteria, 26 participants were randomly assigned to two groups: a control group (without classical music) and an experimental group (with classical music). The research variables were measured using pre-tests and post-tests. Independent t-test was used to test the research hypotheses. Results: The results of the statistical tests showed a significant difference in post-test scores between the experimental and control groups (P < .05). Conclusions: Listening to classical music significantly improved the performance of female basketball players on agility and free throw shoo ting tasks.

Animasyon Filmlerinin Çocuğun Epistemolojik Gelişimine Etkisi

This study aimed to explore the effects of information types in animated films on 6th-grade middle school students' learning skills. The study was carried out with 70 volunteer students who attended a public middle school in a village in Oğuzeli district of Gaziantep in the 2019-2020 academic year. The participant 6th-graders were from low socio-economic families. The study was designed in an embedded pattern, which was one of the mixed-method approaches. There were 24 students in the experimental group in which animated movies were watched, 23 students in the placebo group where children's films were watched, and 23 in the control group where Turkish lessons were taught without films. The qualitative data about student and researcher experiences were included in the experimental process. The quantitative data were analyzed using a pre-test, post-test, and follow-up test and case study methodologies. The study adopted a 3x3 quasi-experimental design, including experimental, control, and placebo groups. The quantitative data were collected with an Information Types Assessment Tool (ITAT), developed by the researcher and verified by expert opinion. The qualitative data were collected with The Assessment Form for the Information Types (AFIT), a semi-structured interview form, and student and researcher diary. The experimental process lasted for 12 weeks, including the pre-test and post-tests. The follow-up test was conducted at the end of the experimental process and six weeks after the post-test. The research results indicated a significant difference in post-test scores of those who watched the animated movie. There was also a statistically significant difference in favor of the experimental group in the post-tests. It was concluded that animated films had a meaningful and permanent effect on students' learning information types. Besides, following the data related to student diaries and interviews revealed that the experimental group students could permanently learn the types of information through animated films and enjoyed such lessons

The Implementation of Storybird In Writing A Recount Text For Tenth Grade Students

The objective of this research is to investigate the effect of the implementation of Storybird in writing a recount text for tenth-grade students in Surabaya Senior High School. Storybird is a web application that supports the educational process. Storybird is a creative digital storytelling website that allows students to write their own stories using its writing feature. Therefore, this study aimed to determine if there was a significant difference in the post-test score for producing a recount text between the experimental and control groups after Storybird was implemented. A quantitative method was used in this study, and a true experimental randomized subject posttest-only control group was the design. The samples of this study were 61 tenth-grade students of Senior High School in Surabaya from the experimental class and control class. The data were gathered through post-test and analyzed by the t-test formula using SPSS computation. The findings of this study revealed that there was a significant difference in post-test scores between the experimental and control groups. The independent sample t-test results were significant at .012 < .05, showing a significant difference in the post-test results. In conclusion, it suggested that students can implement Storybird in writing a recount text.

Interprofessional education can improve learning outcomes on school health among nursing students in Thailand

Background and objective: Interprofessional education (IPE) is an important step in advancing the education of health professionals. This study aimed to evaluate IPE learning outcomes and satisfaction of students that participated in a school-health program. The program was delivered as a joint collaborative topic among nursing, dental public health, and public health students. We also sought to examine students’ understanding of roles and teamwork, as well as their satisfaction with IPE.Methods: This study had a quasi-experimental design. Third-year nursing students were randomly divided into 2 groups, the IPE and non-IPE groups. All third-year dental public health students and public health students were enrolled in the IPE group. All IPE students were stratified and randomized into interprofessional teams of ten or eleven students. The program included 3 modules: 1) foundational workshops for IPE role clarification in the school-health program and situation analysis of school-health problems, 2) project planning and implementation, and 3) evaluation and sharing. Non-IPE nursing students also received the same 3 modules of the school-health learning program without working in the interprofessional team. A pretest and posttest on school-health theoretical content were completed by both groups of nursing students. In the IPE group, we collected data regarding the understanding of students’ roles within their teams before and after the course. Satisfaction with IPE learning was only asked after the course. Results: The IPE group (n = 164) consisted of 60 nursing, 59 dental public health, and 45 public health students. There were 63 nursing students in the non-IPE group. For knowledge on school health, the nursing students in the non-IPE group had a significantly higher pretest score compared to the IPE group; while there was no significant difference in post-test scores between both groups. All aspects of the interprofessional collaboration among the three health professional student groups in the IPE group increased, with a significant difference for 4 out of 6 aspects. Students were satisfied with the IPE program and wished to extend their time spent in the program.Conclusions: IPE learning provides a better understanding of different healthcare roles and enhanced teamwork between multidisciplinary teams. Incorporating IPE as a learning strategy is recommended for health professional students.

The Influence of Immersive Virtual Reality (IVR) on Skill Transfer of Learners: The Moderating Effects of Learning Engagement

Immersive virtual reality (IVR) is a full integration of virtual simulation and reality through computer engines and digital technologies. In particular, upon entering the field of education, IVR triggers the comprehensive reform of the education industry, realizes the interaction between virtual and real worlds, shapes a more highly immersive teaching scene, and meets the personalized needs of different learners. Thus, exploring the transfer of learning skills under IVR and traditional teaching modes is of great significance to understanding their causal relationship. Results show that training methods have significant differences in post-test scores. Immersive virtual experimental teaching plays a significant role in the skills transfer of learners, and learning engagement has a significant moderating effect in the above relationship. In this study, the results have important reference value for enriching the design of immersive teaching content, improving its design of translation, and promoting the skills transfer of learners to higher-order thinking knowledge.

Integrated Care: Training the Next Generation of Social Workers

ABSTRACT MSW students (n = 202) from four U.S. universities participated in a Behavioral Health Workforce Education andTraining program focused on integrated care with children and youth. Data wereaggregated across programs to assess for improved scores on the AttitudesTowards Healthcare Teams Scale (ATHCTS). Students who identified as Whitereported significantly higher ATHCT scores at pre-test compared to students whoidentified as a racial or ethnic minority group. However, upon completion ofthe program, there were no statistically significant difference in post-testscores between White and racial and ethnic minority students. These findingssuggest that specialized coursework and field experiences in integrated carecan help erase any potential racial gaps in attitudes towards working ininterprofessional teams.

Effectiveness of Modified Hybrid Brainstorming Learning Program in Increasing Innovative Work Behavior and Innovative Idea Performance among Nurses

The ability to learn and innovate has been known as a key-factor for nurses to deliver quality of care and patient safety. To be successful in nursing innovation, nurses should perform sound innovative behaviors; thus, their innovative work behavior (IWB) should be promoted. A comprehensive learning program aimed at improving IWB with effective cognitive stimulation could enhance innovation abilities and quality of innovative idea performance. This study aimed to evaluate the effectiveness of a learning program that uses Modified Hybrid Brainstorming (MHB) techniques in increasing IWB and improving the quality of ideas generated (fluency, flexibility and originality) among nurses. A sample of 60 nurses were randomly assigned to a within group pre-test and post-test study design. The learning program with the MHB method was developed and implemented for 3 sessions workshop. IWB was measured pre- and 12 weeks post-program. Pre- and post-training session fluency, flexibility, and originality of generated ideas were also measured. The percentage of absolute agreement and the index of item- objective congruence of research instruments were met. Data were analyzed using descriptive statistics, and paired t-test. The results revealed that the average IWB scores of nurses after the implementation of the MHB learning program increased significantly (p < 0.05). There was also a significant difference in post-test scores (p < 0.05) of fluency, flexibility, and originality of ideas. This study showed that offering the MHB learning program to nurses is a feasible method to improve IWB and innovative idea.

The Effects of Reading Activity on Episodic Memory in Elderly

Abstract: The aging process is a natural event that cannot be avoided. Especially in the elderly, this is accompanied by a decrease in episodic memory function, which can reduce the quality of life. Therefore, efforts are needed to maintain cognitive function in elderly, one of which is through routine cognitive activities such as reading which can affect memory function in elderly through neuroplasticity. This study aims to determine the effect of reading activity on episodic memory function in the elderly. This research is a quasi-experimental study with a pre-test post-test control group design method. The total research subject were 30 people in Desa Demangan Siman, Kabupaten Ponorogo and Kelurahan Ngadirejo, Kota Kediri, with a sample technique using random purposive sampling. The research subjects were then divided into 3 groups with random allocation techniques using microsoft excel. Group 1 was the control group, group 2 was the 15-minute reading aloud intervention group, and group 3 was the 30-minute reading aloud intervention group. The results of the Dependent T-test showed that there was a significant difference in mean scores between the pre-test and post-test scores in group 2 (p = 0.000) and group 3 (p = 0.000), but not significant in group 1 (p = 0.111). The One Way ANOVA test results showed a significant difference in post-test scores in the three groups (p = 0.043), and the Post-hoc LSD test found a significant difference in scores between the post-test scores in group 1 with group 2 (p = 0.025) and group 1 with group 3 (p = 0.034), but there was no significant difference between the post-test scores in group 2 with group 3 (p = 0.883). It can be concluded, there is a significant effect between the duration of reading activity and episodic memory function in the elderly. Keywords: aging, elderly, episodic memory, reading, neuroplasticity.

A Comparative Analysis of TPSCooperative Learning Model Over Conventional Teaching Method for Students’ Achievement in Environmental Science: An Indian Case Study

The present study ascertains the effectiveness of the Think-Pair-Share (TPS) Cooperative Learning Model over the lecture-based conventional teaching of Environmental-Science (EVS) on a sample of 78 students at the secondary level. Pre-test-Post-test Intact group design was adopted for this purpose. TPS Cooperative learning Instructions were followed for 4 weeks with the experimental group and data collected through TPS based Lesson-plan and EVS-Achievement test. The Validity of the test was established through experts’ opinions and its reliability was tested by Split-half-method and Spearman’s Brown Prophecy formula obtaining reliability coefficients of 0.886 and 0.940, respectively. Pre-test and Post-test were administered on both groups to determine the difference in achievement levels before and after the intervention. Independent sample t-test, Dependent sample t-test and ANCOVA were performed at 0.05 significant level for testing the tenability of hypothesis. Results from the independent sample t-test revealed the significant difference in Posttest scores of both groups. A dependent sample t-test was run to differentiate the effect of the intervention on scores of the experimental group. The t-value obtained is significant for P= 0.000 (p<0.05), showing a significant difference in Pre-test and Post-test scores before and after the treatment. ANCOVA on the Post-test mean scores of the samples reported a significant effect on the achievement levels with TPS-Cooperative learning mode. The findings reflected that learners who taught EVS using the TPS instructional-strategy gave outstanding performance when compared to the control group. The TPS strategy is thus recommended at different levels in various disciplines for better academic gain towards action-oriented participatory learning.