Significant Difference In Posttest Scores Research Articles

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.

Effect of progressive muscle relaxation exercise on clinical stress and burnout in student nurse interns.

To determine the effects of progressive muscle relaxation exercise (PMRE) on clinical stress and burnout in student nurse interns. This is a randomized controlled trial. Interns were divided into control group (CG; n = 78) or experimental group (EG; n = 67) randomly. PMRE was performed by students in the EG. Personal information form, Burnout Measure Short Version (BMS) and Physio-Psycho-Social Response Scale (PPSRS) for nursing students were administered to both groups in the first and last meeting. There was a significant difference in posttest scores between groups; EG posttest scores on the BMS, on the PPSRS, and subscales were lower than those of the CG. PMRE training ameliorates burnout and PPSRs to stress during clinical practice in nursing students.

Pain Assessment Clinical Practice Improvement: An Educational Approach in the Home Healthcare Setting.

In the 2 decades since The Joint Commission on Accreditation of Healthcare Organizations designated pain as the fifth vital sign, practitioners have become increasingly aware of the numerous challenges associated with the assessment and management of pain in older adults. Comprehensive pain assessment relies not only on the availability of assessment tools, but also on a clinician's knowledge, training, prior experience, and keen awareness of their own implicit bias and how it may influence their assessment and decisions. The purpose of this project was to develop, implement, and evaluate outcomes of a two-part online learning module on home healthcare clinicians' knowledge of pain. A quasi-experimental, one-group pretest posttest design was used. Of the 94 clinicians who volunteered, 54 participants completed all modules and surveys. Mean posttest scores (58.7%) were significantly higher than pretest scores (50.7%; n = 54, T = 3.08, p-value = 0.003). The strongest gains in learning occurred for those with lower pretest scores. The mean difference between posttest and pretest scores did not vary among job titles. There was no significant difference in posttest scores among job titles. A higher mean pretest score was associated with greater years of clinical experience, but did not significantly affect mean posttest scores. These findings suggest elearning is an effective educational approach to improve home healthcare clinicians' pain knowledge, particularly those who lack a sufficient knowledge base at the outset.

THE EFFECT OF CLIMBING UP AND DOWNSTAIRS EXERCISE ON SHORT-TERM MEMORY AMONG YOUNG ADULTS (AGE 18-22)

Background: Short-term memory affects academic performance. Good memory function is one of the benefits of physical exercise. A sedentary lifestyle and physical inactivity lead people to do less exercise. Climbing up and downstairs is one form of practical physical exercise that can be easily done anywhere at any time and by anyone. Aim: To assess the effect of climbing up and down stairs exercise on short-term memory in young adults. Method: This research used Quasi-Experimental with pre-test and post-test non-equivalent group method. Subjects were medical students of the Faculty of Medicine, Diponegoro University (n=40) aged 18-22 years that meet the inclusion criteria. Subjects were divided into 2 groups, control group (CG) and exercise group (EG), each consisting of 20 people. The subject's short-term memory was assessed using the Scenery Picture Memory Test (SPMT). Statistical analysis with Shapiro-Wilk test, paired T-test, Wilcoxon, independent T-test, and Mann-Whitney. Result: There were significant improvements in short-term memory before and after climbing up and down stairs exercise on both exercise group (p=0.000) and control group (p=0.001). No difference in pre-test scores between groups (p=0.921), and a significant difference in post-test scores between groups (p=0.010). An Independent T-test was done on the delta of the pre-post test between groups and is significant (p=0.016). Conclusion: 6 weeks of climbing up and down stairs exercise improves short-term memory in young adults. A higher improvement was found in the exercise group.

INVESTIGATING THE EFFECT OF USING PODCAST ON STUDENTS’ LISTENING COMPREHENSION

This research entitled “Investigating The Effect Of Using Podcast On Grade Ten Students’ Listening Comprehension At SMA Angkasa 2 Jakarta” principally aims to investigate whether or not Podcast significantly effects on Students’ Listening Comprehension. The research samples were taken using cluster random sampling, with the total number of samples being 60 students. The location of this research was SMA Angkasa 2 Jakarta. The research methodology adopted was quasi-experimental method, with the research design being post-test only control group design. To collect the data, the students were given objective test, numbering 30 items. The research data were analyzed descriptively and inferentially. The findings indicated that there was significant difference of post-test score between the students who were taught using Podcast and students who were taught without using Podcast. It can be seen from the data analysis using ANOVA that showed significance value (sig. 0.010) is lower than < 0.05.It means that Podcast has significant effect on Students’ Listening Comprehension.

SEMANTIC MAPPING STRATEGY ON STUDENTS’ VOCABULARY LEARNING RESULT

This research entitled “The Effect of Semantic Mapping Strategy on Students’ Vocabulary Learning Resultat the Grade Ten of SMK Pusaka 1 in Academic Year of 2017/2018” principally aims to investigate whether or not Semantic Mapping Strategy significantly affects on Students’ Vocabulary Learning Result. The research samples were taken using cluster random sampling, with the total number of samples being 72 students. The location of this research was SMKPusaka 1 Jakarta. The research methodology adopted was true experimental method, with the research design being randomized post-test only control group design. To collect the data, the students were given objective test, numbering 30 items. The research data were analyzed descriptively and inferentially. The findings indicated that there was significant difference of post-test score between the students who received Semantic Mapping Strategy and students who did not receive Semantic Mapping Strategy. It can be seen from the data analysis using ANOVA that showed Fobserved (7.801) is higher than the critical value of Ftable (at the significant level of 0.05 and df = 1/70), namely 3.96. It means that Semantic Mapping Strategy has significant effect on Students’ Vocabulary Learning Result.

Asynchronous versus Traditional Teaching for MBBS Undergraduate Students-Effectiveness and Students Perspectives - A Pilot Study.

Background:Traditional lectures continue to be one of the common ways of teaching practiced in medical schools across India. However, there are many other effective ways of teaching in large groups and lately e-learning modules, which can be synchronous, asynchronous, or blended, have been used to complement face-to-face interactions. E-assignments have been effectively used to engage students into meaningful learning.Aim:The aim of the study is to compare asynchronous teaching with traditional teaching in terms of student perspectives and learning.Materials and Methods:After taking ethical clearance from the Institutional Ethics Committee, the study was conducted involving 66 student volunteers from MBBS 2nd year. All the students were subjected to a pretest on the topic – “low backache” prior to the intervention. The students were then divided into two groups: Group A and Group B of 33 students each. Group A was taught by traditional lecture method, while Group B was given an e-assignment on the topic for which no face-to-face interaction was done earlier. The students from both the groups were then subjected to a posttest followed by feedback.Results:Analysis of covariance, considering the pretest score as a covariate, revealed that the two groups were comparable to begin with P = 0.632. After the intervention, posttest mean scores improved significantly (P < 0.001) within each group, for both the groups, but there was no significant difference in posttest scores on intergroup comparison (P = 0.507). Student feedback brought to light that 85% of the students felt that the traditional lecture method followed by e-learning would be of a great benefit to them.Conclusion:Although no single method emerged as superior over the other, student feedback revealed that 90% of the students graded e-module as either satisfactory to good. Most felt that lecture followed by e-modules will help them to learn better.

2013 BASIC CURRICULUM EDUCATION PROTOTYPE MODEL LEARNING

This research and development aims to produce a locomotor-based basic motion learning model for elementary school children. Specifically this study aims to: 1) Produce products based on locomotor basic motion learning models for elementary school children; 2) Test the effectiveness of locomotor-based basic motion learning models for elementary school children. The research method used in this research is the research and development method of Borg and Gall. Pretest and Posttest Exploitation Tests aim to find out whether there is an increase. The research conclusion is stated to be significant if t count&gt; t table at 5% significance level and p &lt;0.05. The average pretest score of the experimental group was 6.15 and the average posttest score was 9.95. so it has increased in the locomotor base motion of 3,800, t count&gt; t table at 5% significant level (33,230&gt; 2,042) and has a p value of 0.00 &lt;0,05 which means it can be concluded that there is a significant increase in the results of basic motion in the experimental group . Pretest t test and posttest control aims to find out whether there is an increase. The research conclusion is stated to be significant if t count&gt; t table at 5% significance level and p &lt;0.05. The average value of the pretest of the control group was 6.1 and the average posttest score was 7.75 so that it increased in the locomotor basic motion of 1.65, t count&gt; t table at a significant level of 5% (9,927&gt; 2,042) and had a p value of 0,000 &lt;0,05 which means it can be concluded that there is a significant increase in the results of basic motion in the control group. Furthermore, to see the effect of treatment based on its significance is to use a statistical test using a mean difference test of two independent meanings. Analysis of independent-sample t-test on the posttest of the experimental class and posttest of the control group aims to find out whether there is a significant difference in posttest scores in the experimental group and the control group. The research conclusion is stated to be significant if t count&gt; t table at 5% significance level and p &lt;0.05. Summary of posttest test, it is known that the average locomotor basic motion of the experimental group is 9.95 and the average locomotor base motion of the control group is 7.75. So that it can be concluded that the average locomotor basic motion of the experimental group 2.5 is better than the control group. It is known that t count is 9,515 with a significant 0.002. T table obtained from db 78 at a significant level of 5% is 1.671 so the value of t count&gt; t table (9,515&gt; 1,671). And it was concluded that there was a significant and effective influence for elementary school children.&#x0D; &#x0D; Keywords: basic, scientific motion

USING WORD LIST ON THE WORD WALL STRATEGY ON STUDENTS’VOCABULARY LEARNING RESULT

This research principally aims to investigate whether or not word list on the word wall significantly affects students’ vocabulary learning result. The research samples were taken using cluster random sampling, with the total number of samples being 70 students. The location of this research was SMPN 198 Jakarta. The research methodology adopted was quasi-experiment method with the research design being posttest only control group design. To collect the data, the students were given objective test, numbering 50 items. The research data were analyzed by using ONE-WAY ANOVA. The findings indicated that there was significant difference of post-test score between the students who received Word List Word Wall Strategy and students who did not receive Word List on the Word Wall. The writer found the significant level (Sig) in line with the ANOVA statistic was 0.000 which was lower than 0.05 means that Ho is rejected and Ha is accepted.it means that Word List on the Word Wall Strategy has significant effect on students’ vocabulary learning result.

INVESTIGATING THE EFFECT OF DRAMA AS TEACHING TECHNIQUE ON GRADE EIGHT STUDENTS’ VOCABULARY ACQUISITION

This research entitled “Investigating The Effect of Drama as Teaching Technique on Grade Eight Students’ Vocabulary Acquisition at MTs Assyairiyah Attahiriyah Jakarta” principally aims to investigate whether or not drama technique significantly affects students’ vocabulary acquisition. The research samples were taken using cluster random sampling, with the total number of samples being 60 students. The location of this research was MTs Assyairiyah Attahiriyah Jakarta. The research methodology adopted was quasi-experiment method, with the research design being post test only control group design. To collect the data, the students were given the objective test, numbering 30 items. The research data were analyzed descriptively and inferentially. The findings indicated that there was significant difference of post-test score between the students who received drama technique and students who did not receive drama technique. It can be seen from the data analysis using ANOVA that showed Fobserved (90.988) is higher than the critical value of Ftable (at the significant level of 0.05 and df = 1/84), namely 3.96. it means that drama technique has significant effect on students’ vocabulary acquisition.

THE IMPACT OF PODCASTS ON EFL STUDENTS’ LISTENING COMPREHENSION

This research has objective to investigate students’ listening comprehension through the use of podcast in EFL classroom. 60 high school students in Indonesia were taken as sample for this research with distribution of 30 students in experiment class and 30 students in control class. The samples were taken by using cluster random sampling. Quasi-experimental method with the post-test only control group design was applied in this research. In addition, a survey questionnaire was administered to experimental group to explore their perception on the use of podcast instruction in teaching listening. Findings revealed that there is a significant difference of post-test score between two groups, favoring experimental group. Data analysis using one way ANOVA showed significance value (sig. 0.010) is lower than &lt; 0.05 which interpreted that Podcast has significant impact on students’ listening comprehension. Additionally, the result of questionnaire indicated that students have positive attitude toward the use of podcast in listening classroom. Students perceived that podcasts provided authentic materials, interesting activities including listening exercises and meaningful tasks for them so they felt more motivated to learn English. This study recommended that teacher may utilize podcast in teaching listening considering its effectiveness as technology based learning tool.

Effects of a Virtual Classroom in social media platform on the Knowledge of Emergency Department Interns: A Randomized Interventional Trial

Background: Emergency medicine has always been a leader in taming new technologies for medical education. Many forms of social media have been reported in medical education with very little quality evidence to clarify their role. In this study we look at a popular multimedia messaging application in our setting and the aim was to evaluate the effects of a virtual classroom in social media platform on the knowledge of emergency department interns. Methods: This was a randomized controlled trial carried out on 65 interns divided into lecture (n=31) or virtual classroom (n=34) groups during their emergency medicine rotation. A block randomization method was used. Ten blocks of emergency medicine interns were randomly assigned to either a traditional lecture course on the subject of shock, or a virtual classroom conducted in the Telegram Messenger© via a group chat. Students’ knowledge of the topic was assessed before and after the courses using a pretest and a posttest. The group participating in the virtual classroom were also asked to fill a questionnaire regarding their rate of satisfaction with the method. The results were analyzed using independent and paired t-tests in SPSS software version 21. Results: The groups were found to be homogenous prior to the course in all demographic variables and their pretest scores. Most students participating in the virtual classroom preferred this method (81.5%) but the majority found it not to be effective in motivating clinical enthusiasm, solidifying knowledge, or exposing their shortcomings (59.3%). The pretest and posttest revealed that both groups’ knowledge had improved (P<0.001) before and after teaching regardless of the method used. But there was no significant difference in posttest scores between the two methods (P=0.788). Conclusion: A virtual classroom in a social media messaging platform appears to be as effective as a traditional classroom in conveying knowledge, and it is more preferable for the interns.

The Impact of Podcasts on EFL Students’ Listening Comprehension

This research has objective to investigate students’ listening comprehension through the use of podcast in EFL classroom. 60 high school students in Indonesia were taken as sample for this research with distribution of 30 students in experiment class and 30 students in control class. The samples were taken by using cluster random sampling. Quasi-experimental method with the post-test only control group design was applied in this research. In addition, a survey questionnaire was administered to experimental group to explore their perception on the use of podcast instruction in teaching listening. Findings revealed that there is a significant difference of post-test score between two groups, favoring experimental group. Data analysis using one way ANOVA showed significance value (sig. 0.010) is lower than &amp;lt; 0.05 which interpreted that Podcast has significant impact on students’ listening comprehension. Additionally, the result of questionnaire indicated that students have positive attitude toward the use of podcast in listening classroom. Students perceived that podcasts provided authentic materials, interesting activities including listening exercises and meaningful tasks for them so they felt more motivated to learn English. This study recommended that teacher may utilize podcast in teaching listening considering its effectiveness as technology based learning tool.

Teaching and learning mathematics through error analysis

BackgroundFor decades, mathematics education pedagogy has relied most heavily on teachers, demonstrating correctly worked example exercises as models for students to follow while practicing their own exercises. In more recent years, incorrect exercises have been introduced for the purpose of student-conducted error analysis. Combining the use of correctly worked exercises with error analysis has led researchers to posit increased mathematical understanding. Combining the use of correctly worked exercises with error analysis has led researchers to posit increased mathematical understanding.MethodsA mixed method design was used to investigate the use of error analysis in a seventh-grade mathematics unit on equations and inequalities. Quantitative data were used to establish statistical significance of the effectiveness of using error analysis and qualitative methods were used to understand participants’ experience with error analysis.ResultsThe results determined that there was no significant difference in posttest scores. However, there was a significant difference in delayed posttest scores.ConclusionIn general, the teacher and students found the use of error analysis to be beneficial in the learning process.

AN EXAMINATON OF COLLABORATIVE STRATEGY READING ON STUDENTS’ READING COMPREHENSION IN RECOUNT TEXT

This research aims to examine whether or not Collaborative Strategy Readingsignificantly affects on students’ reading comprehension. The research samples weretaken using cluster random sampling, with the total number of samples being 72students.The location of this research was SMK Pusaka 1 Jakarta. The research methodologyadopted was Quasi- Experimental methodby involving two groups, namely experimentgroup and control group, with the research design being randomized post-test only controlgroup design. To collect the data, the students were given objective test, numbering 30items. The research data were analyzed descriptively and inferentially. The findingsindicated that there was significant difference of post-test score between the students whois givenCollaborative Strategy Readingand students who did not getCollaborativeStrategy Reading. It can be seen from the data analysis by using ANOVA that showedFobserved (10.530) is higher than the critical value of Ftable (at the significant level of 0.05and df = 1/70), namely 3.98. It means that Collaborative Strategy Readinghas significanteffect on students’ reading comprehension in recount text.

The use of notable protagonists in dermatology clinical cases: A quasi-randomized controlled trial

Educators have attempted several methods to create more entertaining problem-based learning (PBL) experiences and more engaging PBL patients. To this end, our study compared the use of unique, memorable PBL characters with generic, unmemorable characters. This prospective quasi-randomized controlled study utilized 476 university students. All subjects read ten medical cases that focused on dermatological illnesses. Cases were identical for everyone except subjects were allocated to have notable protagonists (NP) (i.e. cartoon characters or celebrities) or generic protagonists (GP) as patients in their cases. Surveys and tests were completed immediately, 7-10 days later, and 28-31 days later. There were no significant differences in post-test scores at any point between the groups. The only significant difference with regard to the subjective learning experience was for the entertainment level of the cases. The NP mean was 64.1±24.2, whereas the GP mean was 56.0±24.6 (t[444]=3.52, P=0.0005). The NP group also had a significantly higher proportion of subjects who researched dermatology/medicine topics after reading the cases (10.6% versus 2.7%, χ²(1,N=215)=5.47, P=0.02). The current study found that cases utilizing NPs, while still preserving the same educational value as cases using GPs, can provide a more entertaining learning experience and stimulate outside learning.

THE EFFECTIVENESS OF E-INTEGRAL MAP IN SOLVING INTEGRAL CALCULUS PROBLEMS

The existing gap of mathematics knowledge was identified as the major contributor to the decline in the students’ performance on the Integral Calculus at the university level. This phenomenon has led to university students’ difficulties in identifying the correct integration techniques and developing understanding on applications of the Integral Calculus. This study aims to analyse the effectiveness of e-INTEGRAL MAP in the learning of Integral Calculus among engineering students of advanced Calculus class. A total of 118 diploma engineering students were involved in an experimental design research to study on the usage and effectiveness of e-INTEGRAL MAP. Study was performed on 65 students in control group and 53 students in treatment group, using the pre-test and post-test experimental design methodology where the effectiveness of the maps was measured through their performance scores. Findings indicate that both control and treatment groups showed significant differences in post-test scores during the two months study. The majority of e-INTEGRAL MAP users found the maps very useful, helpful, easy to understand and user-friendly because it was systematically designed. In conclusion, e-INTEGRAL MAP significantly improved the students’ performance and understanding on the topic of Integral Calculus as compared to the conventional text-book learning.

Asynchronous learning: student utilization out of sync with their preference

BackgroundAsynchronous learning is gaining popularity. Data are limited regarding this learning method in medical students rotating in emergency medicine (EM). In EM, faculty time is limited to give in-person lectures. The authors sought to create an online curriculum that students could utilize as an additional learning modality.ObjectiveThe goal was to evaluate effectiveness, participation, and preference for this mode of learning.MethodsWe developed five online, narrated PowerPoint presentations. After orientation, access to the online curriculum was provided to the students, which they could review at their leisure.ResultsOne hundred and seven fourth-year medical students participated. They reported the curriculum to be of high quality. Pretest scores were similar for those that viewed all lectures – compliant group (CG) (9.5 [CI 4.8–14.1]) and those that did not view any – non-compliant group (NCG) (9.6 [CI 5.9–13.4]). There was no statistical significant difference in posttest scores between the groups although there was improvement overall: CG 14.6 (CI 6.9–22.1); NCG 11.4 (CI 5.7–17.1). A majority (69.2%) favored inclusion of asynchronous learning, but less than a quarter (22.4%) reported viewing all five modules and more than a third (36.4%) viewed none.ConclusionDespite student-expressed preference for an online curriculum, they used the online resource less than expected. This should give pause to educators looking to convert core EM topics to an online format. However, when high-quality online lectures are utilized as a learning tool, this study demonstrates that they had neither a positive nor a negative impact on test scores.

The Effect of Teaching Critical Thinking on Al-Buraimi University College students’ Writing Skills: A Case Study

This study explores the role of writing in developing students’ critical thinking. It also sheds light on traditional writing assignments which fail to help students develop their comprehension of course content and evaluate their writing products critically. Moreover, this probe is to discover learners and teachers’ attitude towards the role of critical thinking in promoting the writing skills at AlBuraimi University College (BUC). The result of this study focuses on the effect of integrating critical thinking on learners’ performance. The procedure of this investigation is based on a combination of qualitative, quantitative (1) one hundred students who are taking writing course are selected randomly and divided into two groups; (2) pre- and posttests conducted to both groups; (3) twenty teachers were selected randomly (10 males and 10 females); questionnaires are administered to EFL teachers at BUC. The findings of this study illustrate that students who write critically are mostly motivated and their performance is affected positively. It also reveals that there are significant differences in posttest scores between treatment and controlled group. Moreover, teachers’ response to questionnaire supports the idea of integrating critical thinking in teaching the writing skills at BUC. Thus, is recommended that teachers should use thinking skills to enhance students’ writing performance and creativity.

Progressive muscle relaxation to decrease anxiety in clinical simulations

Nursing students experience anxiety during simulations which could negatively affect learning. This pilot study examined progressive muscle relaxation to decrease anxiety. The experimental group participated in progressive muscle relaxation while the control group sat quietly. Although there were no significant differences in post-test scores, there was a significant decrease in anxiety from the experimental group pre-test to their post-test (p<.01). Student comments suggest progressive muscle relaxation was helpful in improving communication and cognition.