Significant Increase In Scores Research Articles

Post Solution Posing Based on Qiraah Learning Model for Developing Critical Thinking Process

This research aimed to provide solutions to Qiraah teachers, in order to train and develop students' thinking abilities through a post-solution position-based learning model. The development of the learning model is based on the Qiraah learning constraints and problems faced by lecturers and students, which are obtained from needs analysis. The post-solution posing model applies six phases in learning activities, namely establishing set, comprehension, social interaction, explain, feedback, and extended practice. This research used research and development method. Data are collected through questionnaire, interview, document, and test conducted in the Arabic Language Education Study Program involving 45 students. The effectiveness of the six phases of the post-solution posing model which has been tested on learning through Qiraah using the one-group pretest-posttest technique, produces a significance value (2-tailed) of 0.000 (p < 0.05). This shows a significant increase in scores, so that the post-solution position learning model in the Qiraah course is considered effective for training the development of thinking skills in students.

Boosting Students’ Reading Comprehension Using REAP Method

This research highlights the vital role of English reading skills in students'' literacy and comprehension. Implementing the REAP technique enhances reading comprehension by fostering interactive study-reading methods. Addressing issues like lack of interest, it offers a promising approach to enhance English education at SMA Institut Indonesia Semarang, as evidenced by its effectiveness in improving 11th-grade students' reading abilities. This quasi pre-experimental research employs a one-group pretest-posttest design, chosen for its convenience in obtaining internal samples. Class XI-3 was selected based on teacher recommendations. With 31 students, the study adopts a quantitative approach, focusing on reading comprehension tests administered before and after classroom instruction using multiple-choice questions as the assessment instrument. The pre-test, revealing a range of scores from 44 to 76 with a mean of 64.12, highlights initial reading struggles. Post-treatment, the post-test exhibits diverse scores, averaging 76.38, indicating improvement. The REAP method effectively enhances comprehension, as evidenced by the significant score increase from pre-test (64.12) to post-test (76.38), validating its efficacy. The research findings reveal a notable improvement in students'' reading comprehension abilities following the implementation of the REAP Method, despite initial unsatisfactory grades. The approach effectively enhances students' understanding and analytical skills, demonstrating its high effectiveness as a reading comprehension strategy. Overall, the significant difference between pre-test and post-test scores underscores the success of the REAP Method in advancing students' reading comprehension abilities, affirming its efficacy as a teaching approach

Dermal Allograft Augmentation for Large and Massive Rotator Cuff Tears and Revisions: A Case Series.

Introduction Arthroscopic advancements have notably improved rotator cuff repair, yet the healing of tendons and retear risks still pose significant challenges, especially with massive and large tears. These larger tears have shown a quadruple increase in retear rate when the tear size grows from 1-3 cm. The prevalent cause of failure, particularly in tears with fatty degeneration, is suture tearing.As such, techniques that enhance tendon healing are pivotal due to their correlation with improved functional outcomes. Dermal allograft augmentation (DAA) is one method that has demonstrated improvements in rotator cuff repair biomechanics, as well as the promotion of vascularization and neotendon formation. This study evaluates the efficacy of DAA in the postoperative healing of large and massive rotator cuff tears, assessed through patient-reported outcomes and functional range of motion. Methods This retrospective study reviewed a single surgeon's database, selecting patients who underwent arthroscopic surgery for full-thickness rotator cuff tears measuring at least 3 cm, or those with maximum stage II fatty infiltration of the supraspinatus or infraspinatus muscle on MRI. We used three validated patient-reported outcome (PRO) measures, American Shoulder and Elbow Surgeon Score (ASES), Single Assessment Numeric Evaluation (SANE), and Simple Shoulder Test (SST), alongside a range of motion metrics, external rotation (ER), and forward flexion (FF). These were recorded pre-operatively and, at minimum, one year post-operatively, with a standard student t-test employed for comparative analysis. Results Out of 18 total patients, the average age was 61 years, and 83% were male. The cause of injury was mostly traumatic in nature (n=11), with the remainder being chronic (n=7). All three PROs (n=11) demonstrated a statistically significant increase in score including ASES (p=0.003), SANE (p=0.004), and SST (p=0.039). External rotation also significantly improved pre- to post-operative function (46 vs 58, p=0.049).Three patients (17%) suffered from a retear within three months of their rotator cuff repair. Two patients (11%) required a reverse shoulder arthroplasty within a year. Conclusion Our study demonstrated that DAA in rotator cuff repair yielded notable functional and clinical advancements, with a moderately low retear rate as confirmed by ultrasound. These outcomes suggest that DAA is a promising intervention for large and historically difficult rotator cuff tears, offering significant implications for future treatment protocols.

Investigating the effect of a school-based WASH intervention on soil-transmitted helminth and schistosome infections and nutritional status of school children in Ethiopia: a quasi-experimental study

BackgroundThe impact of access to improved water, sanitation and hygiene (WASH) and health education on large-scale deworming programs aimed at controlling soil-transmitted helminth (STH) and schistosome (SCH) infections has not been well studied. We assessed the additional impact of improved WASH infrastructure and health education at schools on STH and SCH infections in Ethiopia.MethodsThe study used a quasi-experimental design under which 30 schools were assigned to either an intervention (15 schools) or control (15 schools) arm. Both arms received a standard deworming treatment and lunch. In the intervention arm, improved WASH and health education were provided. At three consecutive time points (baseline in 2013, 2014 and 2015), the prevalence and intensity of STH and SCH infections and the nutritional status [hemoglobin concentrations and physical growth (height and weight)] were determined. To verify whether interventions were successfully implemented, the WASH status at school and the student knowledge, attitudes and practices related to WASH (WASH-KAP) were recorded. Differences in metrics between arms at baseline (2013) and follow-up (2015) were assessed both within and between the arms.ResultsA significant increase in scores for both the school WASH and student KAP was found in the intervention arm, indicating successful implementation of the intervention. The prevalence of any STH infection was significantly reduced in the intervention arm but not in the control arm (F = 4.486, p = 0.034). There was a significantly greater reduction in the intensity of infection of hookworm and Ascaris lumbricoides compared to baseline in both arms. The intervention did not affect school children’s height-for-age z-score (intervention arm * time coef = 0.12, p = 0.400) and body mass index-for-age z-scores (intervention * time coef = − 0.06, p = 0.526). Hemoglobin concentrations increased significantly more in the control than the intervention arm (coef = − 0.16, p = 0.006).ConclusionsAlthough the intervention did increase school WASH and student WASH-KAP, our study found poor evidence of the additional benefit of improved WASH and health education to deworming and school food programs on parasite re-infection and the health outcomes of children.Graphical

Posttraumatic growth-oriented peer-based training among U.S. veterans: evaluation of post-intervention and long-term follow-up outcomes.

Exposure to trauma among U.S. military veterans occurs at a high rate, often resulting in continued difficulty with emotional adjustment and a diagnosis of posttraumatic stress disorder (PTSD). The present study provides data from 184 U.S. military veterans who completed a manualized posttraumatic-growth oriented training program during an integrative seven-day retreat. Data was collected at baseline, after program completion, and at 18-month follow-up. Results on primary outcomes indicated significant increases, with medium to large effect sizes, in growth related outcomes. Specifically, there was a significant increase in scores by 54% on the posttraumatic growth outcome measure (PTGI-X) from baseline (M = 50.2, SD = 31.1) to endpoint (M = 77.4, SD = 29.6), t(183) = -8.78, p < 0.001. Also, results indicate that immediately following training (Day 7), participants reported a significant decrease of 49% on the PCL-5 from baseline (M = 39.7, SD = 17.6) to endpoint (M = 20.1, SD = 13.2), t(183) = 11.75, p < 0.001. Depression subscale scores decreased by 60% from baseline (M = 8.0, SD = 5.2) to endpoint (M = 3.2, SD = 3.0), t(183) = 10.68, p < 0.001; Anxiety scores decreased by 28% from baseline (M = 5.8, SD = 4.3) to endpoint (M = 4.2, SD = 3.5), t(183) = 4.08, p < 0.001; and Stress scores decreased by 50% from baseline (M = 10.0, SD = 4.4) to endpoint (M = 5.0, SD = 3.3), t(183) = 12.21, p < 0.001. Eighteen-month follow-up data was available for 74 participants and indicated that all significant changes in growth-related outcomes were maintained. Further, all significant changes in symptomatology-related outcomes were also maintained at follow-up. These findings demonstrate both the immediate and the long-lasting impact of an integrative posttraumatic growth-oriented training program on psychological growth and PTSD symptom reduction among U.S. military veterans.

Escalation on Kihon Checklist Scores Preceding the Certification of Long-Term Care Need in the Older Population in Japan. A 9-Year Retrospective Study.

The Kihon Checklist (KCL) is valuable for predicting long-term care (LTC) certification. However, the precise association between KCL scores and the temporal dynamics of LTC need certification remains unclear. This study clarified the characteristic trajectory of KCL scores in individuals certified for LTC need. The KCL scores spanning from 2011 to 2019 were obtained from 5630 older individuals, including those certified for LTC need in November 2020, in Iiyama City, Nagano, Japan. We analyzed the KCL score trajectories using a linear mixed model, both before and after propensity score matching. Throughout the 9-year observation period, the KCL scores consistently remained higher in the certified group compared to the non-certified group. Notably, a significant score increase occurred within the 3 years preceding LTC certification. Our findings highlight the effectiveness of continuous surveillance using the KCL in identifying individuals likely to require LTC within a few years.

The Hidden Impact of Covid-19 on Memory: Disclosing Subjective Complaints.

A significant body of research has suggested that the contraction of SARS-CoV-2 may cause memory impairment, even in the months following recovery. In this regard, studies suggest that COVID-19 predominantly targets structures and cortices within the temporal lobe, and the hippocampus, a critical brain structure for memory and spatial navigation.The purpose of this study was to investigate the potential impact of the COVID-19 pandemic on subjective memory complaints, which represent an individual's perception of subtle changes in memory in the absence of an objective memory impairment. to explore how the COVID-19 pandemic may affect subjective memory complaints, we incorporated ad hoc self-reported measures of subjective memory complaints, the "Subjective Memory Complaints Questionnaire" (SMCQ) and the "Prospective and Retrospective Memory Questionnaire" (PRMQ), in our cross-sectional study. Both measures referred to two periods: the pre-pandemic period (T0) and the moment of survey administration (T1) (December 28th, 2021, to February 6th, 2022). 207 Italian participants accessed the survey, out of which 189 participants were included in the final sample. The majority of the participants were females, and their age ranged from 55 to 65 years. The study revealed a significant increase in the total PRMQ score at T1 compared to T0 (p = 0.02). However, no significant differences were found between PRMQ and SMCQ scores of COVID-19-negative individuals and those who tested positive for COVID-19 in the last 12 months from the date of completing the survey. McNemar's test showed a statistically significant increase in the score of item 1 ("Do you think that you have a memory problem?" (p = 0.016) and item 10 ("Do you lose objects more often than you did previously") (0.019) of the SMCQ, while for the PRMQ, significant increases were found in several individual items. our study suggests that subjective memory complaints increased during the pandemic, potentially due to the compound effects of stress and social isolation, rather than solely due to COVID-19 infection. Although a marginal association between COVID-19 and reported prospective memory issues was detected, further investigation is warranted to understand its persistent effects.

Video with multiple representations approach to promote students’ conceptual understanding of intermolecular forces

A number of studies have reported that the main cause of misconceptions are the abstract concepts and students’ low ability to integrate multiple representations (macroscopic, sub-microscopic and symbolic) in chemistry is also a cause of misconceptions. The aim of this study is to develop the video using multiple representations approach to improve students’ conceptual understanding. The method used is the analyze, design, development, implementation, and evaluation or ADDIE development model. Tests (pre and post) and questionnaire were used to collect the data. A video of intermolecular forces has been developed and tested to 82 first-year cohort students of the Chemistry Education Study Program who had taken basic chemistry courses. The average scores were increased from 57.31 (pre-test) to 78.19 (post-test) with the average gain is 20.88. The statistically significant increase in scores (p=0.000) was found, which signifies that the video could support students’ conceptual understanding. In addition to that, majority of students showed a positive response to the video as 99% (N=82) of them either agree or strongly agree with the statements of the questionnaire. This result verified that the video was successfully maintain students’ attention.

Healthcare professionals' knowledge and attitudes towards surgical site infection and surveillance: A quasi-experimental study.

SSI is one of the most prevalent healthcare-associated infections and is associated with extended hospital stays, increased need for reoperation and higher hospital readmission rates. Implementing systematic SSI surveillance can reduce these adverse outcomes. Implementing a surveillance system into a hospital is a complex intervention requiring that staff involved in a patient's perioperative journey have the knowledge of SSI prevention, the data required for surveillance, an understanding of how data informs quality improvement initiatives and their role in surveillance. The aim of this study was to evaluate the impact of a complex intervention on the knowledge and attitudes of healthcare professionals towards surgical site infection (SSI), SSI prevention and surveillance in a university hospital setting. The study used a quasi-experimental pre-test-post-test design. The impact of a complex intervention was evaluated by measuring healthcare professionals' (n = 74) knowledge of and attitudes towards SSI and surveillance. Normalisation process theory (NPT) guided the study and the development of the intervention. There was a statistically significant increase in scores on the knowledge of SSI and prevention from pre-intervention to post-test. The knowledge of risk factors scores at post-test was significantly higher than that at pre-intervention. Overall attitudes to SSI prevention and surveillance were good both pre-intervention and post-test but there was a significant change in the attitude of participants. The findings reveal an overall positive impact of the complex intervention on the knowledge and attitude of healthcare professionals relating to SSI, SSI prevention and surveillance; however, the extent of the change varied across items measured.

Quantitative evaluation of The Imagineerium education project by students: Introducing the trowsdale index of confidence in experiential learning

The Imagineerium is an arts and engineering based curriculum project designed to enhance student confidence in learning. This study reports on the development of the Trowsdale Index of Confidence in Experiential Learning, an instrument designed to conceptualise and operationalise a four-component model of confidence in experiential learning appropriate for upper primary school students, embracing confidence in creativity, confidence in competence, confidence in collaboration, and confidence in learning. Data provided by 140 9- to 10-year-old students both before and after participating in the 10-week programme, demonstrated a significant increase in scores on this measure at time two, although there was no increase in scores on a control variable hypothesised not to be influenced by the intervention.

Objectively measured cognitive dysfunction in patients with primary hyperparathyroidism improves after parathyroidectomy

BackgroundA relationship between primary hyperparathyroidism (PHPT) and decreased quality of life has been shown using patient-reported outcome measures, including Pasieka’s Parathyroid Assessment of Symptoms, SF-36, and PROMIS. Despite this, there remains a paucity of objectively measured data demonstrating cognitive dysfunction in patients with PHPT. We assessed whether parathyroidectomy resulted in quantifiable cognitive improvement. MethodsWe examined 59 consecutive patients with PHPT who underwent parathyroidectomy at a single institution between 2019 and 2021. We used BrainCheck, a clinically validated objective measure of neurocognition, to assess pre- and postoperative neurocognitive changes and evaluated associations between BrainCheck scores and parathyroidectomy using the Wilcoxon signed-rank test. ResultsOf the 59 patients with PHPT who underwent parathyroidectomy and rapid cognitive assessment with BrainCheck, 72.9% were female, 49.2% were White, and 30.5% were African American. A total of 44.1% of patients preoperatively showed neurocognitive dysfunction relative to the general population compared to 22% postoperatively, representing an improvement in 53% of the cohort. Postoperative scores for the entire cohort were significantly higher than preoperative scores (Z =2.85, P = .004). This association remained significant when the cohort was stratified by sex, as both males (Z =2.02, P = .044) and females (Z =2.09, P = .037) had a significant increase in scores. Domain sub-analysis demonstrated a significant association between parathyroidectomy and improved executive function (P < .01). ConclusionPatients with PHPT experience objectively measurable cognitive changes associated with PHPT that can be reversed by parathyroidectomy, with improvements observed as early as 2 weeks after surgery. Further research with a larger cohort is needed to corroborate our findings.

Implementation of Multimedia Learning Applications to Increase Understanding of Kirana Hati Bunda Tamiajeng Special School Students

Kirana Hati Bunda Special School (SLB) is the only special school in Trawas District. This school has 19 students with special needs who come from several villages in Trawas District. The village fully bears operational costs, so the development of SLB has been quite slow. Due to limited funds, teachers are often unable to attend training to add skills and knowledge to the teaching and learning process. Teachers still have difficulties in compiling learning programs according to the different needs of students, innovating, and being creative in developing new learning media. Therefore, this program will provide training and assistance in planning, implementing, and evaluating learning for SLB Kirana Hati Bunda students. In addition, to meet the needs of teaching aids, learning applications will be made, training on application use and assistance in using multimedia learning applications with hand gesture recognition. Based on student learning results, it was found that the multimedia hand gesture recognition learning application made students more enthusiastic in learning, did not get bored of repeating exercises and the results were better when learning was done repeatedly. From two practice sessions on the same material there was a significant increase in scores&#x0D;

Promoting Competence in Nursing and Pharmacy Interprofessional Collaboration Through Telehealth Simulation.

Competence in interprofessional collaboration is essential for safe patient outcomes. This study examined the impact of an interprofessional telehealth pharmacology simulation on prelicensure nursing and pharmacy students' perceptions of interprofessional roles. A pretest-posttest design was used to compare participants' perceptions of interprofessional roles prior to and following the simulation. Data were collected using the Interdisciplinary Education Perception Scale (IEPS). Paired-samples t-tests showed statistically significant increases in scores for both the full IEPS (n = 99) and two subscales, Competency and Autonomy (n = 99) and Perception of Actual Cooperation (n = 99). Nurse educators should provide regular interprofessional experiences to foster learners' competence in interprofessional collaboration and communication.

The effect of practice with the simulated patient on the professionalism attitudes of medical students: An intervention study

Introduction: Medical school education is effective in the professionalization development of students. In this study, it was aimed to evaluate the effectiveness of course training and to investigate the effect of interactions with simulated patients on the professional attitudes of medical students. Methods: The research is an intervention study designed in the pretest-posttest pattern. The sociodemographic questionnaire and Penn State College of Medicine (PSCOM) professionalism attitude scale were used as data collection tools. The scale was applied to the students three times: before the course (1), after the course (2) and after the simulated patient practice (3). Results: The mean age of the students was 21.40±2.07 years and 54.8% (n=148) were female. The PSCOM scale scores of the students were 154.11±10.91, 158.59±10.48, and 164.64±10.81 respectively for score 1, score 2 and score 3, and, there was a statistically significant increase in score (P&lt;0.001). The scale dimension’s scores all increased after the course and simulated patient (SP) practice. The difference between scores 1, 2, and 3 is statistically significant. The score increased significantly for all dimensions after training and SP’ practices, and the difference between scores 1, 2, and 3 was found to be statistically significant (P&lt;0.001 for all). The female students had significantly higher total scores of 1, 2, and 3 than the male students (P&lt;0.001 for scores 1 and 2, P=0.005 for score 3). Conclusion: Training and simulated patient practices increase medical students’ professionalism scores. The highest score was determined after simulated patient applications.

Utilizing a Three-Step technique to Incorporate Video Song Clips for Teaching English Vocabulary to EFL Students

This paper presents a study that employed video song clips as an instructional tool for imparting English vocabulary to Taiwanese EFL university freshmen. The research incorporated three well-known songs performed by renowned artists, which were readily available on YouTube. A pretest-posttest control-group design was employed, wherein the treatment group (consisting of 28 participants) received English conversation lessons accompanied, in part, by English songs, while the control group (comprising 25 individuals) underwent conventional teaching methods devoid of video clips. The study spanned three consecutive regular sessions, with approximately the final 25 minutes of each session dedicated to this experimental approach. Both groups were subjected to a 30-item English vocabulary assessment created by the researcher, encompassing words drawn from the song lyrics, both before and after the instructional intervention. A statistical independent samples T-test was employed to analyze the data, revealing a significant increase in scores for the treatment group. This paper suggests a three-step methodology for utilizing video song clips, which can be conveniently implemented to assist EFL students in enhancing their repertoire of English vocabulary.

First Steps to Improve Cybersecurity Behaviour – a Virtual Reality Experience

Internet is completely integrated and absorbed in our life. Facilitating transfer of files across the world or wiring money from the couch, we could not imagine a world without it anymore. With these benefits, as with any new technology, there is also the introduction of risks and threats, for internet primarily in the form of cybercrime and online fraud. To reduce victimisation of this cybercrime, interventions are used to teach people to not perform risky behaviour. To overcome criticisms of current training materials, such as being tedious and boring, we created an Immersive Virtual Reality experience. By using a 4-step design process (i.e. ideation, specification, realisation, and evaluation), we designed a playful VR environment with simplistic non player characters to train the user to perform basic cybersecurity tasks in the right way. In the simulation, the participants are exposed to the challenge of creating a new password and a potential ransomware attack using USB storage device. The program allows for monitoring the user’s cybersecurity knowledge and behaviour and provides feedback. An evaluation of the VR environment among 16 respondents using a pretest-posttest evaluation with the Human Aspect Information Security Questionnaire (HAIS-Q) showed a statistically significant increase in scores after exposure to the VR environment. The system showed an above average SUS score. These initial findings indicate that a VR environment can be an alternative to consider for future development of cybersecurity interventions. Future research could expand our social VR environment with additional cybersecurity challenges, real-time actors, and running simulations among a broader audience to also investigate the retention of knowledge and skills.

Comparing Substance Use Consequences between Serotonergic Psychedelics, MDMA, and other Drugs of Abuse Among United States Adults with History of Psychiatric Illness

AbstractPsychedelic-assisted therapy could transform treating psychiatric illness, but harms from exacerbating substance use disorder (SUD) among adults with psychiatric illness using psychedelics have not been studied. A cross-sectional survey in the US was used to test whether Drug Abuse Screening Test scores (DAST-10, validated instrument predicting SUD) were more severe when psychiatric illnesses (anxiety disorder, major depressive disorder [MDD], post-traumatic stress disorder [PTSD], and bipolar disorder) and serotonergic psychedelic or MDMA use were combined. Any psychedelic use among adults with psychiatric illness history (anxiety: 5.1% [95% CI: 4.7, 5.6]; MDD: 5.1% [4.3, 5.8]; PTSD: 6.9% [5.9, 7.9]; bipolar: 9.2% [8.0, 10.5]) was more prevalent than the general population (2.6% [2.5, 2.8]). Significant increases in scores were associated with psychedelic use independent of other concurrent drug use, but increases were smaller than for opioids or stimulants. Approaches to managing SUD risks with psychedelics should differ from past approaches for other drugs.

Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education

ABSTRACT With increased linguistic diversity in schools, it is paramount that initial teacher education and training (ITET) develops linguistically responsive teachers who can confidently work in the complex language ecologies characterising today’s multilingual classrooms. We argue that to achieve this aim, all future teachers should be given opportunities to reflect on and appreciate their multilingual repertoires during ITET. Accordingly, we present the findings of a quasi-experimental study exploring the extent to which a group of pre-service teachers expressed a multilingual identity before and after participating in an innovative, identity-oriented online intervention. Participants were 37 primary and secondary pre-service teachers enrolled on an ITET course in England. During their training, 17 pre-service teachers participated in the intervention, whilst a control group of 20 did not. All participants completed a questionnaire before and after the intervention. A comparison of pretest-posttest responses revealed statistically significant increases in scores on various items designed to capture participants’ multilingual identities in the experimental group with medium-to-large effect sizes, and no significant differences in the control group. Qualitative data from post-intervention interviews corroborated the overall finding that, after the intervention, pre-service teachers tended not only to consider themselves more multilingual, but also express a non-prescriptive view of multilingualism.

Impact of Trauma-Informed Care Training on Attitudes Among Emergency Department Personnel, Staff Advocates, and Nursing Students.

Health care providers may risk retraumatizing patients and intensifying patient distress unless they practice trauma-informed care. As the first line of defense in assisting trauma survivors' physical and emotional recovery, health care providers must use a strengths-based framework that promotes resilience and expands on the trauma survivor's existing resources. This study aimed to compare the effect of trauma-informed care training on the attitudes of emergency department personnel, staff advocates, and nursing students toward trauma-informed care. This study used a pretest-posttest design. Assessment of attitudes toward trauma-informed care was done before and after trauma-informed care training. Data collection occurred from February 2021 through August 2021. Participants included three cohorts of emergency department staff, advocates for trauma survivors, and nursing students. Attitudes toward trauma-informed care were measured using the Attitudes Related to Trauma-Informed Care (ARTIC) Scale. A total of 433 participants were studied, including 88 emergency department staff, 123 staff advocates, and 222 nursing students. All three cohorts significantly increased ARTIC Scale scores posttraining (p < .001). At preintervention, all three cohorts significantly differed from each other on ARTIC Scale scores (p < .01). In contrast, postintervention, ARTIC Scale scores did not significantly differ between nursing students and advocates (p = .99). Nursing students showed a significant increase in scores from pre- to postintervention compared with either advocates or emergency department staff. The results strongly suggest that health care providers can improve attitudes toward trauma-informed care after completing training on the principles and application of trauma-informed care.

Exploring the Impact of GeoGebra on Mathematical Proficiency and Inductive Reasoning Ability in Geometry Students of MSU N – Integrated Developmental School

The study aimed to compare the effectiveness of two teaching strategies, one utilizing GeoGebra and the other employing traditional manual drawing tools in the guided discovery activities. A two-group experimental design with a pretest and posttest was used, along with a perception survey as qualitative support. The study was conducted over one grading period, involving a population of 120 Grade 9 students from Mindanao State University at Naawan-Integrated Developmental School. Data were collected through questionnaires and inductive reasoning activity worksheets developed by the teacher, which underwent rigorous reliability and validity testing. The Wilcoxon two-sample paired test results revealed a significant increase in scores from the pretest to the posttest for both the GeoGebra and the Conventional groups. However, the Mann-Whitney U-test and the independent t-Test indicated no significant difference between the two groups' performances in Mathematics proficiency and inductive reasoning activities, respectively. Furthermore, results of the perception survey showed highly positive perceptions of students on using GeoGebra, perceiving it to have enhanced their inductive reasoning ability. Overall, these findings suggest that using GeoGebra is equally effective as using manual drawing implements, having found no significant difference in performance between the two groups. Given these results and the positive review of students on the use of GeoGebra, it is recommended that the software's use be integrated into mathematics instruction.