Students In Intervention Group Research Articles

Integrated STEM-based module: Relationship between students’ creative thinking and science achievement

STEM-based learning innovations have been massively developed especially related to 21st Century skills. This study was done to explore a relationship between creative thinking and science achievement through the implementation of integrated STEM-based module on Reproduction topic. A quasi-experimental study involved pretest-posttest non-equivalent group design with sample of 60 eighth graders from a boarding school in Baling, Kedah, Malaysia. The samples was divided into two groups - 30 students of treatment group and 30 students of control group. The data were collected from pre-post-Reproduction Test Questions (RTQ) scores and pre-post-Creative Thinking Test Questions (CTTQ) scores. Pearson Correlation and one-way ANOVA at a significance level p < .05 were performed in analysing data. Findings reveal no statistically significant relationship between creative thinking and science achievement for both treatment group (r = .220, p = .243) and control group (r = .308, p = .098). Besides, there is a statistically significant and moderate and positive relationship between creative thinking indicator of fluency and science achievement (r = .463, p = .010) of the treatment group. In conclusion, general finding is an evidence that between creative thinking and science achievement shows a consistency in whatever teaching strategy implemented. In which, educators need to realize that academic achievement does not necessarily be a necessity in shaping one’s creativity. Therefore, further study is needed to investigate the relationship between these variables in the execution of STEM teaching and learning so that the findings can be generalized to a larger population.

Memory Mates: An Evaluation of a Classroom-Based, Student-Focused Working Memory Intervention

AbstractThis applied experimental research tested the effectiveness of a universal, student-focused intervention (‘Memory Mates’), specifically focused on supporting students to use attention and working memory strategies within academic contexts, unlike computer-based programs. Memory Mates is presented in the form of icons and explanations, with the strategies embedded within the classroom. Analyses compared the impact of the intervention over 8 months in three schools with three control schools, comprising 13 Year 4 primary school classes. The intervention group students showed a significant improvement in mathematics and spelling; however, there was no differential effect on reading comprehension or academic engagement. Based on the present results, it is contended that implementing Memory Mates within classroom contexts demonstrated promising potential as a new approach to supporting academic progress.

Application of Peer Group Support with the Health Promotion Model Approach in Increasing Perceived Benefit Of Action and Perceived Self Efficacy

<p><em>There are problem related to students health behavior in Islamic boarding school, such as they do not washing their hand before they have their meals, hanging wet clothes in their room, and they do not really care to the toilet hygiene. The aims of this research was to knowing the effect of peer group support to perceived benefit of action and perceived self efficacy by applying students lifestyle management using health promotion model approach. The design was quasy experimental, pre post test control group the population were students who stayed in Islamic boarding school in An Najiyah, As Syafiiyah and Al Jihad Surabaya, and the total sample was 150 student, 75 in control group, 75 in intervention group, the sample taken by simple random sampling. In intervention group they’ve got health education and peer group support while the control only got health education by giving a student lifestyle management module. The independent variable was peer group support and dependent variable were perceived benefit of action and perceived self efficacy. The data taken by questionnaire and was analyzed by Wilcoxon signed test and Mann Whitney test. The result showed that after the treatment, students in intervention group have positive perceive benefit of action was 92% and 100 % have high perceived self efficacy, meanwhile in control group there were 72% students who have negative perceived benefit of action and 60% have low perceived self efficacy. It means that peer group support could change the students perception and increasing self efficacy to set a going lifestyle management based on health promotion model approach. </em></p>

Foldscope as a primary diagnostic tool for oral and urinary tract infections and its effectiveness in oral health education.

Due to its speed, accuracy and cost-effectiveness, microscopy has become an integral part of clinical examination for disease diagnosis. However, modern microscopes are very costly and require skilled personnel for their operation and maintenance, and specimen processing and analysis is labour-intensive. Further, lack of such expensive diagnostic tools in remote areas is a serious concern. Affordable point-of-care diagnostic tools are the most useful for timely disease diagnosis and management. The Foldscope is an affordable origami-based microscopy device composed of a series of paper clippings, which, upon assembly, can hold a specimen slide for observation, and this specimen can be viewed via a mobile phone camera attached to it. The present study evaluated the use of the Foldscope in the clinical diagnosis of oral and urinary tract infections and evaluated its efficacy as a motivational tool for improving oral health among school children in India. We qualitatively compared the Foldscope to a clinical microscope by examining five different types of clinical samples. Of the different types of clinical samples, the Foldscope was effective in detecting infection in dental plaque samples and urine samples. Thus, we further analysed 31 dental plaque samples of patients aged 3-13 years and 25 urine samples of patients aged 11-62 years. We also evaluated the use of the Foldscope as an educational tool for motivating oral hygiene among 80 school children aged 12 years and found that students in the Foldscope intervention group had better measures of oral hygiene than did students in the nonintervention group. In summary, our study indicated that the Foldscope is useful in detecting urinary tract infections and kidney stones in urine samples and is a useful motivational tool for oral health education among school-aged children. Furthermore, it may also be useful in oral health monitoring in resource poor settings. LAY DESCRIPTION: Poor and remote population often suffers due to lack of capacity to buy products or avail services which are expensive. In such a society people are not able to afford even the basic detection of diseases. Foldscope may come to rescue here! Foldscope is a paper-based, use-and-throw, affordable microscope. This study explores the use of Foldscope in clinics and diseases diagnosis using patient samples. Preliminary detection of disease associated symptoms in dental and urinary infections and digital record keeping via storage in mobile phone memory and hospital OPD records for monitoring patient's health are some of the advantages of Foldscope for clinical use in resource poor settings. It identifies that Foldscope not only can be used by students or teachers for educational purposes but it can also pave a path for promotion of dental hygiene among young children. The study also suggests that further improvement in design or resolution of Foldscope will broaden the scope of its application, in future.

The Effect of Medium of Instruction on Undergraduate Student Learning Style in Video-based Learning

The study aims to assess the impact of interactive and linear video on learning effectiveness of undergraduate informatics students with different predominant learning styles (visual, aural, read/write and kinesthetic style). The students in different treatment groups (learning with interactive vs. linear video) have achieved very good learning outcomes and those who used interactive videos achieved better learning outcomes. The impact of the kinesthetic predominant learning style on learning with interactive videos was not evident, i.e. the predominant learning style of the undergraduate informatics students did not affect their success, regardless of the type of video

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance.

This quasi-experimental study examined a guided learning approach towards the use of mobile devices and investigated the performance of language learners who were guided in the usage. A total of 419 students from two faculties were invited to participate in this 8-week intervention, 155 participants in the control group and 264 in the experimental group. In the experimental group, the researchers incorporated guided activities Module Intervention Model (MIM) using mobile devices into the ESL lessons whereas the control group lessons were without guided activities. Participants from both groups were asked to record their daily mobile device use for activities related to English language learning using an online form. These data were compared to the results of the tests conducted pre- and post-treatment. At the end of the study, students who received guided language activities utilizing the mobile devices had significantly higher levels of language performance than control group students. However, treatment group students who spent more time using mobile devices to learn the language did not display better performance compared to those who spent minimal time. This finding re-established the importance of guided activities as intervention to facilitate students’ learning and points to the need for curricular modernization and faculty development in the instructional use of technology. Due to the increased need for online instruction precipitated by “social distancing and isolation’ required to overcome the coronavirus pandemic, the need for faculty to acquire skills in guided use of mobile devices for school-related learning is anticipated to be greater than ever.

EFEKTIFITAS METODE SIMULASI DAN FEEDBACK YANG KONSTRUKTIF DALAM PELATIHAN CARDIOPULMONARY RESPIRATORY UNTUK MENINGKATKAN PENGETAHUAN DAN KETERAMPILAN MAHASISWA

Constructive feedback is an effort to increase knowledge and skills so that instructors can find out how to provide constructive feedback. Constructive feedback of simulation methods needs to be given to students in order that they are motivated to increase their knowledge and skill. The objective of this study is to understand increasing of student’s knowledge and skill in simulation methods with and without constructive feedbacks. Methods used in this study is Quasi Experiment using pretest and posttest with control group. Total respondents used in this study are 77 respondents with 40 students of intervention group and 37 students of control group using purposive sampling technique. Respondents were given interventions such as constructive feedback.The results of study using paired sample t-test indicate that there was significant effect on giving constructive feedback to students before and after giving interventions with p-value result of 0.05. It is expected that feedback is continuously given by an educator to grow learning spirit and self-introspection to students.

Efficacy of HIV/AIDS Related Educational Package on Awareness and High-Risk Behavior of Adolescent Students in Kathmandu Metropolitan City

Introduction: Human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) are among the most complex health problems of the 21st century. Young people aged 15 - 24 years are the HIV/AIDS at risk group. The objective of this study was to evaluate the effectiveness of an educational interventional program on knowledge on HIV/AIDS among adolescent students of higher secondary school in Kathmandu, Nepal. Methods: The study was the pre test - post test experimental study design with an experimental and a control group conducted in the randomly selected eighteen higher secondary schools. The intervention, educational package on HIV/AIDS, was provided to all grade twelve students in the intervention group from 1st September, 2017 to 2nd January, 2018. In total, 321 from the intervention group, and 283 from the control enrolled at baseline and over 95% of these were followed up at posttest. The data were collected from self-administered questionnaires in English version and analyzed by using independence t-test and paired t-test. Results: Overall pretest knowledge of both intervention and control groups was comparable with 27.58 ± 4.05 and 28.53 ± 3.77 mean ± standard deviation respectively. But statistical analysis showed significant higher knowledge (P = 0.03) among control group. After the educational intervention, the mean knowledge score of control group increased by only 0.47, whereas the same score increased by 11.57 and reached 39.15 ± 3.7 in post-test for intervention group. The difference in post-test score was statistically highly significant (P < 0.001). The finding indicates that the educational intervention was effective in changing the HIV/AIDS knowledge of students of intervention group. The differences in pre- and post-test knowledge scores of both intervention and control groups were statistically significant with P-value of 0.000 and 0.003 respectively. The findings of sexual risk behavior showed that 6.7% of controls and 16.8% of intervention group students reported having sexual relations. Conclusion: Educational intervention was efficacious in improving awareness of adolescent students on HIV/AIDS. The study has also indicated that remarkable numbers of adolescents are practicing high risk behavior for HIV/AIDS like having early initiation sexual intercourse, multiple sex partners, using alcohol before intercourse etc. There is need to promote education program among higher secondary schools to multiply the effects of providing opportunities to equip students with factual information on HIV/AIDS.

To evaluate the effect of challenge-based learning on the approaches to learning of Chinese nursing students: A quasi-experimental study

Challenge-based learning (CBL) is a learner-centred, experimental learning strategy that aims to prepare students to manage unforeseeable and complex global issues in the 21st century. It cultivates an active and authentic learning environment that requires students' creative input, collaboration and community involvement. Studies in the past decade have shown that CBL strengthens soft skills essential for future society, such as critical thinking and creativity. However, its effect on students' metacognitive abilities is scarcely mentioned. This study – a quasi-experimental study with non-equivalent groups conducted in a self-financing tertiary institution in Hong Kong – aims to evaluate the effect of CBL on approaches to learning among nursing students. First-year students in the nursing programme who attended a nursing course using CBL were recruited for the intervention group and senior year-one students were included in the control group. Their approach to learning was measured by the Revised Two-Factor Study Process Questionnaire administered at the beginning and at the end of the semester. Analysis of Covariance (ANCOVA) was used to compare the mean difference in scores of deep and surface approaches between the groups. A total of 209 participants were recruited, with 130 in the intervention group and 79 in the control group. The response rates were 65.3% (130/199) and 78.2% (79/101) for the intervention and control groups, respectively. In the intervention group, the mean post-test deep approach score was significantly higher than the pre-test score (F = 5.2, p = 0.023), even though it had only a small effect. There was no statistically significant difference in baseline post-test mean surface scores (F = 2.4, p = 0.125). The results of this study indicate that CBL may facilitate deep learning in nursing students.

Undergraduate training in breaking bad news: A continuation study exploring the patient perspective.

This paper reports on the continuation of an initial study that demonstrated the effectiveness, as rated by experts, of an undergraduate training in breaking bad news (BBN) using simulated patient (SP) and individual feedback. The current study aimed to further explore whether such an individualized training approach also has positive effects from the perspective of the patient, using the analogue patient (AP) methodology. A subsample of 180 videotaped interviews with SPs were selected from the existing data set (N = 332), consisting of 60 pre- and post-training interviews of students benefiting from the individualized approach (intervention group) and 60 post-training interviews of students having small-group SP training and collective supervision (comparison group). Sixty-eight APs-healthy untrained observers-were asked to view the videotaped interviews while "putting themselves in the patient's shoes" and evaluate satisfaction, trust, liking, and the competence of medical students. The intervention group students improved significantly from pre- to post-training on several dimensions evaluated by the APs: patient satisfaction, trust in the student, liking of the student, and perceived medical competence. Increased AP satisfaction was related to different changes in students' communication behavior between pre- and post-training: increase in positive talk, emotional responsiveness, biomedical and psychosocial information, and biomedical counseling. There was no significant between-group difference at post-training. AP evaluation showed significant improvement between pre- and post-training. This result provides additional and complementary evidence of the positive effects of individualized training in BBN from the AP perspective, a proxy of (real) patients.

The Effect of Educational Intervention Based on Health Belief Model to Decrease and Prevent Mobile Phone Addiction among Female High School Students in Iran

Background Mobile phone has played an increasingly important role in people’s lives; however, there is a global concern that it may cause adverse effects on health. This study aimed to assess the effect of educational intervention based on Health Belief Model (HBM) to decrease and prevent mobile phone addiction among female high school students. Materials and Methods This quasi-experimental study was done on high school students in Esfahan city in 2018-2019. During a period of 6 months, 112 female high school students were selected and randomly assigned to control and intervention groups. The educational intervention was implemented only in the intervention group (6 sessions of ninety minutes). Health Belief Model constructs were measured by self-report questionnaires and mobile phone addiction was measured by Persian version of mobile phone addiction scale before and two months after the intervention. Results: 112 students (56 in control group and 56 in intervention group) participated in the study. There was no statistically significant difference between the baseline characteristics of students in both groups as well as HBM constructs and mobile phone addiction. Two months after the intervention, the mean score of mobile phone addiction among the students of intervention group students was decreased and in control group students, the score of mobile phone addiction was increased (P ≤ 0.05). Constructs of the HBM except perceived barriers for reducing mobile phone use and perceived benefits of mobile phone use significantly increased in the intervention group compared to the control group (P <0.05). Conclusion According to the results, Educational intervention based on the HBM can prevent and decrease the mobile phone addiction in female students.

The Effect of Edutainment on Higher Order Thinking Skills among Year Five Students

The purpose of this study is to determine the effect of edutainment on the Higher Order Thinking Skills in Year Five students. This study utilises quasi-experimental design using pre and post-tests. The development of edutainment module is based on the ADDIE model. The samples comprised of 33 treatment group students and 33 control group students who were randomly selected. The instruments used are pre-test and post-test. Based on the findings of the independent sample t-test for higher order thinking skills applying, analyzing, evaluating and synthesizing, showed significant differences [t (64), p <.05) between the post-test scores of treatment and control groups i.e. all levels showing p = 0.00. In conclusion, this study has found that learning by entertaining students was effective in raising the students' level of thinking skills. The implication of the study showed that edutainment learning can be used by primary school science teachers to improve higher order thinking skill in students.

Learning clinical skills through audiovisual aids embedded in electronic-PBL sessions in undergraduate medical curriculum: perception and performance.

Learning clinical skills in a large group of undergraduate medical students is challenging. Innovative technology-based modalities are being evaluated to complement limited hospital rotations. We determined the effectiveness of clinical skills-related audiovisual (AV) aids embedded in electronic-problem-based learning (PBL) sessions, in terms of students' feedback and formative Objective Structured Clinical Examinations (OSCE) grades. This mixed-method study was conducted during the Cardiovascular System module in year 3 of the Bachelor of Medicine, Bachelor of Surgery program. The AV aids, mainly consisting of abnormal chest auscultation sounds, were linked to the cases for the intervention group. The control group received only a description of clinical signs. Sessions were conducted using an intranet platform. At the end of the module, feedback was obtained from intervention group students and faculty using a self-administered questionnaire. The learning was compared between intervention and control groups through an OSCE. Finally, focus group interviews were conducted to explore factors underlying deviation from the expected results. Out of 110 intervention group students, 86 (78%) responded. The students appreciated the inclusion of AV aids, as suggested by a high average satisfaction score of 4.2 (SD 0.8). They agreed that, apart from being appropriate and relevant, the aids improved the learning environment and engagement in the process. The tutors also gave a similar feedback. However, no difference in the OSCE scores was found between control and intervention groups. The study indicates that inclusion of AV aids improved students' engagement and classroom environment in electronic-PBL sessions, but did not improve diagnostic abilities based on the learned clinical skills.

Designing and Evaluating Educational Intervention to Improve Preventive Behavior Against Cutaneous Leishmaniasis in Endemic Areas in Iran.

ObjectivesHealth education programs are one of the most important strategies for controlling cutaneous leishmaniasis (CL) in endemic areas such as Neshabur city. This study aimed to develop and evaluate a comprehensive health education program to improve preventive behaviors for CL.MethodsThis was an interventional study conducted on 136 high school students in Neishabur city. Data collection instruments included a demographic questionnaire and a researcher-made questionnaire based on the “Health Belief Model” and “Beliefs, Attitudes, Subjective Norms and Enabling Factors Model” constructs. The control and intervention groups completed the questionnaires before and 2 months after the intervention. The intervention was conducted in 6, 1-hour educational sessions for the intervention group students and 2, 1-hour sessions for school administrators, teachers, and students’ parents.ResultsThere was no significant difference between the 2 groups in the pre-intervention phase. However, in the post-intervention phase, there were significant differences between the 2 groups for mean scores of knowledge, perceived susceptibility, perceived severity, perceived benefits, cues to action, self-efficacy, attitude, subjective norms, behavioral intention, enabling factors, and behavior associated with CL.ConclusionHealth education program based on the “Health Belief Model” and the “Beliefs, Attitudes, Subjective Norms and Enabling Factors Model” model constructs may be a comprehensive and effective educational program to improve preventive behaviors against CL in students.

The effect of staged group positive psychological intervention on resilience and professional identity of "Post-90s" nursing students during internship

Objective To explore the effect of staged group positive psychological intervention on resilience and professional identity of post-90snursing students during internship. Methods A convenience sampling method was adopted. Nursing students of 2017 were selected as a control group (n=151) and nursing students of 2018 were selected as an intervention group (n=137) . Nursing students in control group were given a conventional teaching method, while the psychological counseling team used staged group positive psychological interventions on nursing students in intervention group. Connor-Davidson Resilience Scale (CD-RISC) and Professional Identify Scale were used to evaluate the effect of intervention. Results The CD-RISC score and Professional Identify Scale score of intervention group were (89.58±21.37) and (5.48±0.29) , both higher than those of control group (t=2.253, 5.725; P<0.05) . Conclusions The staged group positive psychological intervention has positive effect on the psychological resilience and professional identity of the post-90s nursing students during internship, which provides a reference for further maintenance of the mental health of nursing students and stabilization of the nursing team. Key words: Students, nursing; Resilience; Professional identity; Positive psychology; Group psychological counseling

Effects of a digital educational intervention on collaborative learning in nursing education: A quasi-experimental study

Collaborative digital learning is becoming increasingly popular in higher education. However, the use of collaborative digital learning does risk placing too big a responsibility on the learner and reducing face-to-face interaction with the educator. The aim of this quasi-experimental study was to evaluate the effects of a digital educational intervention on collaborative learning in nursing education. The intervention group ( n = 87) studied using a collaborative digital learning environment and the control group ( n = 38) studied in the traditional classroom setting. There were no significant differences between the groups in terms of student satisfaction. However, the students' satisfaction of studying decreased in the intervention group after completion of the course. In the intervention group students had higher satisfaction in the area of promoting collaborative group work and received statistically significant higher grades in the final course evaluation. This study emphasizes that collaborative digital learning can be an effective approach in nursing education in terms of learning outcomes. It also shows that more study is needed on the role of the teacher in collaborative digital nursing education.

Long-Term Effects of Social–Emotional Learning on Receipt of Special Education and Grade Retention: Evidence From a Randomized Trial of INSIGHTS

Social–Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children’s social–emotional skills and behavioral development. Although meta-analytic research has shown that SEL programs can improve academic and behavioral outcomes in the short term, few studies have examined program effects on receipt of special education services and grade retention in the longer term. Using an experimental design, the current study leveraged administrative data available through students’ school records (N = 1,634) to examine the impacts of one SEL program implemented in kindergarten and first grade on receipt of special education and grade retention in fifth grade. The study further considered whether impacts varied for low- versus high-income students. Findings revealed no difference between treatment and control group students in grade retention. However, treatment group students were less likely to ever receive special education services by the end of fifth grade, with low-income students appearing to drive this effect. Implications are discussed.

Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students’ Science Content Knowledge

Peer argumentation, especially the discussion of contrary points of view, has experimentally been found to be effective in promoting science content knowledge, but how this occurs is still unknown. The available explanations are insufficient because they do not account for the evidence showing that gains in content knowledge are unrelated to group outcomes and are still evident weeks after collaboration occurs. The aim of this article is to contribute to the understanding of the relationship between peer-group argumentation and science content knowledge learning. A total of 187 students (aged 10 to 11 years) from 8 classrooms participated in the study, with the classrooms spread across 8 public schools, all located in Santiago, Chile. We conducted a quasi-experimental study randomized at school-class level. Four teachers delivered science lessons following a teaching program especially developed to foster dialogic and argumentative classroom talk (the intervention group), and four teachers delivered lessons in their usual way (the control group). Students were assessed individually using both immediate and delayed post-test measures of science content knowledge. The results showed no differences in pre- to post-immediate content knowledge between conditions. However, the intervention-group students increased their content knowledge significantly more than the control-group students between post-immediate and post-delayed tests. Hierarchical multiple regression analyses showed that, after controlling for school-level variables, time working in groups, and scores in the pretest, the formulation of counter arguments, although occurring in both groups, significantly predicted delayed gains in the intervention group only. Moreover, the frequency of counterarguments heard by students during the group work did not make a difference. Focal analysis of one small-group work suggests that teachers’ instructional practice may have contributed to the consolidation of students’ knowledge at an individual level in a post-collaborative phase.

Music Intervention for Perceived Stress Among English Education Students

OBJECTIVE/BACKGROUND: This research objective was to examine the effect of music intervention on perceived stress among English education students.&#x0D; &#x0D; METHOD: Out of 200 students surveyed, 56 English education undergraduate students who were having high-stress level participated in the study. The 56 eligible participants were randomized into one of two study groups: music intervention group (n = 28) and waitlist control group (n = 28) using computer-generated random numbers. All participants completed baseline evaluation and posttests at 4, 8 and 12 weeks. Participants completed the Perceived Stress Scale. The statistical tool used for data analysis was within and between ANOVA.&#x0D; &#x0D; RESULT: There was a significant difference in perceived stress between English education students in the music intervention group and waitlisted group. Significant reduction in the level of perceived stress among English education students was observed in the music intervention group, but the waitlisted group demonstrated no significant reduction in their stress score both at 4, 8 and 12 weeks posttests respectively. &#x0D; &#x0D; CONCLUSION: Music intervention is an effective means of handling stress among English education students. Further studies are required to investigate the role of music therapy in burnout reduction among English education students in Nigerian universities.

Do Indirect Coded Corrective Feedback and Teachers Short Affective Comments Improve the Writing Performance and Learners Uptake?

The current study aims to investigate the effect of indirect codded correction feedback (ICCF) and affective short comments of the teachers on the students writing performance. The study aims to answer whether ICCF alone enhances the quality of the students writing or does it work better with the short affective comments of the teachers. The current study was conducted at a private university of Karachi, and data for the purpose of this study was conducted from 90 undergraduate business students. There were two group of students: control and experimental. The participants were randomly assigned into two groups: control (ICCF only, N = 45) and treatment (ICCF and short affective teachers' comments, N = 45). For the purpose of this study, all participants were required to complete three writing tasks and the tasks were assessed and graded by two subject experts. The researcher applied t-test to find whether there was any significant difference in the mean score of both the control and treatment group. The result of the study unveiled that treatment group students performed well than comparison group students as it was revealed in their third writing draft. Moreover, the result of the questionnaire unveiled that the respondents of the treatment group were of the view that ICCF and short affective teachers' comments increased their perceived motivation level.