Treatment Control Group Design Research Articles

Examining the effects of integrated instruction on Chinese sixth-graders’ reading comprehension, motivation, and strategy use in reading fiction books

Reading is a complex task that requires cognitive and emotional engagement. The integrated instruction approach, incorporating strategy instruction and literature circles, was developed to improve Chinese students’ reading comprehension, reading motivation, and strategy use in reading fiction books. The current study adopted a quasi-experimental pretest–posttest treatment–control group design. A total of 87 sixth graders (aged 11–12 years) were assigned to three groups, receiving integrated instruction (INI), literature circle (LC), or traditional Chinese instruction (TRC), respectively, over 12 weeks. A reading comprehension test, reading motivation questionnaire, and strategy questionnaire were used to measure students’ abilities before and after the quasi-experiment. Paired-samples t-tests, multivariate analysis of variance (MANOVA), and multivariate analysis of covariance (MANCOVA) were used to compare reading-related outcomes within and between groups. The results indicated that the students in the INI group significantly improved their reading comprehension, all aspects of reading motivation, and strategy use; the LC and TRC students also significantly improved some aspects of their reading motivation and strategy use, but to a lesser degree than the INI students. These findings reveal evidence-based effects of INI and LC on multiple reading outcomes in the Chinese cultural and lingual context.

Improving Test-Taking Effort in Low-Stakes Group-Based Educational Testing: A Meta-Analysis of Interventions

ABSTRACT Four decades of research have shown that students’ low test-taking effort is a serious threat to the validity of score-based inferences from low-stakes, group-based educational assessments. This meta-analysis sought to identify effective interventions for improving students’ test-taking effort in such contexts. Included studies (a) used a treatment-control group design; (b) administered a low-stakes group-based educational assessment; (c) employed an intervention to improve test-taking motivation; and (d) evaluated test-taking effort and/or test performance as outcomes. The analysis included 53 studies (N = 59,096) that produced 60 and 105 effect sizes of test-taking effort and test performance, respectively. On average, interventions were found to improve test-taking effort and test performance by 0.13 standard deviations (SD) each. The largest gains in test-taking effort were observed when providing external incentives followed by increasing test relevance, while no significant differences were found between these two intervention types in improving test performance. Furthermore, negligible impact was detected on both dependent variables for interventions that modified assessment design or promised feedback. Recommendations for future research and practice are discussed.

The barbershop renovation: prevention program of communicable diseases

Infectious diseases such as HIV / AIDS and hepatitis are diseases that can be transmitted through various media, one of them through shaving tools that are not hygienic which is still rarely noticed by barber. Barbershop renovation is an educational program which was designed as an effort to prevent infectious diseases in Barbershop through education with the use of mirror stickers and shaving cloth media and assistance during the program. The purpose of this research is to determine the effectiveness of Barbershop's surgical program against the prevention of infectious diseases through a shaver at Barbershop in Kendari City in 2019. This study used quasi-experimental designs with a treatment-control group design (pre-test and post-test). A total of 30 Barbershops were involved in the study, which were selected by purposive sampling technique. Data analysis used Wilcoxon sign rank test for testing the difference between before and after treatment, and mann whitney U test, for testing the differences between the treatment and control groups. The results of data analysis showed differences in attitudes both before and after treatment. In addition we also found significant differences between the treatment group and the control group. So it could be concluded that the operation of the Barbershop renovation program was effective in providing education and influence the attitude about preventing transmission of infectious diseases through shavers. Suggestions that can be given are strengthening health strategies, like supervisory support and training is needed to facilitate effective preventive measures against infectious diseases among barbers

Conceptual Change Inquiry Curriculum and Traditional Lecture Approach: Preservice Teacher’s Perceptions of Learning

A quasi-experimental treatment control group design was used to investigate the effect of a conceptual change curriculum, Multi-Step Inquiry approach, on students’ perception of their learning in a science classroom. This started with the development of a workbook that explicitly focused on conceptual understanding, followed by the development and validation of an inventory to explore students’ perceptions of learning. Interpretation of data involved the use of inferential and descriptive statistics. The inferential statistics included t-tests, ANOVA, Pearson correlations, and regressions. Cohen’s d effect sizes facilitated further interpretation of the data. The analysis shows potential for the Multi-Step Inquiry to improve students’ perceptions. These results provided room for recommendations for both research and teaching.

Efficacy Study of a Social Communication and Self-Regulation Intervention for School-Age Children With Autism Spectrum Disorder: A Randomized Controlled Trial.

Purpose This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders ( n = 17) diagnosed with autism spectrum disorder (ASD) and their parents. Method A randomized delayed treatment control group design with pre- and postintervention assessments of both parents and children was implemented within a community practice setting. Two follow-up assessments at 3 and 6 months postintervention were also completed. Results Overall, results indicate that the intervention is efficacious in teaching social communication and self-regulation concept knowledge to children with ASD and their parents. Both parents and children demonstrated an increase in social communication and self-regulation knowledge after participating in the Growing, Learning, and Living With Autism Group as compared to a delayed treatment control group. The effects of the intervention did not extend to parent-child interactions coded from video recordings. Child treatment effects were maintained at the 3- and 6-month follow-up assessments. Conclusions Preliminary efficacy of the Growing, Learning, and Living With Autism Group was established. Based on parent report at the conclusion of the intervention, this is a socially valid intervention for teaching social communication and self-regulation skills to school-age children with ASD. Supplemental Material https://doi.org/10.23641/asha.8637236.

Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis

This meta-analysis is the first to provide a quantitative synthesis of empirical evaluations of mathematical intervention programs implemented in secondary schools for students with learning disabilities and mathematics difficulties. Included studies used a treatment-control group design. A total of 19 experimental and quasi-experimental studies containing 20 independent samples met study inclusion criteria. Results of a random effects model analysis indicated that mathematical interventions influence mathematics outcomes ( g = 0.37, 95% confidence interval [0.18, 0.56]) for students with learning disabilities and mathematics difficulties. In addition, instructional time moderated the relation between mathematics interventions and student learning. Limitations of the study, future directions for research, and implications for practice are discussed.

Luna Yoga: A Wellness Program for Female Counselors and Counselors-in-Training to Foster Self-Awareness and Connection

ABSTRACTYoga has gained popularity as a way to relieve stress and maintain well-being. It may also be a helpful resource for counselors to learn effective self-care strategies to sustain personal wellness and professional competence. This pilot study examined the impact of Luna Yoga, a four-week program created specifically for women to enhance creativity, connection, and self-awareness, and facilitate a socially supportive environment unlike traditional yoga sessions. This pilot study employed a delayed treatment control group design to test the impact of the Luna Yoga intervention on reported levels of wellness, resulting in an increase in social wellness among female professional counselors and counselors-in-training.

Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis

Socioeconomic status is a major predictor of educational achievement. This systematic review and meta-analysis seeks to identify effective academic interventions for elementary and middle school students with low socioeconomic status. Included studies have used a treatment-control group design, were performed in OECD and EU countries, and measured achievement by standardized tests in mathematics or reading. The analysis included 101 studies performed during 2000 to 2014, 76% of which were randomized controlled trials. The effect sizes (ES) of many interventions indicate that it is possible to substantially improve educational achievement for the target group. Intervention components such as tutoring (ES = 0.36), feedback and progress monitoring (ES = 0.32), and cooperative learning (ES = 0.22) have average ES that are educationally important, statistically significant, and robust. There is also substantial variation in effect sizes, within and between components, which cannot be fully explained by observable study characteristics.

Effects of an intensive data-based decision making intervention on teacher efficacy

Research into the effects of interventions on teacher efficacy is scarce. In this study, the long-term effects of an intensive data-based decision making intervention on teacher efficacy of mainly grade 4 teachers were investigated by means of a delayed treatment control group design (62 teachers). The findings showed significant strong intervention effects on teachers' efficacy for instructional strategies, and student engagement in both treatment groups. No significant effects were found for teacher efficacy regarding classroom management. Improved teacher efficacy in the first treatment group persisted throughout the second school year. Suggestions for future research are presented.

Supplemental reading strategy instruction for adolescents: A randomized trial and follow-up study

In this study, the authors examine the impact of a yearlong supplemental reading course involving daily instruction in the learning strategies curriculum on lower achieving adolescent students' reading achievement and motivation. Using a multiple-cohort randomized treatment-control group design over 4 years, they compared achievement and motivation outcomes for 605 sixth-grade students who participated in the intervention with 530 students who did not participate and 593 ninth-grade students who participated in the intervention with 535 students who did not participate. Results indicated significant impacts of the intervention on reading achievement for ninth-grade students but not for sixth-grade students. Significant impacts on reading motivation were found for both sixth- and ninth-grade students. An exploratory follow-up study indicated potential benefits of a second year of intervention for sixth-grade students who are still low achieving after 1 year of intervention.

Molecular Workbench Software as Computer Assisted Instruction to Aid the Learning of Chemistry

This study carried out with 70 seventy secondary school students evaluated the usefulness of computer assisted instruction as an aid in the learning of chemistry in Iran. A treatment-control group design was used to test the impact of the Molecular Workbench software on students’ test performance following the use of the software package. Independent sample t-tests showed that students who were taught using the Molecular Workbench software performed better in post-tests on five chemistry topics as compared with those who received conventional instruction. Students using the software also found this software useful in the learning of chemistry. DOI: 10.5901/jesr.2014.v4n3p373

No Child Left Behind and Tutoring in Reading and Mathematics: Impact of Supplemental Educational Services on Large Scale Assessment

This quantitative study evaluated the effects of Supplemental Educational Services (SES), a federally mandated component of No Child Left Behind, on student achievement in reading and mathematics. SES provides free tutoring outside school to disadvantaged students who attend Title I schools that are in their third year of failing to achieve adequate yearly progress on state assessments. Data from the fifth year of SES implementation in a large urban school were analyzed to determine if the mostly small and not statistically significant effects obtained in prior years were stronger as the tutoring services acquired additional refinement and maturity. A matched treatment-control group design was employed, in which students who received SES tutoring in reading, mathematics, or both were matched to similar schoolmates who were eligible for SES services but did not participate. Results showed consistently positive but small, not statistically significant, effect sizes for the outcome measures. Student achievement results and their implication for policy and practice are discussed.

The impact of a strategy-based intervention on the comprehension and strategy use of struggling adolescent readers.

This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction in 6 LSC strategies and 290 students who did not receive intervention instruction. After 1 school year, 6th-grade students who received intervention instruction significantly outperformed students in the control group on a standardized measure of reading comprehension and reported using problem-solving strategies in reading to a greater extent than students in the control group. There were no significant differences between 9th grade intervention and control groups in reading comprehension or strategy use.

Relative effectiveness of assertive training, modelling and their combination in the reduction of isolate behaviour in children

The study investigated the Relative Effectiveness of Assertive Training (AT), modelling (M) and a combination of Assertive Training and Modelling (AT & M) techniques in improving the social skills of primary school isolates and consequently reduce their isolate behaviour. The study is a quasi experimental research that adopted a pretest, post-test, treatment Control group design with a 4x2 matrix. It was conducted in one of the primary schools in Orlu Local Government Area of Imo State. Four experimental groups comprising of three treatment groups of AT, M, and AT&M who were treated through eight therapy sessions for six weeks were used for the study. Forty-eight participants were randomly selected from the target population and were randomly assigned to the four experimental groups. Different types of researcher developed and validated instruments were used in the identification of the isolates, measuring their social competence and testing the effectiveness of the treatment programmes at the post test and follow up assessment periods. Two null hypotheses tested at 0.05 level of significance were raised to guide the study. Data collected were analysed with ANCOVA F-test and Scheffé test. The result revealed that the treatment techniques were equally effective and superior to the Control condition in improving the social skills of isolates and reducing their isolate behaviour. None of the treatment techniques was superior to the other. Key Words: Assertive training, modelling, isolate behaviour, children, social interaction.

Early Comprehension Instruction for Spanish‐Speaking English Language Learners: Teaching Text‐Level Reading Skills While Maintaining Effects on Word‐Level Skills

This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish‐speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a sample of ELL (N= 82) including students who were and were not at risk for later reading failure. Two randomly assigned experimental intervention groups and one treatment control group were created to test the effectiveness of three instructional interventions that differed in the relative amount of time used for instructing the word‐ and text‐level targeted skills. Specifically, the two experimental intervention groups received different doses of LC relative to PA instruction, creating a LC Concentration group and a PA Concentration group. The treatment control group received only PA and alphabet knowledge instruction (word‐level skills). Results indicated that both at‐risk and not‐at‐risk ELLs in the LC Concentration group outperformed students in the other groups on almost all measures, including PA skills, despite minimal amounts of instructional time‐targeting word‐level skills. These data extend the existing literature by lending empirical support to the use of a LC component in early reading interventions for young ELL.

Telephone booster sessions for optimizing smoking cessation for patients in rehabilitation centers

Smokers with smoking-related diseases who are hospitalized in rehabilitation centers should be offered smoking cessation. This is the first study evaluating whether telephone booster sessions after intensive inpatient treatment are an effective strategy. The present study was conducted in 13 rehabilitation centers for somatic disorders as a prospective multicenter study with a randomized treatment-control group design. We compared abstinence rates after hospital discharge from treatment that included a group smoking cessation program with (treatment group) and without telephone booster sessions (control group). Data from 290 smokers were analyzed. After 6 and 12 months the treatment group achieved abstinence rates twice as high as those of the control group. Men profited more from telephone booster sessions than did women. Results indicated that telephone booster sessions were highly effective (even) after an inherently intensive group program during a hospital stay. Further research should focus on the special needs of women receiving telephone counseling.

Contingency management for treatment of substance use disorders: a meta‐analysis

To examine the effectiveness of contingency management (CM) techniques in treating substance use disorders (i.e. illicit drugs, alcohol, tobacco). Meta-analysis was used to determine the average effect size and potential moderators in 47 comparisons of the effectiveness of CM from studies based on a treatment-control group design and published between 1970 and 2002. The mean effect size (ES) of CM was positive, with a magnitude of d = 0.42 using a fixed effects model. The magnitude of the ES declined over time, following treatment. CM was more effective in treating opiate use (d = 0.65) and cocaine use (d = 0.66), compared with tobacco (d = 0.31) or multiple drugs (d = 0.42). Larger effect sizes were associated with higher researcher involvement, earlier studies and shorter treatment duration. Study findings suggest that CM is among the more effective approaches to promoting abstinence during the treatment of substance use disorders. CM improves the ability of clients to remain abstinent, thereby allowing them to take fuller advantage of other clinical treatment components.

The Impact of Cognitive Organizers and Technology-Based Practices on Student Success in Secondary Social Studies Classrooms

This study investigated the impact of cognitive organizers, with the integration of technology, Inspiration 6 software, compared to a traditional textbook instruction format on content-area learning in high school inclusive social studies classes. Twenty-nine tenth-grade students in general education and 20 students with mild disabilities were randomly assigned to receive instruction using a cognitive organizer or traditional textbook instruction format. A pretest/posttest treatment control group design was used to examine the effectiveness of cognitive organizers. Dependent measures included a 35-item open-ended production pre/posttest of declarative social studies knowledge to assess the effectiveness of the intervention. Students in the cognitive organizer condition significantly outperformed students in the traditional textbook instruction condition. Limitations of the study, implications for practice for both general and special education teachers, and future research are discussed.

When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom

In this study, we examined the educational effects of providing fifth-, sixth-, and seventh-grade students with 24-hour access to laptop computers. Specifically we examined the impact of laptops on classroom activities, and on student use of technology and their writing and problem-solving skills. Participating teachers received computer integration training using the iNtegrating Technology for inQuiry (NTeQ) model to develop problem-based lessons that engage students in critically examining authentic issues, and strengthen research and writing skills. A matched treatment-control group design was employed, in which classes taught at the same grade levels in five participating schools served as the laptop (1 computer per student) and control (5+ computers per class) contexts. Participants included students, teachers, and parents from the two groups. Although systematic observations revealed relatively few differences in teaching methods between laptop and control classrooms, laptop students used computers more frequently, extensively, and independently. Writing assessment results showed substantial and significant advantages for laptop over control students, with six of eight effect sizes exceeding +0.80. Results also showed significant advantages for the laptop group on five of the seven components of the problem-solving task.