Ageism: can a museum exhibit make a difference?

2020 ◽  
Vol 32 (6) ◽  
pp. 777-780
Author(s):  
Moran Fruhauf ◽  
Israel (Issi) Doron ◽  
Yuval Palgi
Keyword(s):  
Effect Size ◽  
Good Effect ◽  
Control Group ◽  
Museum Exhibit ◽  
Museum Exhibits ◽  
Cohen’S D ◽  
Before And After ◽  
Images Of Aging ◽  
Cohen's D ◽  
Experimental Group

ABSTRACTAgeism is a key challenge to today’s aging societies. “Dialogue with Time” is an original Israeli interactive museum exhibit that aims to change negative ageist attitudes by creating a meaningful and stereotype-breaking encounter between visitors and old age. The objective of this study was to examine whether the exhibition reduces ageist attitudes among its visitors. The study employed a comparative pre-post structure with a comparison group. A closed-answer questionnaire was supplied to 100 participants in the experimental group, visitors to the “Dialogue with Time” exhibit, and to 100 participants in the control group. Participants were asked to complete the questionnaire before entering the exhibits and again after experiencing them. Changes in the level of ageism were measured using the Farboni Scale of Ageism. A significant reduction in ageism attitudes was shown in the experimental group when comparing before and after the visit, t(91) = 11.75, p = 0.001, with a good effect size of Cohen’s d = 0.50, whereas in the control group there was no significant change, t(76) = 0.05, p = 0.95, and a weak effect size of Cohen’s d = 0.00. The findings indicate that combating ageism can also be sustained by means of museum exhibits. We recommend that museums and other similar public institutions (e.g. art galleries, exhibition halls) use public spaces to advance multigenerational exposure to positive images of aging.

scholarly journals Lower Extremity Rehabilitation in Patients with Post-Stroke Sequelae through Virtual Reality Associated with Mirror Therapy

2021 ◽  
Vol 18 (5) ◽  
pp. 2654
Author(s):  
Roxana Steliana Miclaus ◽  
Nadinne Roman ◽  
Ramona Henter ◽  
Silviu Caloian
Keyword(s):  
Virtual Reality ◽  
Muscle Strength ◽  
Lower Extremity ◽  
Range Of Motion ◽  
Control Group ◽  
Mirror Therapy ◽  
Cohen’S D ◽  
Cohen's D ◽  
Experimental Group ◽  
Post Therapy

More innovative technologies are used worldwide in patient’s rehabilitation after stroke, as it represents a significant cause of disability. The majority of the studies use a single type of therapy in therapeutic protocols. We aimed to identify if the association of virtual reality (VR) therapy and mirror therapy (MT) exercises have better outcomes in lower extremity rehabilitation in post-stroke patients compared to standard physiotherapy. Fifty-nine inpatients from 76 initially identified were included in the research. One experimental group (n = 31) received VR therapy and MT, while the control group (n = 28) received standard physiotherapy. Each group performed seventy minutes of therapy per day for ten days. Statistical analysis was performed with nonparametric tests. Wilcoxon Signed-Rank test showed that both groups registered significant differences between pre-and post-therapy clinical status for the range of motion and muscle strength (p < 0.001 and Cohen’s d between 0.324 and 0.645). Motor Fugl Meyer Lower Extremity Assessment also suggested significant differences pre-and post-therapy for both groups (p < 0.05 and Cohen’s d 0.254 for the control group and 0.685 for the experimental group). Mann-Whitney results suggested that VR and MT as a therapeutic intervention have better outcomes than standard physiotherapy in range of motion (p < 0.05, Cohen’s d 0.693), muscle strength (p < 0.05, Cohen’s d 0.924), lower extremity functionality (p < 0.05, Cohen’s d 0.984) and postural balance (p < 0.05, Cohen’s d 0.936). Our research suggests that VR therapy associated with MT may successfully substitute classic physiotherapy in lower extremity rehabilitation after stroke.

scholarly journals Pre-medical students’ perceptions of educational environment and their subjective happiness: a comparative study before and after the COVID-19 pandemic

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yanyan Lin ◽  
Ye Ji Kang ◽  
Hyo jeong Lee ◽  
Do-Hwan Kim
Keyword(s):  
Medical Students ◽  
Effect Size ◽  
Educational Environment ◽  
Medium Effect ◽  
Subjective Happiness ◽  
Social Self ◽  
Self Perceptions ◽  
Cohen’S D ◽  
Before And After ◽  
Cohen's D

Abstract Background The COVID-19 pandemic necessarily changed pre-medical students’ educational environment into an online format—and students’ subjective happiness (SH) is highly impacted by their educational environment. This study investigates changes in pre-medical students’ perceptions of their educational environment and their SH before and after the pandemic, as well as explores the predictors related to their SH. Methods The Korean version of the Dundee Ready Educational Environment Measure (DREEM) questionnaire and single-item measures of SH and professional identity (PI) were used. The t-test was employed to analyze the differences of the SH, PI, and DREEM subscales scores before and after the onset of COVID-19. Cohen’s d was used as effect size and correlations between SH and different subscales of DREEM were analyzed using Pearson’s correlation. The multiple regression analysis was performed to reveal associations between predictors and SH. Results A total of 399 pre-medical students completed the survey both before and after the COVID-19 pandemic. The DREEM scores and all subscales scores significantly increased but each presents a different effect size. Students’ Perceptions of Learning (SPL: Cohen’s d = 0.97), Students’ Perceptions of Teaching (SPT: Cohen’s d = 1.13), and Students’ Perceptions of Atmosphere (SPA: Cohen’s d = 0.89) have large effect sizes. Students’ Academic Self-Perceptions (SASP: Cohen’s d = 0.66) have a medium effect size and Students’ Social Self-Perceptions (SSSP: Cohen’s d = 0.40) have a small effect size. In contrast, no significant change was noted in the SH and PI. Both PI and SSSP impacted SH before COVID-19, but after the pandemic, SH was impacted by SPL, SPA, and SSSP. Conclusions Students’ overall perception of their educational environment was more positive after the onset of COVID-19, but their social self-perceptions improved the least. Additionally, SSSP is the only predictor of SH both before and after the pandemic. The findings of this study suggest that educational institutions must pay attention to students’ social relationships when trying to improve their educational environment. Furthermore, so as to increase students’ SH, development of both educational environment and PI is essential.

scholarly journals PENGARUH PENERAPAN SUPLEMEN BUKU SISWA BERBASIS SCIENTIFIC APPROACH TERHADAP HASIL BELAJAR DAN SIKAP ILMIAH SISWA

2020 ◽  
Vol 8 (1) ◽  
pp. 33
Author(s):  
Deni Kurniawan ◽  
Eko Suyanto ◽  
I Dewa Putu Nyeneng
Keyword(s):  
Effect Size ◽  
T Test ◽  
Control Group ◽  
Design Data ◽  
Control Group Design ◽  
Group Design ◽  
Cohen’S D ◽  
Scientific Approach ◽  
Cohen's D

Penelitian ini bertujuan untuk mendeskripsikan pengaruh penerapan suplemen buku siswa berbasis scientific approach terhadap hasil belajar dan sikap ilmiah pada materi dinamika gerak. Sampel penelitian ini adalah siswa kelas X IPA 1 dan siswa kelas X IPA 2 SMAN 15 Bandarlampung. Penelitian ini menggunakan tipe penelitian pretest-posttest control group design. Data yang didapat kemudian diuji dengan analisis N-gain, uji normalitas, uji homogenitas, uji independent sampel t-test, dan analisis effect size Cohen’s D. Rata-rata N-gain hasil belajar pada kelas eksperimen 0,75 dan kelas kontrol 0,62. Rata-rata N-gain sikap ilmiah pada kelas eksperimen 0,32 dan kelas kontrol 0,23. Hasil uji beda N-gain hasil belajar menunjukkan nilai sig. (2-tailed) yaitu 0,001. Hasil uji beda N-gain sikap ilmiah siswa menunjukkan nilai sig. (2-tailed) yaitu 0,000. Nilai sig. (2-tailed) pada hasil belajar dan sikap ilmiah yang kurang dari 0,05 menunjukkan terdapat pengaruh yang signifikan penerapan suplemen buku siswa berbasis scientific approach terhadap hasil belajar dan sikap ilmiah siswa. Nilai effect size hasil belajar ialah 0,88 dan sikap ilmiah ialah 1,34. Berdasarkan nilai rata-rata N-gain siswa kelas eksperimen yang lebih tiggi dari kelas kontrol dan effect size yang diperoleh, maka suplemen buku siswa berbasis scientific approach dapat digunakan untuk membantu meningkatkan hasil belajar sikap ilmiah siswa.

scholarly journals Enhancing Most Essential Learning Competency (Melc) in English 9 Using The Skills-Based Learning Material

2021 ◽  
Vol 3 (2) ◽  
pp. 51-60
Author(s):  
Ailene Lumanog ◽  
Myrna O. Medrano
Keyword(s):  
Effect Size ◽  
Learning Performance ◽  
Control Group ◽  
Learning Material ◽  
Control Group Design ◽  
Cohen’S D ◽  
Significant Difference ◽  
Small Effect Size ◽  
Cohen's D ◽  
D Value

The skills-based learning material was made and studied by the researcher due to sudden changes in education in a time of the pandemic. The main focus of this study is to determine the effectiveness of the skills-based learning material for English 9. This study used the pretest-posttest non-equivalent control group design, which falls under the quasi-experimental design. On the test of significant difference between the formative mean scores of the experimental and comparison groups, it was found out that the formative tests had a significant effect on the respondents' learning performance at p 0.01 level. Additionally, the posttest mean scores of each group; got the 0.01 level of significance, as well as the pretest and posttest mean scores of each group. Moreover, based on the computed Cohen's d value of 1.16, the effect size of the learning material to the students' performance is large compared to the comparison group that shows a small effect size at 0.31 Cohen's d value. Generally, there is a significant difference between the formative test of the two groups with the average and high mean scores, respectively. There is also a significant difference between the posttest mean scores of the two groups and as well between the pre-test and post-test mean scores. Moreover, Cohen's effect size value of 1.16 suggested a large effect of the material on the respondents' learning performance. As for recommendations, there is a need for the teacher to incorporate the 21st Century Skills into learning competencies.  

scholarly journals Efektivitas Penggunaan Multimedia Interaktif Materi Kalor Berorientasi Peta Kompetensi Siswa Sekolah Menengah Atas

2018 ◽  
Vol 10 (1) ◽  
pp. 29-38
Author(s):  
Saprudin Saprudin ◽  
Fatma Hamid
Keyword(s):  
Effect Size ◽  
Control Group ◽  
Cohen’S D ◽  
Randomized Control ◽  
Cohen's D ◽  
Student Team

Artikel ini merupakan bagian dari penelitian pengembangan model multimedia pembelajaran fisika berorientasi peta kompetensi siswa Sekolah Menengah Atas (SMA) di provinsi Maluku Utara. Penelitian ini bertujuan untuk menyelidiki efektivitas penggunaan multimedia interaktif (MMI) dalam meningkatkan penguasaan konsep fisika siswa SMA khususnya pada materi kalor. Penelitian eksperimen ini menggunakan randomized control group pretest-posttest design dengan sampel siswa kelas X pada salah satu SMA di Kabupaten Halmahera Barat. Pengumpulan data dilakukan melalui tes yakni uji kompetensi siswa yang berisi kemampuan yang diujinasionalkan terkait materi kalor. Hasil perhitungan Effect Size menunjukkan bahwa besarnya Cohen’s d effect size antara kelas eksperimen 1 dengan kelas kontrol sebesar 3,7 (tinggi) dan antara kelas eksperimen 2 dengan kelas kontrol sebesar 0,7 (sedang). Hal ini berarti bahwa penggunaan MMI secara signifikan efektif dalam meningkatkan kompetensi siswa pada kemampuan yang diujinasionalkan khususnya pada materi kalor. Besarnya effect size menunjukkan bahwa implementasi MMI lebih efektif jika digunakan dalam pembelajaran dengan menerapkan model pembelajaran tertentu dalam hal ini model pembelajaran kooperatif tipe Student Team Achievement Division (STAD).

scholarly journals Pengaruh Penerapan Model Pembelajaran Project Based Learning Terhadap Kreativitas Siswa Pada Materi Energi Terbarukan

2019 ◽  
Vol 11 (2) ◽  
pp. 73-80
Author(s):  
Haza Kurnia Dinantika ◽  
Eko Suyanto ◽  
I Dewa Putu Nyeneng
Keyword(s):  
Effect Size ◽  
Project Based Learning ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Cohen’S D ◽  
Cohen's D

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Project Based Learning terhadap kreativitas siswa pada materi energi terbarukan: Turbin Axis Horizontal dan Kincir Air. Populasi pada penelitian ini yaitu seluruh siswa kelas XII IPA SMA Al-Kautsar Bandar Lampung, dengan sampel kelas XII  sebagai kelas eksperimen dan XII sebagai kelas kontrol. Desain penelitian yaitu Posttest Only Control Group Design. Hasil penelitian diuji menggunakan Independent Sample T-Test dan Effect Size. Hasil penelitian yaitu kelas kontrol dengan model pembelajaran konvensional memiliki nilai rata-rata kreativitas sebesar 42% dengan kategori kurang kreatif, sedangkan kelas eksperimen dengan model pembelajaran Project Based Learning memiliki nilai rata-rata kreativitas sebesar 72% dengan kategori kreatif. Hasil uji Effect Size diperoleh nilai cohen’s d sebesar 3,40 dan nilai effect size r sebesar 0,86 dengan kategori tinggi. Kesimpulannya yaitu terdapat pengaruh penerapan model pembelajaran Project Based Learning terhadap kreativitas siswa pada materi energi terbarukan.

scholarly journals PENGARUH MEDIA SIKAKIMI (SILANG KATA KIMIA) TERHADAP HASIL BELAJAR SISWA PADA MATERI STRUKTUR ATOM DI KELAS X IPA MAN 1 PONTIANAK

2021 ◽  
Vol 5 (2) ◽  
pp. 166
Author(s):  
Yeni Rahmayana ◽  
Eni Enawaty ◽  
Lukman Hadi
Keyword(s):  
Data Analysis ◽  
Experimental Design ◽  
Research Design ◽  
Effect Size ◽  
Sampling Technique ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Topic Structure ◽  
Experimental Group

ABSTRACT This study aims to determine where there is as significant difference achievement between those who are tought using Sikakimi Media and without between those who are tought using Sikakimi Media who are the topic structure material and to determine the effect size of Sikakimi an students achievement. To achievement the aims, a quasy experimental design was conducted to classes from populations which consists of four classes where choosen as samples though ramdom sampling technique. The sample were X IPA 1 class as experimental group and X IPA 3 as control group. Acoording to research design, with classes were given a set of test before and after treatment. To achieve the first aim, data tested using U-Man Whitney test and to achieve the second data tested using glass test. Acoording to U-Man Whitney data analysis, probality velue was 0,001 which meant there was a significant difference in achievement between both classes. Acoording to glasses test, the effect size score was 0,76 which mean Sikakimi had 27,64% in the medium category. Keywords: Media, Sikakimi, Structure Material

scholarly journals The effect of systematic education on learners’ epistemological beliefs, learning approaches, metacognitive awareness and academic achievement Dizgeli eğitim modelinin öğrenenlerin epistemolojik inanç, öğrenme yaklaşımları, üstbilişsel farkındalık ve akademik başarılarına etkisi

2016 ◽  
Vol 13 (2) ◽  
pp. 3073
Author(s):  
Şule Fırat Durdukoca
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Epistemological Beliefs ◽  
Metacognitive Awareness ◽  
Control Group ◽  
Educational Model ◽  
Cohen’S D ◽  
Systematic Education ◽  
Cohen's D ◽  
Experimental Group

This study aims to analyze the effect of systematic education on epistemological beliefs, educational approaches, metacognitive awareness and academic achievement of learners. The non-equivalent group pretest-posttest model, which is one of the quasi-experimental designs, was used in this study. The research sample included 102 prospective teachers enrolled in the Adiyaman University Faculty of Education, Primary School Classroom Teaching Program during the 2012-2013 academic year. The programs, prepared on the basis of systematic and traditional educational models, functioned as the experimental variables. The experiment was carried out with the experimental group (n=51) and the control group (n=51) in the 14-week (three course hours a week) "Teaching Principles and Methods" course. Research data was collected using the Epistemological Belief Scale developed by Schommer and translated into Turkish by Deryakulu and Buyukozturk (2002), who also examined its validity and reliability, Teaching Approaches Scale developed by the researcher, the Metacognitive Awareness Scale and the Academic Achievement Test.  The data collected for the study were analyzed using dependent and independent groups t-tests and Cohen's d value calculations. The research found that prospective teachers in the experimental group for which the systematic educational model was implemented did not believe that "learning depends on ability" and that "there exists only one truth" as strongly as those in the control group for which the traditional educational model was implemented. Moreover, prospective teachers in the experimental group had higher levels of "deep learning approach" as well as higher levels of metacognitive awareness and academic achievement. ÖzetBu araştırmada dizgeli eğitim modelinin öğrenenlerin epistemolojik inanç, öğrenme yaklaşımları, üstbilişsel farkındalık ve akademik başarılarına etkisini incelemek amaçlanmıştır. Araştırmada deneysel desenlerden yarı deneme modellerinden eşitlenmemiş kontrol gruplu ön test-son test modeli kullanılmıştır. Araştırmanın çalışma grubunu 2012-2013 eğitim öğretim yılında Adıyaman Üniversitesi Eğitim Fakültesi İlköğretim Bölümü Sınıf Öğretmenliği Programı’nda öğrenim gören 102 öğretmen adayı oluşturmaktadır. Deney değişkenleri olan dizgeli ve geleneksel eğitim modellerine dayalı olarak hazırlanan programlar, deney (n=51) ve kontrol (n=51) gruplarına haftada 3 ders saati olmak üzere toplam 14 hafta “Öğretim İlke ve Yöntemleri” dersinde yürütülmüştür. Araştırmanın verileri;  Schommer tarafından geliştirilen, Deryakulu ve Büyüköztürk (2002) tarafından Türkçeye uyarlanarak geçerlik ve güvenirlikleri incelenen Epistemolojik İnanç Ölçeği ve araştırmacı tarafından geliştirilen Öğrenme Yaklaşımları Ölçeği, Üstbilişsel Farkındalık Ölçeği ve Akademik Başarı Testi kullanılarak toplanmıştır.  Araştırmanın amacı doğrultusunda toplanan veriler bağımlı ve bağımsız gruplar t testi ve Cohen’s d değeri hesaplamaları kullanılarak analiz edilmiştir. Araştırmada dizgeli eğitim modelinin uygulandığı deney grubundaki öğretmen adaylarının; epistemolojik inanç açısından “öğrenmenin yeteneğe bağlı olduğuna” ve “tek bir doğrunun var olduğuna” dair inançlarının geleneksel eğitim modelinin uygulandığı kontrol grubuna göre daha az geliştiği, öğrenme yaklaşımları açısından “derin öğrenme yaklaşımı” düzeylerinin kontrol grubuna göre daha yüksek olduğu, üstbilişsel farkındalık açısından deney grubunun farkındalık düzeylerinin kontrol grubuna göre daha yüksek olduğu, akademik başarı açısından deney grubunun kontrol grubuna göre akademik başarılarının daha yüksek olduğu tespit edilmiştir.

Brief psycho-education for caregivers of persons with first episode psychosis

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Praful Prabhuappa Kapse ◽  
Manisha Kiran
Keyword(s):  
First Episode Psychosis ◽  
First Episode ◽  
Control Group ◽  
Episode Psychosis ◽  
Study Results ◽  
Before And After ◽  
Quasi Experimental ◽  
Expressed Emotions ◽  
Experimental Group ◽  
Group Family

Caring for the persons with first episode psychosis is challenging and demanding. It may lead to the increased burden, expressed emotions among the caregivers. The numerous studies have shown that high burden and negative expressed emotions among caregivers can lead to early relapse in the patients with first episode psychosis. To evaluate the effects of the brief psychoeducation on the caregivers burden and expressed emotions. A quasi experimental - before and after with control group research design was adopted for the study. A total of 60 caregivers have participated in the study, of which 30 caregivers in experimental group and 30 caregivers in the control group. Family Burden Interview Schedule (Pai and Kapoor, 1981) and Attitude Questionnaire (Sethi et al., 1981) was used to assess caregiver's burden and expressed emotions. At end of the psychoeducation intervention, burden among caregivers and negative expressed emotions of the caregivers have significantly reduced. The positive expressed emotions have been increased. Study results demonstrates the importance of psychoeducation intervention in reducing the burden and negative expressed emotions.

scholarly journals Distance Motor Learning during the COVID-19 Induced Confinement: Video Feedback with a Pedagogical Activity Improves the Snatch Technique in Young Athletes

2021 ◽  
Vol 18 (6) ◽  
pp. 3069
Author(s):  
Mohamed Abdelkader Souissi ◽  
Achraf Ammar ◽  
Omar Trabelsi ◽  
Jordan M. Glenn ◽  
Omar Boukhris ◽  
...  
Keyword(s):  
Retention Test ◽  
Horizontal Displacement ◽  
Test Session ◽  
Video Feedback ◽  
Control Group ◽  
Maximum Height ◽  
Kinematic Parameters ◽  
School Aged Children ◽  
Cohen’S D ◽  
Cohen's D

The purpose of the present study was to investigate which of two strategies, Video Feedback with Pedagogical Activity (VF-PA) or Video Feedback (VF), would be more beneficial for the remote error correction of the snatch weightlifting technique during the confinement period. Thirty-five school aged children with at least three months of weightlifting experience were randomized to one of three training conditions: VF-PA, VF or the Control group (CONT). Subjects underwent test sessions one week before (T0) and one day after (T1) a six-session training period and a retention test session a week later (T2). During each test session, the Kinovea version 0.8.15 software measured the kinematic parameters of the snatch performance. Following distance learning sessions (T1), the VF-PA improved various kinematic parameters (i.e., barbell horizontal displacements, maximum height, looping and symmetry) compared with T0 (p < 0.5; Cohen’s d = 0.58–1.1). Most of these improvements were maintained during the retention test (T2) (p<0.01, Cohen’s d = 1.2–1.3) when compared withT0. However, the VF group improved only twoparameters (i.e., barbell symmetry and horizontal displacement) at T1 (p < 0.05; Cohen’s d = 0.9), which were not maintained at T2. Better horizontal displacement and looping values were registered during the retention test in the VF-PA group compared with theCONT group (p < 0.05, Cohen’s d = 1.49–1.52). The present findings suggest combining video feedback with pedagogical activity during the pandemic induced online coaching or physical education to improve movement learning in school aged children.

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