The comparison of pre-test and post-test examination anxiety of university students

2005 ◽  
Author(s):  
D. Sozen ◽  
B. Sayiner ◽  
M. Turanly ◽  
D. Taspinar
Keyword(s):  
University Students ◽  
Post Test

Effect of a-Week Summer Camp on the Hopelessness and Self-Esteem of the University Students Attending Sport Sciences Faculty

2018 ◽  
Vol 7 (4) ◽  
pp. 42-49 ◽  
Author(s):  
Korkmaz YİĞİTER ◽  
Hakan TOSUN
Keyword(s):  
University Students ◽  
Summer Camp ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Female Students ◽  
T Test ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
The University

The aim of this study is to investigate the effects of participation in a 1-week summer camp on thehopelessness and self-esteem of the university students attending Sport Sciences Faculty. Participants were 36university students assigned to experiment group using a random procedure. Coopersmith Self-esteem and Beck Hopelessness Scales were completed at the beginning and end of the summer camp by designed the university. The obtained data were analysed in the SPSS 18.0 program and the significance level was taken as 0.05. The descriptive statistics, independent simple t test, paired simple t test and Pearson correlation were used for analyse the data in the study. According to the results of the research, no significant difference was observed in the comparison of the hopelessness and self-esteem levels between pre and post-test. In addition, there was a significant difference in the hopelessness level of male and female students but any significant difference was not observed in terms of self-esteem. There was a significant relationship between hopelessness and self-esteem pre and post-test. These result shows that a 1-week summer camp cannot change the hopelessness or self-esteem level. However, as the self-esteem rises, the rate of despair decreases whereas as the despair rises, the selfesteem decreases.

The effect of patience training on university students’ patience and life satisfaction levels

2021 ◽  
Vol 9 (3) ◽  
pp. 712-719
Author(s):  
Ayşe Eliüşük Bülbül ◽  
Keyword(s):  
Life Satisfaction ◽  
University Students ◽  
Wilcoxon Test ◽  
Control Group ◽  
Control Group Design ◽  
Satisfaction Scale ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The purpose of this study is to determine the effect of the "patience training program" on the patience and life satisfaction levels of university students. The study was organized as a pre-test, post-test experiment and control group design. For a total of 30 students from which were 17 in the control group and 17 in the experimental group, patience training was given for 5 weeks. The "Patient Scale" developed by Schnitker (2010) and adapted to Turkish by Eliüşük and Arslan (2016) and the "Life Satisfaction Scale" developed by Diener, Emmons, Larsen and Griffin (1985) and adapted to Turkish by Dağlı and Baysal (2016) were used as a data collection tool in the study. The "Wilcoxon" test was used for the comparison of in-group differences in the analysis of obtained data and the "Mann-Whitney U" test was used in examining the differences between the two groups. As a result of the study, it was observed that the patience and life satisfaction average scores of students in the experimental group receiving "patience training" increased significantly, while there was no significant difference in the patience and life satisfaction averages scores of the control group students.

scholarly journals The development of Emirati university students' intercultural sensitivity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tanju Deveci ◽  
Glenda Elgamal ◽  
David Dalton ◽  
Donald John Langille
Keyword(s):  
University Students ◽  
Intercultural Competence ◽  
Intercultural Sensitivity ◽  
Reflective Writing ◽  
Content Type ◽  
Self Confidence ◽  
Post Test ◽  
The Difference ◽  
Globalized World ◽  
Writing Task

PurposeThis study investigated the effects of an intercultural communication (IC) course on Emirati university students' intercultural sensitivity (IS).Design/methodology/approachThe participants were 89 Emirati students. The course required student involvement in a variety of tasks and activities, both inside and outside the classroom. The development of the students' IS was tracked using two instruments: the Intercultural Sensitivity Scale (ISS) and a reflective writing task.FindingsThe difference between the students' overall pre-test and post-test scores was at a statistically significant level. The data from the reflective writing papers showed that the course developed the students' IS with a particular effect on their awareness of other cultures, barriers to effective communication and self-confidence.Originality/valueIn an increasingly globalized world, the findings of this study highlight the importance of a course designed to enhance university students' IS and therefore intercultural competence. They also indicate the need for more experiential learning to bridge in-class and out-of-class experiences which facilitate the development of students' intercultural competence.

The Effects of Technology-Mediated TBLT on Enhancing the Speaking Abilities of University Students in a Collaborative EFL Learning Environment

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Kate Tzu-Ching Chen
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
University Students ◽  
Cell Phone ◽  
English As Foreign Language ◽  
Learner Centered ◽  
Post Test ◽  
Collaborative Learning Environment ◽  
English Speaking

AbstractThe purpose of this study was to investigate the effects of technology-mediated TBLT (Task based language teaching) tasks where students must collaborate within an English as Foreign Language (EFL) course created to develop their English speaking abilities. A total of 25 students participated in this study and were assigned to groups of 4 to 6. Each group was asked to create seven five-minute video productions in English using their cell phone camera about topics assigned to them by the teacher over the course of one semester. The results of the pre-test and post-test indicated that the tasks were effective in improving students’ English speaking abilities. Class observations and students’ Facebook posts showed predominately positive perceptions towards the task of video making with their respective groups using technology tools. The bi-weekly video productions and the end-of-term survey revealed that the participants believe that technology-mediated TBLT in a collaborative learning environment was beneficial in increasing their English speaking abilities, which highlights the need to shift from teacher-centered activities to learner-centered activities within a collaborative learning environment.

Contemporary tutorial call

2015 ◽  
Vol 38 (1) ◽  
pp. 50-65
Author(s):  
Jarrad R. Merlo ◽  
Paul A. Gruba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
University Students ◽  
New Technologies ◽  
The State ◽  
Teaching Presence ◽  
Video Tutorials ◽  
Post Test ◽  
The Impact

Despite an increased emphasis on form-focused instruction (FFI), the use of the computer as a grammar tutor has remained largelyunexamined for nearly two decades. With new technologies at hand, there is a need to take a fresh look at online grammar tutors andlink designs more strongly to contemporary second language acquisition (SLA) principles and the concept of a teaching presence. Theaim of this study, therefore, is to investigate the potential of using a purpose-built digital video series as a virtual grammartutor. To achieve this aim, we used a pre-test, post-test, and delayed post-test to evaluate the impact of a purpose-built grammar video on 62 EFL university students. The results of the study demonstrate that purpose-built video has strong potential for use as a virtual grammar tutor. Consequently, it may be possible to improve the state of Tutorial CALL from a drill-based approach to one that is more substantive through the development of a series of step-based video tutorials that tutor, allow for the practice of and evaluate second language (L2) grammar skills.

The Efficacy of a University Drug Education Course on Factors That Influence Alcohol Use

1997 ◽  
Vol 27 (3) ◽  
pp. 223-229 ◽  
Author(s):  
Dalen M. Duitsman ◽  
Charles M. Cychosz
Keyword(s):  
Gender Differences ◽  
Alcohol Use ◽  
University Students ◽  
Drug Education ◽  
Patterns Of Drinking ◽  
Attitudes And Perceptions ◽  
Post Test ◽  
Slight Elevation ◽  
Drinking Consequences ◽  
The Impact

The purpose of this investigation was to assess the impact that a Drug Education course has on motives, consequences, attitudes, and perceptions regarding alcohol use in a sample of university students, and to discern if these parameters alter substance usage. There were a total of 121 respondents (32 male, 94 female). Following the course, students reported a slight elevation in the motivation to drink alcohol to facilitate studying. However, drinking because they enjoyed the taste, drinking to get drunk, and drinking to celebrate special occasions decreased significantly following the course. No significant differences were noted in patterns of drinking consequences or selected attitudes toward alcohol use. Students did, however, perceive alcohol to be a more dangerous substance in the post-test. No gender differences were observed.

scholarly journals A Cognitive Linguistic Study of the English Preposition 'in'

2019 ◽  
pp. 37
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
University Students ◽  
Language Learners ◽  
Second Language Learners ◽  
Positive Change ◽  
Point Of View ◽  
Cognitive Linguistic ◽  
Post Test ◽  
Second Year

The present study aims at analyzing the polysemy of the English preposition in from the cognitive linguistic (CL) point of view using Evans' and Tyler's approach (2003). The perplexity faced by Iraqi second language learners (L2) due to the multi-usages of this preposition has motivated the researcher to conduct this study. Seventy-six second year university students participated in this experimental study. The data of the pre-test and post-test were analyzed by SPSS statistical editor. The results have shown the following: First, a progress of more than (0.05≤) has been detected as far as students' understanding of the multiple usages of the preposition in is concerned. Second, the results of the questionnaire have shown a prominent positive change in the students' attitude toward CL approach. Third, the main source of difficulty has been shown to be attributed to the diversity in the semantics of the preposition in. Fourth, CL as an approach has proven its effectiveness in accurately comprehending the semantics of the English preposition in.

scholarly journals Applying the Silent Way in Teaching Japanese Language to University Students in Taiwan

2020 ◽  
Vol 10 (3) ◽  
pp. 160
Author(s):  
Abolfazl Shirban Sasi ◽  
Toshinari Haga ◽  
Heng Yu Chen
Keyword(s):  
University Students ◽  
Male Students ◽  
Basic Principles ◽  
Paired Sample ◽  
Class Time ◽  
Oral Test ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Central Taiwan

The present study investigated the feasibility of applying the Silent Way in teaching Japanese to Taiwanese university students. A total of 168 (96 female and 72 male) students in a university in central Taiwan were the subjects of this study. They were studying Japanese as a general course, and were grouped in five classes ranging from freshmen to juniors. Some basic principles and techniques of the Silent Way were adopted in teaching them some vocabulary and 50 Japanese Hiragana sounds during six successive sessions in three weeks. Each administration took about 20 minutes embedded in the normal class time. A 25-item Hiragana sounds oral test was used as the pre-test and post-test in order to examine the effects of applying this method. Using a paired sample T-test (α ≤.05) significant difference between students’ knowledge of the Japanese sounds before and after the experiment was observed. However, comparing female and male students’ gained scores via applying a Mann Whitney U-test, no significant difference was observed. Thus, this study shows that the Silent Way can be used in teaching Japanese sounds and vocabulary, and that the effects for both females and males seem to be the same.

scholarly journals TEACING TENSES IN WRITING A SCIENTIFIC PAPER THROUGH PEER TEACHING METHOD FOR FINAL YEAR UNIVERSITY STUDENTS IN COVID-19 ERA

2021 ◽  
Vol 4 (3) ◽  
pp. 480
Author(s):  
Mu'man Mu'man ◽  
Yana Yana ◽  
Yogi Iskandar
Keyword(s):  
University Students ◽  
Teaching Method ◽  
Scientific Paper ◽  
Peer Teaching ◽  
National Journal ◽  
Final Project ◽  
Research Article ◽  
Post Test ◽  
Good Writing ◽  
Group 2

The ability to write a research article is one of students’ obligation that must be mastered because final year university students are always faced to the final project especially writing an article to be published in national journal as one of the requirement to pass or graduate from the campus where she/he lectures. This research aims to identify the errors of using tenses in students’ articles. This research used the method of qualitative descriptive with test – pre-test and post-test as an instrument. Pre-test was done to measure how students understand the tenses with the functions while post-test was done after the result of pre-test needed to continue to the treatment in order to have a high good writing quality. After treatment was conducted, two groups still left three errors consisting of 33 from group 1 and 44 from group 3, and three groups left two errors consisting of 46 from group 2, 29 from group 4, and 15 from group five. From the result of post-test can be decided that peer teaching method is very effective to overcome students’ problem especially in understanding or mastering the use of tense in a research article. Keywords:  Peer Teaching, Tenses, Scientific Paper

scholarly journals Effect of Instructional Program on Knowledge Regarding Vulvovaginal Candidiasis Among Female University Students

2019 ◽  
Vol 1 (1) ◽  
pp. 47-58
Author(s):  
Amel Dawod Kamel Gudia ◽  
Abeer Saad Eswi ◽  
Azza Ali Abd El Hamid ◽  
Soumaya Mohamed Hassan
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
University Students ◽  
Instructional Program ◽  
Vulvovaginal Candidiasis ◽  
Vaginal Candidiasis ◽  
Knowledge Level ◽  
Primary Health ◽  
Post Test ◽  
Age Range

Adolescents learn about Vulvo vaginal candidiasis (VVC) because its common clinical problem in female during this age throughout the world particularly in hot, subtropical climates. Annually in the United States there are approximately 13 million cases of vulvo vaginal candidiasis (VVC), resulting in 10 million gynecologic office visits per year. It is estimated that 75% of women will experience at least one episode in their lifetime, with a projected 50% of all female experiencing multiple episodes (Kamath, etal , 2014). Education in health is one of the key components of primary health care and one of the most vital health care requirements for female that must be considered much more in the primary health care system, particularly maternal and child health. Moreover Knowledge of how to prevent vaginal Candidiasis could save many female from frequent office visit, uncomfortable vaginal infections and prevent complications of it (Gilson, 2012). To assess the knowledge of female university students about (VVC) and examine the effect of instructional program on their knowledge regarding Vulvovaginal Candidiasis among female university  students. A quasi-experimental design "time-series" will be utilized to achieve the aim of current study. The current study was conducted at Cairo University hostel were the female students were residing and selected from non medical faculties. A simple random sample of 100 female university students was recruited for this study. Two tools were used to collect the study data; structured interview tool, and "VVC" structured knowledge assessment interviewing tool. The current study findings revealed that, mean age of the participents was 20.18± 1.19 years. More than two thirds of them fell in the age range 20-24 years. Regarding menstrual characteristics among the participants, age range at menarche was 11-14 years with a mean of ± SD was (12.30±1.88) years, duration of menstruation ranged between 2-6 days with a mean of (4.23±1.25). The total mean knowledge score of (VVC) was 18.87 ± 7.83 out of /85 in the pretest; which indicated poor knowledge level and 81.20 ± 5.01 in posttest after two weeks from instruction program; which indicated good knowledge level that remain good knowledge in the post test ( 2) with a mean of 74.35± 6.68 after eight weeks from instruction program, and 62.85 ± 6.89  in the  post test  (3) after 12 weeks from weeks from instruction program; which indicated satisfactory knowledge level with high statistical significant differences (P = 0.001). The instructional program had positive effect on knowledge and awareness regarding (VVC) among female university students and this results hence the research hypotheses . Keywords- instructional program, vulvovaginal candidiasis, female university students  

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