Lucid Dreaming and Control in Waking Life

In a survey of 17 middle-school students, search for control over situations in waking life was positively correlated with frequency of lucid dreaming.

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Impact of stroke education on middle school students and their parents: A cluster randomized trial

International Journal of Stroke ◽

10.1177/1747493016677980 ◽

2016 ◽

Vol 12 (4) ◽

pp. 401-411 ◽

Cited By ~ 8

Author(s):

João Pedro Marto ◽

Cláudia Borbinha ◽

Rita Filipe ◽

Sofia Calado ◽

Miguel Viana-Baptista

Keyword(s):

Middle School ◽

Middle School Students ◽

Test Scores ◽

Control Groups ◽

School Students ◽

Stroke Education ◽

And Control ◽

The Impact ◽

Stroke Knowledge ◽

Structured Questionnaire

Background School students are an attractive target for stroke education due to the potential impact on stroke prevention and recognition. Additionally, these students can drive behavioral changes in their families. Aim To evaluate the impact of stroke education on school students, in terms of students’ and parents’ acquired stroke knowledge. Methods A structured questionnaire on knowledge of stroke was filled out by eighth-grade students and one of their parents in seven public schools. In four of these schools, students attended a stroke lecture; educational flyers and magnetic posters were distributed and parent education was encouraged. Students and parents of the other three schools were included in a control group. Students and parents, of both intervention and control groups, were resubmitted to the initial structured questionnaire within one week of the stroke lecture and three months later. Results We included 764 students and 344 parents, 383 (50.1%) and 210 (61.0%) in the intervention group. Correct test scores for students before, within one week, and three months after the intervention were 54.49% versus 55.03% (p = 0.418), 98.69% versus 60.89% (p < 0.001), and 95.58% versus 75.7% (p < 0.001) in the intervention and control groups, respectively. Correct test scores for parents at the same time points were 68.78% versus 64.47% (p = 0.107), 96.89% versus 71.42% (p < 0.001), and 94.58% versus 76.54% (p < 0.001) in the intervention and control groups, respectively. Conclusions School-based interventions may improve stroke knowledge in middle school students and their parents.

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The effect of modeling style in reducing bullying middle school students

Modren Sport Journal ◽

10.54702/msj.2021.20.4.0111 ◽

2021 ◽

Vol 20 (4) ◽

pp. 0111

Author(s):

Dr. Hiam Qassim

Keyword(s):

Middle School ◽

Middle School Students ◽

Research Problem ◽

Economic Effects ◽

Modeling Technique ◽

Control Group ◽

Control Groups ◽

School Students ◽

Bullying Behavior ◽

And Control

Behavior of bullying: Behavior of bullying, aims to impose control, and inflict physical, verbal and psychological harm to others, and has psychological, social and economic effects on the individual and society because it reflects the state of contradiction in the human personality, Hence, the research problem arose, and the researcher sought to find an answer to the following question: What is the effect of the modeling technique on reducing the behavior of bullying among middle school students? The research gains its importance by putting the method in the handbook of educational counselors to benefit from it. The current research aims to: 1 - measuring the behavior of bullying among middle school students. 2 - to identify the effect of modeling in reducing the behavior of bullying And to achieve the objectives of the research, the researcher formed a null hypothesis which states that there are no statistical differences between the experimental and control groups The current research is determined for intermediate secondary and middle school students in Diyala / Baquba city center. To achieve the research goals, the researcher adopted a benign scale and the specialists in this field who confirmed that it was applied to a sample of (400) students of the second grade to restore the truth and stability, from the ground up, the re-evaluation (0.85) and error with stability (0.83) and then the scale is ready for implementation and the total number of paragraphs (44) paragraph and thus assumed by (87). Two schools were chosen from the community schools in a deliberate manner, measuring (100) students randomly selected and (50) students from each school (32) students were selected from students who scored above the average, after ruling out the students who didn’t want to participate, the rest of the students were not evaluated then they were grouped into two groups, an experimental group and control group as (10) students in each group. The researcher chose the design of the experimental and control groups with post-test, while the control group didn’t receive any processing, the program has been built according to the planning, programming and time system, and may have a number of sessions (14) as (2) sessions per week. earch results shown the modeling technique effect in reducing the bullying behavior and thus the researcher came out with a number of resolutions and proposals

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The effect of computer based instruction on middle school students' ideas about weather events and climate concept

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v7i1.4895 ◽

2020 ◽

Vol 7 (1) ◽

pp. 178-185

Author(s):

Ayberk Bostan Sarıoğlan

Keyword(s):

Middle School ◽

Middle School Students ◽

Control Group ◽

School Students ◽

Computer Based Instruction ◽

Weather Events ◽

Computer Based ◽

Based Instruction ◽

And Control ◽

Experimental Group

The concepts of weather events and climate appear to be less studied than other concepts of physics in the literature. The aim of this research is to investigate the effects of computer-based instruction on the concepts of climate and weather events of middle school students. The sample of the research consisted of 19 8th grade students in the experimental group and 23 students in the control group. Computer-based instruction was carried out in the experimental group, and lessons were given in accordance with the middle school science program with the students in the control group. As a data collection tool, a concept test consisting of three open-ended questions was used to determine students' opinions about climate, weather events and the difference between climate and weather events. In the analysis of the data obtained from the answers of the students in the experimental and control groups to open-ended questions before and after the instruction, a rubric consisting of five categories was used. The categories in the rubric are correct answer, incorrect answer, non-coded and no answer categories. According to the findings, it was seen that the scientific responses of the students in both groups increased. Computer-based instruction was found to be more effective in eliminating the misconceptions faced by students about climate, weather events and differences between climate and weather events compared to the courses taught in the program. In the results of the study, it was determined that the students in the experimental and control groups confused the concepts of climate and weather events before instruction and there was a decrease in the misconceptions after instruction. The misconception that climate and weather events were the same was resolved in both groups after instruction. It is suggested that more studies using different instruction methods for teaching these concepts will be conducted. Keywords: Climate, weather events, computer based instruction, middle school students;

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Parents’ Views on Engaging Families of Middle School Students in Obesity Prevention and Control in a Multiethnic Population

Preventing Chronic Disease ◽

10.5888/pcd11.130138 ◽

2014 ◽

Vol 11 ◽

Cited By ~ 7

Author(s):

Burton O. Cowgill ◽

Paul. J. Chung ◽

Lindsey R. Thompson ◽

Jacinta Elijah ◽

Sheila Lamb ◽

...

Keyword(s):

Middle School ◽

Middle School Students ◽

Obesity Prevention ◽

Prevention And Control ◽

School Students ◽

Multiethnic Population ◽

And Control

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Effectiveness of Using Thinking Maps Through the Edmodo Network to Develop Achievement and Mathematical Connections Skills Among Middle School Students

Journal of Information Technology Education Research ◽

10.28945/4681 ◽

2021 ◽

Vol 20 ◽

pp. 001-034

Author(s):

Mansour Saleh Alabdulaziz ◽

Ali Alhammadi

Keyword(s):

Middle School ◽

Middle School Students ◽

Thinking Maps ◽

School Students ◽

Mathematical Connections ◽

Significant Difference ◽

Post Test ◽

The Mean ◽

And Control ◽

Experimental Group

Aim/Purpose: This research aimed to measure the effectiveness of using thinking maps through the Edmodo network to develop achievement and mathematical connections skills among middle school students. Background: One of the most important and major problems in education is reduced levels of academic achievement among students generally and in mathematics specifically. This is having a negative impact on academic outcomes. As mentioned in statement of the problem, several studies have identified weaknesses in academic achievement in mathematics. The results and recommendations of previous studies have referred to the effectiveness of thinking maps in developing numerous variables. Previous studies have identified weaknesses in mathematical connections skills. No Arabic studies have addressed the effectiveness of thinking maps through the Edmodo network in developing achievement and mathematical connections skills among middle school students. Methodology: The participants were a purposive sample of 102 second-year middle school students. These were divided into two groups: experimental (n = 49) and control (n = 53). To achieve the research objectives, the experimental approach in its quasi-experimental design was adopted with (pre-post) measurement for both groups. Data were analyzed using the Statistical Package for Social Sciences (SPSS). Contribution: This study added information to the literature on the effectiveness of the thinking maps strategy through the Edmodo network in developing achievement and mathematical connections skills. Devising a modern teaching strategy to help students solve mathematical problems and thus can be generalized to various fields of life. This also the first study on this subject in Saudi Arabia. Findings: The results showed there was a significant difference between the mean post-test scores of the experimental and control groups on the achievement test in favor of the experimental group. Additionally, there was a significant difference between the mean post-test scores of the experimental and control groups on the mathematical connections skills test in favor of the experimental group. There was also a positive correlation between the development of achievement and mathematical connections skills among middle school students who used thinking maps through the Edmodo network. Recommendations for Practitioners: At a practice level, holding courses and training workshops for middle school mathematics teachers that include training on how to use modern learning models enhanced with technology, including the thinking Maps strategy, in the mathematics curriculum. Preparing guidelines for middle school mathematics teachers on how to use Thinking Maps via the Edmodo Network and how to train students in its use. Recommendation for Researchers: Further research is needed to study the Effectiveness of the Thinking Maps strategy via the Edmodo network on developing achievement and mathematical connections skills in other subjects and at different educational stages. Impact on Society: Our findings encourage teachers and educational supervisors to adopt the use of thinking maps on learning platforms for mathematics teaching as an effective method for developing achievement and mathematical connections skills. Benefiting from the applications and experiences of developed countries who have used e-learning in teaching curricula in order to keep pace with contemporary developments. Future Research: Future studies could be extended to identify the effectiveness of maps of strategic thinking across Edmodo network variables within other subsidiaries, such as mathematical communication, creative thinking, mathematical proof, mind habits, and so on. Assess the effectiveness of play-based learning strategies via the Edmodo network in developing achievement and mathematical connection skills. Conduct a study that measures teachers’ and students’ attitudes toward using the Thinking Maps strategy via the Edmodo network. Assessing the effectiveness of using the Thinking Maps strategy via an Edmodo network in achieving and developing creative skills among secondary school students.

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The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students

International Journal of Education and Literacy Studies ◽

10.7575/aiac.ijels.v.9n.2p.52 ◽

2021 ◽

Vol 9 (2) ◽

pp. 52

Author(s):

Tuncay Türkben

Keyword(s):

Middle School ◽

Middle School Students ◽

Self Regulation ◽

Writing Skills ◽

Written Expression ◽

Strategy Development ◽

Control Group ◽

Control Groups ◽

School Students ◽

And Control

This study was conducted to investigate the effect of education based on Self-Regulation Strategy Development Model on the writing skills development of 6th grade (middle school) students. In this study, a pretest-post-test, quasi-experimental method with control group was used. The sample of the study consists of 60 students enrolled in two public middle schools affiliated with Aksaray Central Provincial Directorate of National Education. These two schools were determined as experimental and control groups randomly. The implementation of the study, which included two groups designated as experimental and control groups, was completed in 12 weeks, 2 lesson hours per week. In the collection and evaluation of the data, narrative and informative texts written by students, the Attitude Towards Writing Scale (ATWS), the Self-Regulated Writing Scale (SRWS) and the Ranked Scoring Key for the Evaluation of Written Expression (RSKEWE) were used. SPSS 24 program was used to analyze the data. As a result of the study, it was seen that the experimental group students’ written expression skills, writing self-regulation skills and writing attitudes levels were significantly higher compared to the control group students’.

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