The Social and Academic Effects of Cooperative LEARN Strategy Instruction in Inclusive Elementary Classes

2020 ◽  
pp. 073194872094416
Author(s):  
D. Sue Vernon ◽  
Jean Bragg Schumaker ◽  
Donald D. Deshler
Keyword(s):  
General Education ◽  
Group Performance ◽  
Strategy Instruction ◽  
Instructional Program ◽  
Control Group ◽  
Study Group ◽  
Performance Study ◽  
Control Group Design ◽  
Academic Knowledge ◽  
Students With Ld

This study reports the effects of instruction of elementary students in a complex package of social and academic skills designed for use in cooperative groups while studying important information in inclusive general education classes. Twenty-five teachers and 519 fourth and fifth graders, including 45 students with learning disabilities (LD), participated. A pretest/posttest control-group design with random assignment was used to determine the effects of the instructional program. Data were analyzed for students with LD, all students with exceptionalities, and average-achieving (AA) students. Results indicated that experimental students’ scores on study-group performance, study-card creation, and tests of social and academic knowledge were significantly higher than control students’ scores. Furthermore, the number of prosocial behaviors and teamwork behaviors significantly increased for all subgroups of experimental students during study-group tasks, including students with LD and students with exceptionalities. Also, the number of antisocial behaviors significantly decreased for students with LD and students with exceptionalities.

scholarly journals Reading comprehension and strategy awareness of Grade 11 English second language learners

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Madoda Cekiso
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Control Group ◽  
Control Group Design ◽  
English Second Language ◽  
Grade 11

The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. A quasi-experimental pre-test and post-test control group design was used. The participants included a total of 60 Grade 11 learners from a high school. The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group. The study has implications for learners, teachers, university students and lecturers.

scholarly journals Impulsing the Development of Students' Competency Related to Mathematical Thinking and Reasoning through Teaching Straight-Line Equations

2021 ◽  
Vol 20 (6) ◽  
pp. 38-65
Author(s):  
Bui Phuong Uyen ◽  
Lu Kim Ngan ◽  
Nguyen Phuong Thao ◽  
Duong Huu Tong
Keyword(s):  
General Education ◽  
Mathematical Thinking ◽  
Visual Images ◽  
Control Group ◽  
Study Group ◽  
Positive Thinking ◽  
Teaching Activities ◽  
Straight Line ◽  
Experimental Group ◽  
Development Of Students

The research was carried out to develop students' ability to think and reason mathematically by teaching straight-line equations in a plane. Accordingly, teaching activities were designed according to five learning stages, which were integrated with mathematical thinking levels according to Van Hiele's model. Simultaneously, the learners' mathematical thinking and reasoning competencies were assessed according to the competency requirements specified in the Mathematics General Education Program and the levels of Van Hiele's model, the above three aspects of knowledge, skills and attitudes. The experiment involved 84 students in class 10, 44 of whom were in the experimental group, and 40 were in the control group. The research results showed that students in the experimental group achieved higher mathematical thinking and reasoning skills. Specifically, the two groups had equivalent results for the level of visualization and analysis. However, at the informal deduction and formal deduction and rigor levels, the ranking results of the two groups had a clear difference. The study group observations and students' opinion surveys also revealed that learning stages were designed according to Van Hiele's model and thought-provoking measures and visual images and language contributed to students' interest in learning and positive thinking.

scholarly journals Examination of a Peer-Led, Non-Diet Nutrition and Exercise Adherence Pilot Program on a College Campus

2013 ◽  
Vol 11 (1) ◽  
pp. 84-96 ◽  
Author(s):  
Linda A. Keeler ◽  
Dawn E. Clifford ◽  
August Buck ◽  
Petra Kowalski ◽  
Michelle N. Morris
Keyword(s):  
General Education ◽  
Stages Of Change ◽  
Intervention Group ◽  
Exercise Adherence ◽  
Intuitive Eating ◽  
Control Group ◽  
College Females ◽  
Post Intervention ◽  
Control Group Design ◽  
Exercise Interventions

A non-equivalent control group design was utilized to investigate the effect of a non-diet, peer-led, tailored nutrition and exercise adherence intervention (FitU) on exercise stages of change, intuitive eating, and barriers to healthy eating and exercise in college females. Female students (n=17) who enrolled in the 8-10 week program served as the intervention group and general education students who did not receive an intervention served as the control group (n=16). Surveys were administered pre and post intervention over two consecutive semesters. Utilizing ANCOVA analyses, reported barriers to eating healthy decreased (p=.008) and one intuitive eating subscale, eating for physical rather than emotional reasons improved significantly (p=.01) in the intervention group compared to control from pre to post. Further, 65% of the intervention group reported an improvement in exercise stage of change and none relapsed compared with only 20% improvement and 40% relapse in the control group from pre to postintervention. The majority of the intervention participants also reported improved dietary (82.4%) and exercise (76.5%) patterns/thoughts. Peer-led and individually tailored, non-diet nutrition and exercise interventions may effectively promote healthy behaviors among college females.

scholarly journals Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon

2017 ◽  
Vol 10 (9) ◽  
pp. 49 ◽  
Author(s):  
Ghada M. Awada ◽  
Mar Gutiérrez-Colón
Keyword(s):  
Reading Comprehension ◽  
Relative Effectiveness ◽  
Strategy Instruction ◽  
Text Structure ◽  
Expository Texts ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Inclusion Theory ◽  
Combined Strategy

This study reports the relative effectiveness of the inclusion theory when the combined strategy instruction on improving the reading comprehension of narrative and expository texts for students with dyslexia is implemented. A total sample of 298 students of English as a foreign language from both public and private schools participated in the study which employed a pre-test- post-test control group design to investigate the efficacy of combined strategy instruction consisting of Graphic organizers, Visual displays, Mnemonic illustrations, Computer exercises, Prediction, Inference, Text structure awareness, Main idea identification, Summarization, and Questioning. The study concluded that combined strategy instruction in the field of the inclusion theory is more effective than regular instruction in improving reading comprehension when using narrative texts, but there’s no difference, when using expository texts. There was no significant difference neither by gender nor by school types in all the grade levels under study.

scholarly journals Auditory processing in children and adolescents in situations of risk and vulnerability

2012 ◽  
Vol 130 (3) ◽  
pp. 151-158 ◽  
Author(s):  
Cristina Ferraz Borges Murphy ◽  
Fernanda Pontes ◽  
Luciene Stivanin ◽  
Erica Picoli ◽  
Eliane Schochat
Keyword(s):  
Children And Adolescents ◽  
Social Vulnerability ◽  
Auditory Processing ◽  
Speech Intelligibility ◽  
Auditory Brainstem ◽  
Auditory Evoked Potential ◽  
Control Group ◽  
Study Group ◽  
Control Group Design ◽  
Cross Sectional

CONTEXT AND OBJECTIVE: Children and adolescents who live in situations of social vulnerability present a series of health problems. Nonetheless, affirmations that sensory and cognitive abnormalities are present are a matter of controversy. The aim of this study was to investigate aspects to auditory processing, through applying the brainstem auditory evoked potential (BAEP) and behavioral auditory processing tests to children living on the streets, and comparison with a control group. DESIGN AND SETTING: Cross-sectional study in the Laboratory of Auditory Processing, School of Medicine, Universidade de São Paulo. METHODS: The auditory processing tests were applied to a group of 27 individuals, subdivided into 11 children (7 to 10 years old) and 16 adolescents (11 to 16 years old), of both sexes, in situations of social vulnerability, compared with an age-matched control group of 10 children and 11 adolescents without complaints. The BAEP test was also applied to investigate the integrity of the auditory pathway. RESULTS: For both children and adolescents, there were significant differences between the study and control groups in most of the tests applied, with significantly worse performance in the study group, except in the pediatric speech intelligibility test. Only one child had an abnormal result in the BAEP test. CONCLUSIONS: The results showed that the study group (children and adolescents) presented poor performance in the behavioral auditory processing tests, despite their unaltered auditory brainstem pathways, as shown by their normal results in the BAEP test.

scholarly journals Terminalia ferdinandiana inhibited the increased of matrix metalloproteinase-1 and prevent collagen decreased in mice skin exposed to UV-B

2021 ◽  
Vol 4 (1) ◽  
pp. 11-14
Author(s):  
Shalihaty Emy ◽  
Ida Sri Iswari ◽  
Ni Wayan Winarti
Keyword(s):  
Matrix Metalloproteinase ◽  
Ultraviolet B ◽  
Control Group ◽  
Study Group ◽  
Control Group Design ◽  
Matrix Metalloproteinase 1 ◽  
The Mean ◽  
Kakadu Plum ◽  
Terminalia Ferdinandiana

Kakadu cream contained 0,1% Kakadu plum (Terminalia ferdinandiana) extract with a high content of phenolic compound, flavonol, tocopherol, luthein, chlorophyll, and ellagic acid has potential to prevent the Ultraviolet-B (UV-B) effect on skin aging acceleration. To date, there’s no in vivo experiment on the effect of kakadu plum extract on collagen nor matrix metalloproteinase-1(MMP-1). This research aims to evaluate the effectiveness of Kakadu cream administration in inhibiting the increase of MMP-1 expressions and prevent the decrease of collagen amount in mice (Mus musculus) skin exposed to UV-B.   An experimental study with a post-test only control group design was employed in 36 male mice, 6-8 weeks old, weighing 20-25 grams. The samples were divided randomly into two groups, a control group given base cream and the study group, given Kakadu cream 0,1% on their shaved backs, 1 cm2 in size as the UV-B exposure's location. The UV-B irradiation was done three times a week for 4 weeks. The base and Kakadu cream were given twice a day. Comparative analysis was carried out to compare MMP-1 expression and collagen amount in both groups.   The results show that the mean of MMP-1 expression on the study group was significantly lower compared to control group (p<0.001). The mean collagen amount was significantly higher in the study group than in the control group (p< 0,001).   From the results, can be concluded that Kakadu cream inhibited the increase MMP-1 expression and prevent the decrease of collagen amount in mice skin exposed to UV-B.

scholarly journals The Integration of General Education in the Academic Programme to Enhance the Self-Efficacy of Accounting Students at a South African University

2020 ◽  
Vol 11 (1(V)) ◽  
pp. 23-43
Author(s):  
Suntharmurthy Kristnasamy Naidoo ◽  
S. Govender
Keyword(s):  
Academic Performance ◽  
General Education ◽  
Self Efficacy ◽  
Target Population ◽  
Positive Influence ◽  
The Self ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
The Impact

The purpose of this paper is to investigate the impact of General Education in enhancing the Self-efficacy of Cost and Management Accounting (CMA) students to assess whether Self-efficacy, is having any positive influence on the students’ academic performance. The research design for this paper was descriptive, longitudinal and a mixed-method approach. The nature of the quasi-experimental approach that was used in the current paper is a non-equivalent pre-test and post-test control group design. The target population was CMA students. A census survey was conducted. Findings, which were analysed with the aid of descriptive statistics, indicate a significant correlation in the post-test (Self-efficacy) scores of the group that undertook the General Education Modules and not the group that did not undertake the General Education Modules. This paper recommends the implementation of General Education skills into the curriculum and a model to measure Self-efficacy of students. Moreover, these skills appear to be very poor amongst current learners and respondents believed that Self-efficacy could have a positive effect on the academic performance of learners.

scholarly journals EFFECTIVENESS OF TOPICAL APPLICATION OF MIXTURE OF HONEY AND COFFEE IN RADIATION INDUCED ORAL MUCOSITIS AMONG PATIENTS WITH HEAD & NECK CANCER UNDERGOING RADIOTHERAPY AT RADIOTHERAPY DEPARTMENT OF KGMU, LUCKNOW, U.P

2020 ◽  
Vol 8 (10) ◽  
pp. 55-62
Author(s):  
Anjali Verma ◽  
◽  
Rashmi P. John ◽  
Kirti Srivastava ◽  
◽  
...  
Keyword(s):  
Head And Neck ◽  
Neck Cancer ◽  
Oral Mucositis ◽  
Sampling Technique ◽  
Control Group ◽  
Study Group ◽  
Head Neck Cancer ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Radiation Induced

Background: Cancers commonly known as head and neck cancers typically begin in the squamous cells that line the moist, mucosal surfaces within the head and neck. Oral mucositis is erythematous and ulcerative lesion of the oral mucosa in patients with cancer being treated with chemotherapy/ radiation therapy in the areas of oral cavity. Objectives: To assess the grade of the oral mucositis among head & neck cancer patients receiving radiotherapy. 2. To evaluate the effectiveness of mixture of honey and coffee application on radiation induced oral mucositis among the study group. 3. To find the association between the radiation induced oral mucositis with selected demographic variables. Method: quasi experimental non randomized control group design was applied and 60 samples (30 in each group) were selected by convenience sampling technique. The mixture of honey and coffee was applied to the study group before and after 15 minutes of radiotherapy till the continuation of radiotherapy and no intervention was given in the control group. Result: The result revealed that the application of honey and coffee mixture was significantly effective on oral mucositis (p<0.001) in the study group. Conclusion: The study concluded that, application of mixture of honey and coffee is an effective method of reducing the onset and severity of oral mucositis in comparison with no intervention.

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

2005 ◽  
Vol 21 (1) ◽  
pp. 5-15 ◽  
Author(s):  
Richard T. Boon ◽  
Mack D. Burke ◽  
Cecil Fore ◽  
Vicky G. Spencer
Keyword(s):  
Social Studies ◽  
General Education ◽  
Future Research ◽  
Control Group ◽  
Control Group Design ◽  
Instruction Condition ◽  
Secondary Social Studies ◽  
Tenth Grade ◽  
The Impact ◽  
Instruction Format

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.

A Strategic Intervention for Enabling Students with Learning Disabilities to Identify and Change their Ineffective Beliefs

1995 ◽  
Vol 18 (3) ◽  
pp. 186-201 ◽  
Author(s):  
Barbara Anne Duchardt ◽  
Donald D. Deshler ◽  
Jean B. Schumaker
Keyword(s):  
Learning Disabilities ◽  
Expert Advice ◽  
Control Group ◽  
Probe Design ◽  
Students With Learning Disabilities ◽  
Control Group Design ◽  
Professional Literature ◽  
Students With Ld ◽  
Multiple Probe ◽  
And Control

This study evaluated the effects of a strategy intervention designed to teach students with learning disabilities (LD) how to understand, identify, discuss, and transform ineffective beliefs. Multiple-probe and control-group designs were employed simultaneously and in combination. The 23 students with learning disabilities who participated in the study were randomly divided into two groups, experimental and control. The BELIEF Strategy, a strategy based on the professional literature, expert advice, and practice, was taught to the experimental group. The multiple-probe design was utilized to demonstrate students' mastery of the BELIEF Strategy. The results indicate that students with LD can be taught to apply the BELIEF Strategy. The control-group design was used to compare the performance of students who learned the BELIEF Strategy to that of students who did not learn the strategy. All analyses indicated that students who learned the strategy performed the strategy steps significantly better and had more knowledge of the strategy than students who did not participate in the instruction. Students reported satisfaction with certain aspects of the training but not with others. The results support the conclusion that students with LD can be taught skills associated with examining present beliefs and specifying new beliefs.

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