scholarly journals An analysis of the effect of peer mediation training on high school students’ conflict resolutions, empathic tendency and aggression levelsAkran arabuluculuk eğitiminin lise öğrencilerinin çatışma çözme becerileri, empatik eğilim ve saldırganlık düzeyleri üzerindeki etkisinin incelenmesi

2016 ◽  
Vol 13 (1) ◽  
pp. 1589
Author(s):  
Fulya Türk ◽  
Abbas Türnüklü
Keyword(s):  
High School ◽  
High School Students ◽  
Conflict Resolution ◽  
Peer Mediation ◽  
School Students ◽  
Mediation Training ◽  
Post Test ◽  
The Difference ◽  
And Control ◽  
Experimental Group

Purpose of this study is to investigate the effect of peer mediation training on conflict resolution skills, empathic tendency and aggression levels on high school students. The research was conducted with 57 students at high schools in Denizli. The students in the experimental group were trained peer mediation training. The peer mediation training consists of ten sessions. İndependent variable of the study is peer mediation training. Dependent variables of the study are conflict resolution skills, empathic tendency and aggression levels. According to findings the study were analyzed, there is a significant increase in the levels of conflict resolution of the students in the experimental group. Similarly aggression levels were significantly lower in the students in the experimental group who received the peer mediation training. In contrast, when the levels of pre-test post-test empathic tendency of the students in the experimental and control groups, the difference between the two groups was not significant. Finally, peer mediation training can be said to be effective in developing conflict resolution skills of high school students and in reducing levels of aggression. ÖzetBu araştırmanın amacı, akran arabuluculuk eğitiminin lise öğrencilerinin çatışma çözme becerileri, empatik eğilim ve saldırganlık düzeyleri üzerindeki etkisini incelemektir. Ön test son test kontrol gruplu deneysel desenin kullanıldığı araştırma, Denizli ilinde iki lisede dokuzuncu sınıfta okuyan 57 öğrenci ile yürütülmüştür. Deney grubunda yer alan öğrencilere on oturumluk akran arabuluculuk eğitimi verilmiştir. Araştırmanın bağımsız değişkeni akran arabuluculuk eğitimi, bağımlı değişkenleri ise çatışma çözme becerileri, empatik eğilim düzeyleri ve saldırganlık düzeyleridir. Araştırmadan elde edilen sonuçlara göre akran arabuluculuk eğitimi alan lise öğrencilerinin yapıcı çatışma çözme becerilerinde anlamlı düzeyde bir artış olduğu saptanmıştır. Benzer biçimde bu eğitimi alan lise öğrencilerinin saldırganlık düzeylerinde anlamlı bir düşme olduğu görülmektedir. Buna karşın akran arabuluculuk eğitimi alan ve almayan lise öğrencilerinin empatik eğilim düzeylerinde anlamlı bir farka rastlanmamıştır. Sonuç olarak, akran arabuluculuk eğitiminin yapıcı çatışma çözme becerileri geliştirmede ve saldırganlığı azaltmada etkili bir yol olduğu ifade edilebilir.

Effects on high school students of integrating conflict resolution and peer mediation training into an academic unit

1996 ◽  
Vol 14 (1) ◽  
pp. 21-36 ◽  
Author(s):  
Laurie Stevahn ◽  
David W. Johnson ◽  
Roger T. Johnson ◽  
Anne Marie Laginski ◽  
Iris O'Coin
Keyword(s):  
High School ◽  
High School Students ◽  
Conflict Resolution ◽  
Peer Mediation ◽  
Academic Unit ◽  
School Students ◽  
Mediation Training

The Effect of Using Humor on High School Students’ Grammar Performance and Motivation

2016 ◽  
Vol 6 (7) ◽  
pp. 1466 ◽  
Author(s):  
Elham Kavandi ◽  
Reza Kavandi
Keyword(s):  
High School ◽  
High School Students ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Dependent Variables ◽  
Post Test ◽  
Group A ◽  
And Control ◽  
Experimental Group

Teaching in high schools needs specific techniques, methods and skills in order to motivate the students (Ss) properly. In this study, the aim was to explore the effect of humor on students' grammar performance and their motivation. The study was designed as true-experimental research-randomized control experimental group, pre-test, post-test design. The participants were second grade high school students (120 students) in four classes. So, the researcher gave them a Nelson test in order to homogenize them. Out of 120 Ss, only 60 Ss who could get 50% percent of score were selected. Then, the Ss randomly were assigned one member of each pair to the experimental group and the other to the control group containing 30 Ss male in each cause-effect relationship between the independent and dependent variables. Then, the data analysis was done by SPSS version 21. The results indicated that there were statistically significant differences between the gained scores in the groups, namely experimental group in comparison to the control group. A questionnaire was also given to the participants to gather their opinions about humor and its effect on their motivation. The finding showed that a large number of students agree of using humor, because it is enjoyable and motivator. It can be concluded that there is significance relationship between using humor and the Ss grammar performance, and their motivations. . Then, through giving the treatment and placebo to the experimental and control groups, respectively, the researcher tried to observe the direct

Effects of Conflict Resolution and Peer Mediation Training in a Turkish High School

2010 ◽  
Vol 20 (1) ◽  
pp. 69-80 ◽  
Author(s):  
Abbas Turnuklu ◽  
Tarkan Kacmaz ◽  
Dilara Sunbul ◽  
Hatice Ergul
Keyword(s):  
High School ◽  
High School Students ◽  
Conflict Resolution ◽  
Anger Management ◽  
Peer Mediation ◽  
Low Ses ◽  
Management Skills ◽  
School Students ◽  
Interpersonal Conflicts ◽  
Mediation Training

AbstractThe purpose of the research was to examine the effectiveness of Conflict Resolution and Peer Mediation (CRPM) training on high school students' interpersonal conflicts. The CRPM training program was developed by the researchers as a 31-hour program that addressed four basic conflict resolution skills; understanding the nature of interpersonal conflicts, communication skills, anger management skills, and negotiation and peer mediation skills. The study was conducted in a high school located in Izmir, Turkey which served students from low SES families. During the two-year study, a total of 830 students received training, and following the training, 12 peer mediator students were elected from each classroom by their friends. These peer mediators handled their friends' conflicts during three semesters. Data were collected through the peer mediation forms filled by the mediator students following the mediation sessions. A total of 253 mediation sessions were held; 240 (94.9%) resulted in resolution and 13 (5.1%) in no-resolution. Results of the study indicated that CRPM training could prove to be effective in resolving high school students' conflicts.

scholarly journals The Effectiveness of Nomophobia Therapy on Self-Esteem and Nomophobia Symptoms in High School Students

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Nasrin Mohammadi Nasab ◽  
Gholamreza Manshaee ◽  
Mohammad Ali Nadi
Keyword(s):  
High School ◽  
High School Students ◽  
Self Esteem ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Background: High mobile-phone dependency may cause cognitive, emotional, and academic impairments among students; hence, proper therapies should be performed to prevent the risk. Objectives: The present study aimed to investigate the effectiveness of the nomophobia therapy package on self-esteem and nomophobia symptoms in high school students. Methods: The research method was quasi-experimental with a pre-test, post-test, and follow-up design and a control group. The statistical population included all the students showing nomophobia symptoms who were in high schools in Isfahan in the academic year of 2018 - 2019. Using purposive sampling, we selected 30 students willing to participate in the project and randomly divided them into experimental (n = 15) and control (n = 15) groups. The research instrument included Nomophobia Questionnaire and Self-Esteem Questionnaire. The experimental group underwent eight sessions (75-minute sessions per week) of nomophobia therapy. The follow-up was performed after two months. Data were analyzed by descriptive and inferential statistics, such as mean, standard deviation, and repeated measures ANOVA. SPSS version 23.0 was further used to analyze the data. Results: The mean ± SD of the post-test scores of self-esteem and nomophobia symptoms were (19.26 ± 3.34) and (50.60 ± 5.07) in the experimental group and (13.46 ± 2.47) and (71.63 ± 8.47) in the control groups. The difference between the scores of the experimental and control groups in the pre-test was not significant (all P-values were > 0.05). Also, the post-test scores did not have a significant difference from the follow-up scores (all P-values were > 0.05). Nomophobia therapy effectively increased self-esteem in students with nomophobia symptoms in the experimental group (P = 0.0001). The training intervention sessions decreased the nomophobia symptoms of high school students in the experimental groups compared to the control group (P = 0.0001). Conclusions: According to research findings, nomophobia therapy was an efficient therapy for improving self-esteem and reducing nomophobia symptoms in students who suffer from the syndrome.

scholarly journals The Use of Digital Guessing Game to Improve Students’ Speaking Ability

2020 ◽  
Vol 4 (1) ◽  
pp. 115-126
Author(s):  
Ai Hayati
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
Tenth Grade ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Senior High School Students

This study was investigated the effects of Digital Guessing Games strategy on students?  speaking ability of Islamic Senior High School students as well as to find out their perceptions of using it. In doing so, the subjects consisted of 44 students who were in tenth grade. Then they were divided into two equal experimental and control groups randomly (N=22). This study used explanatory sequential mixed-method whereas pre-test and post-test were administrated to collect quantitative and questionnaire was given to collect qualitative data.The experimental group was taught speaking using DGG application, whereas the control group using conventional guessing game. Analyzing the data through the independent sample t-test revealed the effectiveness of DGG application, the experimental group out performed the control group of speaking narrative text. Furthermore, an Islamic Senior High School students in Tasikmalaya had a positive attitude toward utilization of DGG application. 

scholarly journals The Influence of Guided Inquiry Learning Using Flash Based Invertebramedia on the Senior High School Students’ Learning Achievement

2018 ◽  
Vol 7 (2) ◽  
pp. 137-143 ◽  
Author(s):  
Anifatussholihah Anifatussholihah ◽  
Nur Rahayu Utami ◽  
Niken Subekti
Keyword(s):  
High School ◽  
High School Students ◽  
Inquiry Learning ◽  
Learning Outcome ◽  
Control Group ◽  
Guided Inquiry ◽  
School Students ◽  
And Control ◽  
Experimental Group ◽  
Senior High School Students

This research aims to know the influence of guided inquiry learning with flash based Invertebramedia on the learning outcome of senior high school students. The research was done in SMA N 1 Pamotan using Quasi Experimental Design. The sample of the study was X MIPA 1 class (experimental group) and X MIPA 2 class (control group) which was taken by purposive sampling technique. The results showed that there were increasing of cognitive’s learning outcome of the experiment group was 80% and control group was 34.2%. There was a significant difference in the average of cognitive learning outcomes of the experimental group and control group. Analysis of affective and psychomotor aspects showed that learning outcome the experimental group higher that the control group. So, the activity of students during learning process was enchancement. The average of the student’s questionnaire responses after joining the learning was 84.9% in good criteria. The teacher and the students also gave good responses on the implementation of the learning in general. The conclusion of the research is the application of guided inquiry learning with Invertebramedia based on flash influence on high school student’s learning outcomes.

scholarly journals The Effects of Task-Based Language Teaching on Writing Achievement at a High School in Vietnam

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Dang Thi Thu Huong ◽  
Keyword(s):  
High School ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Achievement ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
And Control ◽  
Experimental Group

The current study determines the effectiveness of using task-based language instructions in teaching writing at a high school in Thai Nguyen province. The participants consist of 92 grade 10 students from Bing Yen high school, Dinh Hoa district. The study employs a mix method research design (MMR) as the plan for the research. The results of the study reveals that the results of writing performance were reported at a low level (M=3.72). The results also confirmed that the intervention worked well for the experimental group. The mean score of the pre-test (the baseline for both groups) was M=3.72. The intervention focused on TBLT instructions. After first five weeks, the means of post-test1 were M=4.96 and M=3.83 for experimental group and control group respectively. There was a significant difference between the mean of pre-test and post-test1 for the experimental group (M=3.72 compared to M=4.96), while the control group showed a little improvement (M=3.72 compared to M=3.83) the difference was not significant. After another five weeks, the difference in the mean scores of the experimental group were far more than the mean scores of the control group, M=5.56 and M=4.45 respectively. By the end of the fifteenth week of the intervention, the mean of post-test 3 of the experimental group reached M=6.41, the mean for control group was M=5.54. The difference of the mean scores in the pre-test and post-test revealed a significant improvement in both groups. However, the experimental group showed a greater improvement, M=6.41 and M=5.54 respectively. It can infer that the uses of TBLT writing instruction improved writing achievement greatly.

scholarly journals The Effects of Study Skills Training on Qualitative Academic Achievement among Students

2021 ◽  
Vol 17 (3) ◽  
pp. 130
Author(s):  
Saeid Motevalli ◽  
Mohd Sahandri Ghani Hamzah ◽  
Samsilah Roslan ◽  
Siti Raba’ah Hamzah ◽  
Maryam Gholampour Garmjani
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Study Skills ◽  
Skills Training ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Experimental Group

Abstract: The aim of the present study was to investigate the effectiveness of study skills training on the qualitative academic achievement of girl high school students. This study was conducted by using an experimental design with pretest, posttest, and follow-up with the control group. The participants were 32 students from girl high school students of Tehran which were selected by cluster random sampling from girl high schools and then randomly assigned into control and experimental groups (Each group consisted of 16 students). The instruments used were Dortaj Qualitative Academic Achievement Questionnaire and Motevalli Study Skills Training Module. The experimental group received 8 sessions of psycho-educational group therapy and the control group did not receive any training. Two-way repeated-measures ANOVA was utilized for the analysis of data. Results revealed that there was a significant increase in qualitative academic achievement between pretest with post-test and follow-up among the experimental group. Moreover, there was a significant increase in qualitative academic achievement between post-test and follow-up in the experimental group with the control group. Additionally, the results showed that there is a significant increase in self-efficacy, planning, and motivation and also a significant decrease in emotional effects and lack of outcome control. In conclusion, the results of this study indicated that on the basis of deficit theory using learning and study skills training can lead to enhance student's skills to improve qualitative academic achievement. Further studies are required to examine whether exposing students to study skills training programs can lead them to enhance their qualitative academic achievement.   Keyword: Motivation Study Skills Training, Planning, Qualitative Academic Achievement, Self-efficacy.

Explicit Phonetic Instruction and Pronunciation Skills of Grade 10 High School Students

2020 ◽  
Vol 1 (4) ◽  
pp. 47-54
Author(s):  
Walter Coronado Latorza
Keyword(s):  
High School ◽  
High School Students ◽  
The Philippines ◽  
School Students ◽  
Content Relevance ◽  
Significant Difference ◽  
English Pronunciation ◽  
And Control ◽  
Phonetic Instruction ◽  
Experimental Group

The Explicit Phonetic Instruction-Centered (EPIC) Module is a compilation of topics and exercises in English pronunciation made and modified by the researchers where the explicit phonetic instruction is highlighted as the main approach to enhance the pronunciation skills of the respondents. The study is aimed at evaluating, validating, and determining the effectiveness of the EPIC Module and its actual delivery conducted to the Grade 10 students of Kauran National High School in the Philippines. A panel consisting of five teachers from different schools served as evaluators of the module to validate its content, relevance, acceptability and instructional quality. To determine how the module was delivered, another five English teachers observed and evaluated the researcher-teachers in the implementation of the module. The respondents of the study for both the experimental and control groups were chosen randomly. The researchers used mean in the validation of the module and in the performance of the researcher-teachers based on the delivery of the module. To identify whether there was or no significant difference on the respondents’ performance and mean gain scores, t-test was used. The findings revealed that students in experimental group improved their pronunciation skills significantly due to the intervention of the EPIC Module and its excellent delivery. It was statistically verified that the use of EPIC Module apparently improves the English pronunciation skills of the respondents.

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