scholarly journals Impact of coordination training on the development of speed among young judokas from 10 to 12 years old

2019 ◽  
Vol 23 (6) ◽  
pp. 325-329
Author(s):  
L. Zeghari ◽  
H. Moufti ◽  
A. Arfaoui ◽  
A. Gaidi ◽  
K. Addal
Keyword(s):  
Training Program ◽  
Control Group ◽  
Initial Test ◽  
Final Test ◽  
Speed Test ◽  
Significant Difference ◽  
Club Sports ◽  
Coordination Training ◽  
The Impact ◽  
Experimental Group

Purpose: Judo is a combat sport requiring physical qualities that include speed and coordination. They are essential for brief and intense attacks. Study the impact of a training based on coordination adapted to the age group (10 to 12 years) on the development of speediness among young’s judokas. Materials: The study was conducted at Svelty Club, sports association in Kenitra, city in north-western Morocco, from March 2nd, 2019 to May 5th, 2019, on a sample of 12 young judoka aged from 10 to 12 years divided into two groups, control group and experimental group. At first both groups received two tests, 10m speed test and Uchi Komi test, which we considered initial tests. The experimental group had a training program spread over 12 weeks that focused on the development of speed through coordination. For the control group, we followed the regular training of the club. Both tests were re-administered after the end of the training program (final tests). Results : The initial test value for the experimental group for Uchi Komi test was 7 ± 0.9, and the final test was 8.7 ± 1.03, which shows a significant difference according to the T test, (p = 0.001≤ 0.05) in contrast to the control group (p = 0.23≥0.05). For the 10m speed test, the experimental group showed a significant difference between the value of the initial test and the final test (p = 0.003≤0.05), unlike the control group (p = 0.93≥0.05). Conclusion: The development of physical qualities is still the primary goal of coaches; however this development is more decisive for young athletes. Our study has shown that a coordination training adapted to each athlete’s age can help coaches better develop other qualities namely speed.

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

scholarly journals The impact of using the strategy of self-questioning in the achievement of students in the fifth grade in mathematics: أثر استخدام استراتيجية التساؤل الذاتي في تحصيل طلاب الصف الخامس الابتدائي في مادة الرياضيات

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Latif Al-Zakri
Keyword(s):  
Achievement Test ◽  
Experimental Methodology ◽  
Fifth Grade ◽  
Control Group ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of the use of self-questioning in the understanding of fifth grade students in mathematics material. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 42 students from the fifth grade students from Khubayb bin Udai School in Riyadh; equally divided into two groups of 21 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in mathematics material

scholarly journals The Effect of IELTS Listening Strategy Use on the Reduction of IELTS Listening Test Anxiety and on IELTS Listening Performance

2017 ◽  
Vol 7 (11) ◽  
pp. 1025 ◽  
Author(s):  
Ali Reza Nemat Tabrizi ◽  
Mahnaz Ranjbar
Keyword(s):  
Test Anxiety ◽  
Pearson Correlation ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Control Group ◽  
Listening Test ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The study investigates the impact of IELTS listening strategy use on the reduction of listening test anxiety and on the listening performance of the IELTS test takers in light of the data of 80 participants on the pretest and post-test IELTS listening along with the participants' score on pre-anxiety and post anxiety scale. So, drawing on the instruments including a proficiency test, pre/post-test, anxiety questionnaire, materials for strategy instruction, the participants were randomly divided into two groups: Control Group and Experimental Group, each including 40 participants. As per the procedure, after tackling their pre-listening performance and pre-anxiety score, one group was treated with IELTS-Listening related strategies and the other group was not treated, but both were administered listening test. The results of the study indicated that those treated with IELTS strategy outperformed ( t (78) = 4.57, p = .000, r = .460 ) those receiving no listening-related strategy. Furthermore, the results of a t-test run on the post-test of the groups anxiety arrived at a statistically significant difference (t (78) = 5.77, p = .000, r = .547), representing that the control group outperformed the experimental group. Also, Pearson Correlation done for finding out a potential relationship between anxiety and listening performance indicated a negative and weak to moderate relationship ((r (78) = -.26, p = .020). The pedagogical implications of the study are in detailed argued.

scholarly journals Effects of the Dictogloss Method in Teaching Listening Skills to Students

2019 ◽  
Vol 8 (2) ◽  
pp. 69
Author(s):  
Muhaiminah Akib ◽  
Dian Saputra
Keyword(s):  
Mean Value ◽  
Control Group ◽  
Test Results ◽  
Listening Skills ◽  
Initial Test ◽  
Final Test ◽  
Learning Skills ◽  
Average Value ◽  
Quasi Experimental ◽  
Experimental Group

The purpose of this study was to investigate the effect of the dictogloss method in teaching listening to students' listening skills. This research was designed as a quasi-experimental. This study aims to investigate whether a material or treatment yields a different outcome for participants. There are two classes in this study, namely the experimental class (which is a sample to be treated with the dictogloss method) and the control class (using a method other than dictogloss). The results of this study are the results of data analysis showing that the results of learning skills in listening to the experimental group obtained the average value for the initial test of 60.33 and 71 for the final test score. While the control group using conventional methods has a mean value for the initial test of 60.1 and 70 for the final test. T test results also indicate that the significance value is 0,000. The significance value states smaller 0.05, it can be stated that Ha is accepted and Ho is rejected, which means that there is an influence of the dictogloss method in improving listening skills in students

scholarly journals The influence of a community intervention on influenza vaccination knowledge and behavior among diabetic patients

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Lili Tao ◽  
Ming Lu ◽  
Xiaoning Wang ◽  
Xiaoyan Han ◽  
Shuming Li ◽  
...  
Keyword(s):  
Influenza Vaccine ◽  
Influenza Vaccination ◽  
Community Intervention ◽  
Vaccination Rate ◽  
Control Group ◽  
Diabetic Patients ◽  
Vaccination Rates ◽  
Significant Difference ◽  
The Impact ◽  
Experimental Group

Abstract Background This study was conducted to evaluate the impact of a comprehensive community intervention on cognition and inoculation behaviors of diabetic patients immunized with influenza vaccine. Methods A total of 1538 diabetic patients aged 35 years and above for outpatient visits and follow-up treatments were selected from six community health service centers (three for the experimental group, and the other three for the control group) in Chaoyang District, Beijing. Comprehensive interventions applied to the experimental group include patient intervention and community climate interventions. We compared the total awareness of influenza vaccine knowledge and influenza vaccination rates between the two groups before and after the intervention. Results Before the intervention, the total awareness rate of influenza vaccine in the experimental group and the control group was similar (50.6 and 50.2%, respectively. P = 0.171). After the intervention, the awareness rate of influenza vaccine in the experimental group and the control group increased. The amplitude of the increase was similar (70.3 and 70.1%, respectively. P = 0.822,). Before the intervention, there was no significant difference in the influenza vaccination rate between the experimental group and the control group (29.0 and 26.8%, respectively. P = 0.334). After the intervention, the vaccination rate of the experimental group was higher than that of the control group. The difference was statistically significant (The vaccination rate 45.8 and 27.4% for the experimental group and the control group, respectively. P < 0.001). Conclusion Comprehensive community interventions had a positive effect on vaccination in diabetic patients. Trial registration ChiCTR1900025194, registered in Aug,16th, 2019. Retrospectively registered.

scholarly journals The Effects of the TPACK-P Educational Program on Teachers’ TPACK: Programming as a Technological Tool

2018 ◽  
Vol 7 (3.34) ◽  
pp. 636
Author(s):  
Seong Won Kim ◽  
Youngjun Lee
Keyword(s):  
Statistical Analysis ◽  
Training Program ◽  
Content Knowledge ◽  
Educational Program ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Technological Tool ◽  
Experimental Group

Background/Objectives: This study examined the effects of introducing programming as a technological tool for teachers’ Technological Pedagogical Content Knowledge (TPACK) development.Methods/Statistical Analysis: Thirty-two teachers were divided into two groups, completing different types of TPACK educational programs. The control group’s TPACK training program was based on information and communication technology (ICT), while that of the experimental group was based on programming. To verify the effectiveness of the TPACK training program, tests were administered before and after the educational program. A statistical analysis of questionnaire results also investigated changes resulting from TPACK.Findings: Both the control and experimental groups showed statistically significant improvements in the post-test compared with the pre-test. However, in the detailed areas of TPACK by group, the improvements in the two groups differed. Unlike the control group, the experimental group showed a statistically significant improvement in the knowledge related to technology. This result illustrated that programming is effective in solving the problem of integrating technology into the classroom. In contrast, there was no significant difference in the post-test, as this was applied in the short term. However, programming has been shown to affect Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and TPACK. In summary, the results showed that a TPACK educational program based on programming is effective for teachers’ TPACK development. Keywords: TPACK, In-service teacher, Programming, TPACK-P, Educational program

The Effects of Using Instructional Conversation Method on Oral Autonomy of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (6) ◽  
pp. 1191
Author(s):  
Sahar Ghaffari ◽  
Mohammad Ali Fatemi
Keyword(s):  
Proficiency Test ◽  
Role Playing ◽  
T Test ◽  
Control Group ◽  
Instructional Conversations ◽  
Efl Learners ◽  
Significant Difference ◽  
Instructional Conversation ◽  
The Impact ◽  
Experimental Group

This study was conducted with the aim of investigating the impact of instructional conversations on oral autonomy of Iranian English as Foreign Language (EFL) learners. Forty-nine Iranian intermediate EFL learners from three language institutes in Sarakhs were selected as the participants of the study based on their scores in Nelson Proficiency Test. Administering Nelson General Proficiency Test, participants were measured to make sure they are homogeneous. These participants were randomly assigned into to control and experimental groups.  Participants in both groups sat for Learner Oral Autonomy Questionnaire with some modifications from Kashefian's learner autonomy questionnaire (2002). Results of independent samples t-test lack of any significant difference between the two groups in oral autonomy at the outset of the study. Throughout the study which lasted for 12 sessions participants in experimental group received the treatment, instructional conversations, as a tool for teaching speaking materials. Participants in the control group were taught the same materials as those practiced in the former group through such techniques as role playing, peer dialogues, and oral presentations. Finally, the posttest being the same as the pretest was administered. Results of independent samples t-test showed that the experimental group significantly outperformed the control one in Oral Autonomy Questionnaire. The present findings provide pedagogical implications for employing instructional conversation in EFL speaking classrooms.

scholarly journals The effect of communication training on mother-child communication applied by "from child to mother approach" in mobile kindergarten

2018 ◽  
Vol 9 (1) ◽  
pp. 37-60
Author(s):  
Osman Basit ◽  
Esra Ömeroğlu
Keyword(s):  
Training Program ◽  
Statistical Significance ◽  
Preschool Education ◽  
General Information ◽  
Communication Training ◽  
Control Group ◽  
Evaluation Tool ◽  
The Impact ◽  
Positive Effect ◽  
Experimental Group

This research was carried out with the aim of examining the impact of communication training based on ‘from the child to mother approach’ on the communication of the mothers with their children attending mobile preschools. The sample comprised 80 children attending mobile preschool and mothers of those children. Two of the five neighborhoods served by the mobile preschool were designated randomly as experiment groups and the remaining as control groups. There were 33 children and mothers in the experimental group and 47 in the control group. The data was collected by General Information Form and Parent-Child Communication Evaluation Tool. During the course of the research, the Communication Training Program prepared by the researcher and based on the Child to Mother Approach was applied to the experimental group for two days in a week during eight weeks. In order to examine the impact of Communication Training Program on mother-child communication, t-test was conducted for both the independent group and the dependent group. Statistical significance was set at .05. As a result of the analyses, it has been determined that the Communication Training Program has a positive effect on communication between mothers and children and this effect is permanent. In line with the results of the research, suggestions for preschool education teachers, parents and researchers are presented.

scholarly journals A Review of Article: The Effect of a Tablet Use on Students EFL in Grammar Classroom

2019 ◽  
Author(s):  
aprilia chasanah ◽  
Jessica Paulima Simanullang ◽  
Indah Karina Sianturi ◽  
Avivah Adinda Putri ◽  
sri wahyuni
Keyword(s):  
Control Group ◽  
Course Materials ◽  
Network Connection ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Basic Course ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This journal aims to find the impact of tablet use on students’ mastery of grammar skills. In order to answer the research questions, the authors held the pre-test and post-test for two groups labelled as the experimental group and control group. The experimental group is the groups that using tablet, while the control group is the group that using textbooks in learning grammar. The results of this study show that there is no significant difference between the grammar achievement scores of the students in both groups. The findings also show that the instructor emphasized the influence of tablet use on learner autonomy, digital distraction, and network connection. Students indicated that tablets can be supplementary yet it shouldn’t replace the basic course materials such as textbooks and workbooks.

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