scholarly journals Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

2020 ◽  
Vol 13 (40) ◽  
pp. 4224-4233
Author(s):  
Naseem Hyder Rajput
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Cell Phone ◽  
Drop Out ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Phone Calls ◽  
The Impact

Background/Objectives: Regular attendance at school is essential for allround development of students. The fundamental objective of this study was to utilize low-cost technology of cell phones to report to parents/guardians about the attendance of their children at schools and ascertain the impacts of cell phone calls on the attendance of Middle School students placed at risk of Drop out. Methods/Statistical analysis: This study was Experimental with a PretestPosttest Control Group by design and descriptive by purpose. The participants were 30 eight graders belonging to a Public Middle School of District Shaheed Benazirabad in Pakistan. These participants were then randomly assigned to Control and Experimental Groups (15 each). For intervention of making cell phone calls to parents/guardians to inform and ask them about the reason for the absence of their child, a teacher in each participating school was assigned this responsibility. The intervention lasted for 3 months. The data was analyzed using SPSS repeated measure t-test to calculate the significance of the impact of intervention. Findings: Results of the present study indicated that the attendance of Experimental Group on Posttest (75.07 %) was significantly higher than that on Pretest (62.87%). Novelty : This study utilizes existing technology available to almost everyone and bridges the parents and school administration to get the best outcome quickly; mobile-based intervention is simple and docile to regulate students’ performance at school level; it also improves the safety of the students.

scholarly journals The Effect of Web Applications (2.0) in Developing Criticism and Technical Tasting Skills among Middle School Students in Al Baha Area

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Khaled Juman Al - Hasani Al - Zahrani
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Web Applications ◽  
Experimental Approach ◽  
Control Group ◽  
School Students ◽  
Interactive Environment ◽  
Descriptive Approach ◽  
The Impact ◽  
The Web

This study aimed to identify the impact of web applications (2.0) in developing the skills of criticism and artistic taste among middle school students in Al-Baha region, as well as to identify the interactive environment needed for web applications (2.0) to develop these skills. Development of those skills. The researcher used the descriptive approach and the experimental approach to achieve the objectives of the study as follows: The descriptive approach in constructing the questionnaire of criticism and technical taste skills, and the questionnaire of building the interactive environment for web applications (2.0). The researcher used the experimental approach in measuring the impact of the web in developing the skills of criticism and taste Technical. The study sample consisted of (40) middle school students in Al-Baha area in the Kingdom of Saudi Arabia. Divided into two groups, one experimental (20) students, and the other officer (20) students. The experimental group was exposed to web applications (2.0), while the control group did not receive any application on the web. It was taught in the traditional way. The test was used to measure the significance of the differences between the two study groups. Of the application; and whether that significance is large, medium or small ?.

scholarly journals The Impact of Visual Literacy Awareness Education on Verbal and Writing Skills of Middle School Students

2020 ◽  
Vol 8 (2) ◽  
pp. 71
Author(s):  
Mustafa Kaya
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Control Group ◽  
Reading Education ◽  
School Students ◽  
Verbal Skills ◽  
Visual Elements ◽  
Turkish Language ◽  
Visual Reading ◽  
The Impact

The most important source for the acquisition of the skills targeted in Turkish language course is the texts included in the textbooks. However, recent advances in computers have allowed the visual elements to be included in the education system in addition to textual elements. Visual elements are used in several media, especially in television and the Internet as well as books, magazines, newspapers, etc. For the acquisition of visual reading and visual reading skills, visual reading education is of great importance. In the present study that investigated the effect of visual reading education and visual elements on writing and verbal skills of middle school students, pretest-posttest random sampling design with control group, an experimental design was used. The study researcher randomly assigned 17 students in the study group and 18 students in the control group who were attending the 5th grade in Ahmet Yesevi ISE Middle School during the 2018-2019 academic year. The Written Expression Evaluation Scale (WEES) and Effective Speech Skills in Turkish Language Scale (VRSTLS) were used as data collection instruments. The study data were analyzed with parametric independent and paired samples t-tests. SPSS-PASW Statistics (Version 22) was used in analyses. The study findings demonstrated that visual reading awareness education had a significant impact on the development of writing and verbal skills of the students.

scholarly journals Differences in Student Brain Activation from Digital Learning Based on Risk of Digital Media Addiction

2021 ◽  
Vol 18 (21) ◽  
pp. 11061
Author(s):  
GyeongAe Seomun ◽  
Wonjung Noh
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Digital Media ◽  
Brain Activity ◽  
Control Group ◽  
Digital Learning ◽  
School Students ◽  
Students At Risk ◽  
Control Group Design

Although digital media usage is prevalent among middle school students, the safety of digital media-based learning activities for students at risk of digital media addiction is unknown. The goal of this study was to evaluate the differences in students’ brain activity in relation to their risk of digital media addiction. The study was quasi-experimental, with a pre- to post-test control group design. The study participants included 83 middle school students who were engaged in digital learning. We measured their brainwaves to evaluate brain activity using a PolyG-I (LAXTHA Inc.). We found no statistically significant differences in the location of the attention index between the two groups before and after digital learning. However, there were statistically significant differences between the two groups in the P3, P4, and F4 locations of the relaxation index. These results indicate that students at risk of digital media addiction may experience learning difficulties. These results can be used to guide healthcare professionals in developing digital learning programs that are safe for students and to also verify the effects of these programs.

Implementing collaborative inquiry in a middle school science course

2020 ◽  
Vol 21 (4) ◽  
pp. 1199-1217
Author(s):  
Müge Özkanbaş ◽  
Özgecan Taştan Kırık
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Collaborative Inquiry ◽  
Chemical Change ◽  
Control Group ◽  
School Students ◽  
Class Instruction ◽  
Whole Class ◽  
The Impact ◽  
Nature Of Matter

Process Oriented Guided Inquiry Learning (POGIL®) as a collaborative inquiry method has been widely used in teaching chemistry to high school and college students. This paper presents the impact of POGIL on 65 middle school students’ understanding about nature of matter. It is a quasi-experimental non-equivalent control group design study in which a control group taught by whole class instruction was compared to the experimental group which was taught by POGIL in the context of the “Particulate Nature of Matter (PNM) Unit” including PNM, physical and chemical change and density topics. A Nature of Matter Achievement Test was administered as both pre- and post-test. It was found that a POGIL method improved students’ achievement more than teacher-centered whole-class instruction. This study provides evidence supporting the fact that POGIL is an effective pedagogy to teach nature of matter to middle school students.

scholarly journals Evaluation of the online-based self-help programme “Selfapy” in patients with unipolar depression: study protocol for a randomized, blinded parallel group dismantling study

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Rico Krämer ◽  
Stephan Köhler
Keyword(s):  
Depressive Symptoms ◽  
Depression Scale ◽  
Drop Out ◽  
Control Group ◽  
Hamilton Depression Scale ◽  
Online Interventions ◽  
Phone Calls ◽  
Self Help ◽  
Low Threshold ◽  
The Impact

Abstract Background Patients with mild to moderate depressive symptoms can have limited access to regular treatment; to ensure appropriate care, low-threshold treatment is needed. Effective online interventions could increase the supply of low-threshold treatment. Further research is needed to evaluate the effectiveness of online interventions. This study aims to evaluate the online-based self-help programme “Selfapy” on a sample of depressive subjects and compares the impact of the programme’s unaccompanied version with its therapeutic accompanied version. Methods A sample of 400 subjects that have a mild to severe depressive episode (Becks Depression Inventory - II and Hamilton Depression Scale) will be used. Subjects are randomly assigned to immediate access to an unaccompanied course (no support from psychologist via weekly phone calls), immediate access to an accompanied course (support from a psychologist via weekly phone calls) or a waiting list control group (access to the intervention after 24 weeks). The intervention will last for a period of 12 weeks. Depressive symptoms as a primary parameter, as well as various secondary parameters, such as life satisfaction, therapeutic relationships, social activation, self-esteem, attitudes towards Internet interventions and drop-out rates, are recorded at four different points in time: at baseline (T1), 6 weeks after the start of the intervention (T2), 12 weeks after the start of the intervention (T3) and 3 months after completion of the treatment follow-up (T4). Conclusion This randomized and controlled, blinded study will make use of a “dismantled” approach to adequately compare the accompanied and unaccompanied versions of the intervention. Positive and meaningful results are expected that could influence the acceptance and implementation of online interventions. Trial registration German Clinical Trials Register DRKS00017191. Registered on 14 June 2019

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