The Effect of Home-to-School Transition Program on Social-Emotional Readiness of Preschool Students

2021 ◽  
Author(s):  
Faeze Golshirazi ◽  
Ahmad sadeghi
Keyword(s):  
School Readiness ◽  
School Transition ◽  
Transition Program ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Time Data ◽  
Social Emotional ◽  
Control Groups ◽  
Preschool Students ◽  
And Control

Aim: This study was done to investigate the effect of home-to-school transition program on social-emotional readiness of preschool students. Methods: For this study,  semi-experimental design with pretest-posttest and control groups were used. The population included all preschool students in Isfahan during the 2017-2018 academic year who entered kindergarten for the first time. Data collection for this study included voluntary participation of two kindergartens from the city’s 5th district, and each was randomly assigned to the experimental and control groups. Seventeen students who were qualified to enter the interventional phase were included in the treatment and control group. The transition from home to school program was performed on the experimental group during 3 months and the control group did not received any interventions. The scale of the Social-Emotional School Readiness (Bustin, 2007) was used to collect the data. Findings: The data was analysed with one-way and multivariate analysis of covariance and the results showed that the home-to-school transition program was effective to promote social-emotional readiness of preschool student (p <0/003). Conclusion: Therefore, we can use this program for preschool student to increase their social-emotional readiness.

scholarly journals Effectiveness of Acceptance and Commitment Therapy on Hypochondriasis and Psychosocial Adjustment in Divorced Women

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Hamideh Iri ◽  
Behnam Makvandi ◽  
Saeed Bakhtiarpour ◽  
Fariba Hafezi
Keyword(s):  
Acceptance And Commitment Therapy ◽  
Psychosocial Adjustment ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
Statistical Population ◽  
Commitment Therapy ◽  
Acceptance And Commitment ◽  
And Control ◽  
Levene Test

Background: Divorce is one of the most stressful life events leading to increased susceptibility to diseases and mood disorders such as hypochondriasis. Objectives: The present study aimed to investigate the effectiveness of acceptance and commitment therapy (ACT) on hypochondriasis and psychosocial adjustment in divorced women in Tehran. Methods: The research method was quasi-experimental with a pretest-posttest design and a control group. The statistical population in this study consisted of divorced women suffering from divorce-induced psychological distress who visited counseling centers in Tehran in 2018. The sample consisted of 30 divorced women selected by convenience sampling method. The participants were randomly divided into experimental and control groups (n = 15 per group), and the pretest was performed for the experimental and control groups before the intervention program. The experimental group underwent ten sessions of ACT (90-minute sessions per week), and the control group did not receive any treatment. The research instruments included the Health Anxiety Inventory (HAI) and the Psychosocial Adjustment to Illness Scale (PAIS). The Shapiro-Wilk test, Levene test, Pearson correlation coefficient, and analysis of covariance (ANCOVA) were used to analyze the data. Results: The results indicated that the ACT-based intervention significantly reduced hypochondriasis in divorced women (P = 0.043). In addition, ACT improved the psychosocial adjustment in these women (P = 0.0001). Conclusions: This intervention decreased anxiety under difficult conditions and also improved psychosocial adjustment in divorced women. Therefore, ACT can be used as an effective approach in reducing social and interactional problems and also anxiety in divorced women.

scholarly journals Application of Brain-Based Teaching Strategies on Academic Performance of Children with Attention Deficit Hyperactivity Disorder (ADHD) In Mathematics

2020 ◽  
Vol 7 (1) ◽  
pp. p146
Author(s):  
Catherine A. Ayantoye ◽  
Samuel O. Olaoluwa ◽  
Mari Caballero ◽  
Sonja Ezell ◽  
Kelly O’Neal Hixson
Keyword(s):  
Academic Performance ◽  
Conventional Method ◽  
Teaching Strategies ◽  
Mathematics Anxiety ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
Children With Adhd ◽  
Teaching Learning ◽  
And Control

This study examined application of Brain-based Teaching Strategies on academic performance of children with ADHD in Mathematics. Gender and Mathematics anxiety level were introduced as moderator variables. A pre-test, post-test, control group experimental design was employed for this study. Two groups were involved (experimental and control groups). The experimental group was exposed to the application of Brain-based Teaching Strategies while the control group was exposed to the conventional method. Two instruments were used (i) Achievement Test in Mathematics (ATM) (r = 0.83) and (ii) Mathematics Anxiety Rating Scale (MARS) (r = 0.80). Data obtained were analyzed using descriptive statistics of means scores and standard deviations to explain and compare pretest and posttest mean scores of the experimental and control groups in all the criteria measured. Inferential statistics of Analysis of covariance (ANCOVA) was used to test the hypotheses and estimate the impacts of various factors on the dependent variables. Treatment was more effective at improving children with ADHD attitude to mathematics than the conventional method. Findings indicated significant improvement on children’s attention span resulting from taking cognizance of “prime times” in the teaching-learning episode. Also, tension that is normally associated with the teaching-learning process of mathematics was significantly reduced.

scholarly journals Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Christian Basil Omeh ◽  
Chijioke Jonathan Olelewe
Keyword(s):  
Academic Achievement ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Analysis Of Covariance ◽  
Repeated Measure ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Innovative Pedagogy ◽  
And Control

Education prepares one for the world of work; hence, the adoption of the innovative instructional approach employed in the process of teaching and learning is key to the attainment of this goal. To mitigate students’ poor achievement in computer programming (CP), innovative pedagogy (IP) was adopted to make students become active learners in classroom learning. In this study, a quasi-experimental design was used and nonrandomized the subject with pretest and posttest. Students (N = 145) were nonrandomized to the treatment and control groups. The researchers conducted a repeated measure of analysis of variance to determine the change between the experimental and control groups. Students’ attributes were tested for differences by comparing categorical data with chi-square statistics. The interaction effect was determined using an analysis of covariance. The results revealed that the experimental group’s CP achievement test results outperformed those of the control group at posttest and retention tests. Furthermore, the findings of the study show that there is no significant difference in students’ academic achievement across ability levels and gender. Also, there is no interaction between the pretest and the IP. The study, therefore, recommends that computer educators should adopt innovative teaching practices in their day-to-day teaching since it is more creative, learner-centered, and improved student engagement.

scholarly journals Concept Formation Teaching Model: An Innovation in Teaching

2017 ◽  
Vol 2 (1) ◽  
pp. 33-37
Author(s):  
Aamna Irshad ◽  
Irshad Ullah
Keyword(s):  
Concept Formation ◽  
Jel Classification ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Teaching Model ◽  
Control Groups ◽  
Teaching Chemistry ◽  
Lecture Method ◽  
Post Test ◽  
And Control

Objective - In the study, a teaching model was devised named as "concept formation teaching model" and its effect on grade IX students' academic achievement was investigated over lecture method. Methodology/Technique - Experimental group (143 students) and control group (147 students) were chosen for experiment from three Government Girls and Boys High Schools of Rawalpindi. Pretest, posttest Non-equivalent-Groups Design was selected for the study. Pre and post-test were given to experimental and control groups at the start and end of the study. Lessons plans were based on the format of direct instruction. Experimental and control groups were compared by applying t-test and analysis of covariance. Findings – The results showed that concept formation teaching model was more effective for clarification and strengthening of concepts than lecture method. Novelty - The study proves that this model is better than lecture method for strengthening Chemistry concepts. Type of Paper - Empirical Keywords: Concept; Concept Formation; Teaching; Teaching Chemistry; Concept Formation Teaching Model. JEL Classification: P46, I21, O31.

scholarly journals The Effectiveness of the Native Training Model Designed Based on Lazarus Theory and Behavioral Planning Theory in the Consolidation of Family Functioning: A case study

2020 ◽  
Author(s):  
Jallal Iranizadeh ◽  
Hassan Zarei Mahmoodabadi ◽  
Saeed Vaziri ◽  
Seyed Alireza Afshani
Keyword(s):  
Family Functioning ◽  
Analysis Of Covariance ◽  
Planning Theory ◽  
Training Intervention ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
The Family ◽  
And Control ◽  
Experimental Group

Introduction: Recently, consolidation of family functioning is considered as one of the most important solutions for elevating and strengthening marital life. Therefore, benefiting from family strengthening approaches is so truly significant. This research aims at investigating the effectiveness of the native model based on Lazarus theory and behavioral planning theory on the consolidation of family functioning. Method: This research is a quasi-experimental study with a pretest-posttest design and control group. The population includes all the couples referring to counseling and psychotherapy centers of Yazd Province, in Iran, 2019. Purposive sampling was used to select 34 couples who have the inclusion criteria, and they were randomly assigned to experimental and control groups. The couples answered the family consolidation questionnaire designed by Movahed et al. The experimental group received 11 sessions of interventions extracted from the localized Lazarus model and behavioral planning theory. Finally, data analysis was done by SPSS version 16 and an analysis of covariance (ANCOVA). The significance level of research was considered to be α=0.05 Findings: The results showed that there is a significant difference between the estimated mean score of the family consolidation in the experimental and control groups. Also, the findings suggest that compared with the control group, the posttest scores of the performance, problem-solving, relationship, emotional involvement, emotional support, role play, behavioral control, media, and superstition have been improved in the experimental group. This significant difference results from the training intervention. However, the variable of religious beliefs has not changed significantly. Conclusion: The training intervention done by the model has developed based on Lazarus theory and behavioral planning theory which can consolidate the family functioning.

scholarly journals Effect of Sport Education Model-Based Social-Emotional Learning Program on Emotional Intelligence

2020 ◽  
Vol 13 (4) ◽  
pp. 41
Author(s):  
Neslihan ARIKAN
Keyword(s):  
Emotional Intelligence ◽  
Descriptive Statistics ◽  
Control Group ◽  
Sport Education ◽  
Social Emotional ◽  
Control Groups ◽  
Final Test ◽  
Significant Difference ◽  
Education Model ◽  
And Control

In the study, a 16-week SEM-SEL volleyball program was prepared using the Social-Emotional Learning Model (SEL) based on the Sport Education Model (SEM). The goal achievements of SEL are processed and awareness about the goal achievements is provided to the students in the SEM-SEL volleyball program each week. In the study, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week SEM-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Descriptive statistics and Two-way Covariance Analysis (ANCOVA) were used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups; that there was an increase in the emotional intelligence levels of the students in the experiment group and a decrease in the students in the control group. According to ANCOVA, SEI-S final-test total scores were found to have a significant difference in favor of the experimental group and no significant difference in the school type. Consequently, the 16-week SEM-SEL volleyball program was effective in increasing the emotional intelligence levels of the students. Furthermore, it was determined that SEM and SEL were compatible with each other and that SEL had positive results in the field of physical education and sports.

scholarly journals Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

2020 ◽  
Vol 9 (2) ◽  
pp. 148
Author(s):  
Neslihan Arikan
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Control Group ◽  
Social Emotional ◽  
Control Groups ◽  
Final Test ◽  
Personal And Social Responsibility ◽  
And Control

Programs for social-emotional learning implemented in schools are important in terms of improving students&rsquo; emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation&mdash;mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.

Dialectical Behavior Therapy: Effect on Emotion Regulation and Death Anxiety in Older Female Adults

2022 ◽  
pp. 003022282110659
Author(s):  
Anahita Khodabakhshi-Koolaee ◽  
Mohammad Reza Falsafinejad ◽  
Tina Zoljalali ◽  
Cobra Ghazizadeh
Keyword(s):  
Emotion Regulation ◽  
Behavior Therapy ◽  
Dialectical Behavior Therapy ◽  
Death Anxiety ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
Therapy Effect ◽  
Significant Difference ◽  
And Control

This study examined the effectiveness of dialectical behavior therapy intervention on emotion regulation and death anxiety in old women. This quasi-experimental study was conducted using a pretest-posttest design with a control group. The research population included elderly women aged 60–75 years who were members of the Tehran Municipality Retirees Association in 2020. A total of 30 women were assigned to intervention and control groups (15 persons in each group). The participants in the intervention group received the dialectical behavior therapy (DBT) intervention for 10 sessions while the participants in the control group did not receive any intervention. The results of the analysis of covariance (ANCOVA) showed that there was a significant difference between the women in the intervention and control groups in terms of cognitive emotion regulation and death anxiety on the posttest. This therapy can be used for the elderly living in nursing homes and aging associations and institutions.

scholarly journals The effectiveness of narrative therapy on sexual function and couple burnout

2022 ◽  
Vol 8 (1) ◽  
pp. 1-13
Author(s):  
Kolsoom Fallah ◽  
Maryam Ghodsi
Keyword(s):  
Skin Cancer ◽  
Sexual Function ◽  
Narrative Therapy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

Objective: This study aimed to evaluate the effectiveness of narrative therapy on sexual function and couple burnout in women with skin cancer. Method: The research method was quasi-experimental with a pre-test–post-test design with a control group. Among married women with skin cancer in Mashhad (Iran), 30 available individuals were selected and randomly assigned to experimental and control groups. Narrative therapy was performed in a group of 15 people in nine sessions (experimental group). The Female Sexual Function Index and Couple Burnout Measure were used to collect pre-test and post-test data. Analysis of covariance was used to analyze the data. Results: Group narrative therapy significantly improved reported sexual function (F = 40.90; p = .001) and decreased couple burnout (F = 59.03; p = .001) in women with skin cancer. Conclusions: Narrative therapy seems to effectively improve sexual function and couple burnout in women with skin cancer.

scholarly journals Effect of integrated health system leading-managing-and-governing for results model on institutional delivery: Team-based quasi-experiment

2019 ◽  
Author(s):  
Yeshambel Agumas Ambelie ◽  
Getu Degu Alene ◽  
Damen Hailemariam Gebrekiros
Keyword(s):  
Institutional Delivery ◽  
Statistical Significance ◽  
Intervention Group ◽  
Analysis Of Covariance ◽  
Theory Of Change ◽  
Control Group ◽  
Control Groups ◽  
Institutional Deliveries ◽  
Quasi Experimental ◽  
And Control

AbstractObjectiveThe objective of this study is to examine, based on theory of change, whether integrated leading-managing-and-governing for results model is plausible cause of improved institutional delivery.MethodsA team-based quasi-experimental study was conducted. One-hundred-thirty-four health facility teams were enrolled in the study. Teams were allocated to intervention and control groups in a 1:1 ratio, non-randomly. End line institutional delivery was the dependent variable while the group (main predictor) and the baseline institutional delivery (covariate) were independent variables. The intervention that was given over six months was integrated leading-managing-and-governing for results model. The institutional deliveries were measured with percentages whilst the group was measured with exposure status (yes or no) to the intervention. Data, from both groups, were collected at baseline and end line. Data were analyzed using analysis of covariance. Statistical significance was determined at (p<.05). The main effect of the intervention was determined by 95% CI, presented in the contrast results.ResultsThe adjusted mean institutional deliveries with 95% CI were 47.4 (46.2, 48.6) and 33.4 (32.2, 34.6) in the intervention and control groups, respectively. Contrast results showed that having an intervention group, p = .000, 95% CI (12.2, 15.8), of integrated leading-managing-and governing for results model significantly increased mean institutional delivery compared to having a control group.ConclusionsThis study provides some guidance regarding the plausible causation of integrated leading-managing-and-governing for results model on institutional delivery. It would serve as a baseline in identifying true causation using a randomized design.

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