scholarly journals Interaction Effect of Mode of Illustration and Colour Preference on Pupils’ Achievement in Phonics

2021 ◽  
Author(s):  
Christopher Ifeanyi Ibenegbu
Keyword(s):  
Interaction Effect ◽  
Primary Schools ◽  
Descriptive Statistics ◽  
Instructional Materials ◽  
Analysis Of Covariance ◽  
Colour Preference ◽  
Significant Interaction Effect ◽  
Textbook Author ◽  
Main Effect ◽  
Quasi Experimental

Abstract The study investigated the interaction effect of mode of illustration and colour preference on pupils’ achievement in phonics in Nnobi in Idemili South Local Government Area of Nigeria. The study employed a non-equivalent quasi‐experimental 2 x 3 factorial research design. Some 167primary two pupils from 4 schools were used for the study. The English Achievement Test (EAT) was used to collect data. Three hypotheses were tested. The data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA). The results showed that there was a significant main effect for the mode of illustration on pupils’ achievement in phonics F(1,165) = 123.221, p = .000; there was a significant main effect of colour preference on pupils’ achievement in phonics F (2,165) = 55.198, p = 000; and there was a significant interaction effect of illustration and colour preference on pupils’ achievement in phonics F (2,165) = 7.593, p = .001. Because the children-generated illustrations were more effective in teaching phonics and enhancing pupils achievement in phonics, the Ministries of Education should ensure that textbook author incorporate children-generated illustrations in the instructional materials for pupils in primary schools. These materials should be rendered in pupils most preferred colours.

scholarly journals Evidence of gender equity in pupils’ achievement in phonics, when exposed to adult and children-generated illustrations

2021 ◽  
Author(s):  
Christopher Ifeanyi Ibenegbu
Keyword(s):  
Gender Equity ◽  
Primary Schools ◽  
Instructional Materials ◽  
Analysis Of Covariance ◽  
Present System ◽  
Significant Interaction Effect ◽  
Main Effect ◽  
Quasi Experimental ◽  
Males And Females ◽  
And Gender

Abstract The study examined evidence of gender equity in pupils achievement in phonics, when exposed to adult and children-generated illustrations in Njikoka Local Government Area of Nigeria. The study employed a non-equivalent quasi‐experimental 2 x 2 factorial research design. Some 158 primary two pupils from 4 schools were used for the study. The English Achievement Test (EAT) was used to collect data. Three hypotheses were tested. The data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA). The results showed that there was a significant main effect for the mode of illustration on pupils’ achievement in phonics F(1,153) = 21.315, p=.000; there was no significant main effect of gender F(1,153) = 1.082, p =.300, and there was no significant interaction effect of mode of illustration and gender F(1,153) = .701, p =.404. The study recommended that since the children-generated illustrations were more effective in teaching phonics and enhancing pupils achievement in phonics, the Ministries of Education should ensure that textbook authors incorporate children-generated illustrations in the instructional materials for pupils in primary schools. Mode of illustration had no differential effects on male and female pupils achievement in phonics. As such the present system of teaching both males and females in the same class should be encouraged. Authors and publishers of children’s books should engage pupils’ in illustrating their books.

scholarly journals Bridging the Gap in Learning Differences Among Biology Students Using 4 Mode Application Techniques

2021 ◽  
Author(s):  
Queendaline Ibenegbu Obiajulu ◽  
Chidinma Blessing Ugwu ◽  
Christopher Ifeanyi Ibenegbu ◽  
Helen Onyinye Muojekwu ◽  
Nonye Odionye ◽  
...  
Keyword(s):  
Experimental Design ◽  
Descriptive Statistics ◽  
Analysis Of Covariance ◽  
Hierarchical Analysis ◽  
Learning Differences ◽  
Biology Students ◽  
Main Effect ◽  
Educational Implications ◽  
Application Techniques ◽  
Quasi Experimental

Abstract This study is on bridging the gap in learning differences among biology students using 4MAT Application Techniques. We carried out the study in Abakaliki, Nigeria. We adopted a quasi-experimental design for the study. We used 138 SS-II students from two schools. Two hypotheses were tested. We analyzed the data using descriptive statistics and Hierarchical Analysis of covariance (ANCOVA). The results showed that there was a significant main effect of instructional method on students' achievement in biology F (7, 121) = 12.654, p =.000, partial η2 =.39; there was no significant main effect of gender on students' achievement in biology F (1, 121) = 1.240, p =.268, partial η2 =.004. We highlighted the educational implications of the findings and the recommendations. We also made some limitations of the study and suggestions for further studies.

Effects of Data-Driven Instructional Strategy on Pre-Service Teachers' Mathematics Lesson Preparation in College of Education Ikere-Ekiti

2019 ◽  
pp. 75-91
Author(s):  
Oluwabunmi V. Kehinde-Dada ◽  
Olusola Obisanya ◽  
Gbenga Adewale
Keyword(s):  
Instructional Strategy ◽  
Rating Scale ◽  
College Of Education ◽  
Data Driven ◽  
Control Group ◽  
Significant Interaction Effect ◽  
Main Effect ◽  
Quasi Experimental ◽  
Effect Of Treatment ◽  
Instructional Package

This study determined the effects of data-driven instructional strategy (DDIS) on pre-service teachers' lesson preparation in mathematics. The moderating effect of gender was also examined. A pretest-posttest control group quasi-experimental design was adopted. Twenty-seven College of Education pre-service teachers participated in the study. The study was guided by three research questions. Data collected were analyzed using analysis of variance (ANOVA). Instruments used were rating scale tagged practical teaching assessment scale (PTAS) (Scotts' pie = 0.87) and data-driven instructional package (DDIP). There was a significant main effect of treatment on pre-service teachers' lesson preparation (F(1,23)= 26.83, partial η2 = 0.54). Lesson preparations of pre-service teachers exposed to DDIS (x ̅ = 7.12) were better than those of control (x ̅ = 4.87). There was a significant interaction effect of treatment and teachers' gender on pre-service teachers' lesson preparation (F(1,23)= 4.37). Data-driven instructional strategy enhanced pre-service teachers' lesson preparation in mathematics.

scholarly journals CARDIOVASCULAR RISK MODERATES THE EFFECT OF RESISTANCE TRAINING ON PHYSICAL PERFORMANCE IN OLDER ADULT WOMEN

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S645-S645
Author(s):  
Lauren Marcotte ◽  
Cindy Barha ◽  
Teresa Liu-Ambrose
Keyword(s):  
Cardiovascular Risk ◽  
Resistance Training ◽  
Older Adult ◽  
Physical Performance ◽  
Interaction Effect ◽  
Controlled Trial ◽  
Functional Decline ◽  
Analysis Of Covariance ◽  
Adult Women ◽  
Significant Interaction Effect

Abstract We aimed to examine whether the Framingham Cardiovascular Risk Profile Score (FCRP) moderates the effect of progressive resistance training (RT) on mobility in older adult women. This is an exploratory analysis of a single-blind, 12-month randomized controlled trial in 155 omen, aged 65 to 75 years old, who were randomized to: 1x/week progressive RT; or 2x/week progressive RT program; or 2x/week balance and tone (BAT). At baseline and trial completion, mobility was measured using the Short Physical Performance Battery (SPPB). The SPPB is a composite measure of usual gait speed, standing balance, and sit to stand performance; scores < 9/12 are indicative of functional decline. Baseline 10-year cardiovascular risk was calculated using the FCRP. Participants were classified as either low risk (<16.5% FCRP score; LCVR) or high risk ≥16.5% FCRP score; HCVR). A complete case analysis (n=126) was conducted using a two-way analysis of covariance (ANCOVA) to evaluate the interaction effect of group by FCRP risk on SPPB scores at trial completion; baseline SPPB scores and age in years were entered as covariates. There was a significant interaction effect (F(1,126)=3.74, p=0.027). At trial completion, both 1x/RT and 2x/RT participants with HCVR demonstrated greater SPPB scores than those with LCVR (11.59 vs. 11.38 for 1x/week; 11.86 vs 11.46 for 2x/week). In contrast, BAT participants with HCVR demonstrated worse SPPB scores than those with LCVR (11.18 vs 11.66). Our data suggest that RT may be more efficacious for improving mobility in older women with higher cardiovascular risk than women with lower risk.

Using MYSTAT to Analyze Simple Main Effects in Analysis of Variance

1994 ◽  
Vol 79 (1) ◽  
pp. 265-266
Author(s):  
Richard A. Hudiburg
Keyword(s):  
Analysis Of Variance ◽  
Interaction Effect ◽  
Significant Interaction ◽  
Significant Interaction Effect ◽  
Effect Factor ◽  
Research Designs ◽  
Main Effect ◽  
Two Factors ◽  
Main Effects

Research designs with two factors having a significant interaction effect are analyzed for simple main effects using MYSTAT. The coding used performs a series of one-way analyses of variance for each main-effect factor at only one level of the second factor.

scholarly journals EIGHT-WEEK SET-PIECES AND DOUBLE-TEAMING TRAINING ON SCORING PRECISION OF UNIVERSITY OF IBADAN FOOTBALL PLAYERS, IBADAN, NIGERIA

2021 ◽  
Vol 6 (11) ◽  
Author(s):  
Festus A. Adegoju
Keyword(s):  
Interaction Effect ◽  
Demographic Data ◽  
Analysis Of Covariance ◽  
Football Players ◽  
Intervention Programme ◽  
Main Effect ◽  
Effect Of Treatment ◽  
Research Questions ◽  
The University ◽  
University Of Ibadan

This study sought to investigate the effect of eight-week set-pieces and double-teaming training on scoring precision of the University of Ibadan football players. The proposed sample size for this study was twenty one football players of the University of Ibadan. All the participants completed the intervention programme. Randomised pretest-posttest experimental research design of 3 X 2 X 3 factorial matrix was used for the study. Descriptive statistics of frequency counts and percentages was used to analyse the demographic data and research questions while inferential statistics of Analysis of Covariance (ANCOVA) was used to test hypotheses at 0.05 level of significance. Two research questions were answered while seven hypotheses were tested. Findings from this study revealed that there was a significant main effect of treatment on scoring precision of the football players. (F = 65.120, p<.05, η2=.963). The eta value of 0.963 showed that 96.3% of the variance in the participant’s score was accounted for by the intervention. It was also observed that there was a variance of 87.5 percent accounted for by the independent variables combined together. There was no significant main effect of playing position on scoring precision. Likewise, there was no significant main effect of playing experience on scoring precision. The interaction effect of the two moderating variables was not significant. The study also concluded that the interaction effect of treatment, playing position and playing experience has no significant effect on scoring precision of the University of Ibadan players. Based on the findings of this study, it was concluded that the treatment was effective on scoring precision among football players. However, it was noted that double-teaming was better on scoring precision than set-pieces. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0798/a.php" alt="Hit counter" /></p>

scholarly journals The Effects of Turmeric Intake Alone or in Combination with Resistance Training on Liver Enzymes in Adult Men

2021 ◽  
Vol 30 (2) ◽  
pp. 183-191
Author(s):  
Seung-Joon Paek ◽  
Sang-Hyun Lee ◽  
Jung Su Park ◽  
Jun-Soo Kim ◽  
Dong-Ho Park
Keyword(s):  
Resistance Training ◽  
Interaction Effect ◽  
Liver Enzymes ◽  
Glutamic Oxaloacetic Transaminase ◽  
Significant Interaction Effect ◽  
Adult Men ◽  
Main Effect ◽  
Before And After ◽  
Glutamyl Transferase ◽  
Main Effects

PURPOSE: This study aimed to investigate the effect of turmeric intake alone or in combination with resistance training on liver enzymes in adult men who regularly consumed alcohol at least twice a week.METHODS: Twelve men (age: 36.0±5.26 years, weight: 99.9±17.9 kg, and height: 184.0±6.5 cm) were randomly assigned to the turmeric intake (2-3 g/day) alone (TI, n=6) group or the TI plus resistance training (60 minutes of RT 3 times a week) (TI+RT, n=6) group for 8 weeks. Blood was collected before and after 8 weeks of treatment. The analyzed variables included glutamic oxaloacetic transaminase (GOT), glutamic pyruvic transaminase (GPT), γ-glutamyl transferase (γ-GTP), and GOT/GPT ratio.RESULTS:There was no significant interaction effect in all variables, but the main effect was found in all variables only in TI+RT group. The Cohen’s d effect size on the main effects of the TI+RT group on GOT (d=0.548), GPT (d=0.835), γ-GTP (d=0.623), and GOT/GPT ratio (d=0.800) ranged from 0.548-0.835, respectively. However, body composition such as percent body fat (%, <i>p</i>>.05) and muscle mass (kg, <i>p</i>>.05) did not show the main effect on time points as well as the interaction effect (<i>p</i>>.05).CONCLUSIONS:Although the 8-week TI treatment did not show any statistically significant change, TI treatment showed a tendency to decrease in GOT, GPT, and γ-GTP, and the GOT/GPT ratio tends to increase. Therefore, there was a synergic effect of the TI plus RT treatment or the sum of the two treatments for 8 weeks.

scholarly journals Impact of bilateral-coordinated movement on manipulative skill competency in school-aged children

2020 ◽  
Author(s):  
Jun Chen ◽  
Xiaozan Wang ◽  
Weiyun Chen
Keyword(s):  
Elementary School ◽  
Repeated Measures ◽  
Fourth Grade ◽  
Control Group ◽  
Significant Interaction Effect ◽  
School Aged Children ◽  
Fourth Grade Students ◽  
Main Effect ◽  
Post Test ◽  
Quasi Experimental

Abstract Background Researchers found that manipulative skill competency in childhood not only help improve physical activity participation, but also help adolescent learn specialized sport skills. This study aimed at examining the effects of an 8-week bilateral-coordinated movement (BCM) intervention on manipulative skill competency in school-aged children.Methods Participants were 314 fourth-grade students in two elementary schools. This study used 2-arm quasi-experimental research design. For one elementary school, two fourth-grade classes were assigned to the BCM group, the other two fourth-grade classes were assigned to the control group. For another elementary school, one fourth-grade class was assigned to the BCM group and another fourth-grade class to the control group. The students in the BCM group received an 8-week, two 40-minute BCM lessons in soccer and another 8-week, two 40-minute BCM lessons in basketball, while the control group received an 8-week, two 40-minute regular PE lessons in soccer and basketball, respectively. Students’ manipulative skill competency in soccer and basketball skills were pre- and post-tested using the two PE Metric assessment rubrics. Data were analyzed by means of descriptive statistics, independent sample t test, ANCOVA and ANOVA repeated measures.Results The results showed a significant main effect of time (pre-test vs. post-test) in soccer skills (F = 273.095, p = .000, 𝜂2 = .468) and in basketball skills (F = 74.619, p = .000, 𝜂2 = .193). Also, the results revealed a significant main effect of group (BCM group vs. control group) in soccer skills (F = 37.532, p = .000, 𝜂2 = .108), marginal significant main effect of group in basketball skills (F = 3.619, p = .058, 𝜂2 = .011). Further, there was significant interaction effect between the time and group in soccer skills (F = 37.532, p = .000, 𝜂2 = .108) and in basketball skills (F = 18.380, p = .000, 𝜂2 = .056).Conclusions It was concluded that after participated in the 8-week, 16 40-min lessons of BCM, the fourth-grade students had greater improvement in soccer and basketball dribbling, passing and receiving skills, compared to the control group.

Testing the Efficacy of Attitudinal Inoculation Videos to Enhance COVID-19 Vaccine Acceptance: A Quasi-Experimental Intervention Trial (Preprint)

2021 ◽  
Author(s):  
Rachael Piltch-Loeb ◽  
Max Su ◽  
Brian Hughes ◽  
Marcia Testa ◽  
Beth Goldberg ◽  
...  
Keyword(s):  
Intervention Group ◽  
Analysis Of Covariance ◽  
Vaccine Hesitancy ◽  
Rhetorical Strategies ◽  
Group Effect ◽  
Vaccination Rates ◽  
Main Effect ◽  
Quasi Experimental ◽  
Short Video ◽  
Narrative Rhetoric

BACKGROUND Over the course of the COVID-19 pandemic, a variety of COVID-19 related misinformation has spread and been amplified online. The spread of misinformation can influence COVID-19 beliefs and protective actions including vaccine hesitancy. Belief in vaccine misinformation is associated with lower vaccination rates and higher vaccine resistance. Attitudinal inoculation is a preventative approach to combating misinformation and disinformation which leverages the power of narrative, rhetoric, values, and emotion. OBJECTIVE This study seeks to test inoculation messages in the form of short video messages to promote resistance against persuasion by COVID-19 vaccine misinformation. METHODS We designed a series of 30-second inoculation videos and conducted a quasi-experimental study to test the use of attitudinal inoculation in a population of individuals who were unvaccinated. The three intervention videos were distinguished by their script design- with Intervention Video 1 focusing on narrative/rhetorical (“Narrative”) presentation of information, Intervention Video 2 focusing on delivering a fact-based information (“Fact”), and Intervention Video 3 using a hybrid design (“Hybrid”). Analysis of covariance (ANCOVA) models were used to compare the main effect of intervention group on the three outcome variables: ability to recognize misinformation tactics (“Recognize”, willingness to share misinformation (“Share”), and willingness to take the COVID-19 vaccine (“Willingness”). RESULTS There were significant effects across all three outcome variables comparing inoculation intervention groups to controls. For the Recognize outcome, the ability to recognize rhetorical strategies, there was a significant intervention group effect (F(3,1929)=8.5, p<0.0001). For the Share outcome, support for sharing the mis-disinformation, the intervention group main effect was statistically significant (F(3,1928)=3.4, p=0.0168). For the Willingness outcome, there was a significant intervention group effect; intervention groups were more willing to get the COVID-19 vaccine compared to controls (F(3,1929)=4.1, p=0.0064). CONCLUSIONS Across all intervention groups, inoculated individuals showed greater resistance to misinformation than their non-inoculated counterparts. Relative to those who were not inoculated, inoculated participants showed significantly greater ability to recognize and identify rhetorical strategies used in misinformation, were less likely to share false information, and had greater willingness to get the COVID-19 vaccine. Attitudinal inoculation delivered through short video messages should be tested in public health messaging campaigns to counter mis-disinformation

scholarly journals Can Special Light Glasses Reduce Sleepiness and Improve Sleep of Nightshift Workers? A Placebo-Controlled Explorative Field Study

2020 ◽  
Vol 2 (2) ◽  
pp. 225-245 ◽  
Author(s):  
Mariëlle P. J. Aarts ◽  
Steffen L. Hartmeyer ◽  
Kars Morsink ◽  
Helianthe S. M. Kort ◽  
Yvonne A. W. de Kort
Keyword(s):  
Field Study ◽  
Interaction Effect ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Subjective Sleep Quality ◽  
Placebo Condition ◽  
Significant Interaction Effect ◽  
Sleep Complaints ◽  
Main Effect ◽  
Driver Sleepiness

Nightshift workers go against the natural sleep–wake rhythm. Light can shift the circadian clock but can also induce acute alertness. This placebo-controlled exploratory field study examined the effectiveness of light glasses to improve alertness while reducing the sleep complaints of hospital nurses working nightshifts. In a crossover within-subjects design, 23 nurses participated, using treatment glasses and placebo glasses. Sleepiness and sleep parameters were measured. A linear mixed model analysis on sleepiness revealed no significant main effect of the light intervention. An interaction effect was found indicating that under the placebo condition, sleepiness was significantly higher on the first nightshift than on the last night, while under the treatment condition, sleepiness remained stable across nightshift sessions. Sleepiness during the commute home also showed a significant interaction effect, demonstrating that after the first nightshift, driver sleepiness was higher for placebo than for treatment. Subjective sleep quality showed a negative main effect of treatment vs. placebo, particularly after the first nightshift. In retrospect, both types of light glasses were self-rated as effective. The use of light glasses during the nightshift may help to reduce driver sleepiness during the commute home, which is relevant, as all participants drove home by car or (motor) bike.

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