scholarly journals Effectiveness of Simulation As a Technique vs Traditional Method on Knowledge and Practice Regarding Basic Life Support: An Experimental Study

2021 ◽  
Vol 14 (4) ◽  
pp. 1800-1805
Author(s):  
Jyoti Yadav
Keyword(s):  
Traditional Method ◽  
Basic Life Support ◽  
Life Support ◽  
Knowledge Score ◽  
Simulation Technique ◽  
Control Group ◽  
First Year ◽  
Post Test ◽  
Knowledge And Practice ◽  
Experimental Group

Instantaneous institution of Basic life Support (BLS) with Cardiovascular Resuscitation is one of the crucial factors in the survival of cardiac arrest patient. However, ability to learn and retain BLS skill remains questionable. The present study was aimed to compare the effectiveness of teaching BLS skills via simulation technique vs. traditional method to B.Sc. Nursing students and BPT 1st year students of SGT University, Budhera, Gurugram. The investigator prepared the list of all the students from first year B.Sc. Nursing and BPT first year and from that, the investigator selected the samples using simple random probability sampling technique. Before going ahead with data collection, a written consent was taken from the students regarding their willingness to participate in the research study. Then data regarding socio demographic variables was collected followed by a pre -test using knowledge questionnaire and practice checklist. On experimental group, simulation technique was used to teach BLS and control group learnt BLS in traditional way. After 7 days post-test was taken to assess the change in knowledge and practice regarding BLS. Mean post-test knowledge score for experimental group was high i.e., 18.40 in as compared to pre-test knowledge score of 12.90. Mean practice score for experimental group was high i.e., 10.00 as compared to mean pre-test practice score of 4.50. In control group, no significant difference was reported between pre-test and post-test knowledge as well as practice score. This study generates evidence that Simulation is more effective as a technique to teach BLS to student more effective as compared to conventional method.

EFFECTIVENESS OF COMPUTER ASSISTED TEACHING ON KNOWLEDGE AND PRACTICE OF BREAST FEEDING AMONG MOTHERS IN A SELECTED HOSPITAL IN CHENNAI

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dr. Manjit Kaur salwan ◽  
Dr. Manjit Kaur salwan
Keyword(s):  
Breast Feeding ◽  
Knowledge Score ◽  
Moderate Level ◽  
Control Group ◽  
Computer Assisted ◽  
Adequate Level ◽  
Post Test ◽  
Level Of Knowledge ◽  
Knowledge And Practice ◽  
Experimental Group

ABSTRACT Breastfeeding is the divine nourishment for a newborn. Although some aspects of breast-feeding come naturally to mother, learning proper skills is crucial for successful lactation. Aim: To determine the effectiveness of computer assisted teaching on knowledge and practice of breast feeding among mothers. Settings and Design: Hospital-based; Quasi experimental – time series design. Non probability convenience sampling technique was used to collect 103 experimental and 101 control group samples. Using a researcher administered questionnaire and observational checklist, data was tabulated, analysed by descriptive and inferential statistics. Results: In post-test among Experimental group, 25 (24.17%) of the mothers had inadequate level of knowledge score, 46 (44.66%) had moderate level of knowledge score and 32 (31.07%) had adequate level of knowledge score. In control group, 55 (54.46%) had inadequate level of knowledge score, 46 (45.54%) had moderate level of knowledge score and none of them were having adequate level of knowledge score. In post-test-1, among experimental group, 22 (21.36%) were having inadequate level of practice score, 45 (43.69%) were having moderate level of practice score and 36 (34.95%) were having adequate level of practice score. In control group, 54 (53.47%) were having inadequate level of practice score, 47 (46.53%) were having moderate level of practice score and none of them were having adequate level of practice score. Conclusion: Computer assisted teaching enabled mothers to gain more knowledge and better practice of breast feeding. Key Words: Breastfeeding, Knowledge, Practice, Mothers.

THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Hasanul Arifin Zul And Masitowarni Siregar
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
First Year ◽  
Writing Achievement ◽  
Control Groups ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

This thesis is focused on the investigation of the effect of applying animal cartoon pictures on students’ achievement in writing narrative text. This study aims to find whether applying animal cartoon pictures significantly affect the students’ writing achievement or not. The data in this study were obtained by administering a written test. The population was the 2015/2016 first year (grade XI) of SMA Swasta Nusantara Lubuk Pakam and 66 students were taken as the sample by using random sampling. The sample was divided into two groups, experimental and control groups. The experimental group was taught by applying animal cartoon pictures while the control group without animal cartoon pictures (x = lecturing). The data were taken the scores from the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed is higher than t-table (5.21 >1,67) with the degree of freedom 64 (df =N-2) at the level significance 0,05 one tail test. It showed that the application of animal cartoon pictures significantly affected the students of SMA Swasta Nusantara Lubuk Pakam achievement in writing narrative text.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

scholarly journals The Influence of Teaching Vocabulary by Using Picture

2016 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Hanik Nuzulimah
Keyword(s):  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
And Control ◽  
Data Analysis Result ◽  
Experimental Group ◽  
Better Than

This paper attempts to explore whether there is significant difference of achievement in vocabulary between students taught by using pictures and those are not. The subject of this study is the first year students of SLTP Muhammadiyah Simo Susukan, Semarang where the sample contains 50 students that is divided into experimental group (with treatment) and control group (without treatment). The data is gathered from participants’ score obtained from pre test and post test. Using t test as technique of data analysis, result shows that students taught by using pictures perform better than those are not. It means that there is significant difference between the two groups. Keywords: Vocabulary Teaching; Picture

scholarly journals Manipulative Approach In Teaching Fractions

2021 ◽  
Vol 2 (5) ◽  
pp. 435-447
Author(s):  
Rea C. Parungao
Keyword(s):  
Test Scores ◽  
Traditional Method ◽  
Number Line ◽  
Virtual Manipulatives ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Fractions ◽  
Experimental Group

This study aimed to determine the effects of using manipulatives in teaching fractions.   Quasi- experimental method of research was used in this study. It was conducted during the first quarter of S.Y. 2019-2020 among the respondents were randomly selected. Two sections of Arayat National High School were the respondents of the study. The control group was the 7-Rosal while the 7-Sampaguita was the experimental group. Both groups were given a pretest prior to the discussion about fractions and a posttest after instruction using the traditional method (control group) and the use of manipulatives (experimental group). The results were then evaluated, analysed through SPSS, and interpreted. Mean, t-test and ANCOVA were utilized to analyze and interpret the data. This study found out that the post-test scores of the respondents from the two groups improved in comparison to their pre-test scores.  The mean pretest and mean posttest scores of both groups showed significant difference. The results showed that the use of virtual manipulatives in converting fractions to decimals had significant difference compared the use of the traditional method. On the contrary, teaching fractions on a number line did not have significant difference. Out of the four operations on fractions, three showed that the use of concrete manipulatives was highly effective. This study recommends that teachers must test the prior knowledge of their students before discussing about fractions to determine the students’ strengths and weaknesses. Although both traditional method and the manipulative approach showed improvement on the post-test results in teaching fractions, still, teachers are encouraged to use manipulatives in teaching fractions to improve students’ performance. It is important for teachers to provide their students opportunities for hands-on manipulation of objects in order to grasp the concepts of fractions more easily. Lastly, teachers must develop the use of concrete and virtual manipulatives in teaching fractions to promote active learning that can enhance students’ mathematics performance and can help them to realize that mathematics is an enjoyable subject.

scholarly journals The timing of testing influences skill retention after basic life support training: a prospective quasi-experimental study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Enikő Kovács ◽  
Zsigmond Máté Jenei ◽  
Katalin Csordás ◽  
Gábor Fritúz ◽  
Balázs Hauser ◽  
...  
Keyword(s):  
Experimental Study ◽  
Testing Effect ◽  
Basic Life Support ◽  
Life Support ◽  
Control Group ◽  
Skill Retention ◽  
First Semester ◽  
Post Test ◽  
Quasi Experimental ◽  
Hospital Cardiac Arrest

Abstract Background Proper basic life support (BLS) is key in improving the survival of out-of-hospital cardiac arrest. BLS skills deteriorate in three to 6 months after training. One method to improve skill retention may be using the “testing effect” to test skills at the end of a BLS course. The aim of our study was to investigate whether either testing or the timing of such testing after BLS training have any influence on skill retention. Methods This was a post-test only, partial coverage, prospective quasi-experimental study designed to evaluate a BLS training course among 464 fifth year medical students at Semmelweis University in the first semester of 2013/2014. Groups were systematically but non-randomly assigned to either a control group that took no exam or one of two experimental groups that took an exam (N = 179, NoExam group; N = 165, EndExam group – exam at the end of the BLS training; N = 120, 3mExam group – exam 3 months after the BLS training). The ability to perform ten prescribed essential BLS steps was evaluated during a skill retention assessment 2 months after the course in the NoExam, 2 months after the course (and the exam) in the EndExam and 5 months after the course (2 months after the exam) in the 3mExam group to measure skill retention and the effect of our intervention. Scores were calculated for each BLS step, and also summed up as a total score. We used Kruskal-Wallis test to assess differences in skill retention. Results Overall, NoExam and EndExam groups showed similar skill retention. The mean total score (and many of the sub-scores) of students was significantly higher in the 3mExam group compared to both the NoExam and the EndExam groups, and there was no difference in the total score (and many of the sub-scores) of the latter two groups. The 3mExam group had less variability in total scores (and many of the sub-scores) than the other two groups. Conclusion Our study provides evidence that testing these skills 3 months after BLS training may be more effective than either testing immediately at the end of the course or no testing at all.

scholarly journals Effect of simulations enhanced with conceptual change texts on university students’ understanding of chemical equilibrium

2018 ◽  
Vol 83 (1) ◽  
pp. 121-137 ◽  
Author(s):  
Haluk Özmen ◽  
Akbar Naseriazar
Keyword(s):  
University Students ◽  
Conceptual Change ◽  
Chemical Equilibrium ◽  
Control Group ◽  
First Year ◽  
Post Test ◽  
Quasi Experimental ◽  
Conceptual Change Texts ◽  
First Year University ◽  
Experimental Group

The aim of this research was to investigate the effect of computer simulations enhanced with conceptual change texts (CS-CCT) on first year university students? understanding of chemical equilibrium. A quasi-experimental design and one control group (CG, N = 60) as well as one experimental group (EG, N = 65) were used in the study. While students in CG were taught with traditional methods based on textbooks and blackboard, the EG studied the same unit with CS-CCT. The chemical equilibrium concept test (CECT) was administered as pre-test, post-test and delayed test to collect data. The results indicated that the students? scores in the EG were significantly higher than those in the CG in both post-test and delayed test. It was concluded that CS-CCT may become a more effective way for students to picture in their minds chemical equilibrium and improve their alternative interpretations. Also, such a combination is useful for students to enhance their conceptual understanding.

scholarly journals Pelatihan Meningkatkan Keterampilan Siswa Kelas XI Smk Baznas Sulsel Dalam Melakukan Bantuan Hidup Dasar

2019 ◽  
Vol 10 (2) ◽  
pp. 95-102
Author(s):  
Sudarman Sudarman
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Wilcoxon Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Test Control

Penelitian ini bertujuan untuk mengetahui pengaruh pelatihan bantuan hidup dasar terhadap peningkatan keterampilan siswa kelas XI Sekolah Menengah Kejuruan Baznas Sulsel. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian quasi eksperimen dan desain penelitian pre and post test control group design. Pada desain ini peneliti  melakukan intervensi pada dua kelompok. Kelompok pertama sebagai kelompok perlakuan dan kelompok kedua sebagai kelompok kontrol. Populasi dalam penelitian ini adalah seluruh siswa-siswi Sekolah Menengah Kejuruan Baznas Sulsel kelas XI yang berjumlah 42 orang yang terdiri dari 21 orang kelompok intervensi dan 21 kelompok kontrol. Uji yang digunakan Wilcoxon Test adalah untuk mengetahui perbedaan keterampilan sebelum dan sesudah pada kedua kelompok. Hasil penelitian menunjukkan ada pengaruh pelatihan bantuan hidup dasar terhadap keterampilan Siswa Kelas XI di Sekolah Menengah Kejuruan Baznas Sulawesi Selatan dengan nilai α=0,001 (<0,05). Ada pengaruh pemberian panduan tentang bantuan hidup dasar terhadap keterampilan Siswa Kelas XI di Sekolah Menengah Kejuruan Baznas Sulawesi Selatan dengan nilai α= 0,008 (<0,05). Ada perbedaan keterampilan antara siswa yang diberikan pelatihan dan yang tidak diberikan bantuan hidup dasar Siswa Kelas XI di Sekolah Menengah Kejuruan Baznas Sulawesi Selatan dengan nilai α=0,015 (<0,05). Kesimpulan dalam penelitian ini adalah ada perbedaan keterampilan antara siswa yang diberikan pelatihan dan yang tidak diberikan bantuan hidup dasar Siswa Kelas XI di Sekolah Menengah Kejuruan Baznas Sulawesi Selatan. Diharapkan pihak pengelola Sekolah Menengah Kejuruan Baznas Sulawesi Selatan perlu melakukan perencanaan pelatihan bantuan hidup dasar secara ruti, menyediakan alat/pantom resusitasi jantung paru, panduan maupun video prosedural basic life support untuk meningkatkan pengetahuan dan keterampilan siswa dan perawat komunitas kota Makassar perlu melakukan program pelatihan bantuan hidup dasar untuk sekolah menengah kejuruan.

scholarly journals Improving Students’ Critical Thinking Ability in Exposition Text Through E-Writing

2021 ◽  
Vol 1 (4) ◽  
pp. 434-450
Author(s):  
Dedeh Rohayati ◽  
Lilies Youlia Friatin
Keyword(s):  
Critical Thinking ◽  
Traditional Method ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Whitney Test ◽  
Thinking Ability ◽  
Post Test ◽  
Mean Differences ◽  
And Control ◽  
Experimental Group

The high increase of electronic media supported by internet resulted in accessing all information easily. Concurrently, the requirement of thinking critically intrigued all parties to be involved in the internet environment. This research aimed at investigating whether or not there were significant mean differences of critical thinking ability in writing exposition text between students who were taught by using E-writing method and those who were given traditional method of writing. The study employed quantitative paradigm design with the type of quasi experimental and involved students which was selected purposively and formed into experimental group and control group. The primary data was the result of pre-test and post-test in the form of essays which were scored by the Holistic Critical Thinking Scoring Rubric (HTCR) developed by Facione & Facione (2011). Based on the result of pre-test and post-test, NGain was analyzed through Man Whitney test to find out the significant mean different of students’ critical thinking ability. After being analyzed by using SPSS 23, the Mann Whitney test came up with the accepted hypotheses i.e., there were significant mean differences of critical thinking ability between experiment group and control group, with mean of NGain score for experimental group was higher than control group had. The statistical output of Mann Whitney test obtained implied that students’ critical thinking ability were influenced by E-writing method. The result of the study convinced that E-writing contributed greater improvement in students’ critical thinking ability than the traditional method did. The finding of present study provided evidence for the effectiveness of E-writing in increasing the students’ ability in thinking critically in writing exposition text.

scholarly journals Strategies of Conceptual Change and its Implications in Modifying the Concept of Alternative Mathematics among Grade 10 Students in the State of Kuwait: استراتيجيات التغير المفهومي وآثارها في تعديل مفهوم الرياضيات البديلة لدى طلبة الصف العاشر الأساسي بدولة الكويت

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Nashmi Saud Al-Dhafiri
Keyword(s):  
Conceptual Change ◽  
Traditional Method ◽  
Control Group ◽  
Experimental Sample ◽  
Change Strategies ◽  
Mathematical Concepts ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The aim of the study was to find out the effect of using some conceptual change strategies in modifying the mathematical concepts of the tenth grade students in Kuwait. The descriptive study sample was composed of (326) students out of (2567) students and students in the tenth grade in Kuwait City. An experimental sample was chosen consisting of (4) people, two male and one female, experimental and two females, one female and the other experimental. The sample size reached (170) male and female students. The researcher has applied a diagnostic test for the errors of the experimental and experimental errors in the sample of the experimental study and using statistical treatments according to the Statistical Package for Social Science program. The study showed the effectiveness of the conceptual change strategies used by the researcher in modifying the mathematical concepts of the tenth grade students, The following results were found: There were statistically significant differences at the level of (α = 0.01) in the post-test between the mean scores of the control group (15.40) who studied the traditional method and the mean scores of the experimental group (15.35) who studied using the conceptual change strategies. A statistically significant difference was found at the level of α = 0.01 in the post-test between the mean scores of the control group (15.44) who studied the traditional method and the mean scores of the experimental group (15.37) who studied using the conceptual change strategies. Statistical differences were found at the level of (α = 0.01) in the post-test between the average scores of the students of the control group (15.37) who studied the traditional method, and the average scores of the experimental group (15.33) who studied using the strategies of conceptual change. In the light of the above findings, the researcher recommends using conceptual change strategies to modify alternative mathematical concepts.

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