scholarly journals A proposed electronic tool for managing educational procedures, following-up teachers' performance in the classroom, and measuring their attitudes

2022 ◽  
Vol 9 (1) ◽  
pp. 55-70
Author(s):  
Sami Abdelhamid Mohamed Issa ◽  
◽  
Keyword(s):  
Educational Outcomes ◽  
Educational Achievement ◽  
Attitude Scale ◽  
Modern Technology ◽  
Educational Process ◽  
Cognitive Achievement ◽  
Control Groups ◽  
Electronic Tool ◽  
And Control

The educational process depends on many procedures, which lead to positive educational outcomes. The research depends on modern technology in the design and development of an electronic tool that manages the teaching process in the classroom from beginning to end. The purpose of the research is to monitor the teacher's procedures by following up on all teaching procedures using an electronic tool for managing the educational process. The teacher implemented all educational lesson procedures in the classroom through the proposed electronic tool according to its prior preparation. The researcher designed a cognitive achievement test for students of the experimental and control groups to measure the effectiveness of the electronic tool. An attitude scale was applied to teachers to identify their attitude toward using the tool in monitoring procedures in the classroom to ensure the effectiveness of the proposed electronic tool in developing the educational process and enriching the academic situation. The research's results indicated that using the proposed electronic tool improved students' educational achievement by comparing the students' results in the experimental and control groups. The teachers' attitude toward using the tool was also characterized as favorable and desired. The research recommended applying the proposed electronic tool to a more significant number of teachers in different specializations, using the tool reports in overcoming problems in the classroom, and conducting more studies related to performance follow-up and observation in the classroom.

A randomized trial of levamisole versus placebo as adjuvant therapy in malignant melanoma.

1991 ◽  
Vol 9 (5) ◽  
pp. 736-740 ◽  
Author(s):  
L E Spitler
Keyword(s):  
Malignant Melanoma ◽  
Adjuvant Therapy ◽  
Randomized Trial ◽  
Control Groups ◽  
Disease Free Interval ◽  
Significant Difference ◽  
Long Term Follow Up ◽  
And Control

We conducted a long-term follow-up (median, 10.5 years) of patients included in a randomized trial of levamisole versus placebo as surgical adjuvant therapy in 203 patients with malignant melanoma. Of the patients randomized, 104 received levamisole, and 99 received placebo. The results show that there is no difference between the treatment and control groups with regard to any of the three end points analyzed. These included disease-free interval, time to appearance of visceral metastasis, and survival. Moreover, there was no significant difference between the treatment and control groups after adjusting for age, sex, or stage of disease.

scholarly journals Striatal glutamate and the conversion to psychosis: a prospective 1H-MRS imaging study

2012 ◽  
Vol 16 (2) ◽  
pp. 471-475 ◽  
Author(s):  
Camilo de la Fuente-Sandoval ◽  
Pablo León-Ortiz ◽  
Mariana Azcárraga ◽  
Rafael Favila ◽  
Sylvana Stephano ◽  
...  
Keyword(s):  
Proton Magnetic Resonance ◽  
Proton Magnetic Resonance Spectroscopy ◽  
Imaging Study ◽  
Psychotic Symptoms ◽  
Resonance Spectroscopy ◽  
Control Groups ◽  
1H Mrs ◽  
Ultra High Risk ◽  
And Control

Abstract Increased glutamate levels in the associative-striatum have been described in subjects at ultra-high risk for psychosis (UHR); nevertheless, it is unclear whether this abnormality predicts the conversion to psychosis. Nineteen subjects at UHR and 26 controls were studied using proton magnetic resonance spectroscopy. Subjects at UHR were clinically followed for 2 yr. Seven UHR subjects (37%) transitioned to a psychotic disorder and the remaining 12 did not exhibit psychotic symptoms at the most recent follow-up. The psychosis transition group had higher glutamate levels compared to both non-transition and control groups (p = 0.02 and p < 0.01, respectively; effect size 1.39). These pilot findings suggest that the conversion to psychosis is associated with increased glutamate levels in the associative-striatum.

scholarly journals Effectiveness of employing the enrichment activities of mental thinking on the development of thinking and mathematical achievement among the students of the second cycle Education has been essential: فاعلية توظيف الأنشطة الإثرائية للتفكير الذهني في تنمية التفكير والتحصيل الرياضي لدى طلاب الحلقة الثانية من التعليم الأساسي

2019 ◽  
Vol 3 (28) ◽  
Author(s):  
Salim Ahmed Saif Al-rashdi
Keyword(s):  
Experimental Design ◽  
Mathematical Thinking ◽  
Achievement Test ◽  
Cognitive Achievement ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
Experimental Group

    The present study aimed at uncovering the effectiveness of employing the enrichment activities for mental thinking on the development of mathematical thinking and achievement among Grade 7 students. To achieve the research objectives, the researcher used the semi experimental design known as the design of the control group with the tribal and remote tests. In light of the experimental design, the average Grade 7 students tested the sample of the study in the second semester of 30 students who were divided into 15 students for the experimental group and 15 students for the control group after checking the validity and stability of the tools. The results showed that there was a statistically significant difference at (0.05) between the mean scores of the experimental and control groups in the cognitive achievement test related to the unit of Engineering in the second semester and the mathematical thinking test for the average of the experimental group. The results also showed a statistically significant difference) between the average scores of the experimental group students in the tribal and remote applications in the cognitive achievement test and the mathematical thinking test, and in favor of the average post-implementation. In the light of these results, the study presented a number of recommendations and suggestions.   ، ، ، ،

scholarly journals An Improved Model for Evaluating Change in Randomized Pretest, Posttest, Follow-Up Designs

Methodology ◽  
2012 ◽  
Vol 8 (3) ◽  
pp. 97-103 ◽  
Author(s):  
Constance A. Mara ◽  
Robert A. Cribbie ◽  
David B. Flora ◽  
Cathy LaBrish ◽  
Laura Mills ◽  
...  
Keyword(s):  
Monte Carlo Simulation ◽  
Monte Carlo ◽  
Group Differences ◽  
Primary Research ◽  
Control Groups ◽  
Proposed Model ◽  
Research Questions ◽  
Improved Model ◽  
And Control

Randomized pretest, posttest, follow-up (RPPF) designs are often used for evaluating the effectiveness of an intervention. These designs typically address two primary research questions: (1) Do the treatment and control groups differ in the amount of change from pretest to posttest? and (2) Do the treatment and control groups differ in the amount of change from posttest to follow-up? This study presents a model for answering these questions and compares it to recently proposed models for analyzing RPPF designs due to Mun, von Eye, and White (2009) using Monte Carlo simulation. The proposed model provides increased power over previous models for evaluating group differences in RPPF designs.

scholarly journals DIAGNOSTICS OF PSYCHOLOGICAL FEATURES OF EMOTIONAL COMPETENCE OF MEDICAL STUDENTS IN THE PROCESS OF PROFESSIONAL TRAINING

2018 ◽  
pp. 34-37
Author(s):  
O. Lazurenko
Keyword(s):  
Medical Students ◽  
Professional Training ◽  
Social Cognitive ◽  
Emotional Competence ◽  
Educational Process ◽  
General Description ◽  
Control Groups ◽  
Professional Activities ◽  
The Future ◽  
And Control

The model and the logic of empirical research are determined. The experimental study of emotional competence is presented. A general description of the subjects is systematized. The results of the ascertaining experiment are presented. The author conducted her research in several directions. This approach allowed the researcher to present the quantitative characteristics of emotional intelligence on all scales and subscales in details. On this basis, the author makes a detailed qualitative analysis of the manifestation of the studied ability in future doctors. Besides, after conduction of the research, the author makes conclusion that students' ability to understand and manage other people's emotions and the ability to understand their own emotions and manage them are not formed enough. And these make impossible the success of the future professional activities of a doctor. The author makes conclusion that the development of emotional competence of students of medical universities can be formed by introducing special courses, educational and developmental training programs into the educational process. The correlation analysis allowed the author to empirically confirm the correct determination of the content of the basic components of the future doctor’s emotional competence. Besides, it is proved that the parameters of the social, cognitive, regulatory, empathic components of emotional competence significantly correlate with each other. The received results confirmed that during first year medical students of the experimental and control groups have the same positions of the level of development of emotional competence. And any significant statistical differences in its manifestation were not found among students of the experimental and control groups. Moreover, the received results at ascertaining stage of the study showed the insufficient level of development of the components of emotional competence among students of medical faculty. This led to the creation of a program for the formation of the emotional competence of a future doctor in the process of training in a higher medical school

scholarly journals Olfactory Dysfunction in β Thalassemia Major Patients Treated With Iron-Chelating Agents

2019 ◽  
Vol 98 (8) ◽  
pp. NP125-NP130
Author(s):  
Serhan Derin ◽  
Selvet Erdogan ◽  
Murat Sahan ◽  
Mehmet Fatih Azik ◽  
Hatice Derin ◽  
...  
Keyword(s):  
Chelating Agents ◽  
Thalassemia Major ◽  
Olfactory Dysfunction ◽  
Facial Trauma ◽  
Control Group ◽  
Control Groups ◽  
History Of ◽  
And Control ◽  
Iron Chelating Agents

Ocular and ophthalmological adverse effects may be seen in β-thalassemia major (BTM) patients treated with regular blood transfusions and iron-chelating agents. We hypothesized that olfactory dysfunction may be present in this population. In this study, we aimed to investigate olfactory dysfunction in patients with BTM and determine the etiological factors. A total of 43 patients with BTM were included in the study. Forty-three patients without any nasal complaints, history of facial trauma, or nasal surgery were included as the controls. All participants had nasal endoscopy. The iron-chelating agents used, their duration of use, as well as hemoglobin and ferritin levels of the BTM patients were recorded. Sniffin’ Sticks test (SST) was used to assess olfactory functions, and BTM and control groups were compared for the results. The correlations of SST scores with the other study parameters were analyzed. Eight (18.6%) of 43 patients in the BTM group had hyposmia while none of the patients in the control group had hyposmia ( P < .001). Older age, low-hemoglobin level, and longer use of deferoxamine were found to be correlated with olfactory dysfunction. Olfactory dysfunction may be seen in BTM patients treated with iron-chelating agents. The results of this study suggest that screening for olfactory function may be needed in routine follow-up of BTM patients.

scholarly journals Time taken to resume driving following hip arthroscopy

2020 ◽  
Vol 21 (1) ◽  
Author(s):  
Suenghwan Jo ◽  
Sang Hong Lee ◽  
Se Woong Jang ◽  
Hyun Bai Choi ◽  
Ba Rom Kim ◽  
...  
Keyword(s):  
Hip Arthroscopy ◽  
Driving Simulator ◽  
Driving Performance ◽  
Control Group ◽  
Control Groups ◽  
Test Protocol ◽  
Surgery Group ◽  
Time Required ◽  
And Control

Abstract Background Resuming driving is a common concern among patients undergoing hip arthroscopy. The present study aimed to assess whether patients who had undergone right hip arthroscopy presented with poorer driving performance than patients with normal hips and to analyze the time required to regain preoperative driving performance. Methods Forty-seven patients who had undergone right hip arthroscopy and consented to our test protocol were included in this study. Using an immersive driving simulator, the patients were tested for their brake reaction time (BRT), total brake time (TBT), and brake pedal depression (BPD) preoperatively and postoperatively. The first postoperative assessments were conducted when the patients could comfortably sit on the driving seat, and the follow-up assessments were conducted for 6 consecutive weeks at weekly intervals. The patients were divided into the following two groups based on the type of surgery that they underwent: the femoroacetabular impingement (FAI) surgery group and the simple hip arthroscopy (SA) group. Twenty healthy volunteers underwent driving assessments thrice at weekly intervals and constituted the control group. The braking parameters were compared between preoperative and postoperative measurements and among the FAI surgery, SA, and control groups. Results The preoperative braking parameters of the patients who underwent arthroscopy did not differ significantly from those of the controls (p = 0.373, 0.763, and 0.447 for the BRT, TBT, and BPD, respectively). All braking parameters returned to normal in 2 weeks in the FAI surgery group and in 1 week in the SA group. Conclusions Our study suggests that the driving performance of patients who underwent right hip arthroscopy is comparable to that of individuals with normal hips and that the braking parameters may normalize to the preoperative state at 1 week after SA and 2 weeks after FAI surgery.

Piano-accompanied solfège reading experiences of preservice music teachers

2020 ◽  
pp. 1321103X1987107
Author(s):  
Elif Guven
Keyword(s):  
Music Teachers ◽  
Control Group ◽  
Reading Practices ◽  
Control Groups ◽  
Plot Analysis ◽  
Experimental Implementation ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

This study examines how piano-accompanied solfège reading practices of preservice music teachers ( N = 28) affect their performance on their musical hearing, reading, and writing (MHRW) classes. A pretest–posttest design with control groups was employed. The data were analyzed by 2 × 2 split-plot analysis of variance (ANOVA) and one-way ANOVA. Consequently, a significant difference was not found between the MHRW performance scores of the experimental and control groups. An analysis of mean performance scores revealed that the scores received by the control group were higher than those of the experimental group after the practice. Follow-up interviews that were held with 14 students after the experimental implementation revealed that students believed piano-accompanied courses were more useful, and they felt more comfortable with piano accompaniment. Although MHRW performance scores indicated that piano-accompanied solfège reading practices did not have a significant effect on preservice music teachers’ MHRW performances, it helped them participate in courses more enthusiastically.

scholarly journals Challenges and results of a school-based intervention to manage excess weight among school children in Tunisia 2012–2014

2017 ◽  
Vol 29 (2) ◽  
Author(s):  
Jihen Maatoug ◽  
Sihem Ben Fredj ◽  
Zeineb Msakni ◽  
Emna Dendana ◽  
Jihene Sahli ◽  
...  
Keyword(s):  
School Children ◽  
The Body ◽  
Calorie Intake ◽  
Control Group ◽  
Control Groups ◽  
Post Intervention ◽  
School Based ◽  
Increased Risk ◽  
And Control

Abstract Background: Obesity is a serious health issue and predisposes individuals to an increased risk of morbidity and mortality. Its prevalence in children has increased worldwide. Objective: To demonstrate the feasibility and effectiveness of a school-based management program based on healthy lifestyle promotion for obese and overweight adolescents in Sousse, Tunisia. Methods: We conducted a quasi-experimental study among overweight and obese school children enrolled in 7th and 8th grades in Sousse, Tunisia with two groups, intervention and control. The 1-year intervention was based on promoting healthy eating and physical activity through a collective intervention for all recruited children and an individual intervention only for obese children who require intensive managing. Data collection was done before, at the end and at a 4-month follow up of the intervention, both in intervention and control groups. Results: The body mass index Z score decreased significantly from pre-intervention to post-intervention (1.89±0.57 to 1.76±0.63, p<0.001) and from post-intervention to the follow-up (1.76±0.63 to 1.55±0.68, p<0.001) in the intervention group. In the control group, it decreased significantly from pre-intervention to post-intervention but not significantly from post-intervention to follow-up assessment. Calorie intake decreased significantly both in intervention and control groups. Conclusion: This project began with introducing a new culture of health management in schools on one side and with increasing awareness of the importance of obesity prevention and treatment. The support of authorities for this type of action is very important to guarantee its sustainability.

Comparison of Lecture and Laboratory Strategies in a Mathematics Course for Prospective Elementary Teachers

1978 ◽  
Vol 9 (2) ◽  
pp. 103-117
Author(s):  
Roberta J. Flexer
Keyword(s):  
Elementary Teachers ◽  
Student Teaching ◽  
Number System ◽  
Mathematics Performance ◽  
Control Groups ◽  
Prospective Elementary Teachers ◽  
Course Retention ◽  
Teaching Of Mathematics ◽  
And Control

A 3-year study was conducted to compare the effectiveness of laboratory and lecture strategies in a course for prospective elementary teachers on the structure of the number system. Experimental and control groups were compared in terms of achievement in the course; retention on a follow-up examination given 6 months after the end of the course; attitude toward mathematics; performance in student teaching of mathematics; and responses to a questionnaire concerning the course. Within the experimental limitations of this study, there was no reason to conclude that either strategy was superior to the other. Implications concerning the design of preservice courses in mathematics are discussed.

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