scholarly journals Cognitive Acceleration through Science Education (CASE) program: Accelerating students’ cognitive development

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Chandra Adi Prabowo ◽  
Wahyu Widodo
Keyword(s):  
Science Education ◽  
Cognitive Development ◽  
Scientific Reasoning ◽  
Qualitative Data ◽  
Intervention Program ◽  
Control Group ◽  
Case Group ◽  
Second Phase ◽  
School Students ◽  
Cognitive Acceleration

As an intervention program developed to accelerate participant cognitive development, the effect of Cognitive Acceleration through Science Education (CASE) implementation in certain conditions needs to be clarified. This paper describes the effect of CASE program on the cognitive development of elementary students in Indonesia. The study used a mixed method sequential explanatory design with the quantitative data collection in the first phase by Scientific Reasoning Skill Tasks administered to all of the participants both before and after intervention followed by collection of qualitative data in the second phase included interviews with the participants from both CASE and control groups. Participants of the study were 70 elementary school students (aged 10-12). After three months of intervention, students of CASE group showed higher mean gain (RGS mean= 4.4) compared to those of control group (mean RGS = 0.1). The qualitative data indicated that the CASE program also enhanced students’ motivation. Moreover, teachers who involved in the Teachers’ Professional Development (PD) Training Program developed a more specific strategy to enhance student’ cognitive ability. In other words, the CASE program was a worthwhile intervention for elementary level students in Indonesian school.

Cognitive Effects of a Logo-Enriched Mathematics Program for Middle School Students

1988 ◽  
Vol 4 (4) ◽  
pp. 443-452 ◽  
Author(s):  
Sandra V. Turner ◽  
Michael L. Land
Keyword(s):  
Middle School ◽  
Cognitive Development ◽  
Middle School Students ◽  
Mathematics Curriculum ◽  
Common Factor ◽  
Control Group ◽  
Minimal Amount ◽  
School Students ◽  
Mathematical Concepts ◽  
Logo Programming

This study investigated the effect of learning Logo on middle-school students' understanding of specific mathematical concepts and on their level of cognitive development. Students in the Logo Group ( n = 91) learned Logo for one hour a week for sixteen weeks as part of their regular mathematics curriculum. The Control Group ( n = 90) did not participate in the Logo program but received the full allotted time for their regular mathematics curriculum. No significant differences were found between the two groups in their understanding of mathematics concepts or in their growth in cognitive development. However, among the students in the Logo Group, those who learned the most Logo gained significantly more than those who learned a minimal amount of Logo both in their understanding of the mathematics concepts and in their level of cognitive development. When the High Logo group was compared to the Control Group, and also to a matched subset of the Control Group, there were large differences in favor of the High Logo group, but the results were not significant. The findings of this study suggest that cognitive development, achievement in mathematics, and achievement in Logo programming all share a common factor and that students who do well in one area are also likely to do well in the other two areas.

The Effects of Intervention in Seriation from the “Bright Start” Program on the Development of Seriational-Mathematical Thinking of Israeli Kindergarteners of Ethiopian and Russian Origin

2002 ◽  
Vol 2 (2) ◽  
pp. 175-176
Author(s):  
Riva Mandel
Keyword(s):  
Cognitive Development ◽  
Cognitive Skills ◽  
Cultural Difference ◽  
Intervention Program ◽  
Mathematical Thinking ◽  
Teaching Style ◽  
Cognitive Change ◽  
Kindergarten Children ◽  
The Other ◽  
Control Group

The author examined the effect of teaching the Pattern and Sequence (useriation) unit from the intervention program Bright Start on the development of seriational mathematical thinking in kindergartners of Israeli, Ethiopian, and Russian origin. In addition, the author examined the effect of the teaching of this unit on the capacity for cognitive change in this area within the study group of children. Bright Start is a plan for the development of thinking in early childhood. This program, developed by Haywood, Brooks, and Burns (1986, 1992), is based on four developmental theories:(a) Feuerstein’s theory of structural cognitive modifiability and mediated learning experience; (b) Piaget’s stages theory of cognitive development; (c) Vygotsky’s social-historical theory of cognitive development; Haywood’s transactional perspective on human abilities.This study was focused on one unit of the program, the unit dealing with the development of seriational thinking. The teaching of this unit, like the remaining units in the program, is based on the mediational teaching style. The main emphasis of the study was placed on the comparison of three groups of different origin in Israel; therefore, no control group was examined.40 kindergartners from a disadvantaged area in Israel’s central region were examined, of whom 9 were native Israelis, 11 were of Russian origin, and 20 were of Ethiopian origin. The chidren were given several tests before and after the program. The examination consisted of three stages. At the beginning of the school year, the children underwent three tests to assess their ability to solve problem tasks when creating series with different elements. Subsequently, the intervention plan was taught with the aim of fostering cognitive skills of planning, comparison, relating to several sources of information, and restraining impulsiveness. Towards the end of the year, the children were again examined, and they underwent the three tests that they had done in the beginning of the year, checking their ability to solve tasks when creating series with different elements. In addition, the extent of internalization of the various skills was examined, as well as the capacity to apply skills to the area of arithmetic.As stated, this study focused on children of Ethiopian and Russian origin in comparison to native Israeli children. The decision to focus on children of Ethiopian origin derived from gaps that emerged in the learning process of this population as a result of the cultural difference that characterizes it. The children of Russian origin were part of the kindergarten’s population. They too manifested gaps as a result of cultural and social changes occurring among immigrants from the former Soviet Union.The purpose of the study was to demonstrate that intervention in specific thinking processes—in this case seriation from Bright Start at kindergarten age—will result in greater effectiveness and a significant cognitive ability to change in this area, particularly in children of Ethiopian origin whose initial cognitive level was poor. The hypothesis was confirmed that the children of Ethiopian descent did indeed evince initial inferiority visa-vis the other two groups, but after the intervention program they improved their performance and narrowed the gaps in comparison to the other groups. It is noteworthy that, according to the theory, cognitive processes are not related to any particular content or culture, but are suited to everyone. These processes were found to be beneficial to all of the children, but the cognitive change in seriational thinking as a result of the intervention program was particularly conspicuous in children of Russian origin.The effect of the intervention program was expressed in the ability to apply acquired skills to unstudied areas. Internalization of cognitive skills was apparent, as was the improved ability to comprehend a series and the acquisition of mathematical skills in all of the kindergarten children.The findings of this study have didactic implications relating to the significance of teaching seriation to kindergarten children. In addition, the study indicates the need for early education programs adapted to the population of children of Ethiopian and Russian origin in Israel.

scholarly journals Pengaruh Pembelajaran Group Investigation dengan Multi Representasi pada Topik Alat-Alat Optik terhadap Penalaran Ilmiah dan Kemampuan Masalah Siswa SMA

2020 ◽  
Vol 5 (4) ◽  
pp. 486
Author(s):  
Apolonia Delviyanti Putri Marga ◽  
Edi Supriana ◽  
Arif Hidayat
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Scientific Reasoning ◽  
Learning Model ◽  
Optical Devices ◽  
Mean Value ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
The Impact

<p><strong>Abstract: </strong>The purpose of this study is to determine the impact of group investigation learning model with multi representation on the topic of optical devices on scientific reasoning and <em>problem solving</em> skill. This study were carried out using quasi experimental method with pretest-posttest control group design and two XI MIA classes as sample. The result showed that there were an impact of group investigation learning model with multi representation on the topik of optical devices on scientific reasoning and <em>problem solving</em> skill of high school students. The mean value of scientific reasoning and <em>problem solving</em> ability of experimental class students who learned by group investigation learning model with multi representation is higher than control class students who learned by group investigation learning model.</p><strong>Abstrak</strong>: Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran <em>group investigation </em>dengan multi representasi pada topik alat-alat optik terhadap kemampuan penalaran ilmiah dan kemampuan <em>problem solving</em> siswa SMA. Metode penelitian yang digunakan adalah eksperimen kuasi dengan desain <em>pretest-posttest control group </em>dengan dua kelas XI MIA sebagai sampel. Hasil penelitian menunjukkan adanya pengaruh pembelajaran <em>group investigation </em>dengan multi representasi pada topik alat-alat optik terhadap kemampuan penalaran ilmiah dan pemecahan masalah siswa SMA. Nilai rerata penalaran ilmiah dan kemampuan <em>problem solving</em> siswa kelas eksperimen yang belajar menggunakan pembelajaran <em>group investigation </em>dengan multi representasi lebih tinggi dari siswa kelas kontrol yang belajar menggunakan pembelajaran <em>group investigation</em><em>. </em>

scholarly journals Effect of a strength and stretching program, combined or isolated, on active flexibility in physical education setting. A pilot study

2020 ◽  
Vol 2 (2) ◽  
pp. 6-13
Author(s):  
Miguel Angel Perera Zurita
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Time Allocation ◽  
Intervention Program ◽  
Wilcoxon Test ◽  
Control Group ◽  
School Students ◽  
Post Intervention ◽  
Effective Development

Introduction. The purpose of this study was to examine the effects of a two-session-per-week strength and stretching program, on sit and reach score, among high-school students in the physical education setting. Methods. A sample of 75 high-school students (26 girls and 49 boys) aged 12-14 years from four classes were clustered and randomly assigned to a stretching group (n = 21), a strengthening group (n = 18), a strengthening + stretching group (n = 20) or a control group (n = 16). During physical education classes, the experimental students performed a 1-minute stretching, a 1-minute strengthening or a 1-minute strengthening + 1-minute stretching program twice a week a total of 20 weeks. Control students performed the same physical education classes, but they did not follow any strength and/or stretching program. Active flexibility (estimated by the classic sit-and-reach test) was assessed at the beginning and at the end of the intervention program. Results. The Wilcoxon test results showed that students that performed a combined strengthening and stretching program increased statistically significantly their active flexibility levels from pre-intervention to post-intervention (∆ = 1.8 ± 3.2 cm; p < 0.05). However, for students that performed an isolated) program and control group students statistically significant differences were not found (strengthening group, ∆ = 0.6 ± 0.7 cm; stretching group, ∆ = 0.3 ± 2.3 cm; control group, ∆ = 0.7 ± 1.5 cm; p > 0.05). Conclusions. Since in physical education many curricular contents need to be developed each academic year and the subject is also restricted by its limited curriculum time allocation, teachers could improve students’ flexibility combining stretching and strength workout. Therefore, in addition to the improvement of students’ flexibility levels, this intervention program might permit regular development of other physical education curricular contents. This knowledge could help and guide teachers to design programs that guarantee a feasible and effective development of flexibility in the physical education setting.

scholarly journals Repercussions of the “Sport to break barriers” program in attitudes toward immigration in Andalusian high school students

2020 ◽  
Vol 15 (43) ◽  
pp. 97-108
Keyword(s):  
High School Students ◽  
Social Impact ◽  
Intervention Program ◽  
Economic Consequences ◽  
Second Phase ◽  
School Students ◽  
Transformative Experiences ◽  
Academic Level ◽  
Positive Attitudes ◽  
Post Test

The main objective of this study was to assess the effectiveness of an intervention program for the primary prevention of negative attitudes towards immigration and the promotion of favorable attitudes towards outsiders. At the end, it analyzed the repercussions of the intervention. In the study, participated 98 students (43 boys and 55 girls) with an average age of 13.15 years (± 1.12). A pre-experimental design of a single group was used with pre-test and post-test measurements. The five-week intervention started with a phase of awareness about the migratory phenomenon and, on a second phase, it was proposed to develop an initiative of social impact, which culminated in the preparation and implementation of the event “Project for Peace”, a meeting space between different educational centers, clubs and one NGO. In the preparations, cooperative learning projects were developed through original didactic resources. Initial results showed a prevalence of favorable attitudes about adverse beliefs. Among the favorable arguments shined the cultural discourse and the main prejudice was the economic consequences. After the intervention proposed by this study, was clearly noted an improvement of the positive attitudes. The main changes refer to the economic-labor dimension. No differences were found in the negative scale, confirming the tendency to stability of prejudices. It is of interest to enrich the curriculum with transformative experiences towards an educational change that transcends the academic level and brings benefits in the social field.

Effects of a Peer Led Intervention Program on Smoking Prevention: A Case Example in Greece

1997 ◽  
Vol 17 (3) ◽  
pp. 297-308 ◽  
Author(s):  
Iphigenia MacRi ◽  
John Tsiantis
Keyword(s):  
High School ◽  
High School Students ◽  
Intervention Program ◽  
Smoking Behavior ◽  
Smoking Prevention ◽  
Control Group ◽  
School Students ◽  
High School Grades ◽  
Attitudes Toward Smoking ◽  
Experimental Group

This pilot study evaluates the effects of a peer developed, smoking prevention program on the smoking behavior, intent to smoke, knowledge, and attitudes toward smoking of high school students. An experimental group of 237 first and second grade high school students (mean ages 12.2 and 13.2 respectively) from an Athenian school was compared to a control group of ninety students from the first and second high school grades (mean ages 12.1 and 13.3 respectively) in another school. A randomly drawn subgroup of thirty-seven student volunteers from the experimental group developed antismoking audiovisual material which they subsequently presented and discussed with the whole group. Findings indicated that this intervention significantly limited the increase of smoking behavior of the experimental group a year following the first assessment. However, intent to smoke in the future, attitudes toward smoking, and knowledge were not affected by the intervention. Results suggest that the intervention was partially successful in curbing experimental smoking in these adolescents. Implications of the findings are discussed.

Metabolic syndrome in Iranian adolescents with polycystic ovary syndrome

2017 ◽  
Vol 31 (4) ◽  
Author(s):  
Mohammad H. Dabbaghmanesh ◽  
Tahereh Naderi ◽  
Marzieh Akbarzadeh ◽  
Hamidreza Tabatabaee
Keyword(s):  
Metabolic Syndrome ◽  
High School Students ◽  
Polycystic Ovary ◽  
Study Data ◽  
Control Group ◽  
Case Group ◽  
Polycystic Ovaries ◽  
School Students ◽  
Abdominal Sonography ◽  
And Performance

Abstract Background Metabolic syndrome (MS) in adolescents is a risk factor for type 2 diabetes and cardiovascular diseases. Objective The present study aimed to determine the prevalence of MS in 14–18-year-old girls. Methods This analytical case-control study was conducted on 3200 high school students with polycystic ovarian syndrome (PCOS). PCOS was confirmed by an endocrinologist after detection of clinical hyperandrogenism (acne, hirsutism and alopecia) and oligomenorrhea, rejection of hypothyroidism and hyperprolactinemia and performance of abdominal sonography. In the second stage, the prevalence of MS was compared between 70 girls with PCOS and 45 healthy girls using the ATPIII, Cooki and Ferranti scales. The study data were collected using a demographic questionnaire, body mass index (BMI) graph, the WC graph and standard blood pressure graph in adolescents. Then, the data were analyzed using the t-test and the χ2-test. Results Based on the Ferranti scale, the prevalence of MS was 10.4% and 0% in the case and control groups, respectively. The highest prevalence was related to hyperandrogenism and polycystic ovaries phenotype (11.6% vs. 0%, p = 0.05). Based on the Cooki and ATPIII scales, the prevalence of this disorder was 4.1% in the case group and 0.67% in the control group, with the highest rate being related to hyperandrogenism, oligomenorrhea and polycystic ovaries phenotype (7.5% vs. 0%, p = 0.28). Conclusion In comparison to the control group, the prevalence of MS in the patients with PCOS was 10-fold higher according to the Ferranti scale and nearly 3.5-fold higher based on the Cooki and ATPIII scales. Thus, long-term follow-up is suggested in these patients.

scholarly journals Manejo De Miedo, Estrategias De Afrontamiento Y Cultura Ciudadana Para Prevención De La Violencia

2018 ◽  
Vol 14 (5) ◽  
pp. 133
Author(s):  
Sarah Margarita Chávez Valdez ◽  
Oscar Armando Esparza Del Villar
Keyword(s):  
Citizen Participation ◽  
Repeated Measures ◽  
Qualitative Data ◽  
Intervention Program ◽  
Control Group ◽  
Antisocial Behaviors ◽  
Social Situations ◽  
Negative Attitudes ◽  
Negative Feelings ◽  
And Training

In this study, an intervention program was designed and evaluated. This paper focuses on identifying beliefs, perceptions, and negative attitudes in the group, in order to continue with the promotion of positive socialemotional coping and the reduction of social fear. This, however, would help to elevate the behaviors of citizen participation and to inhibit antisocial behaviors. A sample of 47 women and 5 men, a total of 52 students from 17 to 21 years, were trained by means of didactic skill of cases and training in conflict management for a period of 11 weeks in a weekend modality. A quasiexperiment was designed using repeated measures, pretest-interventionpostest, and a control group. As a result, an increase in culture and citizen participation was found in the treatment group after 44 hours of intervention. Qualitative data indicate findings regarding group cognitive relations, assertive coping strategies in conflicting social situations, ability to analyze negative feelings, and a decrease in antisocial behavior.

The Effects of Problem-Based Learning with Flipped Classroom on Elementary Students' Computing Skills

2015 ◽  
Vol 11 (2) ◽  
pp. 32-40 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen ◽  
Yu-Jui Lu
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Qualitative Data ◽  
Problem Based Learning ◽  
Learning Performance ◽  
Control Group ◽  
School Students ◽  
Innovative Design ◽  
Computing Skills ◽  
Development Of Students

This study investigated, via quasi-experiments, the effects of problem-based learning with flipped classroom (FPBL) on the development of students' learning performance. In this study, 144 elementary school students were selected from six grade sections taking a course titled ‘Production of Ebook', and were assigned into the following three groups: FPBL group (n = 50), PBL group (n = 48), Control group (n = 46). The authors collected both quantitative and qualitative data, including interviews with students and teacher's journal. Based on the analysis in this study, it is found that the effect of FPBL on improving students' learning performance was significantly higher than other teaching methods investigated. This research provides an innovative design and illustration of PBL for teachers, educators, and schools which pay attention to enhancing students' learning performance.

scholarly journals IMPACT OF PARENTAL PSYCHIATRIC PROBLEMS ON ADJUSTMENT BEHAVIOUR OF ADOLESCENTS: A STUDY THROUGH ADJUSTMENT INVENTORY OF SCHOOL STUDENTS

2021 ◽  
pp. 1-4
Author(s):  
Babita Goyal ◽  
Alka Sabharwal ◽  
Arora Dhingra
Keyword(s):  
Psychiatric Disorders ◽  
Cross Sectional Study ◽  
Control Group ◽  
P Value ◽  
Case Group ◽  
New Delhi ◽  
School Students ◽  
Cross Sectional ◽  
Adolescent Students ◽  
Parental Psychiatric Disorders

Objective- It has been revealed by various studies that parental psychiatric disorders affect several aspects of children's development, including their adjustment behaviour. This study aims to study impact of parent's psychiatric health on adjustment behaviour of adolescent students using Adjustment Inventory of School Students. Methods- A Case-Control cross-sectional study was conducted on adolescent students of class XI in New Delhi, India (Control group) and adolescents of parents diagnosed suffering from some psychiatric disorders as identified by DSM IV in a New Delhi hospital (Case group). A total number of 116 respondents between the age-group 15-18 years were selected. Results- The effect of parents’ psychiatric health is observed with Adjustment Inventory of School Students for ‘Case’ and ‘Control’ groups. The differences in social and emotional adjustments of the two groups were statistically significant (p-values < 0.001) but the difference between educational adjustments was not significant as the means of scores for both the groups were higher than the healthy range. However the total adjustment scores were significantly different as p-value < 0.001.

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