scholarly journals the Effects of Training Program based on Auditory Perception Skills in Enhancing Phonological Awareness among Learning Disability Students in Aseer Region

2018 ◽  
Vol 12 (3) ◽  
pp. 591
Author(s):  
Mohamad A. Khasawneh ◽  
Firas A. Al Ahmad ◽  
Mohamad A. Al Khawaldeh
Keyword(s):  
Phonological Awareness ◽  
Training Program ◽  
Learning Disability ◽  
Auditory Perception ◽  
Development Program ◽  
Education Students ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control

This study aimed to explore the effect of a training program based on auditory perception  skills in enhancing phonological awareness  among learning disability students in the Aseer region. The sample of the study consisted of forty students from grades 3, 4, 5 and 6 in the Aseer directorate of education. Students were diagnosed by the resources room teacher as learning disability students. The researchers used the semi-experimental design which consists of experimental and control groups. Results showed mean significant difference in the phonetic sequential-memorization skill between the experimental and control groups on the post-test, in favor of the experimental group. There was no significant difference in the auditory perception skills that could be attributed to grade level. The results showed a continuous effect for the phonological awareness development program in developing auditory perception skills among learning disability students in the Aseer area.

scholarly journals Effects of Interventional Training Program on Interpersonal Skills in Female Teenagers: A Case Control Study

2020 ◽  
Vol 11 (4) ◽  
Author(s):  
Parasto Karimi ◽  
Fathola Mohamadian ◽  
Yousef Veisani ◽  
Sehat Aibod
Keyword(s):  
Training Program ◽  
Interpersonal Skills ◽  
Skills Training ◽  
Cluster Sampling ◽  
Control Groups ◽  
Test Stage ◽  
Significant Difference ◽  
Post Test ◽  
Female Teenagers ◽  
And Control

Background: Interpersonal skills enable people to develop positive and effective relationships with each other. Objectives: This study aimed to investigate the effectiveness of training on interpersonal skills in female teenagers. Methods: By an interventional study with pretest-posttest design, subjects were randomly divided into case and control groups. The target population consisted of all female teenagers in Ilam in 2016 - 2017. The 60 participants, included by multi-stage cluster sampling, were randomly assigned into two experimental (n = 30) and control groups (n = 30). The short 32-item version of inventory of interpersonal problems (IIP) was used to collection of data, which was completed by all subjects at the pre-test stage. The interventional group received eight sessions of the life skills training program, and two experimental and control groups received the post-test. Data were analyzed by two-variable variance of analysis via SPSS software version 20. Results: The results showed a significant difference between the interpersonal skills scores of both interventional and control groups in the post-test stage at the significance level (P < 0.01). This means that training enhances the interpersonal skills of female teenagers. Conclusions: The training program can be effective for interpersonal skills.

scholarly journals USING SOCIOGRAM TO IMPROVE THE WRITING AND SPEAKING ACHIEVEMENTS OF THE EIGHT GRADE STUDENTS OF SMPN 1 JARAI

2019 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Yoga Pratama
Keyword(s):  
Eighth Grade ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Control

The objectives of this study were to find out whether or not there was significant improvement in writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant improvement in each aspect of writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant difference in writing and speaking achievements between the eighth grade students of SMP 1 Jarai who were taught by using Sociogram and those who were not, and to find out the perception of the eighth grade students of SMPN 1 Jarai after they were taught by using Socoiogram. In this paper, an experimental research method with pre and post test control group design was used with 70 students as the sample divided into two groups, experimental and control group. However, only the students of the experimental group were taught by using Sociogram. The obtained data were analyzed by using t-test. The students were given questionnaire to know their perceptions. The result showed that there was a significant difference in both students? writing and speaking achievements after they were tought by using Sociogram. Furthermore, it was found that there was a significant difference in students? writing and speaking achievement between the experimental and control groups. In conclusion, Sociogram improves the students? writing and speaking achievements.

scholarly journals The Effect of Psychodrama on Subjective Well-Being and Trait Anxiety

2020 ◽  
Vol 6 (2) ◽  
pp. 269
Author(s):  
AliAyşe Nur Katmer ◽  
Ramazan Demir ◽  
Ali Çekiç ◽  
Zeynep Hamamcı
Keyword(s):  
Trait Anxiety ◽  
Well Being ◽  
Rank Test ◽  
Control Group ◽  
Subjective Well Being ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

This study investigates the effects of psychodrama on adults’ anxiety and subjective well-being levels. A pre/post-test experimental pattern is used with experimental and control groups. The study sample consists of 24 non-thesis master’s program students at Gaziantep University, Human Psychology, and Communication. The State-Trait Anxiety Inventory (STAI) and the Subjective Well-Being Scale were applied as a pre-test to the experimental and control groups. The psychodrama group practice was performed with the experimental group once a week for eleven weeks, 90 minutes per session, while the control group did not receive any practice. After the application, the post-test was administered to both groups. The data were analyzed with SPSS 23 statistical program. The Mann-Whitney U test was used to evaluate the difference between the experimental and control group, and the Wilcoxon Signed Rank Test was applied for the changes within the experimental group. The findings indicate that the individuals’ anxiety level in the experimental group significantly decreased compared to the control group. There was no significant difference between subjective well-being in the experimental and control group for pre-test and post-test applications.

scholarly journals Investigating the Effectiveness of Group Training Based on Reforming Schema on Improving Individual and Social Health of Mothers’ Problems

2021 ◽  
Author(s):  
Reza Jafari Nodoushan ◽  
Vidasadat Anoosheh ◽  
Mahdieh Shafiezadeh Bafghi ◽  
Mohammad Ali Barzegari ◽  
Ali Jafari ◽  
...  
Keyword(s):  
Mental Health ◽  
Group Training ◽  
Control Groups ◽  
The Social ◽  
Significant Difference ◽  
Post Test ◽  
Prevention Center ◽  
And Control ◽  
Damage Prevention ◽  
Social Damage

Introduction: Due to the important role of the mothers in the families, identifying their early maladaptive schema can help us identify the problems that lead to unhealthy life education and provide the necessary and appropriate training programs to improve them. This study uses group training to reform schema in improving mothers' individual and social mental health who consulted the social damage prevention center. The purpose of the study was to determine the effectiveness of reforming schema on a mothers' problems. Methods: In this study, the quasi-experimental method was used. The study population was all the mothers who had parenting problems in the last two years and have consulted the social damage prevention center.  Nonrandom sampling was used for our statistical census. Therefore, 100 mothers at hand were selected nonrandomly, and the General Health Questionnaire (GHQ) was conducted on them as a pre-test. Then, 24 mothers who obtained the lowest scores were randomly divided into two groups: experimental and control, in each of which there were 12 participants. The experimental group received training in 10 sections for 90 minutes, while the control group did not receive any training. Afterward, a post-test was conducted for each group, and the results of the two groups were compared. Results:  A covariance analysis test was used to test the hyper hypotheses. The results showed a significant difference between the experimental and control groups in the individual's mental health and social mental health variables (p < 0.001). Thus, hypotheses 1 and 2 were approved in our study. In other words, the comparison of the average in two variables after the post-test of experimental and control groups showed that mothers trained according to reforming schem, had better social and mental health. With approximately 90%, it can be said that the training based on reforming schema effectively increases the social and individual health of the mothers challenging with parenting problems.

scholarly journals The Effectiveness of a Resilience Intervention Program on Emotional Intelligence of Adolescent Students with Hearing Loss

Children ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 48 ◽  
Author(s):  
Narges Adibsereshki ◽  
Nikta Hatamizadeh ◽  
Firoozeh Sajedi ◽  
Anoshirvan Kazemnejad
Keyword(s):  
Emotional Intelligence ◽  
Hearing Loss ◽  
Training Program ◽  
Control Group ◽  
Control Groups ◽  
Adolescent Students ◽  
Significant Difference ◽  
Resilience Training ◽  
And Control ◽  
Interventional Group

Adolescents with hearing loss have been shown to have some emotional difficulties. This study investigated the effectiveness of a resilience training program on the emotional intelligence of mainstreamed adolescent students with hearing loss. In this experimental study, a pre-test, post-test, follow up and control group design was implemented. After receiving informed consents, 122 students with hearing loss in mainstreaming settings were randomly assigned to intervention and control groups (61 students in interventional group and 61 in control). The interventional group received training in groups of 3 to 5, for 6 weeks (two times per week for 75 min). The intervention focused on feelings, thinking (positive, negative) and outcomes of negative thinking, coping strategies, strengths and weakness, problem solving, communication skills, social skills, negotiation, despising and ridiculing, intra- and interpersonal skills. The Connor-Davidson resilience scale (CD-RISC) and the Schutte Emotional Intelligence Scale were used to measure the resilience and the emotional intelligence (EI) of participants respectively just before intervention, as well as at the 6- and 14-week marks. The Friedman Test was used to compare changes in emotional intelligence between interventional and control groups. The intervention increased the resilience scores by 20 points. Although the EI of both groups were similar at the beginning of the research, there was a significant difference between the control and interventional groups in emotional intelligence and its aspects after intervention, at the 6-week and 14-week measurements (p < 0.001). The effect size was 1.5 for the EI total score. The 6-week resilience training program was very effective at improving emotional intelligence and could be readily used to help students with hearing loss improve their emotional abilities.

Effect of environmental education program integrated into preschool education on children’s mental model development about “environment” concept

2018 ◽  
Vol 5 (2) ◽  
pp. 29-40
Author(s):  
Berat Ahi ◽  
Fatma Alisinanoglu
Keyword(s):  
Environmental Education ◽  
Mental Model ◽  
Model Development ◽  
Preschool Education ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

 Aim of this study is to determine the effect of environmental education program integrated into preschool education aged between 48-66 months on children’s mental model development about “environment” concept. Triangular mixed design was used in this research. Quantitative dimension of the study was carried out with quasi-experimental design with control group and qualitative dimension of the study was carried out with using phenomenological method based on social constructivist philosophy. Study group of the research consisted of 52 children from experimental and control groups. Statistically significant difference was observed in the scores of children in the experimental and control groups from DAET-R (U= 44, z= -5.44, p= .000, r= .75). Mental model development about environment of the majority of the children from the experimental group reached to an expected level. However, no development was obtained in the mental model development of the children in the control group. Results also showed that 80.8% of the children from experimental group defined environment as a place which people, animals and plants live together and the amount of the children from control group who defined environment similar to this level is 26.9%. In addition, there was no significant difference in the total pre-test and post-test DAET-R scores of children from the control group (z= -1.401, p > .05) and significant difference was observed in the pre-test and post-test DAET-R scores of children in the experimental group in support of post-test results (z= -4.126, p < .05). Keywords: Environment; Mental Model; Child; Pre-school Educatio; Environmental Education

scholarly journals The Effect of Teaching Supported by Interactive Whiteboard on Students’ Mathematical Achievements in Lower Secondary Education

2016 ◽  
Vol 6 (1) ◽  
pp. 81 ◽  
Author(s):  
Ceren Tunaboylu ◽  
Ergül Demir
Keyword(s):  
Mathematics Teaching ◽  
Test Scores ◽  
Interactive Whiteboard ◽  
Control Groups ◽  
Teaching Process ◽  
Positive Effects ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The aim of this study is to investigate the effect of using the interactive whiteboard in mathematics teaching process on the 7th-grade students’ achievement. This study was conducted as experimental design. Experimental and control groups were composed of 58 7th-grade students from one school in the 2015-2016 educational year in Ankara. As a measurement tool, an achievement test developed by the researchers was used as the pre-test and post-test. An education program which included the activities with the interactive whiteboard was developed by researchers. And, this program was implemented to the experimental group 12 hours over 3 weeks. On the other hand, activities for the control group were limited to the blackboard usage. In the analysis of the data, “analysis of covariance (ANCOVA)” was used by defining the pre-test scores as “covariate” variable.According to the findings, it was observed that there was a significant difference between experimental and control groups pre-test average scores. When the difference of pre-test scores under control, it was observed the significant difference between the average post-test scores in favor of the experimental group. These findings show that using the interactive whiteboard in mathematics teaching process has positive effects on the students’ mathematical achievement. These results are supported by some other researchers’ findings.

scholarly journals THE EFFECTIVENESS OF JIGSAW ON READING COMPREHENSION OF ANALYTICAL EXPOSITION TEXT

2017 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Febriana Hidayati ◽  
Dedeh Rohayati
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Grade Student ◽  
Control Groups ◽  
Group Response ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This paper investigates the effectiveness of Jigsaw on reading comprehension of analytical exposition text. The problems in this research are whether jigsaw has  significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using Grammar-Translation Method and how the participants in the experimental group response toward the jigsaw instruction after the treatment. The population of this research was the eleventh grade student of Senior High School in  Tasikmalaya in the academic year 2016/2017 consisting of 48 students. The instruments, achievement test used to collect data were pre-test and post-test to experimental and control groups. They served to measure students’ reading comprehension of analytical exposition text by using jigsaw . The instrument, questionnaire was used to collect data about the participants’ response towards  using jigsaw  in comprehending analytical exposition text. From the research, it could be obtained the t-observed value was 2.410,  whereas t-critical was 2.021.It means the alternative hypothesis is accepted and the nul hypothesis is rejected. It can be concluded that there is significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using it. Keywords: Jigsaw , reading comprehension, analytical exposition text

scholarly journals The Effectiveness of a Training Program for the Development of Social Interaction and Reduction of some Behavioral Problems among Autistic Students Skills at the Primary area Tabuk, Saudi Arabia

2016 ◽  
Vol 10 (3) ◽  
pp. 524
Author(s):  
Rania E. A. Abdel Kawi
Keyword(s):  
Saudi Arabia ◽  
Social Skills ◽  
Training Program ◽  
Behavioral Problems ◽  
Economic Status ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The study aimed at designing a training program for social skills in reducing some behavioral problems among a sample of female autistic students from Saudi Arabia. The sample consisted of 24 student wih an age range 7-14 years, and IQ between 55 and 68. The researcher used several tools including: Intelligence scale, socio-economic status, and the training program. The sample was devided into two groups: experimental and control. The main results of the study showed that there were differences between the mean scores of the experimental and control groups in telemetric problems of behavioral and social skills in favor of the experimental group. Also there were differences between the mean scores of the pre-test and post-test of experimental group in regard to the behavioral problems and social skills. However, there was no significant difference between the post-test and the extended effect (2 months afte the end of the program) whether in behavioral problems or social skills. 

scholarly journals Modular Instruction in Biology: It’s Effect on Students’ Performance

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Archel A. Bedaure
Keyword(s):  
Test Performance ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Modular Instruction ◽  
Test Control

This investigation ascertained the effect of modular instruction on the performance in Biology of freshmen fishery students at the Carlos Hilado Memorial State College (CHMSC) - College of Fisheries during the second semester of the school year 2009-2010. Experimental research using the pre - test, post - test control group design was employed to achieve the objectives of the study. Participants were grouped into the experimental and the control groups. The experimental group was exposed to modular instruction while the control group was exposed to lecture-discussion approach. The pre-test performances of both experimental and control groups were fair. The post-test performance of the experimental group taught by modular instruction was superior while that of the control group taught by lecture-discussion was very good. A significant difference was found between the pre - test of the modular and lecture-discussion groups in favor of the latter group. A significant difference was found between the post - test results of the control group in favor of the experimental group. Significant differences were found between the pre - tests and post -tests of the experimental and control groups hence, modular instruction was better than the lecture -discussion approach in effecting students’ performance in Biology.  Keywords - Modular Instruction, Students’ Performance, Pretest, Post-test, Control group, Experimental Group, Lecture-discussion

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