scholarly journals The Effectiveness of a Program Based on the Strategy of Positive Education in the Development of Self-Esteem of Kindergarten Children with Learning Difficulties

2014 ◽  
Vol 8 (1) ◽  
pp. 214
Author(s):  
Khadega M. Badraldien
Keyword(s):  
Education Program ◽  
Learning Difficulties ◽  
Self Esteem ◽  
Social Adaptation ◽  
Kindergarten Children ◽  
Control Group ◽  
Positive Education ◽  
Normal Children ◽  
Before And After ◽  
Experimental Group

The results of several studies have shown that children with learning difficulties suffer from low selfesteem compared to normal children, which may affect their integration with their normal peers, social adaptation, and their academic superiority in subsequent years. Positive education is one of the modern strategies in education which is intended to focus on the positive and desirable behavior of the child rather than focusing on the negative or bad behavior. The present study aimed to find out the effectiveness of a program based on the strategy of positive educationin the development of self-esteem for children who suffer from learning difficulties. The study used the pre-academic skills scale to diagnose and sort children with learning difficulties and the self-esteem scale to determine the level of appreciation for children with learning difficulties for themselves before and after the implementation of the program. Overall, the results of the study indicated that the positive education program helped in developing children’s self-esteem and appreciation for themselves. The results showed that children of the experimental group had better selfesteem than the control group, and the positive education program had a significant impact on the development of self-confidence and self image. The results also indicated that the experimental group was better in integration and social interaction than the control group. The study recommended using the strategy of positive education not only with normal children but also with those with learning difficulties. The study also recommended that parents' and teachers' awareness of the importance of positive education and its impact on the growth of the child's personality and abilities should be enhanced. 

scholarly journals The Effects of the Comprehensive Inductive Educational Approach on the Social Behaviour of Preschool Children in Kindergarten

2015 ◽  
Vol 5 (1) ◽  
pp. 53-69
Author(s):  
Robi Kroflič ◽  
Helena Smrtnik Vitulič
Keyword(s):  
Preschool Children ◽  
General Result ◽  
Social Behaviour ◽  
Social Adaptation ◽  
Kindergarten Children ◽  
Control Group ◽  
Educational Approach ◽  
The Social ◽  
Before And After ◽  
Experimental Group

The aim of the present study was to ascertain the effects of the five-month implementation of the comprehensive inductive educational approach on the social behaviour of kindergarten children. The sample consisted of 52 children in the experimental group and 48 children in the control group, aged from 2.6 to 6.0 years. The kindergarten teachers responsible for thetwo groups completed the Slovenian version of the Social Competence and Behaviour Evaluation questionnaire before and after the implementation of the approach. The children in the experimental group achieved higher scores than those in the control group on five of the eight basic scales of social behaviour, and on two of the three composite scales, as well as onthe general result of social adaptation. It can be concluded that the implementation of the comprehensive educational approach influenced various aspects of the children’s social behaviour.

scholarly journals INTERVENSI RASA BERSYUKUR UNTUK MENINGKATKAN HARGA DIRI REMAJA DI SMP X

2020 ◽  
Vol 4 (1) ◽  
pp. 186
Author(s):  
Novia Sri Parindu Purba ◽  
Riana Sahrani ◽  
Heni Mularsih
Keyword(s):  
Cultural Values ◽  
Positive Emotions ◽  
Strong Predictor ◽  
Self Esteem ◽  
Control Group ◽  
New Findings ◽  
Before And After ◽  
Gratitude Intervention ◽  
Quasi Experimental ◽  
Experimental Group

Low self-esteem is also associated with poverty, it is necessary to have an effort to accept the conditions of life first. One of the simple characteristics of the acceptance effort is gratitude. Gratitude is a strong predictor to increase hope and happiness in adolescents who experience poverty. This research was designed as experimental group in X secondary school. The group was consisted of 6 respondents without a control group. The design of this study was a quasi-experimental (one group pretest-posttest) using the Rosenberg Self-esteem scale (RSSE) with a reliability coefficient of 0.88. The implementation of the gratitude intervention was designed using an intervention module from the aspect of the Indonesian grateful scale (SBI) and it was neither just a list of words of gratitude nor gratefulness. This gratitude intervention is done by inviting participants to focus on positive aspects of life, exploring positive emotions by recalculating the blessings of life that have been received from God and others. To sum up, these findings provide new findings in the use of gratitude intervention that focuses on the divine aspect. The results of this study indicate that there are significant differences in respondent's self-esteem before and after administration of the gratitude intervention, with self-esteem (RSSE) (Asymp. Sig. (2-tailed) = 0.042, p <0.05). This discussion focuses on the implications generated for Gratitude literature which are adapted to Indonesian cultural values. Harga diri yang rendah juga terkait dengan kemiskinan, maka diperlukan adanya usaha penerimaan kondisi kehidupannya terlebih dahulu. Salah satu karakteristik sederhana sebagai upaya penerimaan tersebut yakni dengan rasa bersyukur. Rasa bersyukur merupakan prediktor yang kuat untuk meningkatkan harapan dan kebahagiaan pada remaja yang mengalami kondisi miskin sekalipun. Penelitian ini diberikan kepada satu kelompok eksperimen yang terdiri dari 6 responden tanpa adanya kelompok kontrol di salah satu sekolah menengah pertama (SMP) terbuka X di Jakarta Utara. Desain penelitian ini merupakan quasi eksperimen (one group pretest-posttest) dengan menggunakan Rosenberg Self-esteem scale (RSSE) dengan hasil koefisien reliabilitas sebesar 0.88. Pelaksanaan pelatihan rasa bersyukur ini dirancang dengan menggunakan modul intervensi dari aspek skala bersyukur Indonesia (SBI) dan bukan hanya sekedar daftar ucapan rasa bersyukur atau terimakasih. Pelatihan kebersyukuran ini dilakukan dengan mengajak partisipan untuk fokus terhadap aspek positif dalam hidup, mengeksplorasi emosi positif dengan menghitung kembali berkah kehidupan yang telah diterima dari Tuhan dan orang lain. Singkatnya, temuan ini memberikan temuan baru dalam penggunaan intervensi rasa bersyukur yang berfokus pada aspek keTuhanan. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan pada harga diri responden sebelum dan sesudah pemberian pelatihan kebersyukuran, dengan nilai self-esteem (RSSE) (Asymp. Sig. (2-tailed) = 0.042, p< 0.05 Diskusi ini berfokus pada implikasi yang dihasilkan untuk literature bersyukur yang disesuaikan dengan nilai-nilai budaya Indonesia.

scholarly journals Mind Maps to Modify Lack of Attention among Saudi Kindergarten Children

2016 ◽  
Vol 9 (4) ◽  
pp. 245 ◽  
Author(s):  
Bulquees Ismail Abdul Majid Daghistan
Keyword(s):  
Research Study ◽  
Arabic Language ◽  
Kindergarten Children ◽  
Control Group ◽  
Language Class ◽  
Before And After ◽  
Mind Maps ◽  
The Impact ◽  
Academic Year ◽  
Experimental Group

<p class="apa">This research study aims at investigating the impact of Mind Maps on modifying the lack of attention in Arabic language class among Saudi Kindergarten children. To achieve the goals of this study the researcher used an experimental design with a random sample from AlRae’d Kindergarten’s children in Riyadh -Saudi Arabia for the academic year (2014-2015). The study sample consisted of (40) children divided into two groups: (23) in the experimental and (17) in the control group. The researcher used Al-Obeidi’s (1999) Lack of Attention Scale LAS. Validity of the tool was approved through a half division to measure lack of attention (0.93) which is considered good. The scale was used before and after the implementation of the experiment on both groups. Results showed a positive change in attention concentration in favor of the experimental group. Thus, the researcher recommended the use of Mind Maps in teaching kindergarten children to avoid attention deficiency.</p>

scholarly journals Effects of the Peace Education Program on the Social and Emotional Behaviour for Pre-School in the Sultanate of Oman

2021 ◽  
Author(s):  
Mahfouda Rashid Al Mushaiqri ◽  
Zahari Bin Ishak ◽  
Wail Muin Ismail
Keyword(s):  
Education Program ◽  
Peace Education ◽  
Technological Development ◽  
Control Group ◽  
Social And Emotional ◽  
Before And After ◽  
Quasi Experimental ◽  
Emotional Behaviour ◽  
People Skills ◽  
Experimental Group

The education of peace has become a prominent pre-requisite for societies to survive in this competitive globalised system. As a result of the tremendous technological development, especially in communications and the intermingling of interests among members of societies, and the codification of many issues of common concern among nations, it is very necessary to set foundations for peaceful co-existence among human beings. Johnson and Johnson, stated that students should be equipped with core values such as respect for the efforts and ideas of others, an inclusive relationship with people, skills for compassion and peaceful conflict resolution. Furthermore, the present chapter provided a study of peace education program (PEP) for pre-school children aged (4–6) years in Oman. Where the program contains (28) training sessions are offered within (15) weeks at the rate of one hour per session. The researcher used a scale of two images, the behaviour of the children was measured before and after the experiment, where the researcher adopted the quasi experimental method, the sample consisted of (40) children in the experimental group and (40) children in the control group. In addition, the results of the study were in favour of the experimental group, where an improvement in their behaviour was observed after being enrolled in the program.

scholarly journals THE EFFECT OF PEER TUTORING METHOD ON LEARNING RESULTS IN CLASS II THEMATIC LEARNING IN INCLUSIVE ELEMENTARY SCHOOLS

2020 ◽  
Vol 1 (1) ◽  
pp. 25-35
Author(s):  
Khusana Wa’aufa ◽  
Haris Supratno ◽  
Desty Dwi Rochmania
Keyword(s):  
Peer Tutoring ◽  
Class Ii ◽  
Control Group ◽  
Normal Children ◽  
Control Group Design ◽  
Normality Test ◽  
Before And After ◽  
Data Collection Technique ◽  
Thematic Learning ◽  
Experimental Group

The problem that is the focus of this research is the learning conditions of children with special needs so as not to be left behind from normal children in inclusive schools. The research objective in this study is to provide an overview of the results of the pretest and posttest when the Peer Tutoring method is used in the experimental group, to be able to provide an overview of the results of the pretest and posttest when conventional learning is used in the control group, and the latter can provide an overview of the effect of using the Peer method. Tutoring on student learning Results in class II thematic learning at SDN Bandar Kidul 2 Kediri of City (Inclusion School). This research is an experimental research, by comparing the experimental group and the control group so that the research design used is a nonequivalent control group design with comparative statistical analysis techniques. The data collection technique used in this study is a written test by passing the Likert validation test that has been conducted by lecturers and class teachers. The information analysis technique used is the T-test with normality test and hypothesis testing. For the pretest experimental group normality test 0.200 <0.349 and 0.071 <0.349, then the pretest control group normality test 0.200 <0.349 and posttest 0.200 <0.349 which can be concluded that the two data were normally distributed. And to test the experimental group's hypothesis obtained T count 18.828 which this score is higher than T table 2.145. Thus it can be said that Ho is rejected and Ha is accepted. From these results it can be concluded that the learning achievement before and after using the peer tutoring method is different.

The Effectiveness of Peace Education Program on the Preschoolers’ Social Behaviour in the Sultanate of Oman

2021 ◽  
Vol 7 (1) ◽  
pp. 73-86
Author(s):  
Mahfouda Rashid Al Mushaqiri ◽  
Zahari Bin Ishak ◽  
Wail Muin Ismail
Keyword(s):  
Education Program ◽  
Social Behaviour ◽  
Peace Education ◽  
Control Group ◽  
Sultanate Of Oman ◽  
Study Results ◽  
Before And After ◽  
Quasi Experimental ◽  
Children’S Behaviour ◽  
Experimental Group

Purpose – This research aims to measure the effects of the peace education program on the social and emotional behaviours of preschool children in the Sultanate of Oman. Children should be equipped with basic values, such as respecting the efforts and ideas of others, forming a comprehensive and positive relationship with people, possessing the skills of empathy, and resolving conflicts in peaceful ways.Design/methods/approach – The researcher adopted the quasi-experimental approach, and the current study presented the Peace Education Program (PEP) for children aged 4–6 years in the Sultanate of Oman. The participants consisted of 40 children in the experimental group and 40 children in the control group. The researcher used a scale with picture choice questions containing two pictures per question to measure the behaviours of children before and after the treatments. The peace education program for the study also included 28 training sessions that were presented for 15 weeks at a duration of one hour per session.Findings – The current study results also favoured the experimental group, as an improvement in their social behaviour was observed after joining the program.Research implications/limitations – The research demonstrates that peace is a key prerequisite for developing a balanced life, especially in childhood.  The results may be of great significance in measuring and improving children's behaviour through (PEP).Practical implications – The study findings may likely be fruitful to Oman's pupils, educators, curriculum designers, and educational policy-makers.Originality/value – This study has been successful in focusing on some aspects of growth and behaviour enhancement in children. Paper type Research paper

scholarly journals The Effects of Quality Books for Children and the Metacognitive Strategy on Students’ Self-Esteem Levels

2016 ◽  
Vol 6 (1) ◽  
pp. 72 ◽  
Author(s):  
Erkan Cer ◽  
Ertugrul Sahin
Keyword(s):  
Reading Comprehension ◽  
Self Esteem ◽  
Metacognitive Strategy ◽  
Control Group ◽  
Study Results ◽  
Before And After ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Using a quasi-experimental design with pre-test and post-test control groups, 93 eighth grade students were randomly assigned either to the experimental or to the control group and responded to the Rosenberg Self-Esteem Scale two weeks before and after the intervention. While the students in the experimental group were instructed in quality books for children and reading comprehension skills based on metacognitive strategy for 10 weeks, the control group only received typical non-quality books. Study results showed that while the pre-test self-esteem scores of the students in both groups were similar before the intervention, the post-test self-esteem scores of the students in the experimental group were significantly higher than of those in the control group. Quality books and metacognitive strategy for students may not only help improve reading comprehension but also may increase self-esteem level.

scholarly journals EFFECTIVENESS OF THE PEACE EDUCATION PROGRAM ON THE SOCIAL AND EMOTIONAL BEHAVIOUR FOR PRE-SCHOOL IN THE SULTANATE OF OMAN

2020 ◽  
Vol 5 (36) ◽  
pp. 211-225
Author(s):  
Mahfouda Rashid Al Mushaqiri ◽  
Zahari Ishak ◽  
Wail Muin Ismail
Keyword(s):  
School Children ◽  
Education Program ◽  
Peace Education ◽  
Basic Education ◽  
Education For All ◽  
Control Group ◽  
Learning Needs ◽  
Before And After ◽  
Quasi Experimental ◽  
Experimental Group

The present study aims at providing a peace education program for pre-school children through classroom teaching methods and processes. As peace education is an essential component of good basic education, it is an integral part of UNICEF’s vision of basic education awareness. The Universal Declaration on Education for All (1990) (The Jomtien Declaration) clearly states that basic learning needs are not only essential tools such as literacy and numeracy but also knowledge, skills, attitudes, and values required to live, work with dignity and participate in development. It also states the Inter-Agency Commission, World Conference on Education For All (WCEFA., 1990) that meeting those needs entails responsibility and the promotion of social justice, acceptance of differences, and peace. Furthermore, the present study provided a peace education program (PEP) for pre-school children aged (4 - 6) years in Oman. Where the program contains (28) training sessions are offered within (15) weeks at the rate of one hour per session. The researcher used a scale of two images, the behaviour of the children was measured before and after the experiment, where the researcher adopted the quasi-experimental method, the sample consisted of (40) children in the experimental group and (40) children in the control group. In addition, the results of the current study were in favour of the experimental group, where an improvement in their behaviour was observed after being enrolled in the program. The study finds that pre-school education is very important to spread peace since it focuses on a critical era in children’s life. Thus, the study recommends the ministry of education to consider the findings for a better peaceful learning environment.

Use of Acupressure to Improve Gastrointestinal Motility in Women After Trans-abdominal Hysterectomy

2003 ◽  
Vol 31 (05) ◽  
pp. 781-790 ◽  
Author(s):  
Li-Li Chen ◽  
Sheng-Feng Hsu ◽  
Min-Hung Wang ◽  
Chao-Ling Chen ◽  
Yue-Der Lin ◽  
...  
Keyword(s):  
Clinical Education ◽  
Education Program ◽  
Abdominal Hysterectomy ◽  
Nursing Schools ◽  
Control Group ◽  
Non Invasive ◽  
Patients Satisfaction ◽  
Before And After ◽  
Experimental Group ◽  
Gi Motility

The purpose of this study was to evaluate the effectiveness of acupressure on gastrointestinal (GI) motility in women after trans-abdominal hysterectomy (TAH). Patients were randomly assigned into two groups of 21 and 20 patients each. The experimental group received acupressure for 3 minutes at each of three meridian points: Neiguan (PC-6), Zusanli (ST-36) and Sanyinjiao (SP-6). The control group received 3 minutes of acupressure on sham points. Acupressure was performed twice a day. A questionnaire was used to determine patients' satisfaction prior to and after afternoon acupressure. GI contractions were measured with a multifunctional stethoscope before and after acupressure. Acupressure of these three meridian points significantly (p < 0.05) increased GI motility in the experimental group, but there was little change in the control group (p > 0.05). Our conclusions are that non-invasive acupressure of these meridian points can significantly improve GI motility and can be incorporated into the technical curriculum and clinical education program of nursing schools. Patients and their family members can be taught to continue this procedure at home to enhance GI motility in patients who have undergone TAH.

The effects of musical activities on the self-esteem of displaced children in Colombia

2017 ◽  
Vol 46 (4) ◽  
pp. 540-550 ◽  
Author(s):  
Gloria P. Zapata ◽  
David J. Hargreaves
Keyword(s):  
Intervention Study ◽  
Self Esteem ◽  
Control Group ◽  
Mixed Methods Approach ◽  
Cognitive Component ◽  
Displaced Children ◽  
Before And After ◽  
Traditional Songs ◽  
Experimental Group ◽  
Musical Activities

This article presents some of the results of a research project undertaken in a school located in a deprived neighbourhood of Bogotá, the capital of Colombia. The project investigated the effects of musical experiences on 6- to 8-year-olds’ social and musical development by means of a mixed-methods approach involving the children, their parents and teachers. The project comprised three studies, and this article reports the results of the first, an experimental intervention study which was carried out with two groups of 52 children. The experimental group followed an 18-week music programme of singing workshops involving Colombian traditional songs and musical improvisation, whereas the control group had no such musical programme. Harter’s (1999) Perceived Competence Scale for Children was administered before and after the 18-week singing programme to assess its effects on the children’s self-esteem. Analysis revealed that musical activities had a significant impact on children’s self-esteem, and especially upon its cognitive component. These results are of crucial importance in the context of forced displacement in the Colombian population as a result of violence.

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