Learning by Writing in Introductory Psychology

1994 ◽  
Vol 75 (1) ◽  
pp. 563-568 ◽  
Author(s):  
Mary P. Boyles ◽  
Paul W. Killian ◽  
Kathryn K. Rileigh
Keyword(s):  
Test Performance ◽  
Test Scores ◽  
Writing Across The Curriculum ◽  
Psychology Students ◽  
Final Examination ◽  
Control Groups ◽  
Writing Assignments ◽  
The Difference ◽  
And Control ◽  
Experimental Group

The writing-across-the-curriculum movement suggests that writing assignments can enable students to think more clearly about a discipline. Performance of three groups of beginning psychology students on class tests under two conditions was compared (1) after completing lecture-based writing assignments ( ns = 21 and 23) and (2) without writing assignments ( n = 25). Test performance improved for one experimental group on the objective portion and for the other experimental group on the essay portion of the tests; however, the experimental and control groups did not differ on the comprehensive multiple-choice final examination. The two experimental groups were taught by different instructors, which might account for the difference in test scores. Responses to the questionnaire indicated that students responded positively to the writing assignments. Faculty stated that the writing assignments provided them valuable information about students' learning.

Effects of Mindfulness-Based Psychoeducation on the Internalized Stigmatization Level of Patients With Schizophrenia

2018 ◽  
Vol 29 (7) ◽  
pp. 496-503 ◽  
Author(s):  
Emine Yılmaz ◽  
Funda Kavak
Keyword(s):  
Health Centers ◽  
Control Group ◽  
Community Mental Health Centers ◽  
Control Groups ◽  
Face To Face ◽  
Significant Difference ◽  
The Difference ◽  
Mental Health Centers ◽  
And Control ◽  
Experimental Group

The aim of this study was to determine the effects of mindfulness-based psychoeducation on internalized stigma in patients with schizophrenia. The patients were recruited from the community mental health centers. This quasiexperimental study was conducted using pretests and posttests with a control group. The participants were 69 patients with schizophrenia; 34 were part of the experimental group and 35 were part of the control group. The patients in the experimental group participated 2 days a week for 6 weeks in a total of 12 sessions which were given in the form of face-to-face group training. The difference between the scale mean posttest scores of the patients in the experimental and control groups was found to be statistically significant ( p < .05). In the intragroup comparisons, a significant difference was found between the stigma mean scores in the experimental group ( p < .05). It was concluded that mindfulness-based psychoeducation was effective in reducing stigma in patients with schizophrenia.

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 Pengaruh Pemberian Pelatihan Pengembangan Diri terhadap Loyalitas Anggota di Formasi Ar-Ruuh UMA

2018 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Ihsan Habib Siregar ◽  
Hairul Anwar Dalimunthe
Keyword(s):  
Wilcoxon Test ◽  
Control Group ◽  
Research Subjects ◽  
Control Groups ◽  
Average Value ◽  
Significant Difference ◽  
Self Development ◽  
The Difference ◽  
And Control ◽  
Experimental Group

<p><em>This study aims to see the influence of self-development training to member loyalty. Research subjects are 40 members of Formasi Ar-Ruuh UMA. The samples were divided into experimental groups (Trained) and control groups (No training). Using 50 instruments of loyalty as a measuring instrument. Data analysis techniques using Wilcoxon Test, with the following results: 1. There’s influence of training on experimental group, significance coefficient 0.005. p 0.005 &lt;0.05, hypothesis is accepted. 2. There’s no significant increase in the control group. p = 0,513. p 0,513&gt; 0,05, hypothesis is rejected. 3. There’s no significant difference between the two groups, p = 0.225. p 0.225&gt; 0.05, hypothesis is rejected. The experimental group further increased its loyalty score by a pretest average of 125.85, the posttest rising to 130.25. The control group obtained a pretest average of 124.75, the posttest rising to 125.00. Self-development training affects loyalty improvement with pretest empirical mean experimental group 125,85, pretest control group 124,75, posttest experimental group 130,25, posttest control group 125,00. The empirical average value is greater than the hypothetical value (100) and the difference over the SD number is 11.440, 16.227, 5.447, 16.387.</em></p>

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

scholarly journals A Preliminary Study on the Safety, Efficacy and Acceptability of the Community Preparation of Siling Labuyo (Capsicum frutescens) Liniment in the Management of Knee Osteoarthritis in a Six-Week, Active-Controlled Community-Based Clinical Trial

2019 ◽  
Vol 53 (4) ◽  
Author(s):  
Elizabeth R. Paterno ◽  
Clarisse A. Pangilinan ◽  
Erna C. Arollado ◽  
Rachael Marie B. Rosario
Keyword(s):  
Clinical Trial ◽  
Knee Osteoarthritis ◽  
Control Agent ◽  
Control Group ◽  
Controlled Clinical Trial ◽  
Control Groups ◽  
Double Blind ◽  
The Difference ◽  
And Control ◽  
Experimental Group

Objective. The study determined the safety, efficacy and acceptability of a Philippine community preparation of Siling Labuyo liniment in the management of knee osteoarthritis. Methods. A 6-week randomized, double-blind, active-controlled clinical trial was conducted in three municipalities of Cavite from 2017-2018. The municipalities were randomly assigned to either the control or experimental group, using a commercially available Diclofenac 1% gel as the control agent. Knee Injury and Osteoarthritis Outcome Score (KOOS) and Pain Visual Analogue Scale (VAS) were used to measure the outcomes. Results. Forty-seven participants completed the study. Statistically significant improvement (p<0.05) in pain relief, reduction of symptoms and increase in knee functionality was reported by participants in both the experimental and control groups. Across the dimensions measured, at least 30% improvement in scores was reported by the experimental group, and at least 40% by the control group. The difference was statistically not significant (p>0.05). Itching (13%), burning sensation (11%) and reddening of the skin (15%) were experienced in both the experimental and the active control groups. Conclusion. Use of the liniment led to a modest therapeutic effect and was well-tolerated by the participants.

scholarly journals The Effect of Retelling Technique to Students' EFL Learning in Narrating Past Events

2019 ◽  
Vol 3 (2) ◽  
pp. 7-15
Author(s):  
Besral Besral ◽  
Luli Sari Yustina ◽  
Laura Renalsi
Keyword(s):  
Rural Areas ◽  
Test Scores ◽  
Essential Elements ◽  
Control Groups ◽  
Advance Technology ◽  
West Sumatra ◽  
Post Test ◽  
The Difference ◽  
And Control ◽  
Efl Learning

Lack of students’ mastery of grammar and limited number of vocabulary have been identified assources of their low competence in EFL Learning to speak in West Sumatra Senior High Schools.Therefore, a constant effort to develop these two essential elements needs to be conducted especiallyin rural areas where advance technology of information is almost inaccessible. To deal with the issue,we have implemented Retelling technique to Grade X at Senior High School 1 Hiliran Gumanti. Agroup of science class (N=48) have been chosen to be the experimental and control groups. A typicaltreatment for the experimental class began with scaffolding the text. Discussion was focused onelements of text and in groups of four or five students, teacher encouraged the students to retellanother story. After 15 minutes discussions, each group was encouraged to retell the story startingfrom the first member (story-teller) and continued to the other members till the end of the story. Someextra pictures were accompanied the students to help them of the events. After several meetings, bothclasses were tested to retell another story. Post test scores of the groups were compared toinvestigate the difference. The finding showed that mean score of post test of experimental class was73.25, higher than control class (66.58). Meanwhile, standard deviation of experimental class washigher than control class (sd= 6.79>66.58). While t-calculated was 3.71 and t-table 1.678 witha=0.05 and degree of freedom 46 greater than t-table (3.71>1.678) meaning that students’ betterspeaking skills were mainly due to the application or effects of Retelling technique.

scholarly journals Differentiated Instruction in Plane Trigonometry Class

2021 ◽  
pp. 65-73
Author(s):  
Julita Notarte-Alburan
Keyword(s):  
Differentiated Instruction ◽  
Class Discussion ◽  
Control Group ◽  
Control Groups ◽  
First Year College ◽  
Quasi Experimental ◽  
The Difference ◽  
First Year College Students ◽  
And Control ◽  
Experimental Group

This study aimed to determine the effectiveness of differentiated instruction on students’ achievement in Plane Trigonometry. It tried to determine the pretest and posttest performance of experimental and control groups, the difference on scores of students in the pretest and in the posttest, and the difference from pretest to posttest scores in the two groups of students. The quasi-experimental design was used in the study. Two intact class of first year college students enrolled in Plane Trigonometry in School Year 2017-2018 were purposively sampled and used for the study. One class was randomly assigned to experimental group while the other served as the control group. Instructions were made using flexible groupings and varied formats (cooperative learning, individual or group projects, and whole-class discussion) with various strategies such as agenda, compacting, cubing, vocabulary choice boards, tier assignment, think-tac-toe, and RAFT activity. The students explored, collaborated, worked in pairs or groups in different activities. Data were tabulated and analyzed using frequency counts, percentages, and t-test for independent samples with the aid of the statistical package for Social Sciences (SPSS) software. The findings revealed that the experimental group and control groups showed significant improvement in students’ performance in plane trigonometry.  However, the score suggested that the improvement of the scores under the experimental group was defined and noticeable. Generally, the results revealed that students who were taught differentiated instruction performed better than those taught using the conventional instructional approach.

scholarly journals Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests.

2018 ◽  
pp. 109-130
Author(s):  
mustafa ercengiz ◽  
ali haydar şar
Keyword(s):  
Decision Making ◽  
Test Scores ◽  
Control Groups ◽  
Decision Style ◽  
Significant Difference ◽  
Decision Making Styles ◽  
Post Test ◽  
And Control ◽  
Experimental Group

scholarly journals The Effects of the Course of Intelligence Games Towards Student's Attitudes

2017 ◽  
Vol 2 (4) ◽  
pp. 27
Author(s):  
Ali Ozkaya
Keyword(s):  
Problem Solving ◽  
Test Scores ◽  
Attitude Scale ◽  
Mathematics Attitudes ◽  
Control Group ◽  
Control Groups ◽  
Mathematics Attitude ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Various games and activities of students can be used as an effective tool in the development of mental capacities, skills and intelligence games. Intelligence games are games that have all kinds of problems, including real problems. So it is a good tool to teach problem solving. The course of intelligence games will enable students to develop capacity for problem perception and assessment, to create different perspectives, to be able to make quick and correct decisions when they encounter problems, to develop a problem-solving and problem-solving habit, and to use reasoning and logic effectively. Therefore, it is appropriate to use a stepwise teaching approach to teaching mental games. In the middle school the course of intelligence games teaching program, learning areas are divided into 6 categories according to game categories: Reason Execution and Transaction Games, Verbal Games, Geometric - Mechanics Games, Strategy Games, Memory Games and Intelligence Questions [1]. The purpose of this research is to examine the effects of the course of intelligence games on the mathematics attitudes of Grade 5 students. Research was conducted in the 5th Grade of a private school in Antalya province. The experimental part of the research is comprised of the effects of the course of intelligence on students’ mathematics attitudes. This part of the research is conducted by the pretest-post-test control group design. Of two equal classes, one group is randomly assigned to be the experimental group and the other the control group; pre-test and post-test measurements were carried out in both groups. Experimental design with control group was used in the research. Mathematics attitude scale was used as pre-test and post-test in the research. In the analysis of the data, t test was used to compare the pretest and posttest scores. Between the pretest and the posttest, the lectures in the experimental group were carried out during the education period, including 2 hours per week. The lessons are supported each week by different activities of mental games. In the control group, teaching was done according to the current curriculum. To determine whether there is a meaningful difference between pre-test and post-test scores of experiment and control groups, analyzes were tried to determine the effect of mental games on math attitude. According to the results of the analysis, it was found that the students in the experimental and control groups had a significant difference between their pre-test scores and post-test scores within the mathematics attitude scale.

scholarly journals Comparative Analysis of the Kickboxers’ Impact Techniques Indicators at the Preliminary Basic Training Stage Taking Into Account the Weight Categories

2020 ◽  
Vol 20 (3) ◽  
pp. 182-190
Author(s):  
Natalia Hutsul ◽  
Volodymyr Rykhal ◽  
Andriy Okopnyy ◽  
Ihor Vovk
Keyword(s):  
Control Group ◽  
Basic Training ◽  
Control Groups ◽  
Homogeneous Groups ◽  
Training Stage ◽  
Group A ◽  
The Difference ◽  
Motor Actions ◽  
And Control ◽  
Experimental Group

The objective of the study is to conduct a comprative analysis of the kickboxers experimental and control groups' performance. Materials and methods. The pedagogical study involved 60 kickboxers who were at the stage of preliminary basic training. There were formed two homogeneous groups. The experimental group consisted of 30 people in three categories: I (67 kg), II (70 kg), III (74 kg). There were 10 people in each category. The control group also consisted of 30 people in the same three categories: I (67 kg), II (70 kg), III (74 kg). There were also 10 people in each category. Results. The ratio of impact techniques quantitative indicators between the control and experimental groups determines the effectiveness of kickboxers’ impact techniques at the stage of preliminary basic training, taking into account the weight categories, where the experimental group significantly exceeded (p ≤ 0.05) the control group by all indicators. Conclusions. The study of existing research has revealed that the analysis of motor performance techniques of kickboxers can be a component of training to improve the efficiency of the training process and the effectiveness of competitive activities. The analysis of the special literature allowed to determine the most frequently performed percussion techniques in oriental martial arts. The results obtained after the experiment indicate that the indicators of technical motor actions of kickboxers in the experimental group are significantly higher (p ≤ 0.05) than in the control group. A detailed analysis of the technique of percussion among kickboxers allowed to establish the difference in technical training between athletes of the experimental and control groups, taking into account weight categories during the performance of eight strokes for the first category (67 kg) were in the range of 14.7-36.3% (in the second category, 70 kg) – 15.0-51.2% and III category (74 kg) – 15.3-66.6% in favor of the experimental group.

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