scholarly journals Influence of music on the emotions perceived in the students of secondary and baccalaureate education | Influencia de la música en las emociones percibidas en el alumnado de educación secundaria y bachillerato

2020 ◽  
Vol 13 (27) ◽  
pp. 180
Author(s):  
José Salvador Blasco ◽  
Claudia Calatrava Aguilar
Keyword(s):  
Secondary Education ◽  
Experimental Design ◽  
Metropolitan Area ◽  
Daily Life ◽  
Academic Life ◽  
Emotional Factor ◽  
Baccalaureate Education ◽  
Quasi Experimental ◽  
Number Of Authors

ResumenEl presente trabajo estudia la influencia que la música ejerce sobre las emociones en alumnado perteneciente a la etapa de Educación Secundaria Obligatoria y Bachillerato. Para ello, se realiza un diseño cuasiexperimental en el que se expone a 104 alumnos de un instituto público del área metropolitana de Valencia a una audición musical y se mide con el test PANAS el cambio en sus emociones. Se pretende demostrar que la música es una herramienta válida para la mejora emocional del alumnado, así como reforzar la importancia de esta materia en el currículo. Esta investigación nace debido a la falta de presencia del factor emocional en las aulas y se fundamenta en los estudios realizados por gran cantidad de autores que certifican la importancia que poseen las emociones en la vida diaria, así como los posibles beneficios que éstas ofrecen en la vida académica del alumnado.AbstractThis paper studies the influence that music exerts on emotions in students belonging to the stage of Compulsory Secondary Education and Baccalaureate classroom. For this, a quasi-experimental design is carried out in which 104 students from a public institute of the metropolitan area of Valencia are exposed to a musical audition and the change in their emotions is measured with the PANAS test. It is intended to demonstrate that music is a valid tool for the emotional improvement of students, as well as reinforcing the importance of this subject in the curriculum. This research was born due to the lack of presence of the emotional factor in the classrooms and is based on studies carried out by a large number of authors who certify the importance of emotions in daily life, as well as the possible benefits they offer in the student academic life.

scholarly journals Análisis de una experiencia de prevención primaria en violencia de género en Educación Secundaria / Analysis of an Experience of Primary Prevention in Gender Violence in Secondary Education

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Jon Mikel Luzarraga ◽  
Juan Manuel Núñez-Lozano
Keyword(s):  
Secondary Education ◽  
Primary Prevention ◽  
Experimental Design ◽  
Prevention Program ◽  
Repeated Measures ◽  
Fourth Grade ◽  
Gender Violence ◽  
Knowledge And Attitudes ◽  
Quasi Experimental ◽  
Cognitive Knowledge

ABSTRACTThis paper presents a prevention program that examined genderbased violence carried out using the “The Mask of Love” program (TML). In order to evaluate the effectiveness of the TML program, we implemented a quasi-experimental design with repeated measures using pretest-postest in a sample of fourth grade in Secondary Education. The results indicate an increase in knowledge and attitudes about gender violence within couples. The intervention sessions with the TML improve cognitive knowledge of the formal aspects of the program, but did not change the attitudes they held at the beginning of the study with regard to stereotypes and prejudices.RESUMENEste trabajo presenta los resultados y las conclusiones de una experiencia de prevención primaria en violencia de género llevada a cabo con el programa LMA (La máscara del Amor). El programa llevado a cabo fue elaborado fundamentalmente, para incrementar la sensibilidad de los/as estudiantes en torno a la violencia de género y, a su vez, para fomentar cambios y mejorar sus actitudes. Con el objetivo de analizar y/o evaluar la efectividad que tiene el programa LMA, se optó por un diseño cuasi experimental con medidas repetidas pretest-postest en una muestra de 48 alumnos/as de 4º de Educación Secundaria, dividida a su vez en dos grupos, sin grupo control. Los resultados mostraron un incremento de los conocimientos, percepciones y actitudes relacionados con los hechos que definen la realidad de la violencia de género en pareja; así mismo, se apreció correlación entre el promedio de las actividades realizadas y la medida de evaluación de conocimientos sobre la violencia de género. Como conclusión, el desarrollo de este programa mostró ser una herramienta eficaz para la prevención primaria en violencia de género. Por contra, el programa LMA no modificó la percepción que los/as alumnos/as tuvieron del resto de sus compañeros/as, por lo que difícilmente actúa en los estereotipos y prejuicios que puedan ser formados en relación al tema que nos ocupa. Contacto principal: [email protected]

scholarly journals Analysis of the Effects of two Gamified Emotional Education Software’s in Emotional and Well-being Variables in Spanish Children and Adolescents

2018 ◽  
Vol 13 (09) ◽  
pp. 148 ◽  
Author(s):  
Agnès Ros-Morente ◽  
Enric Cabello Cuenca ◽  
Gemma Filella Guiu
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Experimental Design ◽  
Well Being ◽  
Control Group ◽  
Education Students ◽  
Primary And Secondary Education ◽  
Study Results ◽  
Quasi Experimental ◽  
Group A

The aim of the present research is to explore the differences among emotional and well-being variables in primary and secondary education students after undergoing the software’s Happy 8-12 and the Happy 12-16 during an academic course. Both innovative software’s are focused in the training of the basic emotional competences. The study has a pre-post quasi-experimental design with a control group. A total of 574 primary education students and 903 of secondary education participated in the study. Results show that the training of the emotional competences with novel methods, such as gamified software’s, improves the emotional competences, reduces anxiety and enhances academic achievement in a sample of Spanish students.

scholarly journals Análisis de la motivación, participación y actitud en actividad física extraescolar (Analysis of the motivation, attitude and participation in extracurricular physical activity)

Retos ◽  
2015 ◽  
pp. 61-63
Author(s):  
José Arturo Abraldes Valeiras ◽  
Francisco M. Argudo Iturriaga
Keyword(s):  
Physical Activity ◽  
Secondary Education ◽  
Physical Education ◽  
Experimental Design ◽  
Teaching Style ◽  
Traditional Teaching ◽  
Attitude Questionnaire ◽  
The Third ◽  
Quasi Experimental

El objetivo de este estudio fue evaluar el efecto de los estilos de enseñanza sobre la participación y motivación en el alumnado de Educación Física de 3º de la E.S.O. Se realizó un diseño cuasi-experimental a un grupo de 30 alumnos, dividiéndolo en dos subgrupos, A y B, de 15 alumnos, a los que se les aplicará el estilo de enseñanza tradicional (de tipo mando directo) al subgrupo A, y un estilo que fomente la participación al subgrupo B. El estudio experimental abarcó un total de 9 sesiones prácticas de Educación Física en un Centro de Educación Secundaria Obligatoria. Se pasó un cuestionario de actitud hacia la actividad física antes de comenzar y al finalizar la unidad didáctica de juegos y deportes, para valorar si se produce algún tipo de modificación en la conducta de los alumnos; y un cuestionario de satisfacción-motivación al término de cada bloque de sesiones. Las variables objeto del estudio serán: los estilos de enseñanza tradicionales de mando directo y estilos que favorecen la socialización, la motivación, la participación, la actitud y la satisfacción.Abstract: The current essay tries to evaluate the effect of the styles of teaching about participation and motivation among the students of Physical Education in the third year of secondary education. A quasi-experimental design was carried out in a group of 30 students, and it was divided into two subgroups, A and B, of 15 students, to which it will be applied the traditional teaching style (of direct lead character) to the subgroup A, and a style that will promote the participation of the subgroup B. The experimental essay covered a total of 9 practical sessions of Physical Education in a school of secondary education. An attitude questionnaire towards physical activity was done before starting and finishing the educational unit of games and sports, to value if any kind of modification was produced in the behaviour of the students; and a satisfaction-motivation questionnaire at the end of each section of sessions. Variables subject of the study will be: traditional teaching style of direct lead and styles that help to socialization, motivation, participation, attitude and satisfaction.

A Pilot Study on the Efficacy of Volunteer Mentorship for Young Adults With Self-Harm Behaviors Using a Quasi-Experimental Design

Crisis ◽  
2016 ◽  
Vol 37 (6) ◽  
pp. 415-426 ◽  
Author(s):  
Yik-Wa Law ◽  
Paul S. F. Yip ◽  
Carmen C. S. Lai ◽  
Chi Leung Kwok ◽  
Paul W. C. Wong ◽  
...  
Keyword(s):  
Experimental Design ◽  
Suicide Ideation ◽  
Intervention Group ◽  
Well Being ◽  
Control Group ◽  
Treatment As Usual ◽  
Prevention Services ◽  
Quasi Experimental ◽  
Self Harm ◽  
Volunteer Support

Abstract. Background: Studies have shown that postdischarge care for self-harm patients is effective in reducing repeated suicidal behaviors. Little is known about whether volunteer support can help reduce self-harm repetition and improve psychosocial well-being. Aim: This study investigated the efficacy of volunteer support in preventing repetition of self-harm. Method: This study used a quasi-experimental design by assigning self-harm patients admitted to the emergency departments to an intervention group with volunteer support and treatment as usual (TAU) for 9 months and to a control group of TAU. Outcome measures include repetition of self-harm, suicidal ideation, hopelessness, and level of depressive and anxiety symptoms. Results: A total of 74 cases were recruited (38 participants; 36 controls). There were no significant differences in age, gender, and clinical condition between the two groups at the baseline. The intervention group showed significant improvements in hopelessness and depressive symptoms. However, the number of cases of suicide ideation and of repetition of self-harm episodes was similar for both groups at the postintervention period. Conclusion: Postdischarge care provided by volunteers showed significant improvement in hopelessness and depression. Volunteers have been commonly involved in suicide prevention services. Further research using rigorous methods is recommended for improving service quality in the long term.

Causation and Quasi-Experimental Design

1980 ◽  
Vol 25 (10) ◽  
pp. 772-775 ◽  
Author(s):  
GENE V. GLASS ◽  
J. WILLIAM ASHER
Keyword(s):  
Experimental Design ◽  
Quasi Experimental

Playful activities in the learning of geometric notions in children of initial, Callao

2019 ◽  
Vol 1 (1) ◽  
pp. 22
Author(s):  
Carla Marilia Ayala Valladares ◽  
Juana Maria Cruz Montero ◽  
Angel Saldarriaga Melgar
Keyword(s):  
Experimental Design ◽  
Favorable Effect ◽  
Measuring Instruments ◽  
Geometric Shapes ◽  
Geometric Figures ◽  
Quasi Experimental ◽  
Probabilistic Sample

The main purpose of the research was to determine the effects of the program of ludic activities for the learning of geometry in children of five years in all their dimensions orientation and location, geometric shapes and measurement, through its components: location in space, identify locations and positions of objects, identify and characterize geometric figures and communicate the qualities of these, likewise identify, classify magnitudes and use various measuring instruments. The type of research was applied, with a quasi-experimental design, the population was constituted by 103 children, and a non-probabilistic sample was used for convenience with a sample of 51 children, divided into two control and experimental groups. The geometry instrument was used to collect information. The favorable effect of the program of playful activities in the learning of geometric notions in children of initial - Callao, 2018 was determined.

PROGRAM BIMBINGAN UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA

2017 ◽  
Vol 17 (1) ◽  
pp. 55
Author(s):  
Ismaniar Ismaniar Ismaniar
Keyword(s):  
Experimental Design ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Control Group ◽  
Research Approach ◽  
Purposive Sampling ◽  
Guidance Program ◽  
Quasi Experimental ◽  
11Th Grade

The present study is aimed at developing effective guidance program for increasing student’s learning motivation. The present study applies quantitative research approach with nonequivalent pre-posttest control group quasi-experimental design, and nonrandom-purposive sampling technique. The data were collected using inventory, interview, and documentary study. The study comes up with the main finding that the tested guidance program is proven to be effective for increasing learning motivation students of 11th grade at SMA Kartika XIX-2 Bandung.

MENGEMBANGKAN KEMAMPUAN BERPIKIR LOGIS MELALUI PERMAINAN MENCAMPUR WARNA PADA ANAK USIA DINI KELOMPOK 3-4 TAHUN

2019 ◽  
Vol 2 (5) ◽  
pp. 220
Author(s):  
Jeni Kristiana Pattisina ◽  
Komala Komala
Keyword(s):  
Early Childhood ◽  
Experimental Design ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Logical Thinking ◽  
Quasi Experimental

This research is important to develop the ability to think logically groups of 3-4 years. This research develops aspects of early childhood development, namely the ability to think logically. The purpose of this study was to determine the development of the ability to think logically 3-4 years of age through media mixing games. This type of research conducted by researchers is to use Quasi Experimental design with Nonequivalent Group Pretest Posttest Design. The results of the study showed the results of the SPPSS version 22 test get a sig value of 0.616> 0.05, thus Ha was accepted and Ho was rejected. If Ha is accepted then this shows that learning media mixing colors gives an influence on the development of logical thinking of children aged 3-4 years. Through the method of mixing colors in this study the teachers can not only develop the ability to think logically, but also can be done to develop several other aspects of development in children.Penelitian ini penting untuk  mengembangan kemampuan berpikir logis kelompok 3-4 tahun. Penelitian ini mengembangkan aspek perkembangan anak usia dini yaitu  kemampuan berpikir logis. Adapun tujuan dari penelitian ini untuk mengetahui pengembangan kemampuan berpikir logis usia 3-4 tahun melalui media permainan mencampur warna. Jenis penelitian yang dilakukan oleh peneliti adalah menggunakan Quasi Experimental dengan desain jenis Nonequivalent Group Pretest Posttest Design. Hasil dari penelitian menunjukkan hasil perhitungan uji SPPSS versi 22 tersebut mendapatkan nilai sig 0,616 > 0,05 dengan dengan demikian Ha diterima dan Ho di tolak. Jika Ha diterima maka hal ini menunjukan bahwa media pembelajaran mencampur warna memberikan pengaruh terhadap perkembangan berpikir logis anak usia 3-4 tahun. Melalui metode pencampuran warna dalam penelitian ini para guru tidak hanya dapat mengembangkan kemampuan berpikir logis saja tetapi juga dapat dilakukan untuk mengembangkan beberapa aspek-aspek perkembangan lainnya pada anak 

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

2021 ◽  
pp. 204275302098701
Author(s):  
Ünal Çakıroğlu ◽  
Mustafa Güler
Keyword(s):  
Experimental Study ◽  
Experimental Design ◽  
Positive Impact ◽  
Real Life ◽  
Literacy Skills ◽  
Statistical Literacy ◽  
Instructional Process ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Statistics

This study attempts to determine whether gamification can be used as a pedagogical technique to overcome the challenges in teaching statistics. A post-test quasi-experimental design was carried out in gamified and non-gamified groups in order to reveal the effect of gamification elements in cultivating students’ statistical literacy skills. Students in gamified group were also interviewed to understand the function of gamification process. The results suggest that; although gamifying the instructional process had a positive impact on developing students’ statistical literacy in medium and high score students; surprisingly the influence of the gamification to the low- achieved scores were not positive. The positive impact was discussed in accordance with the gradual structure of statistical literacy and suggestions for successful gamification applications due to the context were included.

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