scholarly journals The Effect of Marriage Counseling Program on Improving Marital Satisfaction Among a Sample of Wives Frequently Visiting the Counseling Clinics In Zarqa Governorate, Jordan: برنامج إرشادي زواجي في تحسين الرّضا الزّواجيّ لدى عينة من النّساء المتردّدات على العيادات الإرشادية في محافظة الزّرقاء بالأردن

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Amany Waheed Shaher Tarawneh
Keyword(s):  
Marital Satisfaction ◽  
Statistical Significance ◽  
Arithmetic Mean ◽  
Marriage Counseling ◽  
Control Group ◽  
Counseling Program ◽  
Satisfaction Scale ◽  
Significant Difference ◽  
The Impact ◽  
Experimental Group

The present study aimed at identifying the level of marital satisfaction in a sample of married women who visited the family education and counseling center in Zarqa Governorate. The study also aimed to reveal the impact of a counseling program based on the Guttman model in improving marital satisfaction. The study sample consisted of 24 women, randomly divided into two groups: 12 in the experimental group and 12 in the control group. The marital satisfaction scale was developed, and a marriage counseling program was used. The results of the study indicated that there was a significant difference in the arithmetic mean of the marital satisfaction scale. The results also indicated a statistical significance between the arithmetic mean in both groups (experimental and control) on the scale of marital satisfaction, where the difference came in favour of the experimental group that received the program. Based on the results achieved, the study came out with a set of recommendations, the most important of which are: To conduct further studies to examine the effectiveness of the counseling programs based on the Gottman model in marital and family counseling, because there are lack studies about this model, and to examine its effect on other variables.

The effect of patience training on university students’ patience and life satisfaction levels

2021 ◽  
Vol 9 (3) ◽  
pp. 712-719
Author(s):  
Ayşe Eliüşük Bülbül ◽  
Keyword(s):  
Life Satisfaction ◽  
University Students ◽  
Wilcoxon Test ◽  
Control Group ◽  
Control Group Design ◽  
Satisfaction Scale ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The purpose of this study is to determine the effect of the "patience training program" on the patience and life satisfaction levels of university students. The study was organized as a pre-test, post-test experiment and control group design. For a total of 30 students from which were 17 in the control group and 17 in the experimental group, patience training was given for 5 weeks. The "Patient Scale" developed by Schnitker (2010) and adapted to Turkish by Eliüşük and Arslan (2016) and the "Life Satisfaction Scale" developed by Diener, Emmons, Larsen and Griffin (1985) and adapted to Turkish by Dağlı and Baysal (2016) were used as a data collection tool in the study. The "Wilcoxon" test was used for the comparison of in-group differences in the analysis of obtained data and the "Mann-Whitney U" test was used in examining the differences between the two groups. As a result of the study, it was observed that the patience and life satisfaction average scores of students in the experimental group receiving "patience training" increased significantly, while there was no significant difference in the patience and life satisfaction averages scores of the control group students.

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

scholarly journals The impact of using the strategy of self-questioning in the achievement of students in the fifth grade in mathematics: أثر استخدام استراتيجية التساؤل الذاتي في تحصيل طلاب الصف الخامس الابتدائي في مادة الرياضيات

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Latif Al-Zakri
Keyword(s):  
Achievement Test ◽  
Experimental Methodology ◽  
Fifth Grade ◽  
Control Group ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of the use of self-questioning in the understanding of fifth grade students in mathematics material. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 42 students from the fifth grade students from Khubayb bin Udai School in Riyadh; equally divided into two groups of 21 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in mathematics material

scholarly journals The Effect of IELTS Listening Strategy Use on the Reduction of IELTS Listening Test Anxiety and on IELTS Listening Performance

2017 ◽  
Vol 7 (11) ◽  
pp. 1025 ◽  
Author(s):  
Ali Reza Nemat Tabrizi ◽  
Mahnaz Ranjbar
Keyword(s):  
Test Anxiety ◽  
Pearson Correlation ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Control Group ◽  
Listening Test ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The study investigates the impact of IELTS listening strategy use on the reduction of listening test anxiety and on the listening performance of the IELTS test takers in light of the data of 80 participants on the pretest and post-test IELTS listening along with the participants' score on pre-anxiety and post anxiety scale. So, drawing on the instruments including a proficiency test, pre/post-test, anxiety questionnaire, materials for strategy instruction, the participants were randomly divided into two groups: Control Group and Experimental Group, each including 40 participants. As per the procedure, after tackling their pre-listening performance and pre-anxiety score, one group was treated with IELTS-Listening related strategies and the other group was not treated, but both were administered listening test. The results of the study indicated that those treated with IELTS strategy outperformed ( t (78) = 4.57, p = .000, r = .460 ) those receiving no listening-related strategy. Furthermore, the results of a t-test run on the post-test of the groups anxiety arrived at a statistically significant difference (t (78) = 5.77, p = .000, r = .547), representing that the control group outperformed the experimental group. Also, Pearson Correlation done for finding out a potential relationship between anxiety and listening performance indicated a negative and weak to moderate relationship ((r (78) = -.26, p = .020). The pedagogical implications of the study are in detailed argued.

scholarly journals The Impact of Divergent and Convergent Tasks on Iraqi EFL Students Reading Comprehension Success

2021 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Sabeeha Hamza Dehham ◽  
Nadia Majeed Hussein
Keyword(s):  
Reading Skills ◽  
Experimental Approach ◽  
Statistical Significance ◽  
Control Group ◽  
Efl Students ◽  
Preparatory Stage ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This research attempted to explore the effects of divergent and convergent tasks on the successful reading of EFL students at the preparatory stage. To verify the analysis, the null hypothesis was established that states "There are no differences of statistical significance at the level of (0,05) among the mean of scores of the experimental group who study according to divergent and convergent task technique and the mean of the scores of the control group who study according to the regular method".  The experimental approach is used by designing two equivalent experimental groups of 32 students studying the technique proposed, and an 8-week (2019-2020) control group of 32 students, three classes each week using the Google Classroom Platform and Telegram. The present study utilized the platform Google Classroom (GC) and Telegram as an educational platform to assist students during their course learning process. The writing skills test was administered after checking with the experts. The results show that there are statistical differences at level (0,05) between the average of the experimental and control groups' reading skills and those of the experimental group. This difference is because the experimental group uses divergent and convergent tasks.

scholarly journals The influence of a community intervention on influenza vaccination knowledge and behavior among diabetic patients

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Lili Tao ◽  
Ming Lu ◽  
Xiaoning Wang ◽  
Xiaoyan Han ◽  
Shuming Li ◽  
...  
Keyword(s):  
Influenza Vaccine ◽  
Influenza Vaccination ◽  
Community Intervention ◽  
Vaccination Rate ◽  
Control Group ◽  
Diabetic Patients ◽  
Vaccination Rates ◽  
Significant Difference ◽  
The Impact ◽  
Experimental Group

Abstract Background This study was conducted to evaluate the impact of a comprehensive community intervention on cognition and inoculation behaviors of diabetic patients immunized with influenza vaccine. Methods A total of 1538 diabetic patients aged 35 years and above for outpatient visits and follow-up treatments were selected from six community health service centers (three for the experimental group, and the other three for the control group) in Chaoyang District, Beijing. Comprehensive interventions applied to the experimental group include patient intervention and community climate interventions. We compared the total awareness of influenza vaccine knowledge and influenza vaccination rates between the two groups before and after the intervention. Results Before the intervention, the total awareness rate of influenza vaccine in the experimental group and the control group was similar (50.6 and 50.2%, respectively. P = 0.171). After the intervention, the awareness rate of influenza vaccine in the experimental group and the control group increased. The amplitude of the increase was similar (70.3 and 70.1%, respectively. P = 0.822,). Before the intervention, there was no significant difference in the influenza vaccination rate between the experimental group and the control group (29.0 and 26.8%, respectively. P = 0.334). After the intervention, the vaccination rate of the experimental group was higher than that of the control group. The difference was statistically significant (The vaccination rate 45.8 and 27.4% for the experimental group and the control group, respectively. P < 0.001). Conclusion Comprehensive community interventions had a positive effect on vaccination in diabetic patients. Trial registration ChiCTR1900025194, registered in Aug,16th, 2019. Retrospectively registered.

The Effects of Using Instructional Conversation Method on Oral Autonomy of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (6) ◽  
pp. 1191
Author(s):  
Sahar Ghaffari ◽  
Mohammad Ali Fatemi
Keyword(s):  
Proficiency Test ◽  
Role Playing ◽  
T Test ◽  
Control Group ◽  
Instructional Conversations ◽  
Efl Learners ◽  
Significant Difference ◽  
Instructional Conversation ◽  
The Impact ◽  
Experimental Group

This study was conducted with the aim of investigating the impact of instructional conversations on oral autonomy of Iranian English as Foreign Language (EFL) learners. Forty-nine Iranian intermediate EFL learners from three language institutes in Sarakhs were selected as the participants of the study based on their scores in Nelson Proficiency Test. Administering Nelson General Proficiency Test, participants were measured to make sure they are homogeneous. These participants were randomly assigned into to control and experimental groups.  Participants in both groups sat for Learner Oral Autonomy Questionnaire with some modifications from Kashefian's learner autonomy questionnaire (2002). Results of independent samples t-test lack of any significant difference between the two groups in oral autonomy at the outset of the study. Throughout the study which lasted for 12 sessions participants in experimental group received the treatment, instructional conversations, as a tool for teaching speaking materials. Participants in the control group were taught the same materials as those practiced in the former group through such techniques as role playing, peer dialogues, and oral presentations. Finally, the posttest being the same as the pretest was administered. Results of independent samples t-test showed that the experimental group significantly outperformed the control one in Oral Autonomy Questionnaire. The present findings provide pedagogical implications for employing instructional conversation in EFL speaking classrooms.

scholarly journals THE STATE OF THE OPTICAL DENSITY OF THE ALVEOLAR PROCESS OF THE JAWS OF RATS IN SUPRAOCCLUSIVE RELATIONSHIPS OF INDIVIDUAL TEETH IN THE AGE ASPECT

2021 ◽  
Vol 74 (8) ◽  
pp. 1800-1803
Author(s):  
Yurii V. Lakhtin ◽  
Serhii M. Zviahin ◽  
Lidia M. Karpez
Keyword(s):  
Optical Density ◽  
Statistical Significance ◽  
Statistical Processing ◽  
The State ◽  
Wilcoxon Test ◽  
Control Group ◽  
Alveolar Process ◽  
Mineral Density ◽  
Significant Difference ◽  
Experimental Group

The aim of the study was to conduct a comparative assessment of the optical density of bone tissue of the alveolar process of the jaws of rats in supraocclusive relationships of individual teeth in the age aspect. Materials and methods: The study was performed on 60 white laboratory rats. Rats were divided into control (30 individuals) and experimental (30 individuals) groups. According to the age of rats each group was divided into 3 subgroups (10 animals): young, mature and senile. In the experimental group, the state of supraocclusion was modeled by increasing the height of the lower right second molars placing a seal 1 mm high. Experimental animals were removed from the experiment on the 15th day through decapitation. The lower jaws were skeletonized, jaw blocks were sawn in the molar area. Bone mineral density was determined using optical densitometry. The statistical processing defined the average (M) and its error (m). The statistical significance of the difference in two independent groups was performed according to nonparametric criteria (Mann-Whitney U-test and W-Wilcoxon test). Statistical processing was conducted with the help of integrated package of statistical program AtteStat 12.0.5 for MS Excel. Differences at p≤ 0.05 were considered statistically significant. Results: Statistical discrepancy is present in rats of mature and senile age, as well as between the indicators of all rats of the control and experimental groups (≤0.05). No significant difference was observed in young rats, but the indicators of the experimental group were 3.82% worse than in the control group. In senile rats, the density of the alveolar process decreased by 26.6%, in adult rats by 17.5%. Conclusions: The presence of supraocclusive relationships of individual teeth causes a decrease in bone density of the alveolar process of the jaws in rats. The greatest loss of density among age groups in elderly rats.

scholarly journals The effect of communication training on mother-child communication applied by "from child to mother approach" in mobile kindergarten

2018 ◽  
Vol 9 (1) ◽  
pp. 37-60
Author(s):  
Osman Basit ◽  
Esra Ömeroğlu
Keyword(s):  
Training Program ◽  
Statistical Significance ◽  
Preschool Education ◽  
General Information ◽  
Communication Training ◽  
Control Group ◽  
Evaluation Tool ◽  
The Impact ◽  
Positive Effect ◽  
Experimental Group

This research was carried out with the aim of examining the impact of communication training based on ‘from the child to mother approach’ on the communication of the mothers with their children attending mobile preschools. The sample comprised 80 children attending mobile preschool and mothers of those children. Two of the five neighborhoods served by the mobile preschool were designated randomly as experiment groups and the remaining as control groups. There were 33 children and mothers in the experimental group and 47 in the control group. The data was collected by General Information Form and Parent-Child Communication Evaluation Tool. During the course of the research, the Communication Training Program prepared by the researcher and based on the Child to Mother Approach was applied to the experimental group for two days in a week during eight weeks. In order to examine the impact of Communication Training Program on mother-child communication, t-test was conducted for both the independent group and the dependent group. Statistical significance was set at .05. As a result of the analyses, it has been determined that the Communication Training Program has a positive effect on communication between mothers and children and this effect is permanent. In line with the results of the research, suggestions for preschool education teachers, parents and researchers are presented.

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