scholarly journals The Impact of Use Proposed Educational Software in Raising a Number of Cognitive Skills for Children with Moderate Intellectual Disabilities: أثر استخدام برمجية تعليمية مقترحة في رفع عدد من المهارات الإدراكية للأطفال من ذوي الإعاقة الذهنية المتوسطة

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Mohamed Badawi Mostafa - Samani Abdul Muttalib Ahmed - Talaa
Keyword(s):  
Cognitive Skills ◽  
Educational Software ◽  
The Other ◽  
Control Group ◽  
Educational Systems ◽  
Mental Disabilities ◽  
Calculation Process ◽  
The Impact ◽  
Experimental Group ◽  
And Training

Children with Mental disabilities face big challenges in the process of education and training through traditional educational systems and methods, making them useless and cumbersome for them and for those who train them also does not support the achievement of educational and training objectives that reflect the aims of education or training. The Objective of this study is to identify the challenges and difficulties faced by children with mental disabilities ranging from 6 to 11 years of age in the process of teaching them some cognitive skills and then developing educational software based on multimedia applications to teach them how to identify some basic skills such as measurement of sizes, colors and Basic calculation process. This study was based on the experimental method where the sample of the study consisted of two groups, one experimental and the other an Control Where the experimental group consisted of 7 children and their intelligence ranged between 55- 70 While the control group consisted of 7 children and their intelligence ranged from 55- 70. The results of the study showed how effective of the software in raising the level of cognitive ability in distinguishing the skills to be raised and the teaching of the sample where the percentage of correct responses ranged between 85- 90% for the experimental group in the measurement of the distance of all activities that have been measured the effectiveness of the software in its education.

scholarly journals The impact of employing technology in the achievement of the tenth grade students in the national and civil education curriculum developed in the capital city of Amman:  أثر توظيف التكنولوجيا في تحصيل طلاب الصف العاشر الأساسي في مبحث التربية الوطنية والمدنية المطوّر في محافظة العاصمة عمّان

2019 ◽  
Vol 3 (31) ◽  
Author(s):  
Ahmad Yahya Kokash
Keyword(s):  
Educational Software ◽  
Teaching Method ◽  
Capital City ◽  
Control Group ◽  
First Semester ◽  
School Year ◽  
Tenth Grade ◽  
Impact Of Technology ◽  
The Impact ◽  
Experimental Group

  This study aimed to identify the impact of technology utilization on the achievement of the tenth grade students in the field of national and civil education. The study sample consisted of (140) students from two main schools in the university's university. The control and experimental groups were selected randomly, And the study used the experimental method, where the first group was taught using technology as experimental, and the second group of the same material was taught in the traditional way as the control during the first semester of the school year 2018/2019, To achieve the objectives of the study, the achievement test was constructed. The results of the study showed that there were statistically significant differences between the experimental group and the control group and for the benefit of the experimental group. The results also showed no statistically significant differences due to sex. Therefore, the researcher recommends the need to generalize the experience of employing technology in schools and diversify in the use of teaching strategies, and emphasizes the need to train teachers in the design and use of educational software and modern techniques in the teaching method to achieve the maximum amount of learning and effective education.    

scholarly journals The Impact of Neurofeedback on Clinical Signs of Children That Have Attention Deficit Disorder and Hyperactivity

2017 ◽  
Vol 9 (2) ◽  
pp. 48
Author(s):  
Samaneh Hedayati Manesh ◽  
Azam Alikhademi
Keyword(s):  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Clinical Signs ◽  
The Other ◽  
Control Group ◽  
Wait List ◽  
Other Hand ◽  
Adhd Children ◽  
The Impact ◽  
Experimental Group

This study was an attempt to examine the impact of Neurofeedback on clinical signs of Children that have attention deficit disorder and hyperactivity. The participants of this study 24 boys (6-11) that afflicted to ADHD. The participants of the study randomly divided into two groups and were selected to participate in the study. The experimental group received the Neurofeedback treatment (8 weeks, three sessions in a week). The control group, on the other hand was placed in a wait list. After treatment, CBCL, IVA, QEEG were administered between two groups. The analysis of data revealed that Nero feedback has a significant impact on ADHD children. Moreover, Neurofeedback treatment leads to improve attention deficit disorder and decrease impulsivity in ADHD children.

scholarly journals Editors Message and Referees Index

2015 ◽  
Vol 10 (4) ◽  
pp. 294
Author(s):  
Huseyin Uzunboylu ◽  
Cigdem Hursen
Keyword(s):  
Science Teachers ◽  
Family Income ◽  
Gifted Students ◽  
Metacognitive Awareness ◽  
The Other ◽  
Control Group ◽  
Anxiety Levels ◽  
Educational Sciences ◽  
The Impact ◽  
Experimental Group

From the EditorsHuseyin Uzunboylu, Cigdem HursenIt is an honor for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. We are ready to publish the new studies of Cypriot Journal of Educational Sciences which has 5 full length articles written by authors from, Cyprus, Iran and Turkey.The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all who have contributed to this issue. There are different focuses. For example, Cihat Demir, Burhan Sincar and Rıdvan Çelik explored to specify the matters encountered by science teachers during the teaching of physics and to provide them with solutions. The study group consisted of 50 science teachers who worked in Diyarbakır and Batman over the period of 2014 - 2015. This research is a descriptive study carried out by content analysis. According to the research findings, the top problems that the physics teachers encountered in physics lesson while processing the topics were laboratory problems. Some solutions have been introduced for science teachers in order to help them provide a better physics education.On the other hand, Parisa Abdolrezapour and Elahe Fallah explored the effect of reflective teaching on learner autonomy and the intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety, based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to two groups: a) the experimental group - taught by a reflective teacher - and b) the control group instructed by an unreflective teacher. The experimental group was then taught by the reflective teacher and the control group was taught by the unreflective teacher who adopted no tangible reflective actions. Finally, both groups sat for motivation and autonomy questionnaires. The results indicate that reflective teaching leads to the enhancement of both learners’ autonomy and the intrinsic motivation level.In addition to these, Nazım Kaşot and Serap Özbaş aimed in their study to assess the egoistic, altruistic and biospheric awareness of the consequence of high school students regarding the loss of bio-diversity, then comparing the results on the basis of some independent variables (gender, class and family income). According to the outcome of the research, students believed in biospheric, egoistic and altruistic results at the similar levels. While the impact of gender and family income on biospheric, altruistic and egoistic awareness of consequence is not so significant, the impact of class is significant on biospheric and altruistic awareness of consequence.Also Nazım Kaşot and Mete Özsezer studied historical environment subjects in elementary school social sciences textbooks.  They focused on the 4th and 5th Grades in the context of both content and visuals. The method of the study analysed has been organised in accordance with the qualitative research. The population was not indicated pursuant to qualitative research and so purposive sampling was implemented. The textbooks used were mainly selected from the afore-mentioned grades and classes. All the data collected were based on the textbooks used during the assessment process. The data was gathered in accordance with the document analysis technique and everything was analysed in detail. The categories used were generated after the authors performed analysis by utilising textbooks. To ensure the validity of the categories, literature scanning was undertaken and expert opinion was taken. The category definitions were written for public access. Finally, Hakan Sarıcam and Üzeyir Ogurlu carried out a study on gifted students. Authors examined the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. According to the findings; firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety.I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to make their articles published, all reviewers working seriously in the process of publishing, and also quest editors supporting us in this process.Best regards,Prof. Dr. Huseyin Uzunboylu, Editor-in-ChiefAssist. Prof. Dr. Cigdem Hursen, Executive Editor 

scholarly journals Effects of E-Learning Media on Cognitive Skills Enhancement of Students

2018 ◽  
Vol III (I) ◽  
pp. 176-193
Author(s):  
Rahmat Ullah Khan ◽  
Hafiz Muhammad Inamullah ◽  
Hafiz M Irshadullah
Keyword(s):  
Cognitive Skills ◽  
Female Students ◽  
Control Group ◽  
Science Students ◽  
Male And Female ◽  
Significance Level ◽  
E Learning ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

The significant time that learners spend on using e-learning media for teaching learning purpose at schools and homes creates some thought provoking questions like how the use of e-learning media may influence cognitive skills enhancement?, and if it does have influence, then how much? The study evaluates the effects of e-learning media on cognitive skills enhancement of science students respectively, and compares the impact of elearning media on cognitive skills enhancement of male and female science learners. The study is experimental in nature. Results of the study are tested at significance level alpha: a = 0.05. After conducting pre-tests, treatment and post-tests, it is found that the post-test results of male and female science students are better than their pre-test. It is also found that the cognitive skills enhancement score of both genders of students of experimental group is higher than the score of both genders of students of control group on the basis of post-tests scores. It is also found that there was no difference between cognitive skills enhancement score of male students of experimental group and that of female students of experimental group on the basis of post-tests scores. Consequently, it is concluded that the use of e-learning media has considerable positive effect on the achievement of male and female science students and it enhances their cognitive skills, but no considerable difference was observed between the cognitive skills enhancement of male and female students using e learning media.

scholarly journals The Impact of Teaching Compensatory Strategies on Iranian EFL Learners’ Speaking Skill: The Case of Approximation, Appealing for the Help, Code-switching, and Time-gaining

2021 ◽  
Vol 3 (1) ◽  
pp. 01-07
Author(s):  
Abdolamir Amari
Keyword(s):  
Code Switching ◽  
The Other ◽  
Control Group ◽  
Compensatory Strategies ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
Speaking Skill ◽  
The Impact ◽  
Experimental Group

This study examined the impacts of using Compensatory Strategies (CSs) on speaking skill of Iranian EFL learners. To conduct this research, 50 Iranian intermediate EFL learners were chosen among 80 students and then, they were divided into two equal groups- one experimental group and one control group. The groups then were pretested by a speaking pre-test. After that, the participants of the experimental group were taught by using the CSs including approximation, appealing for the help, code switching, and time-gaining. On the other hand, the participants of the control group received traditional activities in learning speaking such as repetition and over-learning. After the treatment, both groups took the post-test of speaking. The results of paired and independent samples t-tests indicated that the experimental group outflanked the control group on the post-test. The results revealed that there was a significant difference between the performance of the experimental group and the control group on the post-test.

Impact of an educative program on dialysis patients’ knowledge and mental health: controlled before and after program

2018 ◽  
Vol 10 (2) ◽  
pp. 20204
Author(s):  
Laetitia Idier ◽  
Aurélie Untas ◽  
Nicole Rascle ◽  
Michèle Koleck ◽  
Maider Aguirrezabal ◽  
...  
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Vascular Access ◽  
Educational Program ◽  
Psychological State ◽  
Control Group ◽  
Dialysis Patients ◽  
Emotional Change ◽  
The Impact ◽  
Experimental Group

Introduction:Psychological impact of Therapeutic Patient Education (TPE) for dialysis patients is rarely evaluated since the focus of many studies is on medical variables (i.e., adherence).Objectives:The aims of this study were: 1) to estimate the impact of a TPE program on knowledge, depression and anxiety, 2) to examine change in knowledge as a mediator of the effects of a TPE program on mental health.Method:This study was conducted in three hemodialysis units and comprised two groups: an experimental group with education and a control group with routine care. The program was based of 5 educative sessions. Knowledge, depressive and anxious symptoms were assessed with self-reported outcomes measured before and 3 months after the program.Results:The sample comprised 125 patients. Knowledge about vascular access and nutrition (p < 0.01) and depressive symptoms increased in the experimental group (p < 0.01). Analysis of mediation showed that changes in knowledge about vascular access were a significant mediator of the effects of the program on depressive symptoms (F = 4.90;p = 0.01).Discussion:Knowledge acquired during an educational program could lead to an emotional change. Improving knowledge often leads to an awareness of the risks that can modify the psychological state of patients by reminding them of their vulnerability. This study shows that it is required to be attentive to the way of transmitting knowledge. It’s necessary adapting this transmission to the needs of patients and promoting the acquisition of psychosocial competence too.Conclusion:This study shows that knowledge acquired during an educational program can lead to an emotional change in the short term. A long-term follow-up of the population should be interesting to observe these emotional effects.

Influence of DAFS-25+polizon composition on blood and functional state of liver of steers at fattening

2020 ◽  
pp. 15-18
Author(s):  
Inna R. Kilmetova ◽  
◽  
Igor A. Rodin ◽  
Nazira I. Khayrullina ◽  
Nikolay G. Fenchenko ◽  
...  
Keyword(s):  
Functional State ◽  
White Blood Cells ◽  
Live Weight ◽  
The Body ◽  
Farm Animals ◽  
Control Group ◽  
Standard Diet ◽  
The Impact ◽  
Experimental Group ◽  
Stimulation Of

Summary. The disbalanced feeding and the uneven distribution of micro- and macroelements in the environment leads to a trace element, in particular hypomelanosis. To accelerate the growth and preservation of young farm animals include in the diet of various biological additives and drugs, which include selenium. For stimulation of weight gain in the livestock industry, as well as for the prevention and treatment of pathological processes in addition to micro - and macrouse amino acids, primarily methionine. The aim of this work was to study the influence of composition of DAFS-25+Polizon on morpho-biochemical parameters of blood and functional state of the liver in fattening bulls of black-motley breed in the conditions of the Republic of Bashkortostan. Experiments using were conducted on bull-calves of black-motley breed of the properties in the properties age from 6 to 15 months. The first experimental group during the experiment was additionally given the composition of DAFS-25+Polizon at a dose of 2 mg/kg, the animals of the control group received a standard diet. To assess the impact of the composition DAFS-25+Polizon on metabolism cattle studied morphological and biochemical indicators of blood and conducted histological examination of the liver. It is established that the use of the composition of DAFS-25+Polizon at a dose of 2 mg/kg increases the number of erythrocytes and hemoglobin in the experimental group and reduces the amount of white blood cells. The serum content of total protein, phosphorus and calcium increases in the group of experimental animals. Microscopic examination of the liver revealed no changes in the structure of the organ and hepatocytes in the experimental group, whereas in the control group hemodynamic disorders and dystrophic changes in liver cells were observed. Thus, the use of the composition DAFS-25+Polizon at a dose of 2 mg/kg of live weight in fattening bulls black-and-white breed contributes to the increase of redox processes in the body, stimulation of metabolism, prevent the development of liver disorders of cellular mechanisms of metabolism, optimizes the structure of the liver, which generally provides higher productivity.

scholarly journals The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110035
Author(s):  
Aziz İlhan
Keyword(s):  
Collaborative Learning ◽  
Control Group ◽  
Conventional Instruction ◽  
Game Based Learning ◽  
Mathematical Literacy ◽  
Learning Methods ◽  
Learning Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

scholarly journals From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110071
Author(s):  
Saleh Alharthi
Keyword(s):  
Control Group ◽  
Writing Program ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Free Writing ◽  
Efl Students ◽  
Structured Writing ◽  
The Impact ◽  
Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

EEG and Behavioral Changes following Neurofeedback Treatment in Learning Disabled Children

2003 ◽  
Vol 34 (3) ◽  
pp. 145-152 ◽  
Author(s):  
T. Fernández ◽  
W. Herrera ◽  
T. Harmony ◽  
L Díaz-Comas ◽  
E. Santiago ◽  
...  
Keyword(s):  
Threshold Value ◽  
Learning Disabled ◽  
The Other ◽  
Control Group ◽  
Relative Power ◽  
Normal Children ◽  
Absolute Power ◽  
And Gender ◽  
Socioeconomical Status ◽  
Experimental Group

Neurofeedback (NFB) is an operant conditioning procedure, by which the subject learns to control his/her EEG activity. On one hand, Learning Disabled (LD) children have higher values of theta EEG absolute and relative power than normal children, and on the other hand, it has been shown that minimum alpha absolute power is necessary for adequate performance. Ten LD children were selected with higher than normal ratios of theta to alpha absolute power (theta/alpha). The Test Of Variables of Attention (TOVA) was applied. Children were divided into two groups in order to maintain similar IQ values, TOVA values, socioeconomical status, and gender for each group. In the experimental group, NFB was applied in the region with highest ratio, triggering a sound each time the ratio fell below a threshold value. Noncontingent reinforcement was given to the other group. Twenty half-hour sessions were applied, at a rate of 2 per week. At the end of the 20 sessions, TOVA, WISC and EEG were obtained. There was significant improvement in WISC performance in the experimental group that was not observed in the control group. EEG absolute power decreased in delta, theta, alpha and beta bands in the experimental group. Control children only showed a decrease in relative power in the delta band. All changes observed in the experimental group and not observed in the control group indicate better cognitive performance and the presence of greater EEG maturation in the experimental group, which suggests that changes were due not only to development but also to NFB treatment.

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