scholarly journals Yoga, Physical Education, and Self-Esteem

2007 ◽  
Vol 5 (2) ◽  
pp. 13-17 ◽  
Author(s):  
Kaci A. Bridges ◽  
Melody S. Madlem
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Esteem ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Over Time

Researchers studied increases in self-esteem of eighth-grade students after participation in regular physical education and yoga-enhanced physical education classes. Self-esteem was measured by the Coopersmith Self-Esteem Inventory. The Coopersmith Self-Esteem Inventory was given pre, mid, and post test in both the experimental and control group. The results showed that over the course of the eightweek intervention, self-esteem did increase in both the experimental and control groups. There was no significant difference in self-esteem between regular physical education activities and yoga. The study revealed the importance of physical activity, including yoga, for enhancing self-esteem. Theories for why self-esteem increased over time are discussed in the study.

scholarly journals USING SOCIOGRAM TO IMPROVE THE WRITING AND SPEAKING ACHIEVEMENTS OF THE EIGHT GRADE STUDENTS OF SMPN 1 JARAI

2019 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Yoga Pratama
Keyword(s):  
Eighth Grade ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Control

The objectives of this study were to find out whether or not there was significant improvement in writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant improvement in each aspect of writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant difference in writing and speaking achievements between the eighth grade students of SMP 1 Jarai who were taught by using Sociogram and those who were not, and to find out the perception of the eighth grade students of SMPN 1 Jarai after they were taught by using Socoiogram. In this paper, an experimental research method with pre and post test control group design was used with 70 students as the sample divided into two groups, experimental and control group. However, only the students of the experimental group were taught by using Sociogram. The obtained data were analyzed by using t-test. The students were given questionnaire to know their perceptions. The result showed that there was a significant difference in both students? writing and speaking achievements after they were tought by using Sociogram. Furthermore, it was found that there was a significant difference in students? writing and speaking achievement between the experimental and control groups. In conclusion, Sociogram improves the students? writing and speaking achievements.

Investigating the Effect of Positive, Intermediate and Negative Enabling and Training Factors Affecting Physical Activity in Pregnant Women

2021 ◽  
Author(s):  
Leila Kianfard ◽  
Farkhonde Amin SHokravi ◽  
Sakineh Rakhshanderou ◽  
Shamsaddin Niknami
Keyword(s):  
Physical Activity ◽  
Pregnant Women ◽  
Control Group ◽  
Control Groups ◽  
Enabling Factors ◽  
Factors Affecting ◽  
Significant Difference ◽  
E Learning ◽  
And Control ◽  
Experimental Group

Abstract BackgroundPhysical activity during pregnancy period is one of the issues with priority during pregnancy period. Researches show that women reduce their physical activity during this period and are unaware of the benefits on the health of the mother and embryology. Although researchers regarding physical activity during pregnancy have prepared many guidelines; it is not however clear why pregnant women do not perform physical activity and the effectiveness factors that facilitate the desired behavior. MethodsThe research population included all pregnant women aged 18 to 40 years with gestational age of 12-38 weeks referring to the healthcare centers in District 5 of Tehran Municipality, from 22 districts of the city who had eliminated their physical activity during pregnancy. Questionnaires of physical activity assessment questionnaire after educational intervention in pregnant women (PPAQ) and a questionnaire designed based on the results of the needs assessment and the dimensions of the PEN-3 model were used for assessment. This study is a Research Clinical Trial (RCT). Due to the nature, a quasi-experimental research design (pre-test, post-test) with the control group was used in this research. ResultsBased on the obtained results, the intervention based on E-learning has a significant effect of enabling factors to increase physical activity in pregnant women in the experimental group. In addition, the intervention based on E-learning has a significant effect on the training factors in order to increase physical activity in pregnant women in the experimental group. ConclusionBased on the research results, it can be said that there is a statistically significant difference between the experimental and control groups in the scores obtained from training factors in the pretest and the experimental group. Furthermore, it can be said that there is a statistically significant difference between the experimental and control groups in the scores obtained from the enabling factors in the pre-test and the experimental group.

scholarly journals The Effect of Psychodrama on Subjective Well-Being and Trait Anxiety

2020 ◽  
Vol 6 (2) ◽  
pp. 269
Author(s):  
AliAyşe Nur Katmer ◽  
Ramazan Demir ◽  
Ali Çekiç ◽  
Zeynep Hamamcı
Keyword(s):  
Trait Anxiety ◽  
Well Being ◽  
Rank Test ◽  
Control Group ◽  
Subjective Well Being ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

This study investigates the effects of psychodrama on adults’ anxiety and subjective well-being levels. A pre/post-test experimental pattern is used with experimental and control groups. The study sample consists of 24 non-thesis master’s program students at Gaziantep University, Human Psychology, and Communication. The State-Trait Anxiety Inventory (STAI) and the Subjective Well-Being Scale were applied as a pre-test to the experimental and control groups. The psychodrama group practice was performed with the experimental group once a week for eleven weeks, 90 minutes per session, while the control group did not receive any practice. After the application, the post-test was administered to both groups. The data were analyzed with SPSS 23 statistical program. The Mann-Whitney U test was used to evaluate the difference between the experimental and control group, and the Wilcoxon Signed Rank Test was applied for the changes within the experimental group. The findings indicate that the individuals’ anxiety level in the experimental group significantly decreased compared to the control group. There was no significant difference between subjective well-being in the experimental and control group for pre-test and post-test applications.

Effect of environmental education program integrated into preschool education on children’s mental model development about “environment” concept

2018 ◽  
Vol 5 (2) ◽  
pp. 29-40
Author(s):  
Berat Ahi ◽  
Fatma Alisinanoglu
Keyword(s):  
Environmental Education ◽  
Mental Model ◽  
Model Development ◽  
Preschool Education ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

 Aim of this study is to determine the effect of environmental education program integrated into preschool education aged between 48-66 months on children’s mental model development about “environment” concept. Triangular mixed design was used in this research. Quantitative dimension of the study was carried out with quasi-experimental design with control group and qualitative dimension of the study was carried out with using phenomenological method based on social constructivist philosophy. Study group of the research consisted of 52 children from experimental and control groups. Statistically significant difference was observed in the scores of children in the experimental and control groups from DAET-R (U= 44, z= -5.44, p= .000, r= .75). Mental model development about environment of the majority of the children from the experimental group reached to an expected level. However, no development was obtained in the mental model development of the children in the control group. Results also showed that 80.8% of the children from experimental group defined environment as a place which people, animals and plants live together and the amount of the children from control group who defined environment similar to this level is 26.9%. In addition, there was no significant difference in the total pre-test and post-test DAET-R scores of children from the control group (z= -1.401, p > .05) and significant difference was observed in the pre-test and post-test DAET-R scores of children in the experimental group in support of post-test results (z= -4.126, p < .05). Keywords: Environment; Mental Model; Child; Pre-school Educatio; Environmental Education

scholarly journals Using Herringbone Technique in Teaching Reading Narrative Text at the Eighth Grade Students of SMP Negeri 9 Parepare

2018 ◽  
Vol 1 (2) ◽  
pp. 76-85
Author(s):  
Sudarmanto Sudarmanto
Keyword(s):  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Test Use ◽  
And Control ◽  
Experimental Group

This research discussed how the use herringbone technique  to improve the students’ ability in reading. This research used quasi experimental design that applied a pre-test and post-test design. The data was analyzed by using t-test. The population of this research was the eight year students of SMP Negeri 9 Parepare in academic year 2013/2014. There were two classes, a class for experimental class and a class for control class. It utilized cluster random sampling technique. The number of each class was 30 students. The instrument used in this research was reading test use of herringbone technique in learning reading. The result of this research was a significant difference between experimental group and control group. This indicates the mean score of the post-test of experimental group was 97 while that of the control group was 92. Moreover, the t-test value (7,24) was higher than t-table value (2.021). In other words, Hypothesis Alternative (H1) was accepted and Hypothesis Null (H0) was rejected. This means that Using Herringbone technique can improve the students’ reading comprehension by using herringbone technique.

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 The Effect of Interactive Computer Animation and Simulation on Students’ Achievement and Motivation in Learning Electrochemistry

2021 ◽  
Vol 10 (3) ◽  
pp. 311-324
Author(s):  
N. J. Ahmad ◽  
N. Yakob ◽  
M. A. H. Bunyamin ◽  
N. Winarno ◽  
W. H. Akmal
Keyword(s):  
Computer Animation ◽  
Male Students ◽  
Control Group ◽  
Abstract Concepts ◽  
Control Groups ◽  
Chemistry Learning ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Electrochemistry is difficult to learn due to its abstract concepts involving macroscopic, microscopic, and symbolic representation levels. Studies have shown that students can visualize and improve their understanding of chemistry by using interactive computer animation and simulation. This study reports the effect of interactive computer animation and simulation module named “Interactive Electrolysis of Aqueous Solution” (IEAS) developed to aid students in learning electrolysis. A pre and post-test control quasi-experimental design was carried out to investigate the effects of the IEAS on students’ achievement and motivation in electrochemistry topics. This study involved 62 16-years-old male students from two different secondary schools. Pre and post electrochemistry achievement tests (EAT) and pre and post- Instructional Material Motivation Surveys (IMMS) were used. For EAT, using one-way ANOVA, it shows that there was a significant difference in the post-test mean score in this study on the understanding of the electrolysis concept between students in the treatment and control groups [F (1, 60) = 5.15, p <0.05]. The qualitative results also provided evidence that the students in the treatment group had a better conceptual understanding than the control group, especially at the microscopic representation level. For the IMMS test, there was a significant difference between the treatment and control groups in terms of the mean score of the post motivation IMMS test where p <0.05 in chemistry learning [F (1,59) = 266.89, p <0.05].  Thus, it can be concluded that IEAS has an impact on enhancing the students’ understanding of the electrolysis concept, and the students are more motivated to learn electrochemistry.

scholarly journals Integrative Learning Approach on Learners’ Achievement in Technology and Livelihood Education

2020 ◽  
Vol 4 (3) ◽  
pp. 1-5
Author(s):  
THELMA MANABAT
Keyword(s):  
Control Group ◽  
P Value ◽  
Learning Approach ◽  
Integrative Learning ◽  
Control Groups ◽  
School Year ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
The Given

The study determined if integrative learning approach could improve learners’ achievement in Technology and Livelihood Education. The respondents of the study were the Grade 10 learners of Muzon Harmony Hills High School during second quarter of school year 2019-2020. Fifty learners participated in the study who were purposively selected and assigned to experimental and control groups. Achievement test and interview guide questions were used.  The findings revealed a significant difference between the level of achievement of the experimental and control groups based on the pre-test and post-test. The obtained mean scores of the experimental group in the pre-test was 13.92 and 38.16 in the post-test with the total mean gain of 24.24, while the mean scores of the control group in the pre-test is 13.76 and 28.16 in the post-test with the total mean gain of 14.40. There was a mean difference of 0.16 in the pre-test and 10 in the post-test. After the given intervention, the computed t-value of 6.71 was greater than the obtained critical value of 1.67 and the acquired p-value was less than the alpha level of 0.05. This means that prior to the given intervention there was no significant difference between the achievements of both groups. Hence, after the given intervention, the achievement of learners who were exposed to the integrative learning approach was found significantly better than the achievement of learners who exposed to the conventional approach.   Therefore, the hypothesis that there was a significant difference between the achievement of both groups was accepted.

Effect of Verbal Feedback on Dribbling Skill in Basketball During The Eight Weeks Training

2021 ◽  
Vol 15 (11) ◽  
pp. 3349-3351
Author(s):  
Ibrahim Efe Etiler ◽  
Turhan Toros
Keyword(s):  
Test Group ◽  
Skill Learning ◽  
Control Group ◽  
Verbal Feedback ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
Research Findings ◽  
And Control ◽  
The Impact

Purpose of this study is to examine the impact of verbal feedbacks given to the player during trainings on the basketball dribbling. The study is performed with total 40 students in two groups having similarities in terms of various factors and having education in Toros University in 2016-2017 academic year. The average age of the research group is (20.87 ± 1.61) for the test group and (20.60 ± 1.09) for the control group. Dribbling Evaluation Form, whose validity and reliability study was conducted by Çamur3 was used as data collection tool. In the data analysis, Shapiro-Wilk test was used to determine whether the scores show normal distribution or not. The Wilcoxon Signed Ranks Test was used to determine the difference between the pre-test and post-test scores of the groups. In the study, 0.05 was used in statistical processes as the level of significance. According to the research findings, there was a significant difference between the test group's pre-test and post-test dribbling values (p <0.05). The Mann-Whitney U Test was used to determine the differences between test and control groups. According to the research findings, a significant difference was found between the test and control groups' post-test dribbling values (p <0.05). As a result, it was observed that verbal feedback during eight weeks of training had a positive effect on dribbling. Keywords: Dribbling, Skill Learning, Basketball, Feedback, Verbal Feedback

scholarly journals Efektivitas Biblioterapi Kelompok untuk Menurunkan Agresivitas Siswa Sekolah Dasar

2020 ◽  
Vol 12 (1) ◽  
pp. 93-102
Author(s):  
Fikri Tahta Nurul Fiqih ◽  
Annita Wahyuningtyas ◽  
Abid Abdi Aziz ◽  
Erni Agustina Setiyowati
Keyword(s):  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Group Design ◽  
Feasibility Assessment ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Penelitian ini bertujuan untuk mengetahui efektivitas biblioterapi kelompok dalam menurunkan agresivitas pada siswa sekolah dasar. Penelitian ini menggunakan metode eksperimen dengan desain Pretest-Postest Control Group Desain. Sampel dipilih berdasarkan hasil seleksi menggunakan skala agresivitas. Penempatan kelompok eksperimen menggunakan randomisasi. Sebanyak 18 siswa sebagai kelompok eksperimen dan 18 siswa sebagai kelompok kontrol. Alat ukur yang digunakan untuk pretest dan post test adalah skala agresivitas yang terdiri dari 55 pernyataan. Biblioterapi dilaksanakan sebanyak 7 sesi dengan menggunakan naskah-naskah cerita yang telah mendapat penilaian kelayakan dari Psikolog. Hasil analisis data menggunakan uji F menghasilkan perbedaan agresivitas yang signifikan antara gainscore kelompok eksperimen dan kontrol. Selain itu terdapat perbedaan agresivitas yang signifikan pada kelompok eksperimen sebelum dan sesudah intervensi, sedangkan pada kelompok control tidak ada perbedaan agresivitas yang signifikan antara pretest dan post test. Dapat disimpulkan bahwa biblioterapi kelompok dapat menurunkan agresivitas siswa.  This study aims to determine the effectiveness of bibliotherapy in reducing aggressiveness in elementary students. This study used an experimental method with the pretest-posttest control group design. The sample is chosen based on the results of the selection using an aggressiveness scale. Placement of the experimental group using randomization. A total of 18 students as the experimental group and 18 students as a control group. The measuring instrument used for the pretest and post-test is an aggressiveness scale consisting of 55 statements. Bibliotherapy was carried out as many as seven sessions using story scripts that had received a feasibility assessment from a Psychologist. The results of data analysis using the F test produced a significant difference in aggressiveness between the gain score of the experimental and control groups. The results showed that there were substantial differences in aggressiveness in the experimental group before and after the intervention. Whereas, in the control group, there was no significant difference in aggressiveness between the pretest and post-test. It can be concluded that bibliotherapy effectively reduces student aggressiveness.

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