scholarly journals Comparison of the Effect of Eight Week Training Program Schedule With Two Different Stretching Patterns Strengthening on Changes in the Status of Lower Cross Syndrome

2021 ◽  
Vol 7 (2) ◽  
pp. 108-121
Author(s):  
Chiman Alyarnezhad ◽  
◽  
Ali Shams Majalan ◽  
Keyword(s):  
New York ◽  
Training Program ◽  
Control Groups ◽  
Significant Difference ◽  
Intermittent Training ◽  
Strengthening Exercises ◽  
The Status ◽  
Quasi Experimental ◽  
Simultaneous Training ◽  
And Control

Objective: Different timing of performing stretching and strengthening exercises can have different effects on the condition of Lower Crossed Syndrome (LCS). This study aims to compare the effects of eight-week training using stretching and strengthening exercises intermittently and simultaneously on the status of LCS in female college students. Methods: In this quasi-experimental study, the study population consists of 300 female students of Guilan University aged 19-25 years. To assess LCS, the New York Posture Rating tool was used. 120 patients who had hyperlordosis were re-evaluated using flexible ruler for precise measurement of LCS. Finally, 45 students with a lumbar curvature angle of >45 degrees were selected and randomly divided into three groups of intermittent training (n=15), simultaneous training (n=15), and control (n=15). The training program consisted of corrective exercises for 8 weeks, 3 sessions per week, each for 60 minutes. One-way ANOVA was used for data analysis in SPSS v. 20 software Results: The difference between the intermittent training and control groups was significant (P=0.30), while no significant difference was observed between the simultaneous training and control groups (P=0.68). Conclusion: Performing stretching and strengthening exercises intermittently has a greater effect on reducing LCS than performing these exercises simultaneously.

Stick Figure and Think, Talk And Write: Integrating Media With Teaching Strategy For A Better Writing Competence

2017 ◽  
Vol 2 (1) ◽  
pp. 46
Author(s):  
Eva Sudarwati ◽  
Shynta Amalia
Keyword(s):  
Teaching Strategy ◽  
T Test ◽  
Narrative Writing ◽  
Control Groups ◽  
Stick Figure ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Mean Differences ◽  
And Control ◽  
Writing Competence

Abstract This study attempts to see the effect of Think, Talk, and Write strategy on the students’ narrative writing competence. Considering the importance of the use of teaching media, this study tries to integrate Stick Figure as a teaching media in Think, Talk, and Write Strategy. A quasi experimental study was conducted to see the improvement of the students’ narrative writing competence. It involved 42 students who were selected on the basis of convenience sampling and assigned into two groups; experimental and control groups. The statistical analyses of paired sample t-test in experimental group showed that there was significant improvement on the students’ writing competence before (M=5.77, SD= 2.342) and after (M= 11.79, SD= 2.342), t(21)=12.059, p<0.05.Moreover, the result of independent t-test between experimental and control groups showed a significant difference. It can be seen that the mean differences was 3.79545 and the significance value is lower than 0.05, 0.000<0.05.

scholarly journals Effects of Interventional Training Program on Interpersonal Skills in Female Teenagers: A Case Control Study

2020 ◽  
Vol 11 (4) ◽  
Author(s):  
Parasto Karimi ◽  
Fathola Mohamadian ◽  
Yousef Veisani ◽  
Sehat Aibod
Keyword(s):  
Training Program ◽  
Interpersonal Skills ◽  
Skills Training ◽  
Cluster Sampling ◽  
Control Groups ◽  
Test Stage ◽  
Significant Difference ◽  
Post Test ◽  
Female Teenagers ◽  
And Control

Background: Interpersonal skills enable people to develop positive and effective relationships with each other. Objectives: This study aimed to investigate the effectiveness of training on interpersonal skills in female teenagers. Methods: By an interventional study with pretest-posttest design, subjects were randomly divided into case and control groups. The target population consisted of all female teenagers in Ilam in 2016 - 2017. The 60 participants, included by multi-stage cluster sampling, were randomly assigned into two experimental (n = 30) and control groups (n = 30). The short 32-item version of inventory of interpersonal problems (IIP) was used to collection of data, which was completed by all subjects at the pre-test stage. The interventional group received eight sessions of the life skills training program, and two experimental and control groups received the post-test. Data were analyzed by two-variable variance of analysis via SPSS software version 20. Results: The results showed a significant difference between the interpersonal skills scores of both interventional and control groups in the post-test stage at the significance level (P < 0.01). This means that training enhances the interpersonal skills of female teenagers. Conclusions: The training program can be effective for interpersonal skills.

scholarly journals The Effectiveness of a Resilience Intervention Program on Emotional Intelligence of Adolescent Students with Hearing Loss

Children ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 48 ◽  
Author(s):  
Narges Adibsereshki ◽  
Nikta Hatamizadeh ◽  
Firoozeh Sajedi ◽  
Anoshirvan Kazemnejad
Keyword(s):  
Emotional Intelligence ◽  
Hearing Loss ◽  
Training Program ◽  
Control Group ◽  
Control Groups ◽  
Adolescent Students ◽  
Significant Difference ◽  
Resilience Training ◽  
And Control ◽  
Interventional Group

Adolescents with hearing loss have been shown to have some emotional difficulties. This study investigated the effectiveness of a resilience training program on the emotional intelligence of mainstreamed adolescent students with hearing loss. In this experimental study, a pre-test, post-test, follow up and control group design was implemented. After receiving informed consents, 122 students with hearing loss in mainstreaming settings were randomly assigned to intervention and control groups (61 students in interventional group and 61 in control). The interventional group received training in groups of 3 to 5, for 6 weeks (two times per week for 75 min). The intervention focused on feelings, thinking (positive, negative) and outcomes of negative thinking, coping strategies, strengths and weakness, problem solving, communication skills, social skills, negotiation, despising and ridiculing, intra- and interpersonal skills. The Connor-Davidson resilience scale (CD-RISC) and the Schutte Emotional Intelligence Scale were used to measure the resilience and the emotional intelligence (EI) of participants respectively just before intervention, as well as at the 6- and 14-week marks. The Friedman Test was used to compare changes in emotional intelligence between interventional and control groups. The intervention increased the resilience scores by 20 points. Although the EI of both groups were similar at the beginning of the research, there was a significant difference between the control and interventional groups in emotional intelligence and its aspects after intervention, at the 6-week and 14-week measurements (p < 0.001). The effect size was 1.5 for the EI total score. The 6-week resilience training program was very effective at improving emotional intelligence and could be readily used to help students with hearing loss improve their emotional abilities.

scholarly journals Impact of Smartphone Based Activities on EFL Students’ Engagement

2017 ◽  
Vol 10 (6) ◽  
pp. 103
Author(s):  
Pir Suhail Ahmed Sarhandi ◽  
Ayman Bajnaid ◽  
Tariq Elyas
Keyword(s):  
Mixed Method ◽  
Task Engagement ◽  
Control Groups ◽  
Classroom Activities ◽  
Significant Difference ◽  
The World ◽  
Quasi Experimental ◽  
Efl Students ◽  
And Control ◽  
The Given

Teachers all over the world strive to keep their students engaged, and research has shown that task engagement can be elevated by utilising technology to complete classroom activities. Reasons suggested for this is that technology’s alignment with students’ interests, as well as the stimulatingly transformative effect that technology can have on activities. Due to current students’ preferences, authors now encourage incorporating mobile phones into the classroom, claiming that it will improve task engagement. However, this has not been empirically proven. Therefore, this mixed method quasi experimental study examined whether two groups completing identical activities, where one group using their smartphones, would have any difference in their engagement with the given activities. The results indicated that a statistically significant difference in the initiation times and distraction between experimental and control settings. Although no significant emotional difference was observed between the groups, the students themselves indicated a significant difference in their emotional attitude towards smartphone activities as compared to paper-based ones. The smartphone group managed to engage with activities, thereby overcoming many factors which affected the control groups’ engagement levels.

scholarly journals The effect of problem-based learning on nursing students' decision making skills and styles

2017 ◽  
Vol 7 (6) ◽  
pp. 108 ◽  
Author(s):  
Mona Thabet ◽  
Eman EL-Sayed Taha ◽  
Sahar Ahmed Abood ◽  
Shadia Ramdan Morsy
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
Problem Based Learning ◽  
Control Groups ◽  
Decision Style ◽  
Innovative Teaching ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
And Control

Decision making skill is deemed to be a key feature of the nurse’s role in today’s health care organizations. Thus, educators should use innovative teaching strategies that grow students’ competence in problem-solving and decision making skills like problem-based learning (PBL). The aim of this study is to determine the effect of problem-based learning on nursing students' decision making skills and styles. A quasi-experimental research design was utilized. The sample consisted of 84 students from the fourth year in the Faculty of Nursing, Minia University. Two tools were used: Nursing Students’ Decision Making Skills Scale and Nursing Students’ Decision Making Style. This study revealed that the mean scores of decision making skills in the study group students increased before and after applying PBL (before: 71 + 8.5, after: 116.3 + 10.4) with a statistical significant difference (p = .001). There was no statistical significant differences between the study and control groups (p = 1.000) before intervention. The most dominant decision-making style among the study and control groups in relation to before and after applying PBL was a behavioral decision style with no statistical significant differences. This study concluded that using PBL has a curial role in developing and improving nursing students' decision making skills; however, it has no effect on decision-making style.

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 The Effectiveness of a Training Program Based on Creative Problem Solving Model (CPS) in Developing Mathematical Power for 8th Grade Students in Light of their Mathematics Achievement

2018 ◽  
Vol 12 (3) ◽  
pp. 444
Author(s):  
Sheikha D. Al Naimi ◽  
Reda Abu Elwan ◽  
Adnan S. Al Abed
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Training Program ◽  
Creative Problem Solving ◽  
Control Groups ◽  
Significant Difference ◽  
Problem Solving Model ◽  
8Th Grade ◽  
Creative Problem ◽  
And Control

This study aimed to reveal the effectiveness of a training program based on a creative problem solving model (CPS) in developing mathematical power for 8th grade students in light of their mathematics achievement. To achieve this goal, a training program was designed to focus on a set of mathematical ideas and skills in an algebra quantities unit using creative problem solving strategies. The researcher designed a test to measure mathematics power. The sample of the study consisted of 135 female eight grade students randomly selected from Dhahra governorate, which was divided into experimental and control groups. For testing the study hypothesis, data were  analyzed by analysis of covariance (ANCOVA 2X3) in which eta squared was obtained. The study revealed a significant difference (α=0.05) in the means between the experimental and control groups in the mathematical power test in favor of the experimental group.

scholarly journals Promoting gallery walk to foster students writing skill

2021 ◽  
Vol 6 (01) ◽  
pp. 48-55
Author(s):  
Ujang Amrullah ◽  
Rahma Dianti
Keyword(s):  
Random Sampling ◽  
Writing Achievement ◽  
Control Groups ◽  
Paired Sample ◽  
Significant Difference ◽  
Before And After ◽  
Sample Test ◽  
Quasi Experimental ◽  
Written Test ◽  
And Control

This research highlighted the application of gallery walk to enhance  students’ achievement in writing a recount text. The goal of this research are to assess  whether or not  the use of gallery walk  could foster the students’ writing score  and to find the significant difference in students’ recount text writing achievement between those who were taught by using gallery walk and  that of those who were not. This research used a quasi-experimental research design with no random sampling. The samples were taken by using purposive sampling, consisting of 37 students for the experimental and control groups. The data were collected by using a written test and administered before and after the treatment. To verify the hypotheses, the data were analyzed using paired sample t-test and independent sample-test and the calculation was done using  SPSS program. The result showed that the promotion of gallery walk could foster students’ achievement in writing a recount text and there was a significant difference between posttest results of both groups.

scholarly journals The Effect of Psycho-education Program on the Affiliate Stigma in the Caregivers of Clients with Bipolar Disorder

2020 ◽  
Author(s):  
Raheleh Bahrami ◽  
Talieh Khalifi
Keyword(s):  
Bipolar Disorder ◽  
Education Program ◽  
Intervention Group ◽  
Routine Care ◽  
Control Group ◽  
Control Groups ◽  
Affiliate Stigma ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control

Abstract Background Mental health experts believe that stigma is the most challenging issue for caregivers of clients with psychiatric disorders. Therefore, monitoring and assessing the affiliate stigma in the caregivers is necessary. This study is aimed to investigate the effect of psycho-education program on the affiliate stigma in the caregivers of clients with bipolar disorder. Materials and Methods This quasi-experimental study with both intervention and control groups was conducted Ghods Hospital in Sanandaj (n = 64). Psycho-education program was performed for the intervention group for 4 weeks (one session per week for 60 to 90 minutes). Data was collected using the Affiliate Stigma Scale before and after intervention (with 4 weeks gap). Results The results of study showed that there was no difference between intervention and control groups in terms of the distribution of contextual variables. The mean and the standard deviation of the affiliate stigma before the conducting the psycho-education program in the control group was (73 ± 14.72), and in the intervention group was (69.63 ± 14.66). After the intervention and administrating the post-test, the results in the control group was (74 ± 14.21) and in the intervention group was (35.06 ± 8.31) which showed a statistically significant difference (P < 0.001). Conclusions According to the obtained results in this study and based on the other studies’ result, the routine care is not able to meet the educational needs of the caregivers of clients with bipolar disorder. Psycho-education is effective on the reduction of the affiliate stigma of caregivers of clients with bipolar disorder and it can be considered as one of the stigmatization strategies.

scholarly journals Comparison of the Effect of Muscle Relaxation and Guided Imagery on Happiness and Fear of Childbirth in Primiparous Women Admitted to Health Care Centers

2018 ◽  
Vol 7 (4) ◽  
pp. 490-495 ◽  
Author(s):  
Tahereh Boryri ◽  
Ali Navidian ◽  
Nasimeh Marghzari
Keyword(s):  
Guided Imagery ◽  
Muscle Relaxation ◽  
Labor Pain ◽  
Fear Of Childbirth ◽  
Control Groups ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Primiparous Women

Objectives: Giving birth is a unique experience that requires a pregnant woman’s ability to cope with labor pain. Using happiness, this potential can be given to a pregnant woman. This study was performed to compare the effect of muscle relaxation and guided imagery on the happiness and fear of delivery in primiparous women. Materials and Methods: This quasi-experimental study was carried out on a sample 0f 180 primiparous women who referred to healthcare centers in Zahedan during 2017. The subjects were selected by the available sampling method. Then, Brislin’s and Oxford Questionnaires were used to evaluate the fear of childbirth (FOC) and happiness, respectively. Through simple randomization, people who were qualified were included in relaxation, guided imagery, and control groups. Finally, a four-week training program was implemented for individual training. Results: Before the intervention, the mean scores for the FOC in relaxation, guided imagery, and control groups were 39.51 ± 6.91, 44.00 ± 9.30, and 41.56 ± 9.37, respectively, and after the intervention, they were 30.45 ± 6.56, 34.78 ± 9.36 and 41.78 ± 8.69, respectively. Based on the results, the mean scores of the FOC after the intervention showed a significant difference among the groups (P=0.0001). In addition, the mean scores for happiness were 37.5 ± 15.54, 34.54 ± 17.72, and 36.78 ± 18.97, as well as 54.66 ± 14, 49.63 ± 17.05, and 36.65 ± 18.28 before and after the intervention in relaxation, guided imagery, and control groups, respectively (P=0.0001). Conclusions: To prevent unnecessary cesarean sections, the current study confirmed the effect of muscle relaxation and guided imagery techniques for reducing the fear of delivery while increasing happiness in pregnant women.

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