scholarly journals Intervention Effect of Long-Term Aerobic Training on Anxiety, Depression, and Sleep Quality of Middle School Students With Depression After COVID-19

2021 ◽  
Vol 12 ◽  
Author(s):  
Lin Luo ◽  
Naiqing Song ◽  
Hao Yang ◽  
JiaHong Huang ◽  
Ling Zhou ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Sleep Quality ◽  
Exercise Intensity ◽  
Aerobic Training ◽  
Exercise Group ◽  
Control Group ◽  
School Students ◽  
Study Participants ◽  
Anxiety Depression

Objective: To explore the effects of using RPE exercise intensity monitoring methods and 12-week mid- and low-intensity team aerobic training on anxiety, depression and sleep quality of depressed middle school students after the COVID-19 epidemic.Methods: All study participants were all from a boarding middle school in Chongqing, China. All study participants were screened by the self-rating depression scale and reached the diagnostic criteria for depression. The study subjects were divided into a control group (N = 35) and an exercise group (N = 34). The exercise group performed 30-min night aerobic running four times a week. Use the Borg 6–20 rating of perceived exertion scale (RPE) as a monitoring tool for exercise intensity, and control the exercise intensity at RPE = 11–14. And the control group studied and lived normally. The experiment lasted 12 weeks in total. After the experiment, there were 34 people in the control group and 23 people in the exercise group. The subjects' anxiety, depression and Pittsburgh sleep quality were scored before and after the experiment.Results: After intervention, the depression index (p < 0.01) of the exercise group was significantly lower than that of the control group.Conclusion: Using the RPE exercise intensity monitoring method for 12 weeks of mid- and low-intensity team aerobic training can improve the depressive symptoms of depressed middle school students, and it is beneficial to improve the students' mental health.

Effectiveness of Cyber Bullying Sensitization Program (CBSP) to Reduce Cyber Bullying Behavior Among Middle School Children

2021 ◽  
pp. 504-513
Author(s):  
Surabhi Negi ◽  
Sunita Magre
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cyber Bullying ◽  
Control Group ◽  
School Students ◽  
Use Of Technology ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Cyber bullying is the unwise use of technology to harm and humiliate an individual or group over the Internet. The purpose of this article is to test the effectiveness of the cyber bullying sensitisation program (CBSP) to reduce the level of cyber bullying behaviour among middle school students. The sample was restricted to adolescents as they are the ones who are most exposed and vulnerable in the cyber space. A quasi-experimental pre-post design with intervention was adopted for the study. The participants of the study were comprised of 186 middle school students from two private schools in India. The experimental group had 94 participants while control groups had 92 participants. Statistical analysis indicated that there was a significant difference between pre- and post-test scores in the experimental group. No significant difference was found between the experiment and control group before the program, suggesting that the program was effective in helping students in reducing cyber bullying behaviour. The implications for prevention and intervention programs were discussed.

Cognitive Effects of a Logo-Enriched Mathematics Program for Middle School Students

1988 ◽  
Vol 4 (4) ◽  
pp. 443-452 ◽  
Author(s):  
Sandra V. Turner ◽  
Michael L. Land
Keyword(s):  
Middle School ◽  
Cognitive Development ◽  
Middle School Students ◽  
Mathematics Curriculum ◽  
Common Factor ◽  
Control Group ◽  
Minimal Amount ◽  
School Students ◽  
Mathematical Concepts ◽  
Logo Programming

This study investigated the effect of learning Logo on middle-school students' understanding of specific mathematical concepts and on their level of cognitive development. Students in the Logo Group ( n = 91) learned Logo for one hour a week for sixteen weeks as part of their regular mathematics curriculum. The Control Group ( n = 90) did not participate in the Logo program but received the full allotted time for their regular mathematics curriculum. No significant differences were found between the two groups in their understanding of mathematics concepts or in their growth in cognitive development. However, among the students in the Logo Group, those who learned the most Logo gained significantly more than those who learned a minimal amount of Logo both in their understanding of the mathematics concepts and in their level of cognitive development. When the High Logo group was compared to the Control Group, and also to a matched subset of the Control Group, there were large differences in favor of the High Logo group, but the results were not significant. The findings of this study suggest that cognitive development, achievement in mathematics, and achievement in Logo programming all share a common factor and that students who do well in one area are also likely to do well in the other two areas.

scholarly journals Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

2020 ◽  
Vol 13 (40) ◽  
pp. 4224-4233
Author(s):  
Naseem Hyder Rajput
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Cell Phone ◽  
Drop Out ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Phone Calls ◽  
The Impact

Background/Objectives: Regular attendance at school is essential for allround development of students. The fundamental objective of this study was to utilize low-cost technology of cell phones to report to parents/guardians about the attendance of their children at schools and ascertain the impacts of cell phone calls on the attendance of Middle School students placed at risk of Drop out. Methods/Statistical analysis: This study was Experimental with a PretestPosttest Control Group by design and descriptive by purpose. The participants were 30 eight graders belonging to a Public Middle School of District Shaheed Benazirabad in Pakistan. These participants were then randomly assigned to Control and Experimental Groups (15 each). For intervention of making cell phone calls to parents/guardians to inform and ask them about the reason for the absence of their child, a teacher in each participating school was assigned this responsibility. The intervention lasted for 3 months. The data was analyzed using SPSS repeated measure t-test to calculate the significance of the impact of intervention. Findings: Results of the present study indicated that the attendance of Experimental Group on Posttest (75.07 %) was significantly higher than that on Pretest (62.87%). Novelty : This study utilizes existing technology available to almost everyone and bridges the parents and school administration to get the best outcome quickly; mobile-based intervention is simple and docile to regulate students’ performance at school level; it also improves the safety of the students.

scholarly journals Pierre Van Cortlandt Middle School Promotes Student STEM Interest

2017 ◽  
Vol 7 (2) ◽  
pp. 117-128
Author(s):  
Pauline Mosley ◽  
Gerald Ardito ◽  
Lauren Scollins
Keyword(s):  
Middle School ◽  
Critical Thinking ◽  
Middle School Students ◽  
Cooperative Learning ◽  
Cognitive Skills ◽  
Problem Based Learning ◽  
Control Group ◽  
School Students ◽  
Stem Interest ◽  
Experimental Group

The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students’ critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen by their principals. A critical thinking test was administered to evaluate the cognitive skills and STEM interest of the students. Instruction was implemented in two formats: cooperative learning and problem-based learning. The experimental group utilized robotic cooperative learning while the control group utilized problem-based learning.  After four sessions of both instruction types with both groups the findings reveal that critical thinking of students is enhanced significantly by robotic cooperative learning (P<0.01).

scholarly journals The Smartphone-Assisted Intervention Improved Perception of Nutritional Status among Middle School Students

2020 ◽  
Vol 17 (16) ◽  
pp. 5932
Author(s):  
Yan-Hui Shen ◽  
Zheng Liu ◽  
Wen-Hao Li ◽  
Shuang Zhou ◽  
Jin-Hui Xu ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Nutritional Status ◽  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
Parental Perception ◽  
School Students ◽  
Usual Practice ◽  
Accurate Perception

Misperception of nutritional status is common and hinders the progress of childhood obesity prevention. This study aimed to examine the effectiveness of a smartphone-assisted intervention to improve student and parental perception of students’ nutritional status (underweight, normal weight, overweight, obese). We conducted a parallel-group controlled trial with a non-randomized design in three junior middle schools of Beijing, China in 2019. One school was allocated to the intervention group and two schools to the control group. A total of 573 students (aged 13.1 ± 0.4 years) participated in the trial. The 3-month intervention included three components: health education sessions for students and parents, regular monitoring of students’ weight, and the provision of feedback via a smartphone application. Schools in the control group continued their usual practice. Primary outcomes included the student and parental accurate perception of students’ nutritional status. The percentage of students’ accurate perception of their own nutritional status in the intervention group increased from 49.0% to 59.2% from baseline to three months, whereas it decreased from 64.1% to 58.1% in the control group; the adjusted odds ratio (OR) between the two groups was 1.71 (95% confidence interval (CI): 1.13, 2.59). The intervention did not significantly improve parental perception of students’ nutritional status (p > 0.05). The study findings provided a brief approach for improving perception of nutritional status among middle school students.

scholarly journals The Effect of Web Applications (2.0) in Developing Criticism and Technical Tasting Skills among Middle School Students in Al Baha Area

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Khaled Juman Al - Hasani Al - Zahrani
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Web Applications ◽  
Experimental Approach ◽  
Control Group ◽  
School Students ◽  
Interactive Environment ◽  
Descriptive Approach ◽  
The Impact ◽  
The Web

This study aimed to identify the impact of web applications (2.0) in developing the skills of criticism and artistic taste among middle school students in Al-Baha region, as well as to identify the interactive environment needed for web applications (2.0) to develop these skills. Development of those skills. The researcher used the descriptive approach and the experimental approach to achieve the objectives of the study as follows: The descriptive approach in constructing the questionnaire of criticism and technical taste skills, and the questionnaire of building the interactive environment for web applications (2.0). The researcher used the experimental approach in measuring the impact of the web in developing the skills of criticism and taste Technical. The study sample consisted of (40) middle school students in Al-Baha area in the Kingdom of Saudi Arabia. Divided into two groups, one experimental (20) students, and the other officer (20) students. The experimental group was exposed to web applications (2.0), while the control group did not receive any application on the web. It was taught in the traditional way. The test was used to measure the significance of the differences between the two study groups. Of the application; and whether that significance is large, medium or small ?.

scholarly journals The Impact of Visual Literacy Awareness Education on Verbal and Writing Skills of Middle School Students

2020 ◽  
Vol 8 (2) ◽  
pp. 71
Author(s):  
Mustafa Kaya
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Control Group ◽  
Reading Education ◽  
School Students ◽  
Verbal Skills ◽  
Visual Elements ◽  
Turkish Language ◽  
Visual Reading ◽  
The Impact

The most important source for the acquisition of the skills targeted in Turkish language course is the texts included in the textbooks. However, recent advances in computers have allowed the visual elements to be included in the education system in addition to textual elements. Visual elements are used in several media, especially in television and the Internet as well as books, magazines, newspapers, etc. For the acquisition of visual reading and visual reading skills, visual reading education is of great importance. In the present study that investigated the effect of visual reading education and visual elements on writing and verbal skills of middle school students, pretest-posttest random sampling design with control group, an experimental design was used. The study researcher randomly assigned 17 students in the study group and 18 students in the control group who were attending the 5th grade in Ahmet Yesevi ISE Middle School during the 2018-2019 academic year. The Written Expression Evaluation Scale (WEES) and Effective Speech Skills in Turkish Language Scale (VRSTLS) were used as data collection instruments. The study data were analyzed with parametric independent and paired samples t-tests. SPSS-PASW Statistics (Version 22) was used in analyses. The study findings demonstrated that visual reading awareness education had a significant impact on the development of writing and verbal skills of the students.

scholarly journals Using Concept Cartoons to Identify the Epistemological Beliefs of Middle School Students

2020 ◽  
Vol 3 (3) ◽  
pp. 165-173
Author(s):  
Şengül Atasoy
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Epistemological Beliefs ◽  
Assessment Tools ◽  
School Students ◽  
Mean Values ◽  
8Th Grade ◽  
Effective Assessment ◽  
Study Participants ◽  
5Th Grade

Epistemological beliefs, including the source of knowledge, the certainty of knowledge, the organization of knowledge, the control of learning, and the speed of learning, are important to identify since these beliefs impact students' learning processes and how they attribute meaning to life. Concept cartoons, that students find genuine and credible, are found to be effective assessment tools in revealing these beliefs. The present study aims to identify and compare 5th and 8th grade middle school students' epistemological beliefs utilizing concept cartoons. The study participants were 5th (N=38) and 8th grade (N=47) students enrolled in three different middle schools in the Çamlıhemşin district of Rize. In order to reveal the students' opinions, one concept cartoon for each dimension of epistemological belief was utilized. A scoring rubric was employed to analyze the student responses to the concept cartoons. According to the results of the t-tests on students' scores, the 5th and 8th grade students' epistemological beliefs in the dimensions of organization of knowledge, source of knowledge, and certainty of knowledge are similar. In contrast, 8th grade students' epistemological beliefs related to the speed of learning and the control of learning were found to be significantly higher than those of 5th-grade students. Among the mean values of the students' epistemological beliefs, source of knowledge beliefs were found to be the lowest.Keywords Concept Cartoons, Epistemological Beliefs, Middle School Students

scholarly journals Differences in Student Brain Activation from Digital Learning Based on Risk of Digital Media Addiction

2021 ◽  
Vol 18 (21) ◽  
pp. 11061
Author(s):  
GyeongAe Seomun ◽  
Wonjung Noh
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Digital Media ◽  
Brain Activity ◽  
Control Group ◽  
Digital Learning ◽  
School Students ◽  
Students At Risk ◽  
Control Group Design

Although digital media usage is prevalent among middle school students, the safety of digital media-based learning activities for students at risk of digital media addiction is unknown. The goal of this study was to evaluate the differences in students’ brain activity in relation to their risk of digital media addiction. The study was quasi-experimental, with a pre- to post-test control group design. The study participants included 83 middle school students who were engaged in digital learning. We measured their brainwaves to evaluate brain activity using a PolyG-I (LAXTHA Inc.). We found no statistically significant differences in the location of the attention index between the two groups before and after digital learning. However, there were statistically significant differences between the two groups in the P3, P4, and F4 locations of the relaxation index. These results indicate that students at risk of digital media addiction may experience learning difficulties. These results can be used to guide healthcare professionals in developing digital learning programs that are safe for students and to also verify the effects of these programs.

Sign in / Sign up

Export Citation Format

Share Document