scholarly journals Assessing the Impact of a Virtual Shelter Medicine Rotation on Veterinary Students' Knowledge, Skills, and Attitudes Regarding Access to Veterinary Care

2021 ◽  
Vol 8 ◽  
Author(s):  
Christy L. Hoffman ◽  
Terry G. Spencer ◽  
Kathleen V. Makolinski
Keyword(s):  
Curriculum Design ◽  
Treatment Options ◽  
Companion Animals ◽  
School Curriculum ◽  
Control Group ◽  
Veterinary Students ◽  
Pet Owners ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

Strong bonds commonly form between companion animals and people of all socio-demographic backgrounds, yet many pet owners face numerous barriers to accessing veterinary care for their companion animals. For example, they may have difficulties paying for care; they may lack veterinary practices in their community; and they may experience language barriers that impede their ability to utilize veterinary services. Various strategies exist that can help veterinarians address the diverse needs of pet owners in their communities, but these techniques are not commonly covered in the veterinary school curriculum. This study explored how including in-depth, purposefully curated information about access to veterinary care issues within a required shelter medicine rotation impacted fourth-year veterinary students' knowledge, skills, and attitudes regarding the problems clients commonly face when seeking access to veterinary care. Students participated either in a control group of a virtual, four-week rotation delivered via Zoom meetings and self-study, or in an experimental group that additionally completed an interactive online learning module. The online module heavily featured issues surrounding access to veterinary care. Irrespective of which version of the rotation students enrolled, their opinions grew more favorable from pretest to post-test regarding the role of not-for-profit veterinary clinics in communities, as did their expectations that veterinarians should provide affordable treatment options. Additionally, students in the experimental group demonstrated from pretest to post-test increased awareness of the potential for implicit bias toward pet owners within veterinary practice and showed a reduction in their tendency to be judgmental of veterinary clients. By the end of the study, students in the experimental group also expressed greater confidence in their ability to offer incremental care treatment options to veterinary clients. These findings suggest that providing content that focuses on increasing access to veterinary care enhances students' awareness of the need to offer a variety of treatment and payment options to clients. Findings from this study can inform curriculum design in veterinary schools and continuing education programs for veterinary professionals.

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 A Review of Article: The Effect of a Tablet Use on Students EFL in Grammar Classroom

2019 ◽  
Author(s):  
aprilia chasanah ◽  
Jessica Paulima Simanullang ◽  
Indah Karina Sianturi ◽  
Avivah Adinda Putri ◽  
sri wahyuni
Keyword(s):  
Control Group ◽  
Course Materials ◽  
Network Connection ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Basic Course ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This journal aims to find the impact of tablet use on students’ mastery of grammar skills. In order to answer the research questions, the authors held the pre-test and post-test for two groups labelled as the experimental group and control group. The experimental group is the groups that using tablet, while the control group is the group that using textbooks in learning grammar. The results of this study show that there is no significant difference between the grammar achievement scores of the students in both groups. The findings also show that the instructor emphasized the influence of tablet use on learner autonomy, digital distraction, and network connection. Students indicated that tablets can be supplementary yet it shouldn’t replace the basic course materials such as textbooks and workbooks.

scholarly journals Effects of Differential Approach on Motivation and Performance of Diverse Learners at Secondary Level in Punjab

2020 ◽  
Vol 1 (3) ◽  
pp. 224-231
Author(s):  
Mrs. Asif-Un-Nisa ◽  
Dr. Munnaza Ambreen
Keyword(s):  
Learning Style ◽  
Academic Motivation ◽  
Secondary Level ◽  
Diverse Learners ◽  
Control Group ◽  
Learning Style Inventory ◽  
Post Test ◽  
And Performance ◽  
The Impact ◽  
Experimental Group

The present study determines the impact of differentiated instructional strategy on motivation and performance of diverse learners at the secondary level in terms of socioeconomic backgrounds, abilities & learning styles. The study was experimental, and the design of the study was Pre-test, Post-test control group. For this purpose, 70 students of class IX were selected randomly out of 175 students at Government Girls High School who were selected from District Rawalpindi. Two heterogeneous groups having an equal number of students were made. The students in the control group were taught by a conventional approach whereas differential technique was applied in the experimental group. For data collection, two instruments "Learning Style Inventory" by Brett Bixler (1998) and Academic Motivation Scale (AMS) by Valleranad (1992) were adopted by the researcher. Learning Style Inventory was used to know the learning style of the students and AMS was administered to measure the motivational level of the diverse learners. The Alpha reliability coefficient was .82 for learning style Inventory and .88 for AMS. Data were analyzed on SPSS by applying means, standard deviation, t-test, and multiple linear regressions. The study showed that there were statistically non- significant differences between the pre-test and post-test on motivation of the control group. However, there were statistically significant differences between the pre-test and post-test on motivation and academic achievement of the experimental group. It was recommended that the use of differentiated instruction by the teacher be adopted for increasing motivation and improving academic scores of diverse learners at the secondary level.

scholarly journals THE IMPACT OF DIALOGUE JOURNAL WRITING ON THE WRITING SKILLS OF JORDANIAN EFL LEARNERS AND THEIR ATTITUDES TOWARDS WRITING

2020 ◽  
Vol 8 (4) ◽  
pp. 569-576
Author(s):  
Murad Al Kayed ◽  
Majd Alkayid ◽  
Mohareb Ali Alsmadi
Keyword(s):  
Journal Writing ◽  
Writing Skills ◽  
Control Group ◽  
Dialogue Journal ◽  
Positive Attitudes ◽  
Conventional Teaching ◽  
Post Test ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Purpose of the study: The purpose of this study is to investigate the impact of dialogue journal writing (DJW) on learning the vocabulary, organization, and grammar of English. It also explores the impact of DJW on the attitudes of students towards writing in English. Methodology: The sample of the study consists of 50 undergraduate Jordanian students divided equally into an experimental and control group. The control group was given traditional writing instruction while the experimental group was taught using dialogue journal writing. The study used a pre and post-test to investigate the impact of DJW on writing skills, while a questionnaire was used to unveil the attitudes of students to writing. Main Findings: The results of the research revealed that the vocabulary, organization, and grammar learned by the experimental group were significantly improved (p<0.05) compared to the control group. The study also found out that students taught using DJW developed positive attitudes towards writing better than students exposed only to conventional teaching methods of writing. Applications of this study: The present study is beneficial in providing teachers of English as a foreign language with new methods to teach writing skills. Novelty/Originality of this study: The current study is significant since the impact of dialogue journals on writing is under-researched in the Jordanian context.

scholarly journals THE IMPACT OF ARGUMENTATION-BASED TEACHING AND SCENARIO-BASED LEARNING METHOD ON THE STUDENTS’ ACADEMIC ACHIEVEMENT

2019 ◽  
Vol 18 (2) ◽  
pp. 171-183 ◽  
Author(s):  
Serkan Aslan
Keyword(s):  
Academic Achievement ◽  
Control Group ◽  
Learning Approaches ◽  
Learning Method ◽  
School Students ◽  
Post Test ◽  
Group 2 ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Teaching programs based on contemporary learning-teaching approaches have been regulated since the 2005-2006 academic year in Turkey. Nevertheless, the researches conducted in Turkey suggested that teachers mostly use traditional teaching-learning approaches in their classroom activities. Therefore, this research aimed at enhancing the students’ academic achievement through the use of argumentation and scenario based learning approaches among the contemporary teaching-learning approaches in order to guide teachers. Experimental design with pre-test and post-test control group was used in the present research. This research was conducted with 45 fourth grade primary school students. The research was conducted with two experimental groups and one control group. Activities related to argumentation-based teaching were administered to the experimental group 1, activities with scenario-based learning method for the experimental group 2, and those of the existing curriculum for the control group. The research deployed an academic achievement test based on the unit of "Let’s Solve the Riddle of Our Body". Independent samples t-test, one-way analysis of variance (ANOVA) and covariance analysis (ANCOVA) were used during data analysis. Research results revealed that the academic achievement of the students was significantly influenced by the activities related to argumentation-based teaching and scenario-based learning method.

scholarly journals The ımpact of the techno-organic education model on the mathematical success rates and attitudes of students

2021 ◽  
Vol 14 (33) ◽  
pp. e16854
Author(s):  
Nisanur Can ◽  
Mehmet Turan
Keyword(s):  
Structured Interview ◽  
T Test ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Education Model ◽  
The Impact ◽  
Dependent Samples ◽  
Experimental Group

Techno-organic education is an education model that allows children to gain the knowledge, skills, and values that are necessary for life by establishing a correct balance of natural and technological understanding. This research was conducted to examine the impact of the Techno-Organic Education Model on students' academic achievements and attitudes for math. For this purpose, the explanatory sequential mixed design was used to conduct this study. The study group consisted of 38 primary school students. Mathematics Course Achievement Test, Mathematics Attitude Scale and semi-structured interview form used as data collection tools. This research included a 4-week application within the scope of the Techno-Organic Education Model program which is developed by the researchers. For the analysis of the quantitative data, independent samples t-test; dependent samples t-test; Wilcoxon Signed Ranks Test, Mann Whitney U Test, and content analysis method were used. As a result; a statistically significant difference was revealed between pre-test and post-test scores for the success rate and attitude of the students in the experimental group, and there has also been a statistically significant difference between the post-test success and attitude scores of the experimental group and the control group. According to qualitative findings of the study; students think positively about the use of techno-organic education model in their courses, and they generally liked the applications and thought they weren’t too difficult, and that this particular model increased their interest in the course.

scholarly journals The Impact Of Using Multi-Sensory Approach For Teaching Students With Learning Disabilities

2012 ◽  
Vol 9 (1) ◽  
pp. 75-82
Author(s):  
Majeda Al Sayyed Obaid
Keyword(s):  
Learning Disabilities ◽  
Sixth Grade ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Control Groups ◽  
Sixth Grade Students ◽  
Post Test ◽  
Achievement In Mathematics ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to investigate the effect of using the Multi-Sensory Approach for teaching students with learning disabilities on the sixth grade students' achievement in mathematics at Jordanian public schools. To achieve the purpose of the study, a pre/post-test was constructed to measure students' achievement in mathematics. The test consisted of twenty items on mathematics. The sample of the study comprised (117) sixth grade students in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education and was distributed into four sections, which were selected purposefully. The sample of the study was divided into four groups (two experimental and two control groups). The experimental group was taught using multi-sensory approach while the control group was taught using the current approach. The sample of the study was (62) students in the experimental group and (55) students in the control group. Those groups were distributed into four purposefully selected sections in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education. Descriptive statistical analyses were used (Means and Standard Deviation) for the pre and post- tests of students' mathematics test to experimental and control groups. The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group. The researcher proposed some recommendations to enhance the importance of parental involvement on students' achievement in English language such as conducting further studies on other populations and for a longer time.

The Impact of Virtual Laboratories on Academic Achievement and Learning Motivation in the Students of Sudanese Secondary School

1970 ◽  
Vol 4 (9) ◽  
pp. 20
Author(s):  
Dr. Esam Edris Kamtor Al Hassan
Keyword(s):  
Secondary School ◽  
Learning Motivation ◽  
Control Group ◽  
Virtual Laboratories ◽  
Post Test ◽  
Group A ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to investigate the impact of virtual laboratories (VLabs) on academic achievement and Learning Motivation in the Students of Sudanese Secondary School in the subject of chemistry. The study followed a quasi-experimental method. The population consisted of second-grade students of Almutamaar school boys in Omdurman, the study sample was selected randomly totaling 54 students were divided randomly into two groups: 27 for experimental group and 27 for control group. The study used achievement pre & post tests, and Learning Motivation scale as tools for data collection. The result showed that  there  were statistically significant differences at the level (0.05) between the mean scores of students of the experimental group (a group is taught by VLabs) and control group (a group is taught by conventional method) in the post test in favor of the experimental group, and there were statistically significant differences at the level (0.05) between the mean scores of pre and post test for the students of the experimental group in favor of the post test, and there were statistically significant differences at the level (0.05) in the Learning Motivation scale between the experimental group( taught by VLabs) and control group (taught by conventional method)  for the favor of the experimental group too.

Effect of Peace Interventions on Students’ Peacebuilding Attitudes at Secondary School Level

2021 ◽  
pp. 35-51
Author(s):  
Sadia Shaukat ◽  
Kiran Shahzadi ◽  
Umme-Farwa ◽  
Samina Safdar
Keyword(s):  
Secondary School ◽  
Sampling Technique ◽  
Female Students ◽  
Peace Building ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

It is the need of the hour to incorporate peace promotion as one of the significant features of the educational institutions in Pakistan. The present study explores the impact of a peace promotion intervention, with control and experimental groups, in order to understand if specific planned activities can significantly improve the peacebuilding attitudes of students. The study is experimental in nature, administering a pre-test and a post-test for both the control and experimental groups. Two equal samples (n=69) of 10th-grade (secondary school) students were selected — using a random sampling technique — for the control and experimental groups. The results of this study indicated that peace interventions — comprising games, hands-on activities, and dialogues — contributed significantly to improving the peace-building attitudes of the students in the experimental group. In addition, the female students of the experimental group exhibited a greater improvement in their peace building attitudes in the post-test phase as compared to their male counterparts. Furthermore, the study also reveals that the female students in the control group also depicted improvement in the post-test. This research presents implications for policymakers and educationists that need to be considered when introducing peace promotion activities into the (secondary) school curriculum. This article argues that practical activities — targeted to inculcate peaceful behavior in the students — can serve as important tools in establishing an environment of peace in society in general.

Integrating a Learning Management System into a Writing Course

2015 ◽  
pp. 473-497
Author(s):  
Mehrak Rahimi ◽  
Seyed Shahab Miri
Keyword(s):  
Management System ◽  
Control Group ◽  
Online System ◽  
Positive Attitudes ◽  
Writing Course ◽  
Post Test ◽  
Students Attitudes ◽  
The Impact ◽  
The Relationship ◽  
Experimental Group

In this chapter the impact of using a leaning management system (LMS) to manage homework assignments on students' achievement in a letter writing course was investigated. Additionally, the relationship between students' attitudes toward the online system and their motivated strategies for learning was investigated. Two groups of students participated in the course. The experimental group used the LMS as the homework assistance to submit their homework for one semester. The control group did and delivered their homework using paper-and-pencil approach. The result of the data analysis revealed that the experimental group outperformed the control group in the writing post-test. Further, the students were found to have positive attitudes toward using technology to manage their homework and this attitude was found to be related to their motivated strategies for learning. The motivated strategies were found to be related to achievement in writing, while attitudes towards the system were not.

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