Descriptive and Quasi-Experimental Studies about Moral Emotions, Online Empathy, Anger Management, and Their Relations with Key Competencies in Primary Education

Background: Antisocial behaviours make social interactions difficult among students. Moral emotions, online empathy, and anger management are social and emotional variables related to prosocial and antisocial behaviours and health problems. This research aims to assess the impact of Cooperative Project-Based Learning intervention on these three variables for Primary Education students. Additionally, the relations of these variables with key competencies, such as social and emotional competencies and literacy competence, were studied. Method: This research is made up of two studies, descriptive and quasi-experimental, during regular school hours. The descriptive study was carried out with a sample of 516 primary school students and aimed to assess the development of the three variables, taking into account personal and ethnic-cultural factors. The quasi-experimental study, with pre-test and post-test data, had the participation of 145 students to study the incidence of these variables after Cooperative Project-Based Learning intervention in Primary Education. Results: The results show the relation among the cited variables and the positive impact of the intervention on moral emotions and anger management in the experimental group compared to the control group. Experimental group girls presented higher scores in moral emotions than control group girls. Conclusion: These results open new research lines in relation to the intervention as a programme to prevent the appearance of antisocial behaviours and health problems at school.

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Diseño y evaluación de un programa para la mejora de la condición física en Educación Primaria: efecto sobre la autoestima y la intención de ser activo

SPORT TK-Revista EuroAmericana de Ciencias del Deporte ◽

10.6018/sportk.461721 ◽

2021 ◽

Vol 10 (1) ◽

pp. 107-112

Author(s):

D. Zamorano García ◽

JG. Fernández Bustos ◽

JP. Vállez Gómez

Keyword(s):

Physical Fitness ◽

Primary Education ◽

Self Esteem ◽

Social Health ◽

Control Group ◽

Measuring Instruments ◽

Physically Active ◽

Quasi Experimental ◽

Educación Primaria ◽

Experimental Group

El objetivo fue diseñar un programa para mejorar la condición física y evaluar su efecto sobre la intencionalidad de seguir siendo activo y autoestima general. Se diseñó un programa de 8 semanas de actividades para mejorar la condición física en Educación Física, además de actividad física deportiva en los recreos. El diseño cuasiexperimental incluyó 70 escolares (39 grupo experimental; 31 grupo control) de 6º de Educación Primaria. Como instrumentos de medida se utilizaron la batería ALPHA-Fitness de alta prioridad, la Escala de intencionalidad de ser físicamente activo en Educación Primaria, y el Cuestionario Multimedia y Multilingüe de Evaluación de la Autoestima. Se encontró efectividad del programa en todas las variables estudiadas, en especial en la mejora de la capacidad cardiorrespiratoria, la capacidad de salto y la dimensión socioafectiva de la autoestima. Se destaca la importancia de estos programas en la mejora de la salud física, psicológica y social del alumnado. The objective was to design a program to improve physical fitness and evaluate its effect on the intent to remain active and general self-esteem. An 8-week program of activities was designed to improve physical fitness in Physical Education, in addition to sports physical activity at recess. The quasi-experimental design included 70 schoolchildren (39 experimental group; 31 control group) from 6th grade of Primary Education. The high priority ALPHA-Fitness battery, the intentionality scale of being physically active in Primary Education, and the Multimedia and Multilingual Self-esteem Evaluation Questionnaire were used as measuring instruments. The effectiveness of the program was found in all the variables studied, especially in the improvement of cardiorespiratory capacity, jumping capacity and the socio-affective dimension of self-esteem. The importance of these programs in the improvement of the physical, psychological and social health of the students is highlighted.

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Learning Science in Primary Education with STEM Workshops: Analysis of Teaching Effectiveness from a Cognitive and Emotional Perspective

Sustainability ◽

10.3390/su12083095 ◽

2020 ◽

Vol 12 (8) ◽

pp. 3095

Author(s):

Milagros Mateos-Núñez ◽

Guadalupe Martínez-Borreguero ◽

Francisco Luis Naranjo-Correa

Keyword(s):

Primary Education ◽

Positive Emotions ◽

Teaching Effectiveness ◽

Science Classroom ◽

Student Perception ◽

Control Group ◽

Probabilistic Sampling ◽

Quasi Experimental ◽

And Gender ◽

Experimental Group

Several international institutions emphasize the need to develop a comprehensive education in STEM areas (Science, Technology, Engineering, Mathematics) to improve learning, competences and student perception of these subjects. The general objective of this study was to analyze the teaching effectiveness, from a cognitive and emotional perspective, of a STEM workshop versus an academic-expositional methodology in the science classroom in primary education. The research design was quasi-experimental with a control group, an experimental group, a pre-test and two post-tests. By means of a randomized probabilistic sampling, 256 students between 10 and 12 years old participated. Cognitive, emotional, attitudinal and gender variables were analyzed according to two teaching methodologies, an expository academic methodology for the control group and an active methodology based on the development of a practical STEM workshop for the experimental group. The results reveal that both methodologies are equally effective in short-term learning, but statistically significant differences are found in long-term learning, in favor of STEM workshops. Likewise, the STEM workshop mainly generates positive emotions and attitudes in the students compared to the transmission-reception methodology applied with the control group.

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Enhancing Students Speaking Skills Through Project-Based Learning

Jurnal Lingua Idea ◽

10.20884/1.jli.2020.11.2.2931 ◽

2020 ◽

Vol 11 (2) ◽

pp. 113

Author(s):

Sintya Mutiara We

Keyword(s):

Private University ◽

Project Based Learning ◽

Control Group ◽

Positive Attitudes ◽

Significant Difference ◽

Quasi Experimental ◽

Speak Up ◽

Motivation And Confidence ◽

Experimental Group ◽

Speaking Skills

The mastery of English speaking skill is one problem for Indonesian learners so that it needs one particular treatment to overcome it. This study was aimed to investigate if Project-Based Learning (PjBL) was effective to improve speaking skills of the second year of non-English students in one private university in Semarang and how PjBL was able to influence their attitude to speaking. Quantitative and qualitative methods were used. Quasi-experimental research design was applied to 53 students. To collect data, instruments employed were speaking tests, observations, and interviews. The results showed that the experimental group had a better score compared to the control group. The previous mean score was 8.74, and the post mean score was 11.33. The range score of the experimental group and the control group was 3.70. Furthermore, Independent Sample T-test showed sig. value (2-tailed) of 0.00, which was lower than 0.05, indicating that there was statistically significant difference between the two groups. The results of the interviews also showed that the students gave positive attitudes towards the implementation of PjBL. Before the treatment the students had low motivation and confidence in speaking. After the 8 week-treatment, the finding showed that they felt enthusiastic and challenged during all the speaking projects. This method was successful to develop the students’ motivation and confidence to speak up in English.

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Effects of the Peace Education Program on the Social and Emotional Behaviour for Pre-School in the Sultanate of Oman

10.5772/intechopen.97795 ◽

2021 ◽

Author(s):

Mahfouda Rashid Al Mushaiqri ◽

Zahari Bin Ishak ◽

Wail Muin Ismail

Keyword(s):

Education Program ◽

Peace Education ◽

Technological Development ◽

Control Group ◽

Social And Emotional ◽

Before And After ◽

Quasi Experimental ◽

Emotional Behaviour ◽

People Skills ◽

Experimental Group

The education of peace has become a prominent pre-requisite for societies to survive in this competitive globalised system. As a result of the tremendous technological development, especially in communications and the intermingling of interests among members of societies, and the codification of many issues of common concern among nations, it is very necessary to set foundations for peaceful co-existence among human beings. Johnson and Johnson, stated that students should be equipped with core values such as respect for the efforts and ideas of others, an inclusive relationship with people, skills for compassion and peaceful conflict resolution. Furthermore, the present chapter provided a study of peace education program (PEP) for pre-school children aged (4–6) years in Oman. Where the program contains (28) training sessions are offered within (15) weeks at the rate of one hour per session. The researcher used a scale of two images, the behaviour of the children was measured before and after the experiment, where the researcher adopted the quasi experimental method, the sample consisted of (40) children in the experimental group and (40) children in the control group. In addition, the results of the study were in favour of the experimental group, where an improvement in their behaviour was observed after being enrolled in the program.

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PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK TERHADAP HASIL BELAJAR KIMIA MATERI POKOK SISTEM PERIODIK UNSUR PADA SISWA KELAS X SMAN 1 MATARAM TAHUN AJARAN 2013/2014

JURNAL PIJAR MIPA ◽

10.29303/jpm.v9i2.47 ◽

2014 ◽

Vol 9 (2) ◽

Cited By ~ 1

Author(s):

Nurwahidah Nurwahidah ◽

Yayuk Andayani ◽

I Nyoman Loka

Keyword(s):

Periodic System ◽

Multiple Choice ◽

Project Based Learning ◽

T Test ◽

Choice Test ◽

Control Group ◽

Choice Data ◽

Quasi Experimental ◽

Academic Year ◽

Experimental Group

Abstrak: Penelitian ini merupakan penelitian quasi experimental yang bertujuan untuk mengetahui pengaruh model pembelajaran berbasis proyek terhadap hasil belajar kimia materi pokok sistem periodik unsur pada siswa kelas X SMAN 1 Mataram tahun ajaran 2013/2014. Hasil belajar dalam penelitian ini meliputi hasil belajar dalam bentuk pengetahuan dan hasil belajar dalam bentuk sikap (kerjasama siswa). Instrumen yang digunakan yaitu tes multiple choice. Data hasil penelitian yang dianalisis statistik dengan uji t dan lembar observasi kerjasama yang dianalisis deskriptif. Hasil penelitian menunjukkan bahwa pada kelas eksperimen diperoleh nilai rata-rata 84,62 dengan ketuntasan klasikal 71,79%, sedangkan pada kelas kontrol diperoleh nilai rata-rata 83,95 dengan ketuntasan klasikal 71,05%. Hasil uji-t pada taraf signifikan 5% diperoleh Fhitung 0,28 < Ftabel 1,68 yang berarti Ho pada penelitian ini diterima. Hasil observasi kerjasama pada kelas eksperimen memiliki tingkat kerjasama yang sama dengan kelas kontrol yaitu “sangat tinggi”. Hal ini menunjukkan bahwa pembelajaran berbasis proyek tidak berpengaruh lebih baik terhadap hasil belajar kimia materi pokok sistem periodik unsur kelas X SMAN 1 Mataram tahun ajaran 2013/2014. Kata-kata kunci : Pembelajaran berbasis proyek, hasil belajar, sistem periodik unsur Abstract: This study was a quasi experimental that purpose to know the effect of project-based learning on learning achievements on elements periodic system for X grade students of SMAN 1 Mataram in 2013/2014 academic year. The students’ achievements were knowledge and attitude aspects (student’s cooperation). The instrument uses for data collection are a multiple choice test which is statistical analyzed by applying t-test and observation sheet about student cooperation which is analyzed descriptively. The study revealed that experimental group obtained 84.62 on average with classical mastery was 71.79% whereas the control group obtained 83.95 on average with classical mastery was 71.05%. The results of t-test on 5% level of significant shows Facc 0.28 < Ftable 1.68 which means that Ho is accepted. The result of observation sheets shows that whether the students in experimental group or in control group have an equal level of cooperation. It shows “very high” level of cooperation. In summary, project-based learning has no effect on the students’ chemistry learning achievements on elements periodic system for X grade students of SMAN 1 Mataram in 2013/2014 academic year. Keywords: Project-based learning, learning result, elements periodic system

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AN ANALYSIS OF PROJECT BASED LEARNING METHOD IN INTERPERSONAL INTELLIGENCES OF PRESCHOOL CHILDREN

Tumbuh Kembang: Kajian Teori dan Pembelajaran PAUD ◽

10.36706/jtk.v7i2.12099 ◽

2020 ◽

Vol 7 (2) ◽

pp. 133-143

Author(s):

Eka Mei Ratnasari

Keyword(s):

Preschool Children ◽

Data Collection ◽

Research Data ◽

Project Based Learning ◽

Control Group ◽

Learning Method ◽

Learning Methods ◽

Quasi Experimental ◽

The Subject ◽

Experimental Group

This study aims to determine the effect of project-based learning methods on the development of the interpersonal intelligence of preschool children. Subjects in this study were preschool children especially 4-5 years old. The subject consisted of two kindergartens in Yogyakarta Indonesia, the participants consisted of 31 children. Thus, the data were used as a quasi-experimental research design. The experimental group was taught with a project-based learning method while in the control group with conventional methods. The data collection was an observation sheet. The research data obtained were analyzed using the t-test in the SPSS.16 program to see the differences between the experimental group and the control group. The results showed that there is a significant influence of project-based learning methods toward the interpersonal intelligence of preschool children. The recommendation was provided to parents, academics, practitioners in the discussion that especially emphasized addressing the need to increase opportunities for the interpersonal intelligence of preschool children in good stimulation.

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Didactic engineering in the development of numerical thinking

Revista Boletín Redipe ◽

10.36260/rbr.v9i9.1072 ◽

2020 ◽

Vol 9 (9) ◽

pp. 140-146

Author(s):

Carlos Luis Rangel Peinado ◽

Henry de Jesús Gallardo Pérez ◽

Mawency Vergel Ortega

Keyword(s):

Experimental Design ◽

Primary Education ◽

Control Group ◽

Pedagogical Strategy ◽

Post Test ◽

Didactic Engineering ◽

Quasi Experimental ◽

Experimental Group

The development of numerical thinking in primary education is an important aspect of children's mathematical training, since it allows for a general understanding of numbers and operations in order to facilitate the development of their handling and application. The work allows the implementation of a pedagogical strategy based on didactic engineering, which allows students to identify and formulate questions related to the management and understanding of numbers and their basic operations together with the decision to approach individually and which ones in a group way while planning and making decisions in their development and evaluation of results. The study is framed in the quantitative paradigm, in a quasi-experimental design, working with control and experimental groups. Pre-test is applied to identify the development of numerical thinking in students and as a support to the design of the intervention proposal. Once the proposal is developed, it is evaluated by means of a post-test that allows identifying significant improvements in the numerical thinking of the children of the experimental group in comparison with those of the control group. This leads to the conclusion that the developed intervention contributes favorably to the development of numerical thinking in children.

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The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills

Journal of Innovation in Educational and Cultural Research ◽

10.46843/jiecr.v1i1.5 ◽

2020 ◽

Vol 1 (1) ◽

pp. 22-29 ◽

Cited By ~ 2

Author(s):

Safaruddin Safaruddin ◽

Nurlaiha Ibrahim ◽

Juhaeni Juhaeni ◽

Harmilawati Harmilawati ◽

Laeli Qadrianti

Keyword(s):

Electronic Media ◽

Project Based Learning ◽

Learning Motivation ◽

Average Score ◽

Control Group ◽

Process Skills ◽

School Students ◽

Science Process Skills ◽

Quasi Experimental ◽

Experimental Group

This study aims to analyze the effect of using Project Based Learning (PjBL) strategy assisted by Electronic Media in increasing learning motivation and Science Process Skills (KPS) on the material “Heat Transfer”. The study used a quasi-experimental pretest-posttest experimental design with 59 students. The experimental group was taught using the PjBL strategy while the control group was taught with a conventional strategy that was teacher-centred. Learning motivation is measured using questionnaires distributed to students, and KPS is measured through observation using observation sheets. The results, average score of KPS with the PjBL strategy = 86.33, the conventional strategy = 74.52; the average score of learning motivation with PjBL strategy = 78.05, conventional strategy = 69.49. Conclude from this data that the use of the PjBL based on e-media strategy is effective and influences the improvement of KPS and learning motivation of elementary school students.

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The Influence of Choice Theory Anger Management Program (CTAMP) on the Ability of Prospective Psychological Counselors for Anger Management

International Education Studies ◽

10.5539/ies.v11n4p43 ◽

2018 ◽

Vol 11 (4) ◽

pp. 43 ◽

Cited By ~ 1

Author(s):

Rezzan Gundogdu

Keyword(s):

Anger Management ◽

Choice Theory ◽

Management Program ◽

Repeated Measurements ◽

Trait Anger ◽

Control Group ◽

Quasi Experimental ◽

Counseling And Guidance ◽

Experimental Group

This research is a quasi-experimental study with pretest-posttest-fallow up test and experiment-control group to investigate the influence of Choice Theory-based Anger Management Psychoeducation Program (CTAMP) on the ability of students of Department of Psychological Counseling and Guidance (PCG) for anger management. The Trait Anger-Anger Style Scale was used for the dependent variable. 40 students were identified as eligible to participate in the study based on the scores from subscales of STAS. Then a total of 18 volunteer students (14 females and 5 males) were identified that had time to participate in activities. The control group included 19 students (14 females, 5 males). The CTAMP was administrated to the experimental group for twelve weeks, and no procedures were performed for the control group. Then, reminder sessions were held for 3 more weeks for the control group and the final follow-up measurement was taken. The data was analyzed by SPSS 18 packet program. The t-test was performed to find the differences between the follow up pretest–follow up posttest scores in the experimental and control groups, and ANOVA was carried out to find the within-group differences for repeated measurements. At the end of CTAMP that lasted 12 weeks, it is observed that the trait anger-anger, anger-in and anger-out scores for the experimental group were reduced from the pretest to posttest, but the anger control scores were increased. At the end of follow-up sessions, the variance in the scores was similar.

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EFEKTIFITAS MODEL PEMBELAJARAN PROJECT BASE LEARNING DALAM KONTEKS BLEDED LEARNING UNTUK MENINGKATKAN PENGETAHUAN DAN KETERAMPILAN PENCAK SILAT MAHASISWA

JURNAL PENDIDIKAN JASMANI DAN OLAHRAGA ◽

10.17509/jpjo.v6i2.38583 ◽

2021 ◽

Vol 6 (2) ◽

Author(s):

I Gede Suwiwa

Keyword(s):

Blended Learning ◽

Research Method ◽

Sampling Technique ◽

Project Based Learning ◽

Test Method ◽

Control Group ◽

Student Knowledge ◽

Knowledge And Skills ◽

Quasi Experimental ◽

Experimental Group

This study aimed to improve the student knowledge and skills in Pencak Silat by applying project-based learning on a blended learning basis. The research method used was the experimental research method. The design of this study was quasi-experimental by involving a control group and an experimental group. The participants of the study involved 60 students of Universitas Ganesha selected using a random sampling technique. The data in the study were collected by utilizing a questionnaire. Data processing was carried out using Paired Sample T-test method. The result showed that the project-based learning model on a blended learning basis could improve the student knowledge and skills in the Pencak Silat learning process. It can be seen from the increase that occurred in the control and experimental classes. Thus, learning Pencak Silat through Project-Based Learning on a blended learning basis can be used as an alternative to improve student knowledge and skills in Pencak Silat.

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