scholarly journals Effect of strategy (SQ3R, a look, send, read, heard, see) in the collection of the first phase of student colleges of education in the foundations of education.

2018 ◽  
Vol 218 (2) ◽  
pp. 289-310
Author(s):  
Dr. Nasir Khudair Sacrann ◽  
Dr. Abbas Lafta Hassan
Keyword(s):  
Statistical Methods ◽  
Test Data ◽  
College Of Education ◽  
Control Group ◽  
Colleges Of Education ◽  
Foundations Of Education ◽  
Ibn Rushd ◽  
Significant Difference ◽  
Search Tool ◽  
Experimental Group

    The current research aims to answer the following hypothesis: - Is there a difference is statistically significant at the level of (0,05) in the collection of students after use strategy (SQ3R, a look, send, read, heard, see) in the collection of the first phase of student colleges of education in the foundations of education who are studying in accordance with the strategy (SQ3R , take a look, send, read, heard, see) and students who are studying the same material in the traditional way? If he chooses researcher College of Education, Ibn Rushd for Humanities then chose the Department of History and then chose researcher Divisions (a - c) and the Division of Research consisted of choice for many and objective dimension choice scale over the equality of the two groups in achievement and after the match the search tool and Althakqmn exchange virtual designed After the presentation to a group of experts and arbitrators researcher method used to measure the re-testing? After the result of the second test data analyzed using appropriate statistical methods if the result showed The average scores of the experimental group (2.38). There is a statistically significant difference at the level (0,05) ordering the second calculated value (6,26) is greater than the second spreadsheet (2,01) critically (58) and this is evidence of the superiority of the experimental group to the control group

scholarly journals The Effect of Reflection-Supported Process-Based Writing Teaching on Iraqi EFL Students' Writing Performance and Attitude

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Salam Hamid
Keyword(s):  
Performance Test ◽  
College Of Education ◽  
Attitude Scale ◽  
Control Group ◽  
Writing Performance ◽  
Significant Difference ◽  
Efl Students ◽  
Writing Assignment ◽  
And Control ◽  
Experimental Group

The study aims at finding out the effect of process-based writing teaching supported by students' reflection on their performance in, and attitude toward writing. It hypothesizes that there is no statistically significant difference between the mean score of the experimental group taught writing according to the reflection-supported process-based approach and the control group taught writing according to the process-based approach in the writing performance test and writing attitude scale. To achieve the aims of the study, two second year sections in the Department of English of the College of Education/ Ibn Rushd for Human Sciences are randomly assigned as the experimental and control groups with 43 and 45 students respectively. The experiment in this study lasts for 15 weeks during which both groups are taught writing according to the process approach and given one writing assignment per week. Only the experimental group students are required to reflect on their writing performance in every writing assignment by using a reflection sheet prepared for this purpose. At the end of the experiment, the two instruments of the study, i.e., a writing performance test and attitude toward writing scale are administered on both groups. The statistical manipulation of the results achieved shows that supporting the process orientation to writing teaching with a phase of students reflection on their writing performance is effective in developing their writing performance and helping them formulate positive attitude toward writing. In the light of the results and conclusions achieved, a set of recommendations is put forward.

scholarly journals Effect of Internship Experiential Learning on Students’ Academic Achievement in Utilization of Model Office Technologies in Federal Colleges of Education in South-South, Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 76-89
Author(s):  
Okolocha C.C. ◽  
Benstowe F.S.
Keyword(s):  
Academic Achievement ◽  
Experiential Learning ◽  
Business Education ◽  
Rating Scale ◽  
Sampling Technique ◽  
College Of Education ◽  
Control Group ◽  
Colleges Of Education ◽  
Significant Difference ◽  
Research Questions

This study determines the effect of internship experiential learning on students' academic achievement in utilization of model office technology in Federal Colleges of Education in south-south, Nigeria. Two specific purposes, two research questions and two hypotheses were posed to guide the study. Quasi-experimental research design with pretest, post-test, non-randomized groups was adopted. 86 N.C.E. Ill business education (OTME) students during the 2018/2019 academic session made up the population. The sample consisted of 45 and 41 N.C.E. III Business Education (OTME) students from Federal College of Education (Tech.), Asaba and 41 OTME students from Federal College of Education (Tech.), Omoku, Rivers State. Purposive sampling technique was used to select the sample for study. A rating scale questionnaire was used for determining the students' academic achievement in model office technologies utilization. The instrument was validated by three lecturers from Faculty of Education, Nnarndi Azikiwe University Awka, Anambra State. The rating scale was subjected to reliability of stability using test-retest method to obtain r-value of 0.90. Data collected were analysed using descriptive statistics of mean scores to answer research questions one. Independent t-test was used to test null hypotheses at 0.05 level of significance. All data were computed using Statistical Package for Social Science (SPSS) version 0.16. The findings revealed those exposed to model office technologies using internship experiential learning scored higher than those in control group. The findings also revealed that both male and female benefited from internship experiential learning activities used for teaching model office technologies. In same vein, the results revealed significant difference in the academic scores of experimental as against that of control group. Based on the findings, it was recommended among others that Business education (OTME option) lecturers should try as much as possible to adopt, design and implement internship experiential learning when handling any course that has to do with model office technologies utilization in order to assist students to acquire the needed practical skills content.

scholarly journals The Effect of Using Scaffolding Strategies on EFL Students’ Reading Comprehension Achievement

2015 ◽  
pp. 91-118
Author(s):  
Maysaa Rasheed Abdul-Majeed
Keyword(s):  
Reading Comprehension ◽  
Graphic Organizers ◽  
College Of Education ◽  
Control Group ◽  
Lecture Method ◽  
Significant Difference ◽  
Efl Students ◽  
Scaffolding Strategies ◽  
Academic Year ◽  
Experimental Group

   Scaffolding is a process that supports and improves the performance of students before, during, and after reading. Graphic organizers, pictures, and charts can all serve as scaffolding tools. All of them can help, guide and shape students’ thinking when they apply them, i.e., students can discuss, write an essay, or use them with the difficult reading texts and new challenging information. This study is an attempt to investigate the effect of using scaffolding strategies on EFL students’ achievement in reading comprehension. To fulfil the aims of the study, the researchers have adopted two null hypotheses: first, there is no statistically significant difference between the achievement mean scores of students who practice scaffolding strategies and that of students who do not practice them. Second, there is no statistically significant difference between the experimental group students' achievement mean scores in the pre and posttests of reading comprehension. To achieve the aims of the study, a six-week experiment was conducted using pretest-posttest non-equivalent groups design. Two groups of 22 students each were selected from the population of second year students (N=123)/College of Education for Women/Department of English during the academic year (2013-2014). One group was selected as the experimental group that was taught reading comprehension using scaffolding strategies and other group was selected as the control group that was taught according to the lecture method. The students of both groups were exposed to pre and posttests. Using the t-test for two independent samples, it is found that there is a statistically significant difference in favour of the experimental group. This indicates that teaching by scaffolding strategies is more effective than the presentation practice production teaching or the Lecture Method teaching. Conclusions, recommendations and suggestions for further studies are put forward.

scholarly journals The Effectiveness of an Educational-Learning Program Based on the Theory of Cognitive Load in the Achievement of Students in the General Psychology Subject in Colleges of Education and in the Development of their Future Thinking

2021 ◽  
Vol 58 (1) ◽  
pp. 614-621
Author(s):  
Suaad Najem Abdullah, Dr. Naz Badrkhan Abdullah
Keyword(s):  
Cognitive Load ◽  
Test Group ◽  
Achievement Test ◽  
Control Group ◽  
Colleges Of Education ◽  
General Psychology ◽  
Future Thinking ◽  
Learning Program ◽  
Significant Difference ◽  
Experimental Group

This educational-learning program is based on the theory of the cognitive load in achieving general psychology for students of colleges of education and developing their future thinking. The two researchers relied on an experimental design with partial control. The design of these two equal groups involves a pre- and post-test for future thinking and a post-achievement test. Group (B) is the experimental group that studies the subject of general psychology according with the program. This group consists of (65) male and female students while group (A) is the control group that studies the same subject according to the traditional method, (65) students. The two researchers statistically equalized both groups in a number of variables to be measured by the researcher-made tools. The first tool was an achievement test of (40) items with (30) objective items and (10) essay items. The validity and consistency were verified, distinguishing its items, their level of difficulty, and the effectiveness of the wrong alternatives. The researchers also prepared a correction standard. The second tool measures the future thinking in its final form of (40) items, with a five-point scale with a discretionary scale (always, often, sometimes, rarely, never). There is a statistically significant difference between the students of the two research groups in the achievement test and future thinking, in favor of the experimental group. This means that the educational-learning program had a positive effect on students’ achievement. Thus, the null hypothesis is rejected. Based on the results, conclusions, recommendations and proposals are set.

scholarly journals The impact of teaching according to Hamdi model in the acquiring geographical concepts to students in preparatory fourth class in the general geographic

2018 ◽  
Vol 216 (2) ◽  
pp. 217-248
Author(s):  
Assist.prof.Dr.Bushra Hassan Madhfur
Keyword(s):  
Experimental Design ◽  
Teaching Methods ◽  
Control Group ◽  
Fourth Class ◽  
Significant Difference ◽  
Search Tool ◽  
The Impact ◽  
Academic Year ◽  
Experimental Group ◽  
Behavioral Goal

This research aims to know the effect of model Hamdi to acquire concepts and education in teaching methods and to achieve this purpose, the researcher relied on a partial seizure and is the experimental design of the experimental group and the control group with posttest researcher and students of fourth class in the general geographic for the academic year 2013-2014 and so opted for the purpose of application of the experiment and the sample consisted of 70 students and a student. The researcher was compared students research group before starting experience in a number of variables and formulated  behavioral objectives of 45 behavioral goal and researcher prepared teaching plans for the subjects to be taught either search tool has prepared a researcher test the acquisition of concepts consisting of 45 paragraph and confirmed researcher of sincerity and Psychometric properties and to process the data statistically, the researcher used t-test , which showed a statistically significant difference at the level of 0.05% for the experimental group.

scholarly journals Effect of problem-based learning on Colleges of Education students’ achievement in probability and attitude towards solving probability related problems

2019 ◽  
Vol 15 (2) ◽  
pp. 155-168
Author(s):  
Hamidu Ibrahim ◽  
Samuel Asiedu-Addo
Keyword(s):  
Real Life ◽  
Problem Based Learning ◽  
Simple Random Sampling ◽  
Structured Interview ◽  
T Test ◽  
Control Group ◽  
Colleges Of Education ◽  
Education Students ◽  
Significant Difference ◽  
Experimental Group

This paper deals with the effect of Problem-Based Learning on Colleges of Education students’ achievement in, and attitude toward Probability in Tamale Metropolitan of Ghana. The research design was quasi-experimental pre-test post-test two-group design. Convenience and simple random sampling techniques were employed to obtain a sample of 100 students which comprised of 51 students in the control group and 49 in the experimental group. Tests, questionnaire and semi-structured interview were the instruments used for data gathering. Descriptive, Independent samples t-test, ANCOVA and paired samples t-test were used in analysing data. The results indicated that there was a statistically significant difference between students of the experimental group exposed to Problem-Based Learning approach and control group exposed to Traditional Method. Problem-Based Learning developed students critical thinking, good problem solvers and self-directed learners which would lead to life-long memory of Probability concepts and its applications to real-life situations.

scholarly journals The Effect of the SAMR Model on Acquiring Teaching Skills for Students of Colleges of Education in the Subject of Teaching Applications

2021 ◽  
Vol 13 (2) ◽  
pp. 1289-1296
Author(s):  
Ruaa Ibrahem Radhi ◽  
Dr. Dawood Abdulsalam Sabri
Keyword(s):  
Control Group ◽  
Teaching Skills ◽  
Colleges Of Education ◽  
Random Fashion ◽  
Significant Difference ◽  
The Subject ◽  
Level Of Significance ◽  
Group Control Group ◽  
The Impact ◽  
Experimental Group

This research aims to identify the impact of the model (SAMR) in acquiring teaching skills among students of the colleges of education in the subject of teaching applications. The research sample consisted of (50) students selected from the department of educational and psychological sciences in the College of Education Ibn Rushd For the academic year (2020-2021). This was then divided in a simple random fashion into two groups: the first group (experimental group) included (25) students trained in scientific education lessons according to the teaching program prepared for it while the second group (control group) included (25) students. The researchers conducted the process of balance between the two groups in a number of variables to achieve a goal and choose its hypotheses. After collecting, analysing and processing data statistically using the statistical package (SPSS) and performing t-test on two independent samples and the equation of the ETA box to measure the size of the effect, we obtained the following results: There is no statistically significant difference at the level of significance (0.5) between the average grades of students of the experimental group and the control group in acquiring teaching skills for the experimental group. In light of the findings, the researchers reached several conclusions and presented several recommendations and suggested several future studies.

Is perioperative antibiotic necessary in straightforward implant placement procedures?

2020 ◽  
Author(s):  
Elçin Bedeloğlu ◽  
Mustafa Yalçın ◽  
Cenker Zeki Koyuncuoğlu
Keyword(s):  
Clavulanic Acid ◽  
Dental Implant ◽  
Prophylactic Antibiotic ◽  
Antibiotic Use ◽  
Implant Failure ◽  
Control Group ◽  
Implant Placement ◽  
Significant Difference ◽  
Amoxicillin Clavulanic Acid ◽  
Experimental Group

The purpose of this non-random retrospective cohort study was to evaluate the impact of prophylactic antibiotic on early outcomes including postoperative pain, swelling, bleeding and cyanosis in patients undergoing dental implant placement before prosthetic loading. Seventy-five patients (45 males, 30 females) whose dental implant placement were completed, included to the study. Patients used prophylactic antibiotics were defined as the experimental group and those who did not, were defined as the control group. The experimental group received 2 g amoxicillin + clavulanic acid 1 h preoperatively and 1 g amoxicillin + clavulanic acid twice a day for 5 days postoperatively while the control group had received no prophylactic antibiotic therapy perioperatively. Data on pain, swelling, bleeding, cyanosis, flap dehiscence, suppuration and implant failure were analyzed on postoperative days 2, 7, and 14 and week 12. No statistically significant difference was detected between the two groups with regard to pain and swelling on postoperative days 2, 7, and 14 and week 12 ( p >0.05), while the severity of pain and swelling were greater on day 2 compared to day 7 and 14 and week 12 in both groups ( p =0.001 and p <0.05, respectively). Similarly, no significant difference was found between the two groups with regard to postoperative bleeding and cyanosis. Although flap dehiscence was more severe on day 7 in the experimental group, no significant difference was found between the two groups with regard to the percentage of flap dehiscence assessed at other time points. Within limitations of the study, it has been demonstrated that antibiotic use has no effect on implant failure rates in dental implant surgery with a limited number of implants. We conclude that perioperative antibiotic use may not be required in straightforward implant placement procedures. Further randomized control clinical studies with higher numbers of patients and implants are needed to substantiate our findings.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

Optimization of postoperative management of patients undergoing functional endoscopic sinus surgery

2018 ◽  
pp. 26-31
Author(s):  
Sergey Bezshapochny ◽  
Andrey Loburets ◽  
Valery Loburets
Keyword(s):  
Nasal Cavity ◽  
Postoperative Period ◽  
Sodium Hyaluronate ◽  
Sinus Surgery ◽  
Control Group ◽  
Nasal Breathing ◽  
Traditional Therapy ◽  
Significant Difference ◽  
Water Salt ◽  
Experimental Group

Topicality: The result of surgical treatment depends largely on the chosen method of management of the postoperative period, the main purpose of which is to reduce the effects of surgical trauma. Despite the wide variety of drugs for local and systemic use, the question of pharmacotherapy of the operated sinus remains open to this day. The main properties that a modern drug should possess are safety and high clinical efficacy. Aim: to study the clinical efficacy of topical application of a complex preparation based on a saline solution containing sodium hyaluronate and dexpanthenol in patients with chronic sinusitis after functional endoscopic sinus surgery (FESS). Materials and Methods: Clinical and laboratory studies were conducted on 47 patients with chronic rhinosinusitis who underwent surgery using the FESS technique. Patients were divided into 2 groups according to the principle of the postoperative period. Patients of research group (n=21), except for traditional therapy, was used locally NASOMER (a preparation based on a water-salt solution containing sodium hyaluronate and dexpanthenol); to the control group (n=26) patients entered, in the postoperative period received traditional therapy. Traditional therapy included a toilet of the nasal cavity, the use of short-course topical decongestants, irrigation of the nasal cavity with water-salt solutions. Criteria of clinical effectiveness: data of endoscopy of the nasal cavity, rhinomanometry, activity of the mucociliary transport system. The effectiveness of functional research methods in the postoperative period was determined on the 7th and 14th day of treatment. Results: On the 3rd day of the study, an increase in the swelling of the nasal cavity was observed in patients of both clinical groups, correlated with difficulty in nasal breathing. On the 7th day, a decrease in edema was observed in patients of both groups, but in the experimental group, the index of nasal breathing, according to rhinomanometry, was significantly (p<0.05) different from the control group, and was respectively 1.54±0.14 and 2.04±0.19 kPa/l*s. On the 14th day of the study, no significant difference was observed between these indicators. When studying the activity of the ciliated epithelium of the mucous membrane of the nasal cavity, it was proved that patients of the experimental group on day 7 after surgery showed a statistically significant difference in this indicator compared to the control group (17.8±1.0 and 22.7±2.1 min. respectively). Conclusions: The use of NASOMER after surgical intervention in patients with chronic rhinosinusitis contributes to more effective treatment compared with traditional therapy, as evidenced by the rapid recovery of the main functional parameters according to active posterior rhinomanometry and mucociliary clearance. Based on the results of the studies performed, the use of NASOMER for pharmacotherapy in the postoperative period is recommended for patients who have undergone rhinosurgical interventions with the aim of reducing the period of postoperative rehabilitation as an effective anti-inflammatory and wound-healing agent.

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