scholarly journals ACCEPTABILITY AND EFFECTIVENESS OF MELC-BASED SUPPLEMENTARY LEARNING MATERIALS IN PHYSICAL EDUCATION 9

2021 ◽  
pp. 242-253
Author(s):  
Jeffrey A. Castillo, LPT
Keyword(s):  
Distance Learning ◽  
Physical Education ◽  
School Administrators ◽  
Mean Difference ◽  
P Value ◽  
Learning Materials ◽  
New Normal ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

This study answered the following questions: (1) What is the level of acceptability of the materials in terms of: (a) content; (b) objectives; (c) topics; and (d) activities?; (2) What are the mean scores of students in terms of pretest and posttest?; (3) Is there a significant difference between the pre-test and post-test mean scores? The study was conducted to prove that there was a significant difference in the pre-test and post-test among the respondents. The respondents of the study were composed of three (4) sections at Sampaguita Village National High School to test the effectiveness of using MELC-based Supplementary Learning Materials in Physical Education 9. In this study, random sampling method was used in choosing the respondents. The researcher made questionnaires validated by different experts from the same school where the study was conducted in the District of San Pedro, Schools Division of Laguna. Based on the data presented and interpreted in Chapter 4, the overall statistical data revealed that (1) The Level of Acceptability of Supplementary Learning Materials in Terms of Content, Objectives, Topics and Activities as perceived by the students was “Highly Acceptable”. (2) During the pretest stage, the overall interpretation was Fairly Satisfactory; (3) During the posttest stage, the overall interpretation was Very Satisfactory; and (4) For the difference between the pretest and posttest it was found out that the mean difference between the pre-test and post-test of section Emerald was 3.30 with a t-value of 16.732 and p-value of 0.000 and with an analysis of Significant. For section Jade, the mean difference was 3.43 with a t-value of 16.997 and p-value of 0.000 and with an analysis of Significant. For section Jasper, the mean difference was 1.47 with a t-value of 16.323 and a p-value of 0.000 and with an analysis of Significant. For section Sunstone, the mean difference was 4.94 with a t-value of 26.876 and a p-value of 0.000 and with an analysis of Significant. Based on the findings, the following were conclusions derived from the data and results of the study presented, analyzed, and interpreted: (1) The MELC-based Supplementary Learning Materials had very effective contents, objectives, topics, and activities; (2) The students showed improved achievement after using MELC-based Supplementary Learning Materials; (3) The MELC-based Supplementary Learning Materials was an effective tool in teaching Physical Education during the new normal; (4) The Performance Level in Pretest of sections Emerald, Jade, Jasper and Sunstone was considered deficient before using the MELC-based Supplementary Learning Materials; (5) The Level of Performance in Posttest of sections Emerald, Jade, Jasper and Sunstone was described as Highly Acceptable. This meant that the use of MELC-based Supplementary Learning Materials helps the students in understanding the lessons in Physical Education based on the most essential learning competencies provided by the Department of Education; (6) There were overall significant difference in the result of the pretest and posttest using MELC-based Supplementary Learning Materials in Physical Education. The overall result in this study was highly significant; and (7) During the use of MELC-based Supplementary Learning Materials, the scores of the students were high showing that there was an improvement when it came to the learning outcomes of the respondents. Hence, the use of this MELC-based Supplementary Learning Materials was effective. Based on the conclusions formulated from the findings, the following recommendations were given; (1) For students’ better academic performance, MELC-based Supplementary Learning Materials may be used as alternative mode learning delivery for students who are not capable of having high end gadgets for online modality. By using this, students need not go out of their houses in finding internet shops to search for the given activity instead the answers are incorporated in the reading materials attached to the supplementary learning materials; (2) Teachers may adopt this MELC-based Supplementary Learning Materials in handling students under Modular Distance Learning (MDL); (3) The School Administrators may provide allotted budget to produce these MELC-based Supplementary Learning Materials for students who are under Modular Distance Learning (MDL); (4) School Administrators may conduct seminars to assist teachers and make this kind of learning materials suited for each type of learners; and (5) Future Researcher may use this study to help improve the production of learning materials aligned in the New Normal Set Up of Education due to pandemic.

Employing Personal Reading Logs through Short Stories to Enhance Students’ L2 Reading Comprehension Achievement

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Eliyas Sulaiman Mohandas ◽  
Nik Mastura Nik Ismail Azlan ◽  
Salwa Othman ◽  
Muhammad Aizat Azhari
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
P Value ◽  
L2 Reading ◽  
Reading Score ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
L2 Reading Comprehension

This study aims to investigate whether the use of six selected short stories throughout the duration of a 14-week course could enhance students’ reading comprehension achievement at the end of the semester. Out of the six short stories read, three were chosen as in-class assignments known as ‘Personal Reading Logs’ (hereafter, PRLs). One group of semester two Diploma students taking a reading skills course was selected through a convenience sampling method. A pre-test was conducted by having the students answer a past semester reading quiz of which the results would then be compared to their post-test (final reading exam) results. A paired samples t-test revealed no significant difference in the reading scores of the pre-test and the post-test, t (17) = -.265, p > .05. Since the p-value was bigger than 0.05, this indicated that the mean reading score of the post-test (M = 50.556) was not significantly higher than the mean reading score of the pre-test (M = 49.722). Therefore, the null hypothesis which stated that there was no difference in the mean score of the pre-test and post-test was retained. Overall, the result refuted the findings of other studies promoting the effectiveness of using short stories to enhance L2 reading comprehension achievement.

TO COMPARE THE EFFECTIVENESS OF NEBULISATION WITH ADRENALINE, 3% HYPERTONIC SALINE AND NORMAL SALINE IN BRONCHIOLITIS IN CHILDREN OF 2 TO 24 MONTHS OF AGE BASED ON CLINICAL SEVERITY SCORE AND NEBULISATION FREQUENCY.

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Priyanka Jain ◽  
Rakesh Jain
Keyword(s):  
Hypertonic Saline ◽  
Normal Saline ◽  
Mean Difference ◽  
Clinical Severity ◽  
Research Centre ◽  
P Value ◽  
College Hospital ◽  
Mean Values ◽  
Significant Difference ◽  
The Mean

Background & Method: We conducted a double blinded study at Index Medical College Hospital & Research Centre, Indore. The sample size was determined to be minimum of 120 cases as based upon previous years admission due to acute bronchiolitis. Initially, 146 cases were included in the study out of which 23 cases dropped out of the study after giving consent by guardian for participation in the study as they left against medical advice from the hospital. Result: The mean difference of CSS between 0 minutes to 60 minutes of nebulisation between groups in all cases was 0.4 ± 0.6, between 60 minutes and 4 hours was 0.8 ± 0.6, between 4 to 8 hours was 0.7 ± 0.6, between 8-12 hours was 0.6 ± 0.4, between 12-24 hours was 1.6 ± 0.9 and between 24-48 hours was 1.9 ± 0.9.The mean values and resultant p-value of ANOVA of various nebulising agents used for improvement in CSS shows significant association between various nebulising agents used along with improvement in CSS at the end of assessment at 48 hours of treatment. Conclusion: This study was conducted to establish the efficacy of each nebulisation agent (i.e.  adrenaline, 3% hypertonic saline and normal saline) currently used and compare the outcomes as there is not enough evidence amongst Indian population on level of efficacy of each drug in causing improvement in symptoms and signs in various severities of bronchiolitis in early childhood. Comparison of significant improvement in mean difference in CSS at various intervals in all cases compared between groups by post hoc test revealed non-significant difference (p-value 0.700) between 3% hypertonic saline and normal saline. Keywords: nebulisation, adrenaline, bronchiolitis & clinical.

scholarly journals Comparison of Virtual and Actual Education Models on the Learning of Internal Interns During the Pandemic of COVID-19

2021 ◽  
Author(s):  
Azadeh Mottaghi ◽  
Nazanin Alibeik ◽  
Shokoufeh Savaj ◽  
Behnam Shakiba ◽  
Raheleh Alimoradzadeh ◽  
...  
Keyword(s):  
Medical Students ◽  
Good Alternative ◽  
Educational Process ◽  
Virtual Education ◽  
P Value ◽  
Educational Models ◽  
Significant Difference ◽  
Post Test ◽  
E Learning ◽  
The Mean

Abstract Background: Following the outbreak of coronavirus and its impact on the educational process of medical students, attention was paid to e-learning due to importance of education and research. The aim of present study is to evaluation of virtual and actual education models on the learning of internal interns during the pandemic of COVID-19. Results: The mean±SD age of the participants was 24.9±2.3 years, 46% of participants were men and 54% of them live in dormitory. Results of study shows that difference of pre-test and post-test score with actual and virtual education models in the male and female is significantly different (P value=0.020). Virtual education for men and actual education for women have resulted in higher difference scores in pre-test and post-test. Actual and virtual education models were no different in academic achievements of participants. Thus, the scores obtained in 9 areas did not make a significant difference between the two types of educational models.Discussion: Virtual and actual education methods for internal interns were examined and the results showed that there is no significant difference between these two methods in student output. Given the conditions that have created by COVID-19 disease in the world, it seems that the use of virtual education can be a good alternative to educating medical students so that education does not stop.

scholarly journals DAILY JOURNAL WRITING TO ENHANCE STUDENT'S WRITING SKILLS

2016 ◽  
Vol 1 (2) ◽  
pp. 27-35
Author(s):  
Ester Eveline Sihite ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
Standard Error ◽  
Test Scores ◽  
Journal Writing ◽  
Writing Skills ◽  
Mean Difference ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This study aims to enhance students’ writing skills through Daily Journal writing. This research was divided into three steps: giving pre-test, giving treatment (writing daily journal), and giving posttest. The result showed significant difference between control and experimental group. Experimental participants was improved through the writing of daily journal, and the score gained by participants showed that there was a significant effect on students’ writing skills. The achievements showed that the mean difference of post-test scores between the two groups was -.45433 and for the standard error mean was .03840 with pValue .050 (see Table 3), means that Ha is accepted and Ho is not accepted. It means, writing daily journal is strong enough to improve the students’ writing skills. Keywords: Journal Writing, Writing Skills, Daily Journal Variations

scholarly journals Difference of Procalcitonin Levels in Gram-Positive and Gram-Negative Bacterial Sepsis Patients of Indonesia Army Central Hospital Gatot Soebroto in 2016

2022 ◽  
Vol 13 (1) ◽  
pp. 38
Author(s):  
Nindy Handayani ◽  
Soroy Lardo ◽  
Nunuk Nugrohowati
Keyword(s):  
Mean Difference ◽  
P Value ◽  
Central Hospital ◽  
Bacterial Sepsis ◽  
Gram Positive ◽  
Cross Sectional ◽  
Gram Negative ◽  
Gram Positive Bacteria ◽  
Significant Difference ◽  
The Mean

Introduction: Procalcitonin is known as a marker of infection and indicator for severity of infections. In sepsis, elevated procalcitonin levels in blood have a significant value that can be used as a sepsis biomarker. The aim of this study was to determine the mean difference of procalcitonin levels in Gram-positive and Gram-negative bacterial sepsis patients.Methods: This study used quantitative method with cross sectional approach. The sample of this study were bacterial sepsis patients of Indonesia Army Central Hospital Gatot Soebroto in 2016 which were divided into two groups: Gram-positive and Gram-negative bacterial sepsis patients with the number of each group was 30 samples. The data were analyzed by using independent t test.Results: This study showed that mean levels of procalcitonin in Gram-positive bacterial sepsis patients was 6.47 ng/ml and Gram-negative was 66.04 ng/ml. There was a significant difference between mean levels of procalcitonin in Gram-positive and Gram-negative bacterial sepsis patients of Indonesia Army Central Hospital Gatot Soebroto in 2016 with p value = 0.000 (p < 0.05).Conclusion: The mean difference of procalcitonin levels in Gram-negative bacterial sepsis patients were higher than Gram-positive bacterial sepsis patients, because Gram-negative bacteria have lipopolysaccharide which is a strong immunostimulator and increases TNF-α production higher than Gram-positive bacteria. 

scholarly journals Impact of integration through peer instructed lectures

2017 ◽  
Vol 6 (6) ◽  
pp. 1293 ◽  
Author(s):  
Prapthi Persis Bathini ◽  
Sumana Sen
Keyword(s):  
Standard Deviation ◽  
P Value ◽  
Knowledge Gain ◽  
Peer Assisted Learning ◽  
Public Health Importance ◽  
Critical Reasoning ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Case Based

Background: Integrated case based lectures are widely used as an effective method of teaching and learning. This method not only integrates all the disciplines in a particular year but also presents them in an effective case based format. Over the years, the students were less enthusiastic about this method. In order to make it more student centred and to actively involve them we have introduced peer case based integrated lectures. Peer assisted learning is a strong educational strategy known to benefit peer tutors and learners. This study evaluates the Knowledge gain of both the methods to see if there is any significant difference.Methods: Students in their 2nd year MBBS who agreed to participate were included in the study. After a series of discussions with the curriculum committee, the basic and clinical faculty, topics of public health importance were selected and written case scenarios with a set of relevant questions were formulated. In case based integrated lectures for tuberculosis, lectures were taken by faculty of the pertaining disciplines. In the peer case based integrated lectures on HIV, the same were taken by the students. A pre-test and post test was conducted after each session to know if there is a significant difference in knowledge gain in the two formats.Results: For the case based and peer led case based lectures, the mean student attendance was 90% and 86%. In the pre-test of integrated group on tuberculosis the mean score was 9.96 with standard deviation of 2.38. The post-test of the same group, the mean knowledge score was 13.63 with standard deviation of 2.20. There was significant improvement in knowledge with the case based integrated lectures of 3.67. The p value (0.0001) for this intervention is extremely significant. The post-test marks obtained for integrated and peer integrated group were 13.63±2.20 and 15.86±2.39 respectively. The mean increase in knowledge after peer case based integrated group was 6.1 when compared to increase in knowledge after case based integrated group which was 3.67.Conclusions: Integrated case base lectures is an effective teaching learning tool which can be further made student centric by involving students as peer teachers. Peer teaching is a valuable methodology to engage learners as teachers to improve their knowledge and communication skills as well creating an environment in which the peer audience will likely actively discuss and exchange ideas. Peer assisted learning is need of time to increase critical reasoning skills of medical students.

THE USE OF READING CIRCLES IN INCREASING STUDENTS SPEAKING ABILITY AT THE ELEVENTH GRADE SMK NEGERI 1 PANCARIJANG

2021 ◽  
Author(s):  
Andi Asrifan ◽  
Abd Ghofur
Keyword(s):  
Data Analysis ◽  
Sampling Technique ◽  
Total Sample ◽  
P Value ◽  
Speaking Test ◽  
Significant Difference ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Academic Year

The objectives of this research were to find out : whether or not the use of Reading Circles increase students speaking skill.This research employed Pre-experimental method that applied monolingual class. The population of this research was the eleventh grade students in academic year 2015-2016. There were 236 students spread in 8 classes ( XI AK.1, XI AK.2, XI AK.3, XI ADM.1 , XI ADM.2, XI ADM.3, XI TN.1 and XI TN.2) and each class consist appropriately 28-30 students. The researcher took cluster random sampling technique and chose XI ADM.1 as the representative and the number of total sample is 28 students.The data of the research were collected by using two kinds of instruments, namely speaking test. Speaking test (interview) was used to obtain data of the students’ speaking skill.The result of data analysis showed that there was significant difference between the students’ score after they were taught by using Reading Circles and before they were taught by Reading Circles. It was proved by the mean score of the post-test which was higher than the mean score of pre-test (78.50&gt;47.25). Furthermore, the result of the p-value was lower than α (0.000&lt;0.05) which means that H1 was accepted. Based on data analysis, the research concluded that : the use of Reading Circles increase students’ speaking skill at SMK Negeri 1 Pancarijang

scholarly journals The Effect of Extension with Audio Visual Method on The Improvement of Knowledge Levels and Attitude of The Use of Borax In The Making of Gendar Crackers in Family Households

2019 ◽  
Vol 2 (4) ◽  
pp. 87
Author(s):  
Dyah Suryani ◽  
Wibowo Wibowo
Keyword(s):  
Food Additives ◽  
Food Poisoning ◽  
Mean Value ◽  
Mean Difference ◽  
Wilcoxon Test ◽  
P Value ◽  
Visual Methods ◽  
Visual Method ◽  
Post Test ◽  
The Mean

Background: Food is one of the basic important of human needs. Since the mid-20th century, the role of food additives, particularly preservatives are becoming increasingly important in line with advances in production technology of synthetic BTP (food additives). The use of BTP often adverse effects on health. Some of the causes were the use of non-organic materials due to economic reasons. The lower public's knowledge about quality and safety of food led to rampant cases of food poisoning. This compounded with various kinds of food additives (BTP) are derived from chemical products and its derivatives. Cracker was one of snack that much-loved by the majority of Indonesian people. On making of Crackers both the traditional and the modern are often added borax as a food additive that was felt to be more savory crackers and crunchy. This research aimed to examine the influence of counseling with audio-visual method on the improvement of knowledge and attitude of use borax on making gendar crackers family households in Kategan, Patalan, Jetis, Bantul, Special Region of Yogyakarta Province. Methods: This research used quasi experiment type with the design of one group pretest - posttest. The samples were housewives in the Kategan, Patalan, Jetis, Bantul. Results: There was a difference of housewife’s knowledge in Kategan on the use of borax on making gendar crackers between before and after counseling with audio-visual methods which seen by a mean value of 6.64 pre-test and 6.92 for post-test average with -1.238 as mean difference. Based on the results of Wilcoxon test obtained p-value of 0.216 (H0 was accepted). While the mean, obtained on the attitude of the pre-test of 10.28 and the mean of post-test of 11.19 with a mean difference of -2.018. The p-value was 0.044 (H0 was rejected). Conclusion: There was no effect of counseling with the use of audio-visual methods in use of borax on making gendar crackers on the knowledge. Whereas there was influence of counseling with the use of audio-visual methods in the use of borax on making gendar crackers on the attitude. Keywords: knowledge, attitudes, audio visual, borax

scholarly journals Influence of FG Vega Technique on students’ academic performance in science 8

2021 ◽  
Vol 2 (2) ◽  
pp. 55-62
Author(s):  
Franco Gil A. Vega ◽  
Merlyn M. Lasaca
Keyword(s):  
Academic Performance ◽  
Experimental Method ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This study was conducted to determine the influence of the FG Vega technique on students' academic performance to address the least learned competency in Science 8. Seventy students from Grade 8 classes served as respondents of the study. The study employed a quasi-experimental method. The mean score of students who took the post-test is 32.03 and 27.57 respectively for the experimental and control group. The results can be gleaned that the score of each student in the experimental group has a little variation of mean with 6.71 as compared to the control group with a variation of 7.52. The results can be observed that the mean score of students in the pre-test under the control group is 8.80 and 11.34 under the experimental group. Thus, the results of the study can be further concluded that the students under the experimental group outperformed the students in the control group. Since the significant level is lesser than the p-value of 0.05, indicates that there is a significant difference between the pre-test and post-test under the experimental group. Hence, there is a significant difference between the post-test of the experimental and control group.

Abstract 14130: Effect of Angiovac on Right Ventricular Function Following Removal of Right Atrial Masses in Patients With and Without Malignancy

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_3) ◽  
Author(s):  
Daniel P OBrien ◽  
Tyler E Callese ◽  
John Moriarty ◽  
Eric Yang
Keyword(s):  
Right Ventricular ◽  
Left Ventricular ◽  
Mean Difference ◽  
Right Atrial ◽  
Left Ventricular Ejection ◽  
P Value ◽  
Significant Difference ◽  
Before And After ◽  
The Mean ◽  
Rv Function

Introduction: The AngioVac thrombectomy system (AngioDynamics Inc, Queensbury, NY) is an FDA approved device for removal of thrombi and emboli. Prior studies have shown procedural success for removal of right atrial (RA) and caval masses. This study aims to assess the effect of AngioVac on right ventricular (RV) function in patients undergoing removal of RA masses. Methods: Retrospective institutional study of patients undergoing removal of RA masses with AngioVac at a single tertiary medical center were included. Right ventricular fractional change (RVFC) and tricuspid annular plane systolic excursion (TAPSE) values were collected from echocardiograms before and after AngioVac or obtained manually if not present in the report. Paired 2-sample t test was done to assess for a significant difference between the two values. Results: The mean difference in RVFC before and after AngioVac was 1.6%, with a p-value of 0.327. Ten of the 28 patients had active malignancy, with a mean difference in RVFC of 0.8% and a p value of 0.683. The mean difference in the TAPSE group was 0.07mm and a p value of 0.48. Eight of the 19 patients had active malignancy, with a mean difference in TAPSE of 0.2mm corresponding to a p-value of 0.24. There was no significant difference in left ventricular ejection fraction before and after AngioVac (mean difference of 2.5%, p-value of 0.11). Conclusions: These findings suggest that use of the AngioVac device for removal of RA masses does not cause significant derangements in RV function by echocardiographic assessment. It is a well-tolerated procedure in patients with preprocedural normal RV function. These findings also further assess the use of AngioVac in patients with both right sided cardiac masses and active malignancy.

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