scholarly journals Improving Body Mechanics Using Experiential Learning and Ergonomic Tools in Massage Therapy Education

2018 ◽  
Vol 11 (4) ◽  
pp. 23-31
Author(s):  
Robin B. Anderson, BA, LMT, BCTMB, CEAS
Keyword(s):  
Risk Factor ◽  
Experiential Learning ◽  
Teaching Method ◽  
Occupational Injuries ◽  
Massage Therapy ◽  
Assessment Tools ◽  
Field Methods ◽  
Theoretical Approaches ◽  
Post Test ◽  
Massage Therapists

Introduction: Current industry data suggest that the rise in occupational injuries for massage therapists is contributing to a significant number leaving the profession after a few short years. While many massage therapists are taught meth-ods for proper body mechanics and self-care within their career educational programs, there are few consistencies in the theoretical approaches to these concepts, even though it is a required component in massage therapy career training.Purpose: This study demonstrates a measurable and effective teaching method using a combination of experiential and transformative learning theory models and authentic ergonomics measurement tools to teach effective body mechanics in entry level career training that may be sustainable for new massage therapists entering the field. Methods: Four cohorts of students (N = 17) enrolled in a kinesiology course for massage thera-pists were studied using a mixed-methods time series experimental design. A pre- and post-test was conducted by utilizing two industry standard ergo-nomics risk factor assessment tools as measurable data for score comparison, to denote improvements in each student’s risk factor tendencies and provide evidentiary support of learning transfer. Between the pre- and post-test, students participated in a series of experiential learning exercises within class sessions during the semester and completed two reflection journals discussing their experiences. Results: The results showed that there was a statistically significant reduction in ergonomics risk factor scores for all students studied. Conclusion: The success of this study demon-strates that the instructional design using expe-riential and transformative educational theory and general ergonomics concepts is an effective approach to teaching proper body mechanics to massage therapy students which can be adopted into universally accepted curriculum on many levels and could eventually contribute to reduction of occupational injury in the future.

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.

Premorbid migraine history as a risk factor for vestibular and oculomotor baseline concussion assessment in pediatric athletes

2019 ◽  
Vol 23 (4) ◽  
pp. 465-470 ◽  
Author(s):  
Ryan N. Moran ◽  
Tracey Covassin ◽  
Jessica Wallace
Keyword(s):  
Risk Factor ◽  
Smooth Pursuit ◽  
Migraine Headache ◽  
Visual Motion ◽  
Assessment Tools ◽  
Motion Sensitivity ◽  
Ocular Reflex ◽  
Migraine Headaches ◽  
Vestibular Ocular Reflex ◽  
History Of

OBJECTIVEMigraine history has recently been identified as a risk factor for concussion and recovery. The authors performed a cross-sectional study examining baseline outcome measures on newly developed and implemented concussion assessment tools in pediatrics. The purpose of this study was to examine the effects of premorbid, diagnosed migraine headaches as a risk factor on vestibular and oculomotor baseline assessment in pediatric athletes.METHODSPediatric athletes between the ages of 8 and 14 years with a diagnosed history of migraine headache (n = 28) and matched controls without a history of diagnosed migraine headache (n = 28) were administered a baseline concussion assessment battery, consisting of the Vestibular/Ocular Motor Screening (VOMS), near point of convergence (NPC), and the King-Devick (K-D) tests. Between-groups comparisons were performed for vestibular symptoms and provocation scores on the VOMS (smooth pursuit, saccades, convergence, vestibular/ocular reflex, visual motion sensitivity), NPC (average distance), and K-D (time).RESULTSIndividuals diagnosed with migraine headaches reported greater VOMS smooth pursuit scores (p = 0.02), convergence scores (p = 0.04), vestibular ocular reflex scores (p value range 0.002–0.04), and visual motion sensitivity scores (p = 0.009). Differences were also observed on K-D oculomotor performance with worse times in those diagnosed with migraine headache (p = 0.02). No differences were reported on NPC distance (p = 0.06) or headache symptom reporting (p = 0.07) prior to the VOMS assessment.CONCLUSIONSPediatric athletes diagnosed with migraine headaches reported higher baseline symptom provocation scores on the VOMS. Athletes with migraine headaches also performed worse on the K-D test, further illustrating the influence of premorbid migraine headaches as a risk factor for elevated concussion assessment outcomes at baseline. Special consideration may be warranted for post-concussion assessment in athletes with migraine headaches.

THE EFFECT OF CREATIVE DRAMA METHOD ON STUDENTS’ ACHIEVEMENTS TOWARDS THE MUSIC LESSON

2021 ◽  
Vol 6 (14) ◽  
pp. 15-31
Author(s):  
Bahar GÜDEK ◽  
Hande YILMAZ
Keyword(s):  
Teaching Method ◽  
Classroom Teacher ◽  
Control Group ◽  
Creative Drama ◽  
Music Lesson ◽  
Course Success ◽  
Musical Perception ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of this research is to examine the effects of creative drama method on students' achievements towards the music lesson . In addition to this, in the research, it was aimed to develop appropriate educational activities prepared with creative drama method for the theoretical subjects of music, to eliminate the unwillingness of students towards these subjects, to facilitate the learning of information about music theory, to make learning fun and permanent, and to provide the student to learn voluntarily. In this study; For the determined purpose, creative drama method was applied in the teaching of theoretical knowledge of the 4th grade musical perception and information learning field in the 2018-2019 Academic Year Music Course Education Program of the Ministry of Education. The study was carried out by experimental method. The study group consists of 80 students, including 40 students in the Samsun Mimarsinan Primary School, an experimental group and 40 students in the control group. While the subjects pertaining to the musical perception and information learning area were taught by the classroom teacher with the traditional (classical) teaching method in the control group, the experimental group was taught by the researcher using the creative drama method. The pre-test and post-test post-test music course success scale was applied to both groups. With the results obtained from the scale, the effect of creative drama method on students' achievements towards the music lesson was investigated. As a result, it was found that creative drama method had a positive effect on students ' achievements, there was no significant difference according to gender, and the effect on students' achievement levels was 'enormous'.

scholarly journals EFEKTIFITAS TERAPI DEKAPAN IBU TERHADAP PENURUNAN INTENSITAS NYERI PADA BAYI YANG MENJALANI IMUNISASI

2021 ◽  
Vol 10 (1) ◽  
pp. 51
Author(s):  
Fiki Wijayanti ◽  
Natalia Devi Oktarina
Keyword(s):  
Pain Assessment ◽  
T Test ◽  
Assessment Tools ◽  
Control Group ◽  
P Value ◽  
Control Group Design ◽  
Purposive Sampling ◽  
Group Design ◽  
Post Test ◽  
Test Control

ABSTRAK Imunisasi merupakan salah satu cara memberikan kekebalan tubuh pada anak untuk mencegah penyakit. Pemberian imunisasi melalui suntikan dapat menimbulkan efek secara langsung yaitu rasa nyeri pada anak. Nyeri yang disebabkan oleh suntikan imunisasi jika tidak dikelola akan mengakibatkan dampak negatif pada aspek emosional pada anak seperti menangis dan ketakutan. Salah satu intervensi yang dapat dikembangkan dalam menerapkan perawatan atraumatik saat pemberian imunisasi pada anak adalah terapi dekapan ibu. Tujuan dalam penelitian ini adalah untuk menganalisis efektifitas terapi dekapan ibu terhadap nyeri pada bayi yang dilakukan imunisasi di Puskesmas Lerep. Jenis penelitian yang digunakan dalam penelitian ini adalah  Preeksperimen design dengan rancangan pretest-post test control group design. Metode Pengambilan sampling menggunakan Purposive sampling dengan jumlah sampel pada kelompok kontrol sejumlah 30 bayi dan kelompok intervensi 30 bayi. Dalam penelitian ini ada 2 variabel yang diukur yaitu variabel Nyeri dan pemberian terapi dekapan ibu. Variabel nyeri diukur menggunakan instrument FLACC Pain Assessment Tools. Sedangkan variabel terapi dekapan ibu diukur dengan melakukan observasi saat pemberian imunisai. Uji statistik yang digunakan adalah dengan  t test-independent. Hasil yang didapatkan adalah  p value 0,0001. Berdasarkan hasil analisis diketahui bahwa ada perbedaan selisih rata-rata nyeri pada kelompok intervensi dan kontrol (p<0,05). Diharapakan Tenaga Kesehatan di Puskesmas menerapkan tindakan atraumatic care pada bayi yang akan dilakukan imunisasi dengan cara mengikutsertakan ibu dalam kegiatan imunisasi yaitu dengan dekapan ibu. Kata Kunci : Nyeri, Bayi, imunisasi dan dekapan ibu

scholarly journals Improving Students Learning Approach in Mathematical Thinking through Constructivist Learning Approach with Creativity for Architecture Students

2018 ◽  
Vol 3 (2) ◽  
pp. 61-68
Author(s):  
Nor Syamimi Samsudin ◽  
◽  
Ismail Samsuddin ◽  
Ahmad Faisol Yusof ◽  
Mohd Zikri Mohd Zaki ◽  
...  
Keyword(s):  
Structural Study ◽  
Creative Thinking ◽  
Teaching Method ◽  
Mathematical Thinking ◽  
Teaching Experiment ◽  
Constructivist Learning ◽  
Learning Approach ◽  
Conventional Teaching ◽  
Post Test ◽  
Retention Of Knowledge

The purpose of this research is to measure the effectiveness of constructivist learning approach in structural study specifically for architecture students. Theoretically, improving student’s performance in mathematics is challenging for today education. In architectural education, structural study is part of the non- design courses in the syllabus under the area of technology and environment and it involve in mathematical calculations. In the context of typical classrooms that adopt conventional teaching method, students are usually taught using structured rules based on the given academic syllabus. However, teaching architecture students need a different approach. This is because architecture students learn by understanding the application into practice rather than by only solving the principleproblem. Purposive sampling which is the Torrance Test of Creative Thinking (TTCT) was selected as the method of the study and teaching experiment was conducted. In the experimental structural design, 26 groups of architecture students were tested based on two situations; pre-test (original) and post-test (change), and tests are conducted according to the stages and times set for each topic. The experiment was designed based on the Constructivist learning approach as foundation of the experiment to study the mathematical creativity of the students. The findings show that there are positive impacts on creativity in the subject of structural study which beneficially affects their understanding and application abilities. Further research needs to done to ensure this beneficial outcome can be greatly support students’ long-term retention of knowledge and skills. Keywords: Constructivist learning approach, Creativity in mathematical thinking, and Experimental study for architecture students

scholarly journals Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

2020 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Lydia Zeta Donald Stavy ◽  
Frankie Subon ◽  
Norseha Unin
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Games ◽  
Text Book ◽  
Vocabulary Retention ◽  
New Words ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.

scholarly journals A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students’ Learning at ‘A’ level

2019 ◽  
Vol IV (I) ◽  
pp. 61-66
Author(s):  
Muhammad Kamran ◽  
Namra Munir ◽  
Rashid Minas Wattoo
Keyword(s):  
Teaching Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Cognitive Domain ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Post Test ◽  
Experimental Group ◽  
Differentiated Teaching

This study explores the effect of differentiated teaching method vs. traditional teaching method on students’ learning at ‘A’ level. It is an experimental research, conducted in Aitchison College. By applying simple random sampling technique, 70 students are selected as a sample from the population. Pre-test and post-test are conducted for data collection. Research investigates, how differentiated method of teaching effects learners’ academic achievement. The retention level of the students who are taught via differentiated teaching and traditional teaching method is. After conducting a posttest, data is analyzed with pair-sample and independent sample t-test by using SPSS. Analysis shows that the students taught via differentiated teaching have more power of retention than the students taught via traditional teaching methods. The control group perform up to application level while experimental group perform up to evaluation level of cognitive domain.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

scholarly journals OUTCOME BASED LEARNING: THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITY ON DEEP CONCEPTUAL UNDERSTANDING

2021 ◽  
Vol 9 (6) ◽  
pp. 20-29
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Conceptual Understanding ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Teaching Model ◽  
Study Group ◽  
Post Test ◽  
The Mean ◽  
Understanding Of Science

The aim of the present study is to investigate the effect of experiential learning activity in deep conceptual understanding of science in comparison with conventional teaching model. In the present experiment quasi experimental and post-test research design is implemented. Totally 80 students participate in the study: 40 girls and 40 boys. The sample is categorized into two: study and the control group. Each group consists of 40 students: 20 boys and 20 girls. The study group is taught “Gases Law” by using experiential learning activities and the control is taught by using the conventional method. Data is collected by using a questionnaire and it consists of 20 multiple choice questions. The collected data is analyzed by using descriptive statistics. The examination of the data illustrates that there is no noteworthy difference in the mean score between the study group and the control group. Independent ‘t-test’ is applied to compare the student’s achievement in post-test. The mean score of the study group, who are exposed to the experiential learning activities, in Science Achievement post-test is 17.35. It is higher than that of (t=6.65; p&gt;0.01) the learners in the control group. The mean of the control group is 14.45. Therefore, it is concluded that the experiential learning activities as a teaching model enhances the deep conceptual understanding of science.

scholarly journals Peningkatan Persepsi Guru IPA Terhadap Penggunaan Pendekatan Gamification pada Kegiatan dan Evaluasi Pembelajaran

Jurnal SOLMA ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 32-41
Author(s):  
Daniar Setyo Rini ◽  
Ade Suryanda ◽  
Eka Putri Azrai
Keyword(s):  
Experiential Learning ◽  
Post Test

Background: Pendekatan Gamification diduga dapat memberikan lingkungan belajar yang lebih menyenangkan, membuat siswa lebih berperan aktif, dan merangsang siswa untuk mengorganisasikan pengetahuan yang telah didapat menjadi satu kesatuan yang utuh sehingga terasa menjadi lebih bermakna. Penggunaan Gamification dalam pembelajaran masih jarang digunakan karena guru masih belum banyak mengetahui tentang pendekatan ini sehingga persepsi guru mengenai Gamification masih tergolong rendah Metode: Metode yang digunakan dalam kegiatan ini adalah metode survey disertai dengan metode pembelajaran pengalaman (experiential learning). Hasil: Berdasarkan data yang didapatkan dari hasil pre-test dan post-test, persepsi guru mengenai penggunaan Gamification mengalami perubahan menjadi lebih positif setelah mendapatkan pemaparan mengenai Gamification di kegiatan webinar. Dari total responden 94 orang, terdapat 10 orang responden yang persepsinya mengalami perubahan menjadi lebih positif. Berdasarkan hasil uji t-berpasangan diperoleh hasil bahwa hasil pre-test dan post-test berbeda nyata dengan nilai signifikansi 0,037. Kesimpulan: terjadi perubahan persepsi guru mengenai penggunaan Gamification setelah mengikuti kegiatan webinar. 

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