scholarly journals The ConRed Program, an Evidence-based Practice

Comunicar ◽  
2012 ◽  
Vol 20 (39) ◽  
pp. 129-138 ◽  
Author(s):  
Rosario del-Rey-Alamillo ◽  
José-A. Casas ◽  
Rosario Ortega-Ruiz
Keyword(s):  
Social Networks ◽  
Real Life ◽  
School Curriculum ◽  
Experimental Methodology ◽  
The Internet ◽  
Control Group ◽  
Information Control ◽  
Redes Sociales ◽  
Quasi Experimental ◽  
Experimental Group

The incredible force with which ITCs have arrived in society and the consequent risks to children when dealing with the Internet and social networks make it necessary for the domain of virtual environments to be included in the school curriculum. However, the initiatives in this direction are limited and there is a lack of rigorously evaluated programs that might act as a basis for designing educational lines of action. The ConRed Program is based on the theory of normative social behavior and aims to reduce problems such as cyber-bullying and addiction to the Internet and refocus the misadjusted perception of information control in the social networks in order to promote their use in a more beneficial way. The ConRed Program has been evaluated using a quasi-experimental methodology, with an experimental group (N=595) and a quasi-control group (N=298) consisting of 893 students (45.9% girls) with an average age of 13.80 years (SD=1.47). The reduction of problems in the experimental group and the lack of change in the control group is evidence of the program’s validity, and show that by working and collaborating with the whole educational community it is possible to improve the quality of the virtual and, therefore, the real life of adolescents. La vertiginosa incorporación de las TIC a la sociedad y los consecuentes riesgos a los que los menores se enfrentan en Internet y las redes sociales han dejado en evidencia la necesidad de incorporar en el currículum escolar el dominio de los entornos virtuales. En cambio, son escasas las iniciativas en esta dirección y más aún programas rigurosamente evaluados, de modo que sirvan de fundamento para el diseño de las líneas de acción educativa. El programa ConRed está basado en la teoría del comportamiento social normativo y persigue los objetivos de mejorar y reducir problemas como el cyberbullying, la dependencia a Internet y la desajustada percepción del control de la información en las redes sociales, para así potenciar el uso beneficioso de éstas. La evaluación del ConRed se ha desarrollado mediante una metodología cuasi experimental, con un grupo experimental (N=595) y uno cuasi-control (N=298). Del total de los 893 estudiantes, el 45,9% eran chicas y la edad media 13,80 años (DT=1,47). Los resultados positivos de reducción de problemas en el grupo experimental y la ausencia de cambio en el grupo control son muestra de su validez y demuestran que trabajando con toda la comunidad educativa y en colaboración con ella es posible mejorar la calidad de la vida virtual y, por tanto, real de los adolescentes.

scholarly journals 'Asegúrate' Program: Effects on cyber-aggression and its risk factors

Comunicar ◽  
2018 ◽  
Vol 26 (56) ◽  
pp. 39-48 ◽  
Author(s):  
Rosario del-Rey ◽  
Joaquín-A. Mora-Merchán ◽  
José-A. Casas ◽  
Rosario Ortega-Ruiz ◽  
Paz Elipe
Keyword(s):  
Risk Factors ◽  
Social Networks ◽  
Experimental Methodology ◽  
The Internet ◽  
Redes Sociales ◽  
Cyber Aggression ◽  
Bullying Intervention ◽  
Factores De Riesgo ◽  
Quasi Experimental ◽  
The Impact

Intervention against cyberbullying and other risks associated with the misuse of ITC and social networks is an important social demand. The «Asegúrate» Program tries to support teachers in this intervention. This research shows the impact of the program among those that have shown to be less sensitive to other ones: cyber-aggressors. Concretely, the impact of the program on the prevalence of aggression in cyberbullying and bullying, sexting and abusive use of the Internet and social networks are analyzed. The evaluation of the program was carried out with a sample of 479 students (54.9% girls) of Compulsory Secondary Education (age M=13.83. SD=1.40) through a quasi-experimental methodology, with two measures over time. The instruments used were the “European Cyberbullying Intervention Project Questionnaire”, the “European Bullying Intervention Project Questionnaire”, the ”Internet Related Experiences Questionnaire” and two items about sexting involvement. The results show that the involvement in cyber aggression, sexting, and intrapersonal dimension of abusive use of Internet and social network increases without intervention, whereas it diminishes when the intervention is carried out. Moreover, a significant decrease in the aggression and cyber aggression among cyber aggressors is evidenced. Thus, “Asegúrate” Program is effective for decreasing the prevalence of aggressions and cyber aggressions as well as the involvement in other phenomena considered cyberbullying risk factors. La intervención contra el ciberacoso entre escolares y otros riesgos asociados al uso inapropiado de las TIC y las redes sociales, es una importante demanda social. El programa «Asegúrate» pretende facilitar la labor docente en dicha intervención. El presente trabajo da cuenta del impacto de este programa entre quienes han mostrado ser menos sensibles en otros programas: los ciberagresores. Concretamente, se analiza su impacto en la prevalencia de agresión en ciberacoso y acoso escolar, así como en sexting y uso abusivo de Internet y redes sociales. La evaluación del programa se desarrolló con un total de 479 estudiantes (54,9% chicas) de Educación Secundaria Obligatoria (edad M=13,83. DT=1,40) mediante una metodología cuasi-experimental, con dos mediciones a lo largo del tiempo. Los instrumentos utilizados fueron el «European Cyberbullying Intervention Project Questionnaire», el «European Bullying Intervention Project Questionnaire», el «Cuestionario de Experiencias Relacionadas con Internet» y dos ítems sobre implicación en sexting. Los resultados muestran que, en ausencia de intervención, la implicación en ciberagresión, sexting y la dimensión intrapersonal del uso abusivo de Internet y redes sociales aumenta mientras que, con intervención, dichas implicaciones disminuyen. Asimismo, se evidencia una disminución significativa de la intensidad de la agresión y ciberagresión en ciberagresores. Por tanto, se puede afirmar que el programa resulta efectivo tanto para disminuir la prevalencia de agresiones y ciberagresiones como la implicación en otros fenómenos considerados factores de riesgo del ciberacoso.

scholarly journals The Effects of Spontaneous Use of Smartphone on the Attention and Emotions of Millennials Students in a Classroom

2019 ◽  
Vol 2 (2) ◽  
pp. p42
Author(s):  
Cristóbal Fernández Muñoz ◽  
Isidoro Arroyo Almaraz ◽  
Francisco Garrcía García
Keyword(s):  
Social Networks ◽  
Similar Proportion ◽  
The Internet ◽  
Control Group ◽  
Average Intensity ◽  
Group Level ◽  
Usage Patterns ◽  
The University ◽  
And Control ◽  
Experimental Group

With the access of the millennials to the contents of the internet through their smartphones, a new educommunicative ecosystem emerges that favors communication through immediacy and interactivity. This research seeks to know the habitual and spontaneous use of millennial smartphone during an on-campus class at the university. Experimental research has been used, using neuroscientific techniques of electrodermia, to measure the attention of subjects and their emotions at the group level, as well as a complementary quantitative questionnaire. The experiment was carried out with 44 people distributed in the two groups with 22 subjects in each one (experimental group and control group), with ages between 20 and 21 years of age of both sexes (in a similar proportion). 45% said they use the smartphone in class to chat, 29% to enter social networks and 5% indicated the use of the smartphone to take photos. 21% said they never use the smartphone in class. Regarding the neuroscientific experiment there was an increase in attention in the session in which the use of smartphone was prohibited. The students declare that they have smartphone usage patterns in the classroom similar to those they have outside the classroom. There were no significant differences in the duration and average intensity of attention and emotion between the experimental group and the control group.

Pioneers on the Case for Promoting Motivation to Teach Text-Based Programming

2020 ◽  
pp. 073563312096604
Author(s):  
Can Fatih Efecan ◽  
Serkan Sendag ◽  
Nuray Gedik
Keyword(s):  
Programming Languages ◽  
Life Experiences ◽  
Real Life ◽  
Control Group ◽  
Motivational Intervention ◽  
Quasi Experimental ◽  
High Level ◽  
Learning Programming ◽  
Experimental Group ◽  
Better Than

Learning programming is a painful process for most students, especially those learning text- based programming languages. In this study, based on the principle of Bandura’s social learning theory, the vicarious real-life experiences of several pioneers in the field of IT and programming were presented as 15-minutes stories to a group of 9th graders learning to code in Python. A quasi-experimental research design was used to examine the effects of the theory and associated technique on student achievement. The 27 participants in the experiment group watched these presentations before engaging in programming activities while a control group were also observed who received no extra motivational intervention. Those in the experiment group were found to have significantly improved their programming achievement compared to those in the control group. Additionally, the functionality and originality of the experimental group projects were significantly better than those produced in the control group. They reported that they had been motivated by the pioneer stories, and their interest and self-efficacy beliefs in relation to creating high level programming projects were increased. The results highlight the benefits obtained from proper application of a “pioneer-story technique” to improve text-based programming skills.

scholarly journals Synectics in Teaching Grade 9 Science

2021 ◽  
Vol 3 (8) ◽  
pp. 10-15
Author(s):  
Sunny R. Fernandez ◽  
Rex Argate ◽  
Ceasar F. Nimor ◽  
Lloyd Vincent O. Sasil
Keyword(s):  
Real Life ◽  
Mean Value ◽  
Control Group ◽  
Mean Values ◽  
Lecture Method ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Science Concepts ◽  
Private High School ◽  
Experimental Group

This study determined the effectiveness of synectics in teaching Grade 9 science in one private high school in Mandaue City, Cebu. A quasi-experimental design using the control and experimental groups was utilized. The experimental group was taught science concepts using synectics, while the lecture method was used in teaching the control group. Pretest and posttest evaluations were utilized to measure the academic performance of both groups of students. The results of the study showed that the pretest scores of the control and experimental groups on the three topics covered were fair and that the pretest mean values for the two groups were comparable or closer with each other. It also revealed that the posttest scores of both groups marked an increase in good performance level and the posttest mean value of the group with an intervention using synectics in teaching was greatly or highly improved compared to the group taught using the lecture method. The results also showed that there was a significant difference in the pretest and posttest scores between the control and experimental groups. Using synectics in teaching science concepts is an effective technique in improving students ‘performance since it provides them with a meaningful and authentic understanding of scientific concepts by associating these concepts to real-life situations.

scholarly journals Problems of Teaching Phonological Awareness to Learning Disabilities Students

2021 ◽  
Vol 23 ◽  
pp. 135-149
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Phonological Awareness ◽  
Instructional Program ◽  
Special Education Teacher ◽  
Experimental Methodology ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

This study aimed at identifying the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in the Directorate of Education in the Aseer region. The sample was diagnosed by the special education teacher as having learning disabilities. The study used the quasi-experimental methodology and divided the sample into an experimental group and a control group. After applying the instructional program, the results showed that the experimental group outperformed the control group in acquiring the phonetic sequential-memorization skill. The results showed no statistically significant differences in the phonetic sequential-memorization skill due to the difference of grade. It is concluded that the instructional program has a continuing effect in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region.

The Effectiveness of Phonological Awareness Training in Treating Deficiencies in Auditory Processing Among Children with Learning Disabilities Among Elementary Cycle Students in Saudi Arabia

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Mohamad Ahmad Saleem Khasawneh ◽  
Mohammad Abedrabbu Alkhawaldeh
Keyword(s):  
Learning Disabilities ◽  
Phonological Awareness ◽  
Auditory Processing ◽  
Instructional Program ◽  
Experimental Methodology ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

This study aimed at identifying the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in the Directorate of Education in the Aseer region. The sample was diagnosed by the special education teacher as having learning disabilities. The study used the quasi-experimental methodology and divided the sample into an experimental group and a control group. After applying the instructional program, the results showed that the experimental group outperformed the control group in acquiring the phonetic sequential-memorization skill. The results showed no statistically significant differences in the phonetic sequential-memorization skill due to the difference of grade. It is concluded that the instructional program has a continuing effect in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region.

scholarly journals Analysis of the psychological characteristics of girls in the context of self-presentation of cross-gender in social networks

2019 ◽  
Vol 10 (4) ◽  
pp. 131-142
Author(s):  
A.M. Pervitskaya
Keyword(s):  
Social Networks ◽  
Interpersonal Relationships ◽  
Statistical Significance ◽  
Real Life ◽  
Interpersonal Interaction ◽  
Control Group ◽  
Self Presentation ◽  
Research Problems ◽  
Patterns Of Behavior ◽  
Experimental Group

Self-presentation of personality through social networks implies the freedom to experiment with gender identity. Representing himself at his discretion, a person has the opportunity to try on patterns of behavior that he does not dare to do in real life. The article presents the results of empirical research. The aim of the study is to study the manifestation of the phenomenon of cross-gender in social networks among girls 18—25 years old. The study involved 157 girls: 75 people made up the experimental group, 82 people —the control group. Due to the quantitative analysis (the level of statistical significance in solving all research problems p≤0.01), the respondents from the control and experimental groups were compared using four methods, which allowed to point out the most vivid characteristics of the representatives of each group. Based on the data on T. Leary’s Method for Diagnosing Interpersonal Relationships (DME), the experimental group is divided into two subgroups: the first with prevalence of nonconformal tendencies, a tendency to conflict manifestations (68% of respondents), the second with the opposite style of interpersonal interaction (32% of respondents). The structure of the respondents, taking into account the severity of indicators by the method of “Sexual attitudes”, made it possible to get an idea about girls who have a male profile in social networks. In most cases, the group was homogeneous in sexual settings. An exception is the indicator of aggression towards a partner, in this case there is a division into subgroups with high rates (43% of respondents) and low (48% of respondents). The interrelation of high indices on this scale with the coefficient “Dominance” (DMO T. Liri) and low with the coefficient “Friendliness” (DMO T. Liri) is interesting.

In a Working Mood?

2008 ◽  
Vol 20 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Leonard Reinecke ◽  
Sabine Trepte
Keyword(s):  
Cognitive Task ◽  
Prior Experience ◽  
Computer Game ◽  
Control Group ◽  
Mood Management ◽  
Management Processes ◽  
Quasi Experimental ◽  
Personal Media ◽  
Experimental Group ◽  
Subsequent Task

Abstract. This quasi-experimental study examined the effects of exposure to a computer game on arousal and subsequent task performance. After inducing a state of low arousal, participants were assigned to experimental or control conditions via self-selection. Members of the experimental group played a computer game for five minutes; subjects in the control group spent the same amount of time awaiting further instructions. Participants who were exposed to the computer game showed significantly higher levels of arousal and performed significantly better on a subsequent cognitive task. The pattern of results was not influenced by the participants' prior experience with the game. The findings indicate that mood-management processes associated with personal media use at the workplace go beyond the alteration of arousal and affect subsequent cognitive performance.

Brief psycho-education for caregivers of persons with first episode psychosis

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Praful Prabhuappa Kapse ◽  
Manisha Kiran
Keyword(s):  
First Episode Psychosis ◽  
First Episode ◽  
Control Group ◽  
Episode Psychosis ◽  
Study Results ◽  
Before And After ◽  
Quasi Experimental ◽  
Expressed Emotions ◽  
Experimental Group ◽  
Group Family

Caring for the persons with first episode psychosis is challenging and demanding. It may lead to the increased burden, expressed emotions among the caregivers. The numerous studies have shown that high burden and negative expressed emotions among caregivers can lead to early relapse in the patients with first episode psychosis. To evaluate the effects of the brief psychoeducation on the caregivers burden and expressed emotions. A quasi experimental - before and after with control group research design was adopted for the study. A total of 60 caregivers have participated in the study, of which 30 caregivers in experimental group and 30 caregivers in the control group. Family Burden Interview Schedule (Pai and Kapoor, 1981) and Attitude Questionnaire (Sethi et al., 1981) was used to assess caregiver's burden and expressed emotions. At end of the psychoeducation intervention, burden among caregivers and negative expressed emotions of the caregivers have significantly reduced. The positive expressed emotions have been increased. Study results demonstrates the importance of psychoeducation intervention in reducing the burden and negative expressed emotions.

Using Concept Oriented Reading Instruction (CORI) to Promote Students’ Reading Comprehension

2017 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Hilma Suryani
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Posttest Score ◽  
T Test ◽  
Control Group ◽  
Quasi Experimental ◽  
Effective Reading Strategies ◽  
And Control ◽  
Experimental Group

The problem of this study is “Does Concept Oriented Reading Instruction (CORI) enhance students’ reading achievement?” The design of this study was quasi-experimental. The sample of this study was taken from the population by using purposive sampling. The experimental group consisted of 39 students while the control group consisted of 35 students. The data were collected by using two instruments; test and questionnaire. The test was given twice to each group in order to see whether or not there was significance difference of pretest and posttest either in experimental or control group and whether or not there was significance difference of experimental and control group in terms of their posttest score. To prove the hypothesis, the data from pretest and posttest of experimental and control group were analyzed by applying paired sample t-test and independent sample t-test. The calculation was run by using SPSS computer program. The result of the study shows there was significance difference of students’ reading achievement between experimental and control group. Besides, the use of CORI as reading strategies was proved as effective reading strategies to enhance students’ reading achievement. Keywords: Concept Oriented Reading Instruction; reading strategy; reading achievement

Sign in / Sign up

Export Citation Format

Share Document