scholarly journals Frame Difference Method to Detect Fire and Compare the Accuracy and Precision with Vibe Method

2021 ◽  
Vol 36 (1) ◽  
pp. 629-634
Author(s):  
D. Niharika ◽  
J. Mohana
Keyword(s):  
Conventional Method ◽  
Video Processing ◽  
Difference Method ◽  
High Accuracy ◽  
Monitoring Systems ◽  
Control Group ◽  
Frame Difference ◽  
Accuracy And Precision ◽  
Improved Accuracy ◽  
Experimental Group

Aim: In this paper, the main aim is to detect fire using a novel frame difference method and compare it with conventional method. This is based on video processing and computational methods to reduce the computational complexity. Materials and method: The method was performed over a sample size of 20. Same samples were applied for both the control group and experimental group. Improved accuracy detection was obtained using the proposed method. Results: The Accuracy and precision was found (94.03, 64.62) and (86.24,57.19) was obtained for the frame difference method and conventional method. It also shows a significance of 0.048 for accuracy and 0.018 for precision which is less than 0.05. Conclusion: It would be concluded that the frame difference method is producing high accuracy and precision when compared with the Vibe method. It is applicable for monitoring systems and home security.

THE EFFECT OF APPLYING SQ3R METHOD ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Pranata Royganda Sihaloho And Masitowarni Siregar
Keyword(s):  
Reading Comprehension ◽  
Research Design ◽  
Conventional Method ◽  
Experimental Research ◽  
T Test ◽  
Control Group ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
And Control ◽  
Experimental Group

The aim of this study is to discover the effect of applying SQ3R method inreading comprehension. Experimental research design is used as the research method.This research took place at SMA Nasrani 2Medan. There were 2 classes chosen as thesample with 30 students in each class. The classes were divided into two groups namelyexperimental and control group. The experimental group was taught by using SQ3Rmethod and the control group was taught by using conventional method. The instrumentused to collect the data was a set of multiple choice tests, which divided as pre test andpost test. The result of the research was analyzed by using t-test formula. The resultshowed that t-test was higher than t-table (4,23>2,00) at the level of significant 0,05with degree of freedom (df) 58. It means that hypothesis alternative (Ha) is acceptedwhich shows that SQ3R method significantly improves the student’s readingcomprehension.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

scholarly journals Thermocycling Effects on Shear Bond Strength of a Self-Etching Primer

2008 ◽  
Vol 78 (2) ◽  
pp. 351-356 ◽  
Author(s):  
Selma Elekdag-Turk ◽  
Tamer Turk ◽  
Devrim Isci ◽  
Nurhat Ozkalayci
Keyword(s):  
Bond Strength ◽  
Conventional Method ◽  
Control Group ◽  
Thermal Cycles ◽  
Bond Failure ◽  
Adhesive Remnant Index ◽  
Significant Difference ◽  
Bond Strengths ◽  
Failure Location ◽  
Experimental Group

Abstract Objective: To determine the effects of thermocycling on shear bond strengths (SBSs) of a self-etching primer (SEP) after 0, 2000, and 5000 thermal cycles. Materials and Methods: Brackets were bonded to bovine incisors with two etching protocols. In the control group (conventional method) teeth were etched with 37% phosphoric acid. In the experimental group, an SEP (Transbond Plus) was applied as recommended by the manufacturer. Brackets were bonded with light-cure adhesive paste (Transbond XT) and light cured for 20 seconds in both groups. The SBSs were measured after water storage at 37°C for 24 hours, after 2000 and 5000 cycles of thermocycling between 5°C and 55°C. Bond failure location was determined with the Adhesive Remnant Index (ARI). Results: In the control group, SBSs did not show any significant differences among 0, 2000, and 5000 thermal cycles. However, in group SEP, SBSs decreased with 2000 and 5000 thermal cycles, and these decreases were significantly different from no thermocyling (P < .001). A significant difference was observed between ARI scores of the control group with 5000 thermal cycles and group SEP with no thermal cycles (P < .003). In addition, a significant difference was found between group SEP with no thermocycling and with 5000 thermal cycles (P < .003). Conclusion: The results of this study indicate that the SEP (Transbond Plus) provides clinically acceptable bond strength values compared with the conventional method after thermocycling.

scholarly journals The Contribution of English Gossip Magazine on Students’ Enthusiasm in Speaking Ability

2017 ◽  
Vol 1 (2) ◽  
pp. 1-14
Author(s):  
Ismail Ismail
Keyword(s):  
Conventional Method ◽  
Control Group ◽  
English Department ◽  
Learning Material ◽  
Control Groups ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

This current study sought to reveal the impacts of corpus-based activities on verb-noun collocation learning in EFL classes. This study was carried out on two groups – experimental and control groups- each of which consists of 15 students. The students were preparatory class students at School of English Department, STKIP Muhammadiyah Enrekang. Before the treatment, a pretest was administered to both groups. The results of the pretest demonstrated that there was not significant difference between the control and the experimental group. Throughout the study, the experimental group was taught speaking through English Gossip Magazine materials taken from webzines, and the control group was taught through a conventional method. The results demonstrated that there is a statistically significant difference between experimental and control group in terms of the type of treatment, which signifies that English Gossip Magazine as a resource of learning material activities has a significant contribute on speaking development  in EFL classes.

scholarly journals THE EFFECT OF USING CONTEXTUAL REDEFINITION STRATEGY ON STUDENTS� READING NARRATIVE TEXT OF ELEVENTH GRADE AT SMA N 8 MEDAN

2019 ◽  
Vol 1 (1) ◽  
pp. 28-32
Author(s):  
Yohana M Simanjuntak ◽  
Sahlan Tampubolon ◽  
Harpen Silitonga ◽  
Kammer Tuahman Sipayung
Keyword(s):  
Conventional Method ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Research Result ◽  
Narrative Text ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Post Test ◽  
Experimental Group

This study aimed to see the result of students�s achievement in reading narrative text with applyaing Contextual Redefinition Strategy. The population of the study was the elevent grade students of SMA N 8 Medan on 2019/2020 with the total number is 180 students. Two classes were taken as the sample they were IX IPA 4 and IX IPA 5. The experimental group was taught by using Contextual Redefinition while the control group (IX IPA 5) was taught by using conventional method. The instrument of collecting data was multiple choice test. The data were analyzed by using t-test. Based on the data, it was found that the students� score improved from pre-test and post-test in experimental class. The result shoe that t-observed is higher that t-table value (2.9> 1.671) at the level significance 0,05 and the degree of freedom is 58. Therefore, it can be concluded that the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) ia accepted. Based on the research result, there is a significant effect of using Contextual redefinition strategy in eading Narrative test of Eleventh Grade Students� at SMA N 8 Medan.

scholarly journals The Effect of Guided Questions and Students’ Motivation towards Writing Ability

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Septaniar Septaniar
Keyword(s):  
Factorial Design ◽  
Conventional Method ◽  
Interaction Effect ◽  
T Test ◽  
Average Score ◽  
Control Group ◽  
Writing Ability ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Experimental Group

The objectives of this study were to find whether: (1) there is significant difference inwriting achievement between the students who are taught using guided questionstechnique and conventional method; (2) there is significant difference in average scorebetween high motivated students and low motivated students who are taught usingguided questions and conventional method; (3) and there is an interaction effect oftechniques and students’ motivation in writing ability. This research was conducted atSMPN 1 Sekayu. Sample of this research was 70 students of the eighth grade students(35 students were as experimental group and 35 students were as control group). Themethod of the research was a factorial design. The data were collected through the testand questionnaire and were analyzed by using independent sample t-test and two-wayANOVA. The finding showed that: (1) there was significant difference in writingachievement between the students taught using guided questions; (2) there wassignificant difference between in average score between high motivated students taughtusing guided questions and conventional method; (3) there was no significant differencein average score between low motivated students taught using guided questions andconventional method; (4) there was no significant difference between high and lowmotivated students who taught using guided questions; (5) there was no significantdifference in average score between high motivated students and low motivated studentstaught using conventional method; (6) and there was no an interaction effect oftechniques and students’ motivation in writing ability.

scholarly journals The Effect of Using IPod Technology on EFL College Students' Writing Skill: أثر استخدام تقنية الآي بود على المهارة الكتابية لمتعلمي اللغة الانكليزية كلغة أجنبية

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Thekrayat Ali Al-Subaihat, Ahmad Mousa Bataineh
Keyword(s):  
Conventional Method ◽  
Study Data ◽  
Teaching Writing ◽  
Control Group ◽  
Ministry Of Education ◽  
Writing Skill ◽  
Post Test ◽  
Efl Students ◽  
Efl College Students ◽  
Experimental Group

This study aimed to explore the effect of using IPod technology on EFL students' writing skill. It also aimed to investigate whether teaching writing via using IPod Technology is better than the conventional method of teaching. To carry out the study, 65 male and female undergraduate EFL students who registered for a Writing 2 course at, Al-alBayt University, in the second semester of the academic year 2015/2016 were chosen as participants of the study. They were assigned randomly into two groups: Group one consisted of 35 students, which was chosen as an experimental group and was taught writing using IPod technology and group two consisted of 30 students, which was assigned as a control group and was taught using conventional method of teaching. Both groups were taught the same material, on the same days of the week, and on the same period. Both groups sat for a pre-post-test to assure that both groups have the same linguistic ability level in the aspects of writing. The Statistical Package for Social Sciences (SPSS) software was used to conduct the required statistical analysis of the data related to the objectives of the study. Means, standard deviations, one-way ANOVA, and Scheffe tests were used for all the variables of the study. Data were collected within eight weeks. The findings of the study showed that there were statistically significant differences between the mean scores of the experimental group and control group students' writing performance in favor of the experimental group. Thus progress might be due to using IPod technology. A number of related recommendations were presented to the Ministry of Education and the teachers.

scholarly journals Analyzing the Effects of CLIL Method in Teaching Business English Writing in China

2021 ◽  
Vol 4 (1) ◽  
pp. 8-15
Author(s):  
He Rong ◽  
Subadrah Madhawa Nair
Keyword(s):  
College Students ◽  
Conventional Method ◽  
Teaching Method ◽  
Hunan Province ◽  
Control Group ◽  
Business English ◽  
Intact Group ◽  
English Writing ◽  
Teaching Business ◽  
Experimental Group

The use of CLIL (Content and Language Integrated Learning) teaching method in English writing proved to be efficient in enhancing students’ language and content knowledge. This study aims to explore the effects of utilizing CLIL method in teaching Business English Writing among Chinese college students. A quasi-experimental design was adopted. The experiment lasted for a total of eight weeks. The Experimental Group was taught Business English Writing using CLIL method while the Control Group was instructed with the conventional method. The sample of the study consists of 80 third year Business English college students from Shaoyang University in Hunan Province, China. Two classes of students were chosen as intact group sampling (40 students in each group). A pre-test and post-test were used as instruments. The data was analyzed using Independent samples t-test. Prior to the actual study a pilot test was carried out to obtain the reliability and validity of the instrument (writing test). The findings from quantitative data showed that students of the Experimental Group using CLIL teaching method performed significantly higher in their overall Business English Writing, report writing, memo writing, letter writing than students in the Control Group using conventional method. Therefore, it can be concluded that the CLIL principle should be employed as an alternative method in future writing classes. These findings have significant pedagogical implications because the CLIL method facilitated students to improve in their Business English writing skills.

scholarly journals The Effect Of Applying Somatic Auditory Visual (SAVI) Approach On Students’ Speaking Achievement In Oral Descriptive Text Of 2018/2019 Eleventh Year Students’ Of SMA Yayasan Pendidikan Harapan Bangsa Kabupaten Langkat

2018 ◽  
Vol 10 (2) ◽  
pp. 13-23
Author(s):  
Ummi Umara
Keyword(s):  
Experimental Design ◽  
Conventional Method ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Oral Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

ABSTRACT This study is conducted as an attempt to find out the effect of applying SAVI approach on Students’ speaking Achievement in oral descriptive text. This study used the experimental design. The population of this study is the students of SMA Yayasan Pendidikan Harapan Bangsa . The sample of this study was the 2018/2019eleventh grade students of SMA Yayasan Pendidikan Harapan Bangsa . This study is conducted with two randomized groups namely experimental group and control group. The control group is taught by conventional method while experimental group is taught by applying SAVI Approach. The instrument used in this study was an oral test. To obtain the reliability of the test, the researcher used t-test formula.. The data were analyzed by using t-test. The calculation shows that t-observed (2.50) is higher than t-table (1.666) at the level of significance (α) 0.05 with the degree of freedom (df) 74. Therefore, null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that SAVI approach significantly affect the students’ speaking achievement in oral descriptive text.

scholarly journals Comparing Short Clinical Evaluation Exercise and Direct Observation of Procedural Skills With the Traditional Evaluation Approach on the Clinical Skills of Forensic Medicine Residents

2020 ◽  
Vol 10 (1) ◽  
pp. 27118
Author(s):  
Fares Najari ◽  
Dorsa Najari
Keyword(s):  
Conventional Method ◽  
Direct Observation ◽  
Clinical Evaluation ◽  
Forensic Medicine ◽  
Clinical Skills ◽  
Evaluation Methods ◽  
Control Group ◽  
Procedural Skills ◽  
Evaluation Exercise ◽  
Experimental Group

Background: The development of clinical teaching necessitates the use of novel and appropriate clinical evaluation methods. In the meantime, the use of new evaluation approaches that enhance learning at the same time has been recommended. This study aimed to compare the effect of the two new evaluation methods of direct observation of procedural skills (DOPS) and short clinical evaluation exercise (Mini-CEX) with the conventional evaluation method on clinical skills of forensic medicine residents.Methods: This is a randomized trial performed among forensic medicine residents. Using Cochran's formula, the minimum sample size was calculated to be 25 individuals per group. All the residents were randomly divided into either the experimental or the control groups. After training and evaluation, the experimental group was tested using the DOPS and Mini-CEX methods three times during the course, and the control group was evaluated using the conventional method. The basis for the evaluation of the procedures (physical examination and autopsy) in both groups was the valid and reliable checklists prepared by the researchers. The results were analyzed using descriptive and inferential statistics (e.g., the Chi-square and independent t-test).Results: There was no significant difference between the two groups in terms of demographic variables such as age, sex, and grade point average (GPA) (P>0.06). The means of total scores were significantly higher in the experimental group (using the Mini-CEX and DOPS methods) than the control group (conventional method) (P<0.0002).Conclusion: The use of new evaluation methods of DOPS and Mini-CEX improved the clinical skills of forensic medicine residents. Therefore, it is recommended that resident training centers use these two methods of assessment, together with other methods, to evaluate clinical procedures and boost forensic residents' learning.

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