Efecto agudo de una sesión de yoga de corta duración en el nivel de estrés en escolares (Acute effect of a short yoga session on the stress level in schoolchildren)

El objetivo del presente estudio fue determinar el efecto agudo de una sesión de yoga en el nivel de estrés cotidiano en escolares. Participaron 21 escolares chilenos de 11,62 ± 0,50 años, los cuales fueron divididos en dos grupos (Grupo Experimental [GE]= 8; Grupo Control [GC]= 13). Se aplicó una sesión de yoga de 25 minutos de duración en el grupo experimental, mientras que el grupo control participó de una clase teórica en conducta sedentaria. El nivel de estrés se midió antes y despúes de la intervención con el Test Inventario de Estrés Cotidiano Infantil (IECI). Se utilizó la prueba de Shapiro Wilk para determinar la normalidad de los datos. La prueba t-Student para muestras relacionadas fue utilizada para comparar los efectos de la sesión previo y posterior a la intervención en el mismo grupo, mientras que la prueba t- Student para muestras independientes se usó para comparar los efectos entre los grupos experimental y control. Además, se usó la d de Cohen para para determinar el tamaño del efecto. El nivel de significancia se estableció en p<0,05. Se observó una disminución del nivel total de estrés cotidiano con un efecto moderado en el grupo experimental posterior a la intervención (Pre=16,25 ± 3,05; Post= 10,75 ± 4,74; p=0,005; TE= 0,57), mientras que en el grupo control no se encontraron efectos significativos post intervención (Pre=13,46 ± 5,57; Post=13,3 ± 5,55; p=0,337; TE=0,01). Se concluye que una sesión de yoga de corta duración puede proporcionar una disminución en los niveles de estrés en escolares. Abstract. The present study aimed to determine the acute effect of a yoga session on the level of stress in schoolchildren. Twenty-one Chilean schoolchildren aged 11.62 ± 0.50 years participated, being divided into two groups (Experimental Group [EG] = 8; Control Group [CG] = 13). A 25-minutes yoga session in the experimental group was applied whereas the control group participated in a sedentary theoretical class. The stress level was measured before and after the intervention using the Children’s Daily Stress Inventory Test (IECI). The Shapiro Wilk test was performed to determine the normality of the data. A t-test for paired samples was used to compare the effects of the session before and after the intervention in each group. Likewise, a t-test for independent samples was performed to compare the effects between the experimental and control group. Then, the effect size was calculated by Cohen’s d. Lastly, the significance level was set at p<0.05. The results showed a decrease in total daily stress level with a moderate effect in the experimental group after the intervention (Pre=16,25 ± 3,05; Post= 10,75 ± 4,74; p=0,005; TE= 0,57), while in the control group no significant effect was found after intervention (Pre=13.46 ± 5.57; Post=13,3 ± 5,55; p=0,337; TE=0,0). It is concluded that a short yoga session can provide a decrease of stress levels in schoolchildren.

Download Full-text

PENGARUH KOMUNIKASI TERAPEUTIK TERHADAP PENURUNAN TINGKAT KECEMASAN PASIEN PRE-OPERATIF DI IBS BLU RSUP Prof. Dr. R.D. KANDOU MANADO

e-NERS ◽

10.35790/ens.v1i1.1772 ◽

2013 ◽

Vol 1 (1) ◽

Author(s):

Reychie Janis Sanggel ◽

Jeavery Bawotong ◽

Gresty Masi

Keyword(s):

Null Hypothesis ◽

T Test ◽

Patient Anxiety ◽

Therapeutic Communication ◽

Significance Level ◽

Paired Samples ◽

Before And After ◽

Independent Variable ◽

Keywords Anxiety ◽

Different Levels

Abstrak: Dalam menyiapkan pasien yang akan dioperasi, maka perawat dituntut mampu menyiapkan pasien untuk siap menjalani tindakan pembedahan. Sehingga komunikasi terapeutik dapat diterapkan oleh perawat untuk mengurangi kecemasannya. Penelitian ini bertujuan untuk mengetahui pengaruh komunikasi terapeutik terhadap penurunan tingkat kecemasan pasien pre-operatif di IBS BLU RSUP Prof.Dr.R.D.Kandou Manado. Desain dalam penelitian ini adalah pra-eksperiment one group pretest-posttest design. Sampel adalah pasien yang akan menjalani operasi di IBS BLU RSUP Prof.Dr.R.D.Kandou Manado yang mempunyai kecemasan. Variabel independen adalah komunikasi terapeutik dan variabel dependen adalah tingkat kecemasan pasien pre-operatif. Analisa data menggunakan uji-T sampel berpasangan pada tingkat kemaknaan 95% (α ≤0,05) dengan bantuan program SPSS versi 20. Hasil analisa didapatkan nilai p=0,000, artinya p <α. Hal ini berarti hipotesis nol (H0) ditolak. Dengan kata lain terdapat perbedaan tingkat kecemasan sebelum dan sesudah dilakukan komunikasi terapeutik pada pasien pre-operatif di IBS BLU RSUP Prof.Dr.R.D.Kandou Manado. Kata kunci: kecemasan, komunikasi terapeutik, pasien pre-operatif. Abstract: In preparing the patient to be operated, the nurses are able to prepare patients to readily undergo surgery. So that therapeutic communication can be applied by nurses to reduce anxiety. This study aimed to determine the effect of therapeutic communication to the decline in the level of patient pre-operative anxiety in IBS BLU Dr Prof.Dr.RDKandou Manado. The design in this study were pre-experimental one group pretest-posttest design. Samples are patients who will undergo surgery in the department of Prof.Dr.RDKandou Manado BLU IBS who have anxiety. The independent variable was therapeutic communication and the dependent variable is the level of pre-operative patient anxiety. Analysis of data using paired samples T-test at 95% significance level (α ≤ 0.05) with SPSS version 20. Analysis results obtained p=0.000, meaning that p <α. This means that the null hypothesis (H0) is rejected. In other words, there are different levels of anxiety before and after therapeutic communication in pre-operative patients in the IBS BLU Dr Prof.Dr.RD. Kandou Manado. Keywords: anxiety, therapeutic communication, pre-operative patients.

Download Full-text

Using ePortfolio-based Learning Approach to Facilitate Knowledge Sharing and Creation of College Students

Australasian Journal of Educational Technology ◽

10.14742/ajet.2687 ◽

2017 ◽

Author(s):

Chi-Cheng Chang ◽

Pao-Nan Chou ◽

Chaoyan Liang

Keyword(s):

College Students ◽

Multivariate Analysis ◽

Knowledge Sharing ◽

T Test ◽

Analysis Of Covariance ◽

Control Group ◽

Learning Approach ◽

Before And After ◽

Group A ◽

Experimental Group

The purpose of the present study was to examine the effects of the ePortfolio-based learning approach (ePBLA) on knowledge sharing and creation with 92 college students majoring in electrical engineering as the participants. Multivariate analysis of covariance (MANCOVA) with a covariance of pretest on knowledge sharing and creation was conducted for examining differences in knowledge sharing and creation between an experimental group (a total of 47 participants using ePBLA) and a control group (a total of 45 participants not using ePBLA or creating eportfolio). A t-test was also performed for examining the differences in knowledge sharing and creation of the experimental group before and after using ePBLA. The results showed that: a) the experimental group had significantly better knowledge sharing and creation than the control group; and b) the experimental group had significantly better knowledge sharing and creation after using ePBLA. The results implied that ePBLA facilitated knowledge sharing and creation. Furthermore, relationships between knowledge sharing and creation were also enhanced by the use of ePBLA

Download Full-text

Development and Application of Horticultural Kit for Children’s Horticulture Education

Journal of Korea Society for Plants People and Environment ◽

10.11628/ksppe.2021.24.6.595 ◽

2021 ◽

Vol 24 (6) ◽

pp. 595-608

Author(s):

Hye Ran Kwack

Keyword(s):

Seed Germination ◽

Attitude Change ◽

T Test ◽

Program Control ◽

Control Group ◽

Program Satisfaction ◽

Before And After ◽

Quantitative Results ◽

And Control ◽

Experimental Group

Background and objective: For effective horticultural education, it is required to develop kits for practice. In this study, we developed a horticultural kit for germination that introduces storytelling, characterization, and assembly, and investigated the educational effects of using it to study its educational differentiation and usefulness.Methods: First, we developed a seed germination kit for learning. It consists of three components: the kit main frame for hydroponics, the activity sheet for storytelling, and the instruction manual. It is made into an acrylic assembly in consideration of the ease of delivery for contactless learning. Second, we developed two programs, each using a germination kit for horticultural education (experimental group) and a general germination kit program (control group). At this time, the class consists of pre-questionnaire, the 1st and 2nd classes, observation log writing (total six times for two weeks), the 3rd class, and post-questionnaire. The experimental group and control group were separately executed. Third, the application results were compared and analyzed before and after class. As a quantification questionnaire, the effects before and after class were compared through t-test with a questionnaire on program satisfaction and attitude change toward plants. The quantitative results were analyzed through observation activity sheets and effects before and after the class were analyzed through t-test with quantification and language coding.Results: The effect of horticulture education using the developed kit was estimated by a quantification questionnaire. Both the program satisfaction and the change in attitude toward plants showed high in the experimental group, and this difference was statistically significant (p < .05). As a result of analyzing the observation paper with a qualitative questionnaire, various cognitive and affective expressions appeared in the experimental group as well as the contents of the observation paper. The number of syllables and various qualitative expressions appeared, and these differences were also statistically significant (p < .05).Conclusion: Compared to general germination activities, it was found that the germination activities using storytelling-based horticultural kits would be effective for contactless classes in the post-COVID-19 era and in increasing the educational effect of horticultural activities.

Download Full-text

Demonstration Technique to Improve Vocabulary and Grammar Element in Teaching Speaking at EFL Learners

English Language Teaching ◽

10.5539/elt.v11n2p26 ◽

2017 ◽

Vol 11 (2) ◽

pp. 26

Author(s):

Muhammad Husnu

Keyword(s):

T Test ◽

Control Group ◽

Efl Learners ◽

Paired Samples ◽

Significant Difference ◽

Post Test ◽

Class Iib ◽

And Control ◽

Academic Year ◽

Experimental Group

This study aimed at examining the effectiveness of demonstration technique to improve vocabulary and grammar element in teaching speaking at EFL learners. This research applied true-experimental design. The respondents of the study were 32 students (class IIA) as experimental group and 32 students (class IIB) as control group from the second semester of Economic Departments of Hamzanwadi University in the academic year 2016-2017. To collect the data, a pre-test and a post-test were given to the EFL learners. To analyze the data, the researcher applied SPSS 17 for windows. To analyze whether there was a significant difference in the mean score between pre-test and post-test, the researcher used a paired-samples t-test to get answer of the hypothesis. After performing a paired-samples t-test, the researcher found that there was a significant difference in mean scores between experimental and control group and t-test score is higher than t-table, it meant that demonstration technique was significantly effective in teaching speaking, especially to improve the element of vocabulary and grammar in teaching speaking at EFL learners.

Download Full-text

The Effect of WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge

Education Research International ◽

10.1155/2021/8825450 ◽

2021 ◽

Vol 2021 ◽

pp. 1-8

Author(s):

Ehsan Namaziandost ◽

Arash Hashemifardnia ◽

Albina Anvarovna Bilyalova ◽

Doris Fuster-Guillén ◽

Jessica Paola Palacios Garay ◽

...

Keyword(s):

Online Instruction ◽

Vocabulary Instruction ◽

T Test ◽

Vocabulary Knowledge ◽

Placement Test ◽

Control Group ◽

Efl Learners ◽

Paired Samples ◽

Significant Difference ◽

Experimental Group

During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners’ vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Test (OQPT). The subjects were then randomly divided into two equal groups: experimental and control. After assigning the subjects to two groups, they were pretested by a vocabulary test. Then, the experimental group received vocabulary instruction using WeChat application, while the control group received a conventional vocabulary instruction. After the instruction, a vocabulary posttest was given to both groups to assess the effectiveness of the treatment. The gathered data were analyzed through independent samples t-test, one-way ANCOVA, and paired samples t-test. The outcomes attained in this research demonstrated that there was a significant difference between the posttests of both groups in favor of the experimental group. Eventually, the conclusions and the pedagogical implications of this study were explicated.

Download Full-text

The effectiveness of visual materials in teaching vocabulary to deaf students of EFL

Dil ve Dilbilimi Çalışmaları Dergisi ◽

10.52462/jlls.43 ◽

2021 ◽

Vol 17 (1) ◽

pp. 628-645

Author(s):

Fatma Gülengül Birinci ◽

Arif Sariçoban

Keyword(s):

Sign Language ◽

Language Instruction ◽

T Test ◽

Control Group ◽

Deaf Students ◽

Paired Samples ◽

Post Test ◽

Visual Materials ◽

The Impact ◽

Experimental Group

This study aims to investigate the effectiveness of using visual materials in teaching vocabulary to deaf students of EFL. For this purpose, 80 deaf students from a state special education vocational high school in Turkey contributed to this study. All students had first English classes in their lives and they are at the starter level of English, thus pre-test for their English proficiency was not given. The students were randomly divided into two groups to form the experimental group and the control group. 10 vocabulary items per week were taught to the students, and 50 target vocabulary items in total were taught during the whole study. To the experimental group, the vocabulary items were taught via visual materials together with the sign language. The control group was not presented with any visual items during the teaching process of the experiment, only sign language instruction was used for them. After the treatment, a vocabulary test was given to each group as an immediate post-test to measure the impact on learning. Six weeks after the immediate tests, delayed post-test was given to the groups to test long term retention. The results of the two post-tests were analyzed through Independent Samples t-test and Paired Samples t-test calculations to investigate the effectiveness of visual materials. According to the results of the study, visual materials were found to be more effective than using only the sign language that does not contain any visual items in teaching vocabulary items to deaf learners who learn English as a foreign language.

Download Full-text

Vliv SM-systému cvičení na úroveň posturální stability

Studia sportiva ◽

10.5817/sts2014-2-7 ◽

2014 ◽

Vol 8 (2) ◽

pp. 67-76 ◽

Cited By ~ 1

Author(s):

Ivan Struhár ◽

Lenka Dovrtělová

Keyword(s):

Postural Stability ◽

Control Group ◽

Balance Performance ◽

Intervention Programme ◽

Significance Level ◽

Paired Samples ◽

Informed Consent Form ◽

Post Test ◽

Elastic Cord ◽

Experimental Group

The main aim of this study was to find out if exercise with elastic cord improved postural stability in a experimental group. Postural stability was measured by electronic balancing board with variable radius and integrated feedback. The exercise regimen was undertaken twice a week for 3 months. All participants were measured at the beginning of the study and then after 3 months. Participants had to stand on the electronic balance board during 30 seconds with open eyes and kept the board balanced using feedback from the screen. The results were expressed by number from 0 to 100. Twenty-nine elite gymnasts volunteered for this study. Participants did not report any neuromusculoskeletal injuries or other diseases that may affect balance performance. Before participating in the study, all parents of gymnasts read and signed the informed consent form. The participants were assigned to a control group (15 girls; mean age = 13.78±1.62 years; mean height = 1.57±0.09 m; mean mass = 46.16±8.71 kg) and experimental group (14 girls; mean age =14.1±2.0 years; mean height =1.56±0.08 m; mean mass = 45.6±10.55 kg). The total number of time spending in training was 18 hours per week. Experimental group performed 2 hours plus of exercise with elastic cord. One of the aims of the study was to decide if the differences between pre-test and post-test in experimental group will occur. The paired samples t-test was used (p=0.006578; the significance level 95%). The intervention programme with elastic cord improved postural stability in a group of elite gymnasts.

Download Full-text

KEEFEKTIFAN KONSELING KELOMPOK COGNITIVE BEHAVIOR UNTUK MENINGKATKAN REGULASI DIRI SISWA SMP

Perspektif Ilmu Pendidikan ◽

10.21009/pip.331.2 ◽

2019 ◽

Vol 33 (1) ◽

pp. 15-26

Author(s):

Bakhrudin All Habsy

Keyword(s):

Group Counseling ◽

Self Regulation ◽

T Test ◽

Wilcoxon Test ◽

Control Group ◽

Counseling Services ◽

Cognitive Behavior ◽

Test Results ◽

Paired Samples ◽

Experimental Group

Self regulation is a process of self-regulation to set a mind and feeling to achieve a goal to be achieved. Self regulation determines student success, because students who have self-regulation can plan, evaluate, and control themselves. This study aims to determine the effectiveness of cognitive behavior group counseling can improve self-regulation of junior high school students. This study, using an experimental design with the Nonequivalent Control Group Design design. The data normality test results show that the control group is not normally distributed where the Sig.Asymp is smaller than 0.05. Whereas for the experimental group is normally distributed, where Sig.Asymp is greater than 0.05. Then it is obtained a hypothesis test that is appropriate for the control group using Wilcoxon test and for the experimental group using paired samples t test. Wilcoxon test results showed Sig.Asymp (2-tailed) of 0.080> 0.05, meaning that without giving counseling the Cognitive behavior group in the control group was not effective in improving student self-regulation, while for the paired samples t test test results showed Sig.Asymp ( 2-tailed) of 0.003 <0.05 means that the counseling behavior of Cognitive behavior groups in the experimental group is effective in enhancing student self-regulation. The research was carried out starting from April 2018 to January 2019, which took place at SMP Islam Mbah Bolong Jombang. Based on the results of the research, researcher gives suggestions for: 1) Teachers of Counseling Guidance, can be used as a reference that Cognitive behavior group counseling services can improve student self-regulation, 2) For further research: can apply Cognitive behavior counseling and can use different techniques in group counseling services so that they will gain a broader insight

Download Full-text

PENGARUH PELATIHAN GOAL SETTING UNTUK MENINGKATKAN MOTIVASI BELAJAR PADA MAHASISWA

ANFUSINA: Journal of Psychology ◽

10.24042/ajp.v2i1.4150 ◽

2019 ◽

Vol 2 (1) ◽

pp. 101-120

Author(s):

Nugroho Arief Setiawan

Keyword(s):

Data Analysis ◽

Goal Setting ◽

T Test ◽

Learning Motivation ◽

Control Group ◽

Motivation To Learn ◽

Significance Level ◽

Paired Sample ◽

Experimental Group

ABSTRACT The purpose of this research was to obtain the effect of goal setting training in improving students motivation to learn. The hypothesis of this study that there were a difference between the level of student learning motivation experiment group with control group were given before and after goal setting training. Students are given goal setting training (experiment group) will increase the learning motivation after treated by goal setting training than students who did not receive goal setting training (control group). Subjects in this study amounted to eighteen for the experimental group and also for the control group. Measuring instruments used to measure the level of learning motivation was learning motivation scale. Experimental design used in this study was Pre-Test Post-Test Control Group Design and the process of determining the subject done randomly. The analysis used was a parametric statistical test models of the Independent Sample T - Test to see differences in learning motivation scores between the experimental group with the control group. The results of the pretest data analysis using Independent Sample T-Test known sig = 0.798 ( p > 0.05), and posttest data analysis known sig = 0.000 ( p < 0.005 ). Meanwhile, to see the difference in pretest scores, posttest, and follow-up used paired sample T-test in the experimental group and the control group. The results of data analysis used Paired Sample T-Test on the pretest-posttest scores showed t = -23.884 with a significance level = 0.000 (p< 0.005), the results of the analysis on the posttest-follow-up scores showed t = 4,481 with a significance level = 0.000 (p< 0.005), and the results of the analysis on the pretest score-followup showed t = -20 821 with a significance level = 0.000 (p<0.005). The results of this analysis showed that the experimental group treated with increased motivation to learn after being given the training goal setting than before given the goal setting training. Keywords: goal setting training, learning motivation

Download Full-text

Pemanfaatan Alat Peraga Dakota untuk Menguatkan Pemahaman Konsep Matematika Siswa

At-Tafkir ◽

10.32505/at.v14i2.3311 ◽

2021 ◽

Vol 14 (2) ◽

pp. 106-115

Author(s):

Marissa Yunita Azhari ◽

Jelita ◽

Fenny Anggreni

Keyword(s):

Sampling Technique ◽

Simple Random Sampling ◽

Mathematical Concept ◽

T Test ◽

Control Group ◽

Mathematical Concepts ◽

Teaching Aids ◽

Before And After ◽

Experimental Group ◽

Class Iv

The purpose of this research is to find out how the students' mathematical understanding of the concepts before and after the use of the Dakota defense equipment and whether the Dakota defense apparatus affects the students' understanding of the mathematical concepts in MIS.Research of the quasi-experiment of the kind of Nonequivalent Control Group Design.In this study the sample used was a class IV A as an experimental group and a class IV as a control group with 15 students each. The sample was taken using a Simple Random Sampling technique with a method of drawing. Data were analyzed using percentages and T test, namely SPSS. The results showed that student’s understanding of mathematical concepts before and after using the Dakota teaching aids was increasing, this was evidenced by the percentage of understanding mathematical concepts before using the teaching aids was 34,33%, while after using the Dakota teaching aids the percentage of understanding mathematical concepts wa 80,6%. As for the t-test, it was 4,267 with a sig (2-tailed) of 0,000. Since sig got a < 0.05 so significantly then we can assume Ha accepted that there is an influence of Dakota's defense on the student's understanding of the mathematical concept at MIS Integrated Langsa

Download Full-text