scholarly journals IMPACT OF MOTIVATIONAL INTERVIEWING ON ATTITUDE AND BEHAVIOURAL OUTCOME OF INTERNET GAMING ADDICTION (IGA) AMONG ADOLESCENTS

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Ms. Rawindar Kaur kaur ◽  
Dr. Ramandeep Kaur Dhillon dhillon
Keyword(s):  
Motivational Interviewing ◽  
Mean Difference ◽  
Control Group ◽  
Gaming Addiction ◽  
Internet Gaming ◽  
Internet Gaming Addiction ◽  
Significant Difference ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

OBJECTIVE: To assess the impact of motivational interviewing on attitude and behavioural outcome among adolescents regarding IGA at selected schools of Patiala city of Punjab. METHODS: This was an experimental research design with two group pre-test post-test control group design. The samples were recruited by opting probability sampling technique. The study samples were the adolescents with age group of 15 to 18 years old who have met the eligibility criteria. Total 300 adolescents were recruited based on power analysis. The research instruments were the Structured Attitude Rating Scale on I GA (SARS-IGA) and Structured Behavioural Outcome check list on IGA (SBOC-IGA). The collected data were organised logically and data was analysed by SPSS-22. RESULTS: The mean difference of experimental group was 18.89 while in control group it was 2.96. F ratio identified as 10.10 which reflected that among both the group, there is significant difference in terms of attitude of adolescents regarding internet gaming addiction. The mean difference of experimental group was 12.80 while in control group it was 4.27. F ratio identified as 10.40 which reflected that among both the group, there is significant difference in terms of behavioural outcome of adolescents regarding internet gaming addiction. The finding suggested that the provided motivational interviewing technique is effective to enhance attitude and behavioural outcome of IGA victims. CONCLUSION: findings of the study suggested that internet gaming disorder or dependency has reached to significant level and motivational interviewing is helping adolescents to improve their attitudes and enhanced their behaviour outcome regarding internet gaming disorders.

scholarly journals Effect of Using Scientific Stations Strategy in Developing Deductive Thinking of Intermediate School Students in General Sciences

2020 ◽  
Vol 12 (2) ◽  
pp. 35-48
Author(s):  
Heba Mohammed Saleh Al-Hafidh
Keyword(s):  
Statistical Processing ◽  
Mean Difference ◽  
Control Group ◽  
Intermediate School ◽  
School Students ◽  
Statistical Significant Difference ◽  
Significant Difference ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

The study aimed to know the effect of using the Scientific stations strategy in developing Deductive thinking of intermediate school students in the science subject. To achieve the aim of the research, the researcher used experimental design with two equal groups, the research sample consisted of (65) intermediate-grade students in Al Nidhal school for boys represented by (30) students of the experimental group and (35) students for the control group, the researcher equivalence of the two research groups with a set of variables including (Intelligence, parents ’educational level, previous achievement, age calculated by months and pre-test for Deductive thinking), to verify the research aim the researcher put the two hypotheses as following : 1- There is no statistical significant difference at the level of significance (0.05) between the scores mean of the members of the experimental group and the members of the control group in the post test of Deductive thinking. 2- There is no statistical significant difference at the level of significance (0.05) between the mean difference between the (pre and post) tests of both experimental and control groups in the Deductive thinking test. To verify the research hypotheses, the researcher prepared a test for Deductive thinking consisting of (20) items the researcher applied the test of Deductive thinking, collected the data, and tabulated it in tables for statistical processing and the results indicated: 1- There is a statistical significant difference between the scores mean of students in both groups in the Deductive thinking test and in favor of the experimental group. 2- There is a statistical significant difference between the mean difference between the two tests (pre - post) and in favor of the experimental group.

scholarly journals The Impact of Strengthening Exercise on Dynamic Balance in Patients with Knee Osteoarthritis

2021 ◽  
Vol 15 (10) ◽  
pp. 3429-3431
Author(s):  
Shenbaga Subramanian Sundaram ◽  
Makesh Babu Subramanian ◽  
Riziq Allah Mustafa Gaowgeh ◽  
Mikhled Falah Maayah ◽  
Ziyad Neamatallah ◽  
...  
Keyword(s):  
Knee Osteoarthritis ◽  
Dynamic Balance ◽  
Mean Value ◽  
Control Group ◽  
P Value ◽  
Strengthening Exercise ◽  
Significant Difference ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

Background: Knee osteoarthritis is characterised clinically by usage-related pain and/or functional limitation. OA that is associated with physical dysfunction and decline in health-related quality of life caused the main disability worldwide and is expected to increase due to aging and obesity rates and further load on the population and health system. The strengthening exercises that normally used is knee flexion and extensions, isometric quadriceps exercise, isometric hamstring exercise, and sit to stand to improve the balance. Objectives: is to find out the impact of Strengthening exercise on Balance in patients with knee Osteoarthritis Study Design: Quasi experimental study Methods: Fifty-six (n=56) of knee OA patients were involved in this study by judgemental sampling design. Researcher will first demonstrate and explain the Y-balance tools testing procedure based on Plisky and colleagues study. Participants are given to practice six trials before the formal testing, stated that SEBT have a significant learning effect and found that the reaching distances reached the longest distance after six trials and then will be constant. Results: Independent t-test shows significant difference in only anterior direction. In the experimental group the mean value is 69.83 with a SD of 11.62 while in the control group the mean value is 63.51 with a SD of 11.36; p-value of .045 and t-value of 2.056. In postero-lateral directions result shows there is no significant difference, experimental group the mean value is 91.10 with a SD of 9.74 while in control group mean value is 90.88 with SD value of 12.68; p-value of .947 and t-value of .067. Result of postero-medial shows no significant difference too, in experimental group the mean value of 95.16 with SD of 10.92 while in control group the mean value is 93.40 with SD of 8.20; p=value of .501 and t-value of .678. Conclusion: This study has proven strengthening exercise using YBT improved only anterior direction of YBT but no significant difference in postero-lateral and postero-medial direction. Key Words: Knee Osteoarthritis, Strengthening exercise, Dynamic Balance, Star excursion test

scholarly journals The Impact of Lexical Chunks Instruction in Developing Iraqi Students’ Writing Fluency

2019 ◽  
Vol 10 (5) ◽  
pp. 70
Author(s):  
Husam Mohammed Kareem Al-Khazaali
Keyword(s):  
Language Learning ◽  
Language Processing ◽  
Control Group ◽  
Writing Fluency ◽  
Essay Writing ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The aim of the present study is to examine experimentally the influence of using lexical chunks on the achievement of second-year-university students of English in the writing fluency. Lexical chunks, as the composites of form, meaning and function, stored and retrieved as a whole in brain, can release the language processing burden and improve the fluency and idiomaticity of language output. To accomplish this aim, the current study attempts to provide a reply for the following question: does drawing students’ attention to the lexical chunks frequently used in different positions help in better success in EFL descriptive essay writing lessons as contrasting to the presently applied method of teaching? Also two null hypotheses are planned. The first states that there will not be a statistically significant difference between the mean scores of the experimental group and those of the control group in the writing performance pretest. While the second one is that there will not be a statistically significant difference between the mean scores of the experimental group and those of the control group in the descriptive essay writing achievement posttest. The two groups pre-test post-test experimental design was adopted. After four weeks of instruction, the findings show that there is a significant difference between the experimental group and the control group in the post-test on the side of the experimental group. Accordingly, the main findings authenticated the first hypothesis of the study, but cancelled the second one. The control group gets the mean score 71.89 while the experimental group gets 76.53. This certainly implies that the use of lexical chunks as a language learning strategy gets better in students’ performance in writing fluency.

scholarly journals TEACHING SPEAKING THROUGH CHAIN STORYTELLING TO THE TENTH GRADE STUDENTS OF SMA SRIJAYA NEGARA PALEMBANG

2019 ◽  
Vol 6 (1) ◽  
pp. 28-41
Author(s):  
Lusi Fitriani ◽  
Muslih Hambali
Keyword(s):  
T Test ◽  
Mean Difference ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Experimental Group

The objectives of this study were to find out: (1) whether or not there was a significant improvement in speaking skill of students who were exposed to chain storytelling and (2) whether or not there was a significant difference in speaking skill between students who were exposed to chain storytelling and those who were not. The sample of this study was 60 tenth grade students of SMA Srijaya Negara, which were divided into control and experimental group, and each group had 30 students. To collect the data, each group was assigned pretest and post test. The data analyses used paired sample t test and independent sample t test in SPSS. The result from paired sample t test showed that the mean difference in post test and pretest of experimental group was 16.000 at the significance level of p<0.05 and since t obtained was higher than t table (9.649>2.04523), H01 was rejected and there was a significant improvement in speaking skill of experimental group. The highest contribution was given by story elaboration aspect (content), and then followed by pronunciation, vocabulary, fluency and grammar. The result from independent sample t test showed that the mean difference between post test of experimental group and control group was 2.4000 at the significance level of p>0.05 with t obtained<t table (0.942<2.00171), since t obtained was lower than t table, H02 was accepted and there was no significant difference in speaking skill between students who were taught by using chain storytelling and those who were not. Nevertheless, the mean difference from the experimental group was higher than that of control group (16.600>7.133). Keywords: teaching speaking, chain storytelling

scholarly journals Impact of the strategy of the six thinking hats in the achievement and decision-making in the teaching methods for third year students in the faculties of education: أثر إستراتيجية القبعات الست في التحصيل واتخاذ القرار في مادة طرائق التدريس لطلبة السنة الثالثة في كليات التربية

2017 ◽  
Vol 1 (9) ◽  
Author(s):  
Yasser Khalaf Rashid AlShujairi - Haidar Abdul Karim Mohsen
Keyword(s):  
Decision Making ◽  
Teaching Methods ◽  
Control Group ◽  
Normal Manner ◽  
Significant Difference ◽  
The Mean ◽  
The Difference ◽  
Faculties Of Education ◽  
The Impact ◽  
Experimental Group

The objective of the research was to identify the impact of the strategy of the six hats in the achievement and decision-making in the teaching methods for the third year students in the faculties of education. The researchers followed the experimental method in their research, and the number of members of the research sample (70) (35) students studied the strategy of the six hats, the control group and the number of its members (35) students studied in the usual way, and then the researchers between the two groups statistically computed in the variables: In order to achieve the goal of the research, the researchers formulated a set of behavioral objectives for the scientific material that will be studied in the experiment. They then prepared experimental plans for the experimental group in accordance with the strategy of the six hats and according to the usual method of the control group, (50), and a decision-making scale consisting of (41) paragraphs with three alternatives. The net has shown There was a statistically significant difference at the mean level (0.05) among the average scores of the experimental group that studied the strategy of the six hats. It obtained an average of (41,78), compared to the control group studied in the normal manner; In the test of achievement, as well as in the decision-making scale, the experiment obtained an average of (78,30). The control group, which was studied in the usual way, obtained an average of 61,45. The difference in the achievement test and the decision- In the light of the results of the research, the researchers recommended, among other things, the adoption of the strategy of the six hats in the Dries to its impact on the collection and decision-making.

scholarly journals The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110035
Author(s):  
Aziz İlhan
Keyword(s):  
Collaborative Learning ◽  
Control Group ◽  
Conventional Instruction ◽  
Game Based Learning ◽  
Mathematical Literacy ◽  
Learning Methods ◽  
Learning Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

scholarly journals Corneal Biomechanical Parameters and Central Corneal Thickness in Glaucoma Patients, Glaucoma Suspects, and a Healthy Population

2021 ◽  
Vol 10 (12) ◽  
pp. 2637
Author(s):  
Mª. Ángeles del Buey-Sayas ◽  
Elena Lanchares-Sancho ◽  
Pilar Campins-Falcó ◽  
María Dolores Pinazo-Durán ◽  
Cristina Peris-Martínez
Keyword(s):  
Central Corneal Thickness ◽  
Corneal Thickness ◽  
Mean Difference ◽  
The Other ◽  
Control Group ◽  
Healthy Population ◽  
Diagnostic Categories ◽  
Significant Difference ◽  
Biomechanical Parameters ◽  
The Mean

Purpose: To evaluate and compare corneal hysteresis (CH), corneal resistance factor (CRF), and central corneal thickness (CCT), measurements were taken between a healthy population (controls), patients diagnosed with glaucoma (DG), and glaucoma suspect patients due to ocular hypertension (OHT), family history of glaucoma (FHG), or glaucoma-like optic discs (GLD). Additionally, Goldmann-correlated intraocular pressure (IOPg) and corneal-compensated IOP (IOPcc) were compared between the different groups of patients. Methods: In this prospective analytical-observational study, a total of 1065 patients (one eye of each) were recruited to undergo Ocular Response Analyzer (ORA) testing, ultrasound pachymetry, and clinical examination. Corneal biomechanical parameters (CH, CRF), CCT, IOPg, and IOPcc were measured in the control group (n = 574) and the other groups: DG (n = 147), FHG (n = 78), GLD (n = 90), and OHT (n = 176). We performed a variance analysis (ANOVA) for all the dependent variables according to the different diagnostic categories with multiple comparisons to identify the differences between the diagnostic categories, deeming p < 0.05 as statistically significant. Results: The mean CH in the DG group (9.69 mmHg) was significantly lower compared to controls (10.75 mmHg; mean difference 1.05, p < 0.001), FHG (10.70 mmHg; mean difference 1.00, p < 0.05), GLD (10.63 mmHg; mean difference 0.93, p < 0.05) and OHT (10.54 mmHg; mean difference 0.84, p < 0.05). No glaucoma suspects (FHG, GLD, OHT groups) presented significant differences between themselves and the control group (p = 1.00). No statistically significant differences were found in the mean CRF between DG (11.18 mmHg) and the control group (10.75 mmHg; mean difference 0.42, p = 0.40). The FHG and OHT groups showed significantly higher mean CRF values (12.32 and 12.41 mmHg, respectively) than the DG group (11.18 mmHg), with mean differences of 1.13 (p < 0.05) and 1.22 (p < 0.001), respectively. No statistically significant differences were found in CCT in the analysis between DG (562 μ) and the other groups (control = 556 μ, FHG = 576 μ, GLD = 569 μ, OHT = 570 μ). The means of IOPg and IOPcc values were higher in the DG patient and suspect groups than in the control group, with statistically significant differences in all groups (p < 0.001). Conclusion: This study presents corneal biomechanical values (CH, CRF), CCT, IOPg, and IOPcc for diagnosed glaucoma patients, three suspected glaucoma groups, and a healthy population, using the ORA. Mean CH values were markedly lower in the DG group (diagnosed with glaucoma damage) compared to the other groups. No significant difference was found in CCT between the DG and control groups. Unexpectedly, CRF showed higher values in all groups than in the control group, but the difference was only statistically significant in the suspect groups (FHG, GLD, and OHT), not in the DG group.

scholarly journals Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Faculty Members ◽  
Control Group ◽  
Teaching Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

scholarly journals GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

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