scholarly journals Meditation for Increased Mindfulness and Memory: An Analysis on the Impact of Meditation on Mindfulness and Working Memory Capacity in High School Students

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Rebeccah Fleischmann ◽  
Michael Posner
Keyword(s):  
High School ◽  
Working Memory ◽  
High School Students ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Memory Test ◽  
Control Group ◽  
School Students ◽  
Meditation Group ◽  
The Impact

70% of high school students see anxiety and depression as a “major problem” among their peers (Pew Research Center). Meditation decreases anxiety and stress according to Harvard researchers. Stress and memory are very much connected as a recent study concluded that non-stressed people remember more items on average than stressed people. Although several studies have been done on the impacts of meditation, there has been no research done specifically on the impact of meditation on high school students’ working memory. This study utilized a pre-post survey design and a running control group to determine whether mindfulness and working memory capacity increased as a result of a week of daily meditation. Students were randomly assigned to the mindfulness meditation group or to the running control group. Both groups took The Human Benchmark memory test and the Mindfulness Attention Awareness Scale (a Likert scale) before and after a week of meditation or running. The results proved to be significant, showing that mindfulness increased on average by .8 points, while the control only increased by .03 points on average. In addition, memory test scores increased by 40.3% for the meditation group compared to 8.3% for the control group.

scholarly journals The Impact of Physical Activity to Physical Fitness and Nutrional Status of Grade X Surabaya Vocational High School

2020 ◽  
Vol 2 (2) ◽  
pp. 590-597
Author(s):  
Galih Prasetyo ◽  
Suroto ◽  
Dwi Cahyo Kartiko
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Physical Fitness ◽  
Design Research ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
The Impact

The purpose of this research is to improve physical fitness which is one of the goals of physical education in Indonesia while also improving the nutritional status of Surabaya vocational high school students. This research uses the treatment of physical activity 3 times a week in 2 months as a task in physical education to improve physical fitness and nutrional status on the sample of this research. Research design uses quasi experimental design with metode non-randomized control group pretest-posttest design. Research data was obtained as follows: data processing result on experiment group show that physical activity to VO2max got significant score based calculating using SPSS of 0,00 and physical activity to nutrional status got sig. of 0,60. Whereas in the control group, physical actifity got sig. of 0.20 to VO2max and sig. to 0.11 on nutrional status. Based on the above analysis it can be concluded that physical activity has a significant effect on physical fitness but physical activity has no significant effect on nutrional status to Surabaya vocational high school students.

scholarly journals THE IMPACT OF THE USE OF GEOGEBRA ON STUDENT’S MATHEMATICAL REPRESENTATION SKILLS AND ATTITUDE

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Fazli Rabi ◽  
Ma Fengqi ◽  
Muhammad Aziz ◽  
Muhammad Ihsan Ullah ◽  
Nuritdinova Hilola Abduraxmanovna
Keyword(s):  
High School ◽  
High School Students ◽  
Empirical Test ◽  
Mathematical Representation ◽  
Control Group ◽  
School Students ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
The Impact ◽  
Experimental Group

<p>Mathematics is important and applies to science, technology, society or the natural sciences. It is applied directly or indirectly. Most students find this to be a very stimulating, complex, and well-understood subject. Maths in high school is extremely important. The study was designed to investigate the impact of students' mathematical representation skills and their attitudes towards GeoGebra. This study was quasi-experimental and carried out on high school students. We have two groups belonging to the same standard class. The control group consisted of 22 students, while the experimental group consisted of 28 participants. The conventional approach was used to teach certain concepts of plane geometry to the students in the control group. On the other hand, the experimental group taught similar teachings using GeoGebra. The results show that students have more skills in mathematical representation using GeoGebra. The semi-empirical test also showed a significant change in students' attitudes between the pre-test and the post-test. Students are more active in mathematical representation skills in GeoGebra.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0967/a.php" alt="Hit counter" /></p>

scholarly journals Working Memory Capacity and Familiarity With Testing Environment

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Yu Yi Lu ◽  
Jonathan Jones ◽  
Rachel Booth
Keyword(s):  
Working Memory ◽  
High School Students ◽  
Test Performance ◽  
Standardized Test ◽  
Memory Span ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
School Students ◽  
Test Analysis ◽  
Surrounding Environment

Previous studies have shown converging evidence that negative perceptions of the surrounding environment lead to lower standardized test performance among stigmatized individuals. However, there has been minimal research done about the underlying cognitive mechanism that may account for these effects. I hypothesized that unfamiliarity with the surrounding environment interferes with test performance because it limits individuals’ working memory capacity. This within-subjects experiment, with a total of 35 Leland High School students, tested that hypothesis. A self-produced version of the working memory span task was given to all participants in both of their prospective classrooms, familiar and unfamiliar. Through a matched-paired t-test analysis, the results demonstrated that unfamiliarity with the surrounding environment significantly limited one’s working memory capacity. Implications for future studies are discussed.

scholarly journals The impact of a brief, bullying bystander intervention on internalizing symptoms: Is gender a moderator of intervention effects?

2019 ◽  
Vol 40 (3) ◽  
pp. 275-293 ◽  
Author(s):  
Diana M. Doumas ◽  
Aida Midgett ◽  
April D. Watts
Keyword(s):  
High School ◽  
High School Students ◽  
Internalizing Symptoms ◽  
Control Group ◽  
School Students ◽  
Intervention Effects ◽  
Bullying Intervention ◽  
Emotional Outcomes ◽  
Bullying Programs ◽  
The Impact

The purpose of this study was to evaluate the efficacy of a brief, bystander bullying intervention on reducing internalizing symptoms among students ( N = 65). Although witnessing bullying is associated with mental health risks, the majority of research on bystander interventions focuses on the impact of these programs on school-wide bullying reduction rather than improved emotional outcomes for those trained to intervene. Results indicated high school students trained in a brief, bystander bullying intervention reported greater decreases in internalizing symptoms from baseline to a three-month follow-up compared to students in a control group. Further, gender moderated intervention effects such that differences in decreases in internalizing symptoms were significant for females only. Implications for school-based anti-bullying programs for high school students are discussed.

A preliminary study of the impact of high school astronomy research-based learning in Thailand

2019 ◽  
Vol 15 (S367) ◽  
pp. 34-37
Author(s):  
Sze-leung Cheung ◽  
Matipon Tangmatitham
Keyword(s):  
High School ◽  
High School Students ◽  
Design Research ◽  
Learning Experience ◽  
Research Question ◽  
After School ◽  
Control Group ◽  
School Students ◽  
Research Activities ◽  
The Impact

AbstractIn Thailand, annually there are more than 50 high school students presenting in the Thai Astronomical Conference (Student Session) and more than 20 high school students joining research activities mentored by their teachers and NARIT staff through the “Advanced Teacher Training” scheme. These opportunities offer a unique experience for students to learn various skills through proposing a research question, design research methodologies, acquire different knowledge conducting research, present and communicate their results and response to criticism. Data collection for this qualitative research study is conducted through interviews with the senior high school students who completed their research presentations, with a control group of students who did not have research-based learning experience but had other informal learning experiences such as planetarium visit, or after school astronomy activities. The study looks into students’ learning behaviour, attitude towards science, skills acquired for other subjects, interest in science careers.

scholarly journals Training Working Memory in Adolescents Using Serious Game Elements: Pilot Randomized Controlled Trial (Preprint)

2017 ◽  
Author(s):  
Wouter J Boendermaker ◽  
Thomas E Gladwin ◽  
Margot Peeters ◽  
Pier J M Prins ◽  
Reinout W Wiers
Keyword(s):  
Working Memory ◽  
High School Students ◽  
Controlled Trial ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Addictive Behaviors ◽  
School Students ◽  
Placebo Condition ◽  
Game Elements ◽  
Over Time

BACKGROUND Working memory capacity has been found to be impaired in adolescents with various psychological problems, such as addictive behaviors. Training of working memory capacity can lead to significant behavioral improvements, but it is usually long and tedious, taxing participants’ motivation to train. OBJECTIVE This study aimed to evaluate whether adding game elements to the training could help improve adolescents’ motivation to train while improving cognition. METHODS A total of 84 high school students were allocated to a working memory capacity training, a gamified working memory capacity training, or a placebo condition. Working memory capacity, motivation to train, and drinking habits were assessed before and after training. RESULTS Self-reported evaluations did not show a self-reported preference for the game, but participants in the gamified working memory capacity training condition did train significantly longer. The game successfully increased motivation to train, but this effect faded over time. Working memory capacity increased equally in all conditions but did not lead to significantly lower drinking, which may be due to low drinking levels at baseline. CONCLUSIONS We recommend that future studies attempt to prolong this motivational effect, as it appeared to fade over time.

scholarly journals Doodle Away: Exploring the Effects of Doodling on Recall Ability of High School Students

2020 ◽  
Vol 12 (2) ◽  
pp. 31
Author(s):  
Deekshita Sundararaman
Keyword(s):  
High School ◽  
High School Students ◽  
Learning And Memory ◽  
Control Group ◽  
Memory Retention ◽  
School Students ◽  
Experimental Conditions ◽  
High School Juniors ◽  
The Impact ◽  
Better Than

Doodling is often misinterpreted as a distraction to students in an academic setting&ndash; a hindrance to learning. However, recent research has shown that doodling may be beneficial to learning and memory retention. The current study expands upon previous research by investigating the impact of structured and unstructured doodling on auditory recall. This experiment was designed using a multi-method quantitative approach with an experiment that consisted of a control, structured doodling, and unstructured doodling group, and a questionnaire to assess students&rsquo; doodling experience. A group of 39 high school juniors were chosen for this study. In all three conditions, students listened to a history lecture in their normal classroom circumstances and took a quiz over the information afterward. Students doodled in both experimental conditions&ndash; they shaded a structured doodling sheet in the first condition and doodled in a blank, white A4 sheet in the second condition. The results indicated that those in the structured and unstructured doodling group performed significantly better than those in the control group, with structured doodling scoring the highest out of the three. The Post Doodling Questionnaire indicated that the majority of students experienced less daydreaming and increased recall while doodling; furthermore, the majority of students reported doodling naturalistically.

Single or Combined? A Study on Programming to Promote Junior High School Students’ Computational Thinking Skills

2021 ◽  
pp. 073563312110351
Author(s):  
Lihui Sun ◽  
Linlin Hu ◽  
Danhua Zhou
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Junior High School Students ◽  
Control Group ◽  
School Students ◽  
The Impact

In this work, we studied the influence of different programming approaches on the development of students’ computational thinking (CT) skills, the programming experience and gender differences in CT development were also discussed. A total of 158 junior high school students and one teacher participated in the study over 5 months. The sample students were divided into four experimental groups in four single or combined programming approaches (i.e., plugged-in, unplugged, unplugged first, and plugged-in first) and one control group without programming. Data sources included the results of four CT tests, as well as interviews with the teacher and surveys with 24 representative participants. The results showed that the four programming approaches can effectively improve students’ CT skills and can be retained after two months. Among them, the form of implementing unplugged activities before plugged-in can most effectively improve CT skills, and can better weaken the impact of previous programming experience. Finally, the qualitative analysis results provided insights into the process of programming and CT education. These findings will provide implications for the introduction of CT in junior high school, and help expand students’ participation in computing.

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