scholarly journals The effect of modeling style in reducing bullying middle school students

2021 ◽  
Vol 20 (4) ◽  
pp. 0111
Author(s):  
Dr. Hiam Qassim
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Research Problem ◽  
Economic Effects ◽  
Modeling Technique ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Bullying Behavior ◽  
And Control

Behavior of bullying: Behavior of bullying, aims to impose control, and inflict physical, verbal and psychological harm to others, and has psychological, social and economic effects on the individual and society because it reflects the state of contradiction in the human personality, Hence, the research problem arose, and the researcher sought to find an answer to the following question: What is the effect of the modeling technique on reducing the behavior of bullying among middle school students? The research gains its importance by putting the method in the handbook of educational counselors to benefit from it. The current research aims to: 1 - measuring the behavior of bullying among middle school students.     2 - to identify the effect of modeling in reducing the behavior of bullying And to achieve the objectives of the research, the researcher formed a null hypothesis which states that there are no statistical differences between the experimental and control groups The current research is determined for intermediate secondary and middle school students in Diyala / Baquba city center. To achieve the research goals, the researcher adopted a benign scale and the specialists in this field who confirmed that it was applied to a sample of (400) students of the second grade to restore the truth and stability, from the ground up, the re-evaluation (0.85) and error with stability (0.83) and then the scale is ready for implementation and the total number of paragraphs (44) paragraph and thus assumed by (87). Two schools were chosen from the community schools in a deliberate manner, measuring (100) students randomly selected and (50) students from each school (32) students were selected from students who scored above the average, after ruling out the students who didn’t want to participate, the rest of the students were not evaluated then they were grouped into two groups, an experimental group and control group as (10) students in each group. The researcher chose the design of the experimental and control groups with post-test, while the control group didn’t receive any processing, the program has been built according to the planning, programming and time system, and may have a number of sessions (14) as (2) sessions per week. earch results shown the modeling technique effect in reducing the bullying behavior and thus the researcher came out with a number of resolutions and proposals

scholarly journals The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students

2021 ◽  
Vol 9 (2) ◽  
pp. 52
Author(s):  
Tuncay Türkben
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Regulation ◽  
Writing Skills ◽  
Written Expression ◽  
Strategy Development ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
And Control

This study was conducted to investigate the effect of education based on Self-Regulation Strategy Development Model on the writing skills development of 6th grade (middle school) students. In this study, a pretest-post-test, quasi-experimental method with control group was used. The sample of the study consists of 60 students enrolled in two public middle schools affiliated with Aksaray Central Provincial Directorate of National Education. These two schools were determined as experimental and control groups randomly. The implementation of the study, which included two groups designated as experimental and control groups, was completed in 12 weeks, 2 lesson hours per week. In the collection and evaluation of the data, narrative and informative texts written by students, the Attitude Towards Writing Scale (ATWS), the Self-Regulated Writing Scale (SRWS) and the Ranked Scoring Key for the Evaluation of Written Expression (RSKEWE) were used. SPSS 24 program was used to analyze the data. As a result of the study, it was seen that the experimental group students’ written expression skills, writing self-regulation skills and writing attitudes levels were significantly higher compared to the control group students’.

Impact of stroke education on middle school students and their parents: A cluster randomized trial

2016 ◽  
Vol 12 (4) ◽  
pp. 401-411 ◽  
Author(s):  
João Pedro Marto ◽  
Cláudia Borbinha ◽  
Rita Filipe ◽  
Sofia Calado ◽  
Miguel Viana-Baptista
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Test Scores ◽  
Control Groups ◽  
School Students ◽  
Stroke Education ◽  
And Control ◽  
The Impact ◽  
Stroke Knowledge ◽  
Structured Questionnaire

Background School students are an attractive target for stroke education due to the potential impact on stroke prevention and recognition. Additionally, these students can drive behavioral changes in their families. Aim To evaluate the impact of stroke education on school students, in terms of students’ and parents’ acquired stroke knowledge. Methods A structured questionnaire on knowledge of stroke was filled out by eighth-grade students and one of their parents in seven public schools. In four of these schools, students attended a stroke lecture; educational flyers and magnetic posters were distributed and parent education was encouraged. Students and parents of the other three schools were included in a control group. Students and parents, of both intervention and control groups, were resubmitted to the initial structured questionnaire within one week of the stroke lecture and three months later. Results We included 764 students and 344 parents, 383 (50.1%) and 210 (61.0%) in the intervention group. Correct test scores for students before, within one week, and three months after the intervention were 54.49% versus 55.03% (p = 0.418), 98.69% versus 60.89% (p < 0.001), and 95.58% versus 75.7% (p < 0.001) in the intervention and control groups, respectively. Correct test scores for parents at the same time points were 68.78% versus 64.47% (p = 0.107), 96.89% versus 71.42% (p < 0.001), and 94.58% versus 76.54% (p < 0.001) in the intervention and control groups, respectively. Conclusions School-based interventions may improve stroke knowledge in middle school students and their parents.

scholarly journals The effect of computer based instruction on middle school students' ideas about weather events and climate concept

2020 ◽  
Vol 7 (1) ◽  
pp. 178-185
Author(s):  
Ayberk Bostan Sarıoğlan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Control Group ◽  
School Students ◽  
Computer Based Instruction ◽  
Weather Events ◽  
Computer Based ◽  
Based Instruction ◽  
And Control ◽  
Experimental Group

The concepts of weather events and climate appear to be less studied than other concepts of physics in the literature. The aim of this research is to investigate the effects of computer-based instruction on the concepts of climate and weather events of middle school students. The sample of the research consisted of 19 8th grade students in the experimental group and 23 students in the control group. Computer-based instruction was carried out in the experimental group, and lessons were given in accordance with the middle school science program with the students in the control group. As a data collection tool, a concept test consisting of three open-ended questions was used to determine students' opinions about climate, weather events and the difference between climate and weather events. In the analysis of the data obtained from the answers of the students in the experimental and control groups to open-ended questions before and after the instruction, a rubric consisting of five categories was used. The categories in the rubric are correct answer, incorrect answer, non-coded and no answer categories. According to the findings, it was seen that the scientific responses of the students in both groups increased. Computer-based instruction was found to be more effective in eliminating the misconceptions faced by students about climate, weather events and differences between climate and weather events compared to the courses taught in the program. In the results of the study, it was determined that the students in the experimental and control groups confused the concepts of climate and weather events before instruction and there was a decrease in the misconceptions after instruction. The misconception that climate and weather events were the same was resolved in both groups after instruction. It is suggested that more studies using different instruction methods for teaching these concepts will be conducted. Keywords:  Climate, weather events, computer based instruction, middle school students;

Effectiveness of Cyber Bullying Sensitization Program (CBSP) to Reduce Cyber Bullying Behavior Among Middle School Children

2021 ◽  
pp. 504-513
Author(s):  
Surabhi Negi ◽  
Sunita Magre
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cyber Bullying ◽  
Control Group ◽  
School Students ◽  
Use Of Technology ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Cyber bullying is the unwise use of technology to harm and humiliate an individual or group over the Internet. The purpose of this article is to test the effectiveness of the cyber bullying sensitisation program (CBSP) to reduce the level of cyber bullying behaviour among middle school students. The sample was restricted to adolescents as they are the ones who are most exposed and vulnerable in the cyber space. A quasi-experimental pre-post design with intervention was adopted for the study. The participants of the study were comprised of 186 middle school students from two private schools in India. The experimental group had 94 participants while control groups had 92 participants. Statistical analysis indicated that there was a significant difference between pre- and post-test scores in the experimental group. No significant difference was found between the experiment and control group before the program, suggesting that the program was effective in helping students in reducing cyber bullying behaviour. The implications for prevention and intervention programs were discussed.

Lucid Dreaming and Control in Waking Life

1995 ◽  
Vol 81 (2) ◽  
pp. 658-658
Author(s):  
James A. Prescott ◽  
C. Gary Pettigrew
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Students ◽  
Lucid Dreaming ◽  
And Control

In a survey of 17 middle-school students, search for control over situations in waking life was positively correlated with frequency of lucid dreaming.

scholarly journals Identifying Social Withdrawal (Hikikomori) Factors in Adolescents: Understanding the Hikikomori Spectrum

2020 ◽  
Author(s):  
Yukiko Hamasaki ◽  
Nancy Pionnié-Dax ◽  
Géraldine Dorard ◽  
Nicolas Tajan ◽  
Takatoshi Hikida
Keyword(s):  
Middle School Students ◽  
Child Behavior ◽  
Child Behavior Checklist ◽  
Social Withdrawal ◽  
Control Group ◽  
Behavioral Characteristics ◽  
School Students ◽  
Severity Scores ◽  
And Control ◽  
Experimental Group

Abstract Hikikomori is a Japanese term for social withdrawal, ranging from complete inability to venture outdoors to preferring to stay inside. The prevalence of hikikomori is high, up to 1.2% of the Japanese population, but only few studies have examined its emergence in adolescents. Therefore, we sought to identify environmental and psycho-behavioral characteristics related to hikikomori during adolescence. Parents of middle school students who underwent psychiatric outpatient treatment for hikikomori (n = 20) and control group parents (n = 88) completed the Child Behavior Checklist to evaluate their child’s psycho-behavioral characteristics and novel scales to evaluate environmental characteristics and hikikomori severity. Scores for all eight Child Behavior Checklist subscales were significantly higher in the experimental group. Multiple regression analysis revealed that “anxious/depressed,” “somatic complaints,” “lack of communication between parents” and “overuse of the Internet” were significant predictors of hikikomori severity. These findings can help identify individuals who are at risk of developing hikikomori.

Cognitive Effects of a Logo-Enriched Mathematics Program for Middle School Students

1988 ◽  
Vol 4 (4) ◽  
pp. 443-452 ◽  
Author(s):  
Sandra V. Turner ◽  
Michael L. Land
Keyword(s):  
Middle School ◽  
Cognitive Development ◽  
Middle School Students ◽  
Mathematics Curriculum ◽  
Common Factor ◽  
Control Group ◽  
Minimal Amount ◽  
School Students ◽  
Mathematical Concepts ◽  
Logo Programming

This study investigated the effect of learning Logo on middle-school students' understanding of specific mathematical concepts and on their level of cognitive development. Students in the Logo Group ( n = 91) learned Logo for one hour a week for sixteen weeks as part of their regular mathematics curriculum. The Control Group ( n = 90) did not participate in the Logo program but received the full allotted time for their regular mathematics curriculum. No significant differences were found between the two groups in their understanding of mathematics concepts or in their growth in cognitive development. However, among the students in the Logo Group, those who learned the most Logo gained significantly more than those who learned a minimal amount of Logo both in their understanding of the mathematics concepts and in their level of cognitive development. When the High Logo group was compared to the Control Group, and also to a matched subset of the Control Group, there were large differences in favor of the High Logo group, but the results were not significant. The findings of this study suggest that cognitive development, achievement in mathematics, and achievement in Logo programming all share a common factor and that students who do well in one area are also likely to do well in the other two areas.

scholarly journals Effects Of Problem-Solving Method On Secondary School Students Achievement And Retention In Social Studies, In Ekiti State, Nigeria

2011 ◽  
Vol 8 (1) ◽  
pp. 19-26
Author(s):  
B.O. Abdu-Raheem
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
And Control

This study investigated the effects of problem-solving method of teaching on secondary school students achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six secondary schools in Ekiti State, Nigeria. The instrument used for the study is the Social Studies Achievement Test (SSAT) designed and validated by the researcher. Section A of the instrument consisted of the bio-data of the respondents while section B was made up of 40 multiple-choice items designed to measure the students achievement and retention in Social Studies. Four hypotheses were raised and tested at 0.05 level of significance. The data were analyzed using t-test and ANCOVA statistical tools. The results showed that there is a significant difference between the achievement mean scores of students in the experimental and control groups. There is a significant difference between the pre-test mean scores and achievement mean scores of students in the experimental and control groups. There is a significant difference between the retention mean scores of students in the experimental and control groups. There is a significant difference between the achievement mean scores and the retention mean scores of students in the experimental and control groups. It was discovered in the study that problem-solving method is more effective than conventional lecture method in improving students achievement in Social Studies. It was therefore recommended that teachers should be innovative in handling their lessons by relating them to the day-to-day life of students in such a way that the students will be challenged to put the lessons to practice as much as possible. Government should also emphasize the use of problem-solving method to teach Social Studies in secondary schools.

scholarly journals Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

2020 ◽  
Vol 13 (40) ◽  
pp. 4224-4233
Author(s):  
Naseem Hyder Rajput
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Cell Phone ◽  
Drop Out ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Phone Calls ◽  
The Impact

Background/Objectives: Regular attendance at school is essential for allround development of students. The fundamental objective of this study was to utilize low-cost technology of cell phones to report to parents/guardians about the attendance of their children at schools and ascertain the impacts of cell phone calls on the attendance of Middle School students placed at risk of Drop out. Methods/Statistical analysis: This study was Experimental with a PretestPosttest Control Group by design and descriptive by purpose. The participants were 30 eight graders belonging to a Public Middle School of District Shaheed Benazirabad in Pakistan. These participants were then randomly assigned to Control and Experimental Groups (15 each). For intervention of making cell phone calls to parents/guardians to inform and ask them about the reason for the absence of their child, a teacher in each participating school was assigned this responsibility. The intervention lasted for 3 months. The data was analyzed using SPSS repeated measure t-test to calculate the significance of the impact of intervention. Findings: Results of the present study indicated that the attendance of Experimental Group on Posttest (75.07 %) was significantly higher than that on Pretest (62.87%). Novelty : This study utilizes existing technology available to almost everyone and bridges the parents and school administration to get the best outcome quickly; mobile-based intervention is simple and docile to regulate students’ performance at school level; it also improves the safety of the students.

scholarly journals Pierre Van Cortlandt Middle School Promotes Student STEM Interest

2017 ◽  
Vol 7 (2) ◽  
pp. 117-128
Author(s):  
Pauline Mosley ◽  
Gerald Ardito ◽  
Lauren Scollins
Keyword(s):  
Middle School ◽  
Critical Thinking ◽  
Middle School Students ◽  
Cooperative Learning ◽  
Cognitive Skills ◽  
Problem Based Learning ◽  
Control Group ◽  
School Students ◽  
Stem Interest ◽  
Experimental Group

The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students’ critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen by their principals. A critical thinking test was administered to evaluate the cognitive skills and STEM interest of the students. Instruction was implemented in two formats: cooperative learning and problem-based learning. The experimental group utilized robotic cooperative learning while the control group utilized problem-based learning.  After four sessions of both instruction types with both groups the findings reveal that critical thinking of students is enhanced significantly by robotic cooperative learning (P<0.01).

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