scholarly journals The Impact of a Play-Based Training Program on Reducing the Negative Effects of Students Abuse and Improving Their Self-Esteem

2019 ◽  
Vol 12 (8) ◽  
pp. 94
Author(s):  
Hisham Ali Aldmour
Keyword(s):  
Training Program ◽  
Self Esteem ◽  
Control Group ◽  
Negative Effects ◽  
Control Groups ◽  
Self Assessment ◽  
Level Of Significance ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The aim of this study was to investigate the effect of a play-based program on reducing the effects of student’s abuse and to improving their self-esteem. To achieve this goal, a sample was selected and composed of 60 male and female abused students. They were divided into two groups: control group and experimental group which both consisted of 30 students. The experimental group was divided into two groups: the first consisted of 15 male students, while the second consisted of 15 female students. The measure of exposure to abuse and the self-assessment scale were applied as an anterior and posterior test of both experimental and control groups. The experimental group was only exposed to training through the training program. After completing the data collection, the means and standard deviations of the performance of the experimental and control groups were calculated on the study scales. The multivariate variance analysis was also conducted to identify the impact of the training program on gender. The results of this study showed statistically significant differences at the mean level (α ≤ 0.05) between the performance mean of experimental and control groups. These differences were in favor of the experimental group that improved their level of self-esteem and decreased the level of exposure to abuse. The results also showed that there were no statistically significant differences at the level of significance (α ≤ 0.05) between the female and male performance means.

scholarly journals Effectiveness of using a role playing strategy in developing dialogue skills in a language subject for students in the third grade intermediate in Hafr Al-Batin: فاعلية استخدام استراتيجية لعب الأدوار في تنمية مهارات الحوار في مادة لغتي لدى طلاب الصف الثالث المتوسط بحفر الباطن

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Mohammed bin Majed bin Shariah al - Shammari
Keyword(s):  
Role Playing ◽  
Self Esteem ◽  
Third Grade ◽  
Control Group ◽  
Control Groups ◽  
Teaching Role ◽  
Third Grade Students ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The aim of this study was to identify the effectiveness of teaching role playing strategy in developing dialogue skills in the immortal language of the intermediate third grade students. To achieve the objectives of the study, the researcher used the semi-experimental method by designing the two equal groups. The sample contains 51 students, 26 students for the control group and 25 students for the experimental group. The researcher used the statistical treatments using the SPSS program, The study has resulted in The results showed that the level of dialogue skills on the student scale among the average third-grade students in the experimental and control groups was medium. The mean of the two groups was on all dialogue skills (2.23). The skill of expressing the opinion is one of the most common dialogue skills, (2.25), while the skill of listening and listening is second, with an average of (2.24), followed by self-esteem in third place with an average of 2.23. Finally, ). In addition, there were statistically significant differences at the level of α 0.05 0.05 in post-performance in all dialogue skills (self-esteem, good listening and listening, respect for others, expression of opinion). In the light of its findings, the researcher made a number of recommendations.

scholarly journals The Impact of Text Messaging on Iranian University Students as an English as a Foreign Language Instructional Tool to Enhance Learner Autonomy and Perception

2020 ◽  
Vol 19 (11) ◽  
pp. 184-202
Author(s):  
Behnam Behforouz ◽  
Anca Daniela Frumuselu
Keyword(s):  
Foreign Language ◽  
Text Messaging ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Control Group ◽  
Instructional Tool ◽  
Control Groups ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This paper investigates the efficiency of text messaging as an English as a Foreign Language (EFL) instructional tool to enhance learner autonomy and perception at the Islamic Azad University-South Tehran Branch, Iran. The study considers seventy-four learners to participate in the study after the administration of an Oxford Placement Test to measure their proficiency level. Participants are randomly assigned in experimental and control groups, including 37 participants each. A questionnaire is used as a pretest and posttest to measure learners` autonomy. Participants from the experimental group use text messaging (the treatment) to receive instructions, whereas those from the control group receive traditional classroom instructions in a face-to-face channel. A semi-structured interview is also used to collect date on experimental group participants` perception in using MALL in classrooms. The results reveal remarkable differences between the experimental and control groups’ means on their learner autonomy scores. However, the impact of the independent samples t-test has shown that there is no statistically meaningful gender difference among the learners regarding their autonomy scores. The findings based on the semi-structured interview showed complimentary views on MALL. The current study is beneficial since its outcomes could be relevant for EFL curriculum developers and English language teachers in the use of mobile learning and text messaging in the English classroom.

scholarly journals 团体心理咨询对大学生自尊提升的干预研究

2019 ◽  
Vol 01 (02) ◽  
pp. 100-111
Author(s):  
童童 李 ◽  
艳 李 ◽  
莉 潘 ◽  
倩 黄 ◽  
喆 王
Keyword(s):  
Training Program ◽  
Interpersonal Relationship ◽  
Personal Communication ◽  
Self Esteem ◽  
Control Group ◽  
Big Five Personality ◽  
Relationship Skills ◽  
Long Time ◽  
And Control ◽  
Experimental Group

目的：探讨团体心理咨询对大学生自尊提升的干预效果以及内在影响机制。方法：招募18 名大学生为研究对象，采用实验组与控制组前后测量的实验设计，实验组接受为期6 周的自尊提升团体心理咨询，使用自尊量表、人际关系综合诊断量表和大五人格量表进行测试。结果：团体心理咨询后，实验组被试的自尊水平提高[（32.67±3.12）vs.（29.33±3.24）， p< 0.001]，人际关系综合诊断量表总分[（6.62±3.66）vs.（12.00±5.27）， p< 0.001] 及人际关系维度分数[（2.11±1.36）vs.（4.00±1.94），p= 0.009] 下降，大五人格问卷外倾性[（3.51±0.31）vs.（3.30±0.41） ，p= 0.002] 与责任心[（3.65±0.34）vs.（3.43±0.35） ，p= 0.026] 分数提高。结论：团体心理咨询对大学生自尊提升的干预有效，这一干预效应存在潜在的长期效应，其内在机制可能是人际关系困扰的降低；自尊提升能够内化成为个体人格外倾性的一部分。 Objectives： This study is focused on a six-week group psychological guidance to enhance self-esteem and to explore its intrinsic mechanism. Methods：Totally 18 students were randomly assigned to one of two group： experimental group（n=9） and control group（n=9）. The experimental group received six-week training program to enhance self-esteem， as compared as control group who received only baseline and post-six-week measurement which included the self-esteem scale，the interpersonal relationship comprehensive diagnosis scale， and the Big Five personality scale. Results： After the training program， the experimental group’s selfesteem was improved [（32.67±3.12）vs.（29.33±3.24）]， total score[（6.62±3.66）vs.（12.00±5.27）] and inter-personal communication[（2.11±1.36） vs.（4.00±1.94）] score of the interpersonal relationship comprehensive diagnosisscale were declined， and score of extraversion[（3.51±0.31）vs.（3.30±0.41）] and conscientiousness[（3.65±0.34）vs.（3.43±0.35）] were increased. Conclusion： It proves that group psychological guidance could enhance students’ self-esteem for a long time， and self-esteem could be a part of personality. The most important is that the improvement of relationship skills could explain why group psychological guidance could enhance self-esteem.

Understanding narrative effects

2019 ◽  
Vol 31 (2) ◽  
pp. 166-191 ◽  
Author(s):  
Aurik Gustomo ◽  
Hary Febriansyah ◽  
Henndy Ginting ◽  
Imelia Martinovita Santoso
Keyword(s):  
Employee Engagement ◽  
Expressive Writing ◽  
Social Implications ◽  
Control Group ◽  
Control Groups ◽  
West Java ◽  
Content Type ◽  
And Control ◽  
The Impact ◽  
Experimental Group

PurposeEmployee engagement has been directly linked to organizational outcomes, and at present, improving employee engagement has increasingly been a main focus for organizations. However, studies evaluating the impact of storytelling interventions on increasing the level of employee engagement are limited. Storytelling is one of the intervention methods that can provide cognitive stimulus to employees, which in turn could change their attitudes toward work including employee engagement. The purpose of this study is to determine the effectiveness of storytelling as an intervention tool for increasing employee engagement in one of the state-owned enterprises (SOEs) in West Java, Indonesia.Design/methodology/approachThis study uses a quantitative method. Employees from a West Java branch of large SOEs were randomly assigned into experimental and control groups. The research design used a pretest and a post-test with an expressive writing method to identify the extent of employee engagement by comparing participant groups and measuring the increase of employee engagement as a result of the storytelling intervention. The experimental group participated in three storytelling sessions that had been set up by panels of experts, while the control group was not given any treatment. The expressive writing analysis was conducted using software that has been developed and tested for validity and reliability. Furthermore, statistical analysis was used to test the results of expressive writing scoring to determine the impact of storytelling interventions.FindingsDirect storytelling is proven to be one of the most effective methods of increasing employee engagement in one of the SOEs in the West Java region. The results of this study showed that there were differences between the experiment and control groups after experiencing a direct storytelling intervention where there was a significant increase in the dimensions of employee engagement. Participants in experimental group had higher scores than participants in control group in most of the employee engagement dimensions. Additionally, expressive writing methods are also proven to be able to provide a stimulus for employees in expressing thoughts, perceptions and motivations for employee engagement in the company.Research limitations/implicationsAs direct storytelling has not been frequently used, especially to improve employee engagement, more studies should be conducted in various settings, with different measurement tools, and in a more controlled environment to confirm the effects of the intervention.Practical implicationsThis paper provides insight into how companies can use direct storytelling to improve the dimensions of employee engagement. Additionally, this research can also be used as a reference by companies in Indonesia, especially SOEs, for applying the same method in an effort to improve work-related attitudes, such as employee satisfaction and organizational commitment.Social implicationsThis study raises social implications in which employees enthusiasm increases in improving personal relationships between employees and storytellers, who are middle or upper management employees. In addition, employees also more appreciate their struggles when starting their careers, so they care more about increasing their role and involvement in the company.Originality/valueThis paper provides resources and information for companies and organizations to improve employee engagement through the implementation of direct storytelling. The focus of this paper is to gain information on the role of direct storytelling in improving employee engagement within a company or organization.

scholarly journals The Effect of Applying Skimming Technique on Grade XI Students’ Reading Comprehension

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Benny Jefri Wijaya Hutabarat And Tina Mariany Arifin
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Experimental Research ◽  
T Test ◽  
Control Group ◽  
Control Groups ◽  
The Subject ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying skimming technique on Grade XI students’ reading comprehension. It was an experimental research. The subject was students of Grade XI, Private Senior High School (Sekolah Menengah Atas Swasta: SMA) Methodist-7, which consisted of 60 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was reading comprehension test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.89. The data were analyzed by using t-test formula. The analyze showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significance 0.05 with the degree of freedom (df) 60 , t-observed value 3.71 > t-table value 2.00. Based on the reliability of the test, it was found that the test was reliable. The findings indicated that using Skimming Technique significantly affected the students’ reading comprehension. So, English teachers are suggested to use Skimming Technique in order to improve students’ reading comprehension.   Keywords: Skimming Technique, Reading Comprehension, Experimental Research.

The Effect of the Power of Thinking Strategy on Achievement and Development of Life Skills to Start Fifth-Grade Literary Students in History

2021 ◽  
Vol 58 (2) ◽  
pp. 1275-1288
Author(s):  
Hanaa Ibrahim Mohamed
Keyword(s):  
American History ◽  
Life Skills ◽  
Female Students ◽  
Fifth Grade ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

The current research aims to know the impact of the strategy of thinking power in achievement and development of life skills for fifth-grade literary students in history, by verifying the validity of the following null hypotheses. First, there is no statistically significant difference at the level of significance (0.05) between the average grades of the experimental group students who study modern and contemporary European and American history according to the thinking power strategy and the average scores of the control group students who study the same subject in the usual way in the post-achievement test.Furthermore, there is no statistically significant difference at the level of significance (0.05) between the average grades of the experimental group students who study modern and contemporary European and American history according to the strategy of thinking power in the pre- and post-life skills scale. Finally, there is no statistically significant difference at a significance level (0.05) between the average scores of the control group students who study modern and contemporary European and American history according to the usual method in the pre- and post-life skills scale. To achieve the goal of the research, the researcher adopted a partial controlled experimental design for the experimental and control groups, as well as the pre- and post-tests. The researcher applied the research experiment on a sample of fifth grade literary students in (Thuaiba Al-Islamiya Girls High School) affiliated to the General Directorate of Diyala Governorate Education for the academic year (2018/2019), which was randomly selected. The number of female students in the research sample was (66), of which (32) female students were for the experimental group that would be studied according to the strategy of thinking power, and (34) female students for the control group that would be taught according to the regular method. The researcher conducted equivalence between the two research groups with the following variables: (parents' academic achievement, first course scores for the academic year (2018/2019), IQ test scores, and pre-life skills scale scores.After the researcher determined the scientific subject that she will study for the students of the experimental and control groups in the experiment, namely the chapters (the fifth, sixth and seventh) of the modern and contemporary European and American history curriculum to be taught to the fifth grade literary students for the study year 2018/2019, the researcher formulated (131) behavioural goals according to the six levels for BLOOM classification of the cognitive domain (knowledge, understanding, application, analysis, synthesis and evaluation), daily instructional plans were prepared for the experimental and control groups.

PL-005 Effects of Strength-endurance training on muscle damage after tennis competition

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Mehmet Serif Okmen ◽  
Metin Polat
Keyword(s):  
Training Program ◽  
Endurance Training ◽  
Muscle Damage ◽  
Training Programs ◽  
Control Group ◽  
Blood Levels ◽  
Control Groups ◽  
And Control ◽  
Experimental Group ◽  
Tennis Match

Objective The present study aimed to identify the level of muscle damage that develops after a tennis match, and to investigate the potential effects of eight weeks of strength-endurance training on the level of this muscle damage. Methods The study included 30 male tennis players aged 18 years and above who had been actively playing tennis matches at least for five years, and who voluntarily agreed to take part in the study. The participants were classified into two groups, consisting of 15 experimental subjects and 15 controls. To begin with, all of the participants played tennis matches for three hours according to the international rules of the game, and partners were changed every one hour. In order to determine the level of muscle damage after the tennis match, the blood levels of Creatinine Kinase (CK), Lactate Dehydrogenase (LDH), Aminotransferase (ALT) and Myoglobin were measured prior to the matches, and immediately, 24 hours, and 48 hours after the completion of the match. Afterwards, the participants in both groups engaged in eight weeks of tennis training three days a week for 90 minutes per day. The participants in the experimental group additionally carried out eight weeks of strength-endurance training three days a week for 90 minutes per day. The abovementioned measurements were repeated in both groups at the end of the eighth week. Results The CK values of the experimental and control groups, which were measured simultaneously before the training programs, were not significantly different, while after the eight-week training program, the CK values measured immediately after the match (<0.001) and 48 hours (p<0.05) after the match were significantly lower in the experimental group when compared to the control group. LDH values, which were simultaneously measured prior to the training programs, were also not significantly different between the experimental and control groups, while those measured immediately after the match (p<0.05) and 24 hours (p<0.05) after the match were significantly lower in the experimental group when compared to the control group after the training program. The ALT and myoglobin levels, which were measured simultaneously in both groups after the training program also slightly decreased, but the difference between two groups was not statistically significant. Conclusions The results of the present study demonstrate that strength-endurance training, carried out in addition to an eight-week regular tennis training program, resulted in a significant decrease in markers of muscle damage after a tennis match played for the same duration at the same intensity.

scholarly journals The effect of a brief training program in acquiring the basic concepts of student counseling among a sample of staff members at Qassim University: أثر برنامج تدريبي مختصر في اكتساب مفاهيم أساسية في الإرشاد الطلابي لدى عينة من أعضاء هيئة التدريس بجامعة القصيم

2019 ◽  
Vol 3 (31) ◽  
Author(s):  
Bahjat Abdul Majeed Abu Sulaiman
Keyword(s):  
Training Program ◽  
Control Group ◽  
Control Groups ◽  
Staff Members ◽  
Brief Training ◽  
Student Counseling ◽  
Post Test ◽  
Basic Concepts ◽  
And Control ◽  
Experimental Group

  The present study aims at finding the effect of a brief training program in acquiring the basic concepts of student counseling among a sample of staff members at Qassim University. The sample consisted of (24) staff members in Qassim University, from those who suffer from low basic concepts in student counseling. Their degrees were an indicator of the level of basic concepts in student counseling before applying the brief training program. Then they were randomly distributed in two groups: experimental group whose members received a training program for a period of (6) sessions, one session per week, and control group whose members did not receive any training. Then, post-test measurement of the experimental group and the control group was taken. Results showed a significant differences on the level of (a = 0.05) between the experimental and control groups in the level of basic concepts in student counseling (post-test) in favour of the experimental group.    

scholarly journals The Impact of Shadowing Technique on Tertiary EFL Learners’ Listening Skill Achievements

2017 ◽  
Vol 7 (5) ◽  
pp. 184
Author(s):  
Sumarsih Sumarsih
Keyword(s):  
Alternative Hypothesis ◽  
Control Group ◽  
Listening Skills ◽  
Control Groups ◽  
Efl Learners ◽  
Listening Skill ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This paper is aimed at describing the impact of Shadowing Technique on students’ listening skills achievement. Therefore, the experimental research was conducted and the techniques on collecting the data were administrating pre- and post- tests to the experiment and control groups, which consisted of 30 university students in each group. Then, t-test and ANCOVA were applied on analyzing the data, then to find the impact of shadowing technique on EFL learners’ listening skill achievements in English Department of Universitas Negeri Medan (UNIMED), Indonesia. As a result, there was a significant difference between the mean of experimental and control groups (F = 8.98, p=. 004 < .05). In addition, there was a significant effect of applying shadowing technique on students’ listening skill achievements (F=56.10, p=0.00<0.05) and the experimental group grammatically outperformed the control group. In conclusion, the null hypothesis was rejected and the alternative hypothesis was accepted. 

scholarly journals The Effectiveness of a Program Based on (NLP) in the Development of Social Communication for the Gifted Sixth Grade Students in Amman

2016 ◽  
Vol 8 (1) ◽  
pp. 162 ◽  
Author(s):  
Jacoub Al Farah ◽  
Joseph Bawalsah ◽  
Bassam Al Khateeb
Keyword(s):  
Training Program ◽  
Communication Skills ◽  
Social Communication ◽  
Gifted Students ◽  
Sixth Grade ◽  
Control Group ◽  
Social Communication Skills ◽  
And Control ◽  
The Impact ◽  
Experimental Group

<p>This study aimed to investigate the impact of a training program based on Neuro Linguistic Programming (NLP) in the development of social communications skills among gifted six grade students in the city of Amman. The sample of the study consisted of (60) gifted students from sixth grade for the second semester of the academic year (2012/2013). The students were divided into two groups, the experimental group with (30) students and the control group with (30) students. To achieve the objectives of the study a training program based on NLP was designed with ten training sessions. The measure of social communication was applied and was prepared by researchers from the perspective of NLP on the experimental and control group as pre and post measure. After an appropriate statistical analysis, the results showed statistically significant differences in social communication skills between the experimental group and control group in favor of the experimental group. Students in the experimental group showed better level of possessions and use of social communication skills.  Depending on the results of the current study, the researchers have made a series of recommendations to take advantage of NLP in various fields of life.</p>

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